Film Review -SKYFALL

Publicat în 05. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

When was the last time that you watched a good action film? Today I will do a review for one of my favourite films. It was released in 2012 , the main actor is Daniel Craig as a secret agent for the M6 , a secret spy organization on England and Raoul Silva , the villain in this film. The plot involves a genius computer hacker who was also a spy and he wants to take revenge on the M6 organisation .There are a lot of exciting scenes when James Bond chases him all around the world. The film was set in a variety of locations including Istanbul , Shanghai , Macau , London and Scotland which gives it a very international atmosphere. I would highly recommend Skyfall , especially if you like action films . It will keep you suspense the whole movie and I am sure that you will not regret watching it.

Diana-Mihaela Recea

Colegi

Multumim! Sunt interesata sa-l vizionez.

Diana-Mihaela Recea acum 1172 zile

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Film Review -SKYFALL

Publicat în 05. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

When was the last time that you watched a good action film? Today I will do a review for one of my favourite films. It was released in 2012 , the main actor is Daniel Craig as a secret agent for the M6 , a secret spy organization on England and Raoul Silva , the villain in this film. The plot involves a genius computer hacker who was also a spy and he wants to take revenge on the M6 organisation .There are a lot of exciting scenes when James Bond chases him all around the world. The film was set in a variety of locations including Istanbul , Shanghai , Macau , London and Scotland which gives it a very international atmosphere. I would highly recommend Skyfall , especially if you like action films . It will keep you suspense the whole movie and I am sure that you will not regret watching it.

Diana-Mihaela Recea

Colegi

Multumim! Sunt interesata sa-l vizionez.

Diana-Mihaela Recea acum 1172 zile

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Scrisoare deschisa

Publicat în 05. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cercetare educaţională

Dragă, Domnule Profesor, în ultima vreme se vorbeşte despre obligaţia dumneavoastră de a realiza activităţi educaţionale cu elevii în mediul online, ba chiar şi de dreptul nostru, al părinţilor, de a vă monitoriza şi de a vă cere socoteală dacă nu vă îndepliniţi această obligaţie. În realitate, mi-e teamă că nu există legal o asemenea obligaţie de serviciu şi, în plus, nu ar fi deloc dreptul nostru de a urmări şi de a stabili în ce măsură vă îndepliniţi această obligaţie. Numai că, lăsând ipocrizia de-o parte, trebuie să recunosc, eu, Părintele, că m-am trezit dintr-o dată neajutorat şi cu prea mult timp în care trebuie să interacţionez cu copilul meu. Până acum abia schimbam câteva vorbe pe zi şi acelea despre lucruri superficiale – Ce note ai luat? Cum a fost la şcoală? Cu cine te-ai mai certat? Ce profesor a mai lipsit de la ore? ... Şi iată că acum asemenea întrebări nu-şi mai au rostul. Până mai ieri aveam o scuză: trăiam cu toţii pe fugă, nu aveam timp de întrebări serioase şi nici prea mult timp pe care să îl petrecem împreună. Acum, dintr-o dată, timpul s-a dilatat. Mult mai mult timp pe care trebuie să îl petrec împreună cu copilul meu, timp care trebuie umplut cu ceva. Soluţia salvatoare: lecţiile online pe care dumneavoastra trebuie să le faceţi cu copilul meu. De ce dumneavoastră? Pentru că eu nu ştiu ce să fac, nu ştiu ce să-i dau să înveţe, nu ştiu ce teme să-i dau, nu ştiu să le verific etc. Dar nu vreau ca el să-şi dea seama de asta. Aşa că am nevoie de ajutorul dumneavoastră. Nu vă pot înlocui. Pe de altă parte, aş ieşi în cele din urmă basma curată: copilul meu nu ar avea de ce să se gândească că eu nu-l pot ajuta să înveţe. Să ne înţelegem, nu este vorba de obligaţii de serviciu pentru dumneavoastră. Dar sunteţi singurul în măsură să îi oferiţi un sprijin copilului meu pentru a nu-şi întrerupe pregătirea şcolară. Mă gândesc că şi pentru dumneavoastră au apărut unele schimbări importante. Îmi dau seama că sunteţi împiedicat de circumstanţe exterioare să vă desfăşuraţi activităţile profesionale acolo unde ar trebui să se întâmple acest lucru, la şcoală. Poate şi pentru dumneavoastră timpul pe care trebuie să îl dedicaţi familiei s-a dilatat. Am nevoie însă de sprijin. Am nevoie de dumneavoastră şi vă rog să ne ajutaţi, pe mine şi pe copilul meu. Dacă nu o veţi face mă voi gândi că nu aţi avut timp, că aţi fost şi dumneavoastră, ca şi mine, copleşit de obligaţiile de acasă. Vom aştepta împreună să puteţi reveni la şcoală. În încheiere, câteva gânduri despre solidaritate, despre lucruri pe care cred că trebuie să le facem împreună. Să ne oprim din efortul distructiv de a ne căuta unii altora defectele. Să renunţăm la a ne depaşi limitele, de a trece dincolo de ceea ce ştim, de a invada profesii străine nouă şi de a judeca acolo unde nu avem nicio competenţă reală. Să renunţăm la prostia imensă potrivit căreia ne pricepem la toate şi la unele lucruri chiar mai bine decât cei care le fac în virtutea profesiei lor. Să ne privim cu mai mare atenţie pe noi înşine şi copiii noştri. Să facem efortul, acum când avem suficient timp pentru asta, de a privi în interiorul nostru şi de a renunţa la privirile indiscrete şi adesea nesincere către ceilalţi. Să vorbim cu cei dragi nouă aşa cum poate nu am mai facut-o de mult. Să încercăm să ne redescoperim pe noi înşine. Să ne reevaluăm valorile şi să reconstruim relaţiile dintre noi şi cei de lângă noi. Să lăsăm de-o parte efortul de a-i urmări şi judeca pe ceilalţi. Să profităm de faptul că vrând-nevrând suntem izolaţi de lumea exterioară. Izolaţi unde? Acasă. Cu cine? Cu noi înşine. Printre străini? Nu, în familia noastră. Nu pare să fie deloc uşor. Evadarea noastră cotidiană în lumea exterioară şi în tot felul de activităţi şi obligaţii nu ne-a mai lăsat prea mult timp pentru noi şi pentru acasă. Poate că multe lucruri trebuie să ni le aducem aminte, să le învăţăm din nou. Lumea din afară ne-a dat un bobârnac şi ne-a trimis acasă, într-o lume oarecum uitată, cea interioară, a spaţiului privat şi a noastră înşine. Peste o vreme vom reveni în lumea exterioară. Avem şansa de a fi oarecum alţii, mai puternici, mai atenţi la noi înşine, mai dedicaţi pentru viaţa noastră proprie, autentică, pentru ceea ce suntem cu adevărat fiecare dintre noi. Şi dacă tot am vorbit de obligaţii, să ne aducem aminte că avem o obligaţie sacră, obligaţia de a fi Părinţi. Acum nu avem nici măcar scuza lipsei de timp. Dacă nu ne-am pregătit niciodată cum trebuie pentru această obligaţie şi dacă am profitat de lipsa de timp şi de faptul că şcoala şi profesorii ne-au suplinit într-o oarecare măsură, acum nu mai avem nicio scuză: avem timp şi suntem doar noi, singuri, fără înlocuitori, cu copiii noştri. Să le fim, măcar în această perioadă, părinţi fară nicio întrerupere. Nu mai putem fi doar părinţi de dumicină. Trebuie să fim şi părinţi de luni, şi de marţi, şi de miercuri ... Să fim ceea ce de fapt trebuie să fim. Doar pentru minunea pe care trebuie să o slujim fără nicio precupeţire, pentru minunea care cere sacrificii clipă de clipă, Copilul nostru. Text preluat

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Scrisoare deschisa

Publicat în 05. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cercetare educaţională

Dragă, Domnule Profesor, în ultima vreme se vorbeşte despre obligaţia dumneavoastră de a realiza activităţi educaţionale cu elevii în mediul online, ba chiar şi de dreptul nostru, al părinţilor, de a vă monitoriza şi de a vă cere socoteală dacă nu vă îndepliniţi această obligaţie. În realitate, mi-e teamă că nu există legal o asemenea obligaţie de serviciu şi, în plus, nu ar fi deloc dreptul nostru de a urmări şi de a stabili în ce măsură vă îndepliniţi această obligaţie. Numai că, lăsând ipocrizia de-o parte, trebuie să recunosc, eu, Părintele, că m-am trezit dintr-o dată neajutorat şi cu prea mult timp în care trebuie să interacţionez cu copilul meu. Până acum abia schimbam câteva vorbe pe zi şi acelea despre lucruri superficiale – Ce note ai luat? Cum a fost la şcoală? Cu cine te-ai mai certat? Ce profesor a mai lipsit de la ore? ... Şi iată că acum asemenea întrebări nu-şi mai au rostul. Până mai ieri aveam o scuză: trăiam cu toţii pe fugă, nu aveam timp de întrebări serioase şi nici prea mult timp pe care să îl petrecem împreună. Acum, dintr-o dată, timpul s-a dilatat. Mult mai mult timp pe care trebuie să îl petrec împreună cu copilul meu, timp care trebuie umplut cu ceva. Soluţia salvatoare: lecţiile online pe care dumneavoastra trebuie să le faceţi cu copilul meu. De ce dumneavoastră? Pentru că eu nu ştiu ce să fac, nu ştiu ce să-i dau să înveţe, nu ştiu ce teme să-i dau, nu ştiu să le verific etc. Dar nu vreau ca el să-şi dea seama de asta. Aşa că am nevoie de ajutorul dumneavoastră. Nu vă pot înlocui. Pe de altă parte, aş ieşi în cele din urmă basma curată: copilul meu nu ar avea de ce să se gândească că eu nu-l pot ajuta să înveţe. Să ne înţelegem, nu este vorba de obligaţii de serviciu pentru dumneavoastră. Dar sunteţi singurul în măsură să îi oferiţi un sprijin copilului meu pentru a nu-şi întrerupe pregătirea şcolară. Mă gândesc că şi pentru dumneavoastră au apărut unele schimbări importante. Îmi dau seama că sunteţi împiedicat de circumstanţe exterioare să vă desfăşuraţi activităţile profesionale acolo unde ar trebui să se întâmple acest lucru, la şcoală. Poate şi pentru dumneavoastră timpul pe care trebuie să îl dedicaţi familiei s-a dilatat. Am nevoie însă de sprijin. Am nevoie de dumneavoastră şi vă rog să ne ajutaţi, pe mine şi pe copilul meu. Dacă nu o veţi face mă voi gândi că nu aţi avut timp, că aţi fost şi dumneavoastră, ca şi mine, copleşit de obligaţiile de acasă. Vom aştepta împreună să puteţi reveni la şcoală. În încheiere, câteva gânduri despre solidaritate, despre lucruri pe care cred că trebuie să le facem împreună. Să ne oprim din efortul distructiv de a ne căuta unii altora defectele. Să renunţăm la a ne depaşi limitele, de a trece dincolo de ceea ce ştim, de a invada profesii străine nouă şi de a judeca acolo unde nu avem nicio competenţă reală. Să renunţăm la prostia imensă potrivit căreia ne pricepem la toate şi la unele lucruri chiar mai bine decât cei care le fac în virtutea profesiei lor. Să ne privim cu mai mare atenţie pe noi înşine şi copiii noştri. Să facem efortul, acum când avem suficient timp pentru asta, de a privi în interiorul nostru şi de a renunţa la privirile indiscrete şi adesea nesincere către ceilalţi. Să vorbim cu cei dragi nouă aşa cum poate nu am mai facut-o de mult. Să încercăm să ne redescoperim pe noi înşine. Să ne reevaluăm valorile şi să reconstruim relaţiile dintre noi şi cei de lângă noi. Să lăsăm de-o parte efortul de a-i urmări şi judeca pe ceilalţi. Să profităm de faptul că vrând-nevrând suntem izolaţi de lumea exterioară. Izolaţi unde? Acasă. Cu cine? Cu noi înşine. Printre străini? Nu, în familia noastră. Nu pare să fie deloc uşor. Evadarea noastră cotidiană în lumea exterioară şi în tot felul de activităţi şi obligaţii nu ne-a mai lăsat prea mult timp pentru noi şi pentru acasă. Poate că multe lucruri trebuie să ni le aducem aminte, să le învăţăm din nou. Lumea din afară ne-a dat un bobârnac şi ne-a trimis acasă, într-o lume oarecum uitată, cea interioară, a spaţiului privat şi a noastră înşine. Peste o vreme vom reveni în lumea exterioară. Avem şansa de a fi oarecum alţii, mai puternici, mai atenţi la noi înşine, mai dedicaţi pentru viaţa noastră proprie, autentică, pentru ceea ce suntem cu adevărat fiecare dintre noi. Şi dacă tot am vorbit de obligaţii, să ne aducem aminte că avem o obligaţie sacră, obligaţia de a fi Părinţi. Acum nu avem nici măcar scuza lipsei de timp. Dacă nu ne-am pregătit niciodată cum trebuie pentru această obligaţie şi dacă am profitat de lipsa de timp şi de faptul că şcoala şi profesorii ne-au suplinit într-o oarecare măsură, acum nu mai avem nicio scuză: avem timp şi suntem doar noi, singuri, fără înlocuitori, cu copiii noştri. Să le fim, măcar în această perioadă, părinţi fară nicio întrerupere. Nu mai putem fi doar părinţi de dumicină. Trebuie să fim şi părinţi de luni, şi de marţi, şi de miercuri ... Să fim ceea ce de fapt trebuie să fim. Doar pentru minunea pe care trebuie să o slujim fără nicio precupeţire, pentru minunea care cere sacrificii clipă de clipă, Copilul nostru. Text preluat

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Chestionar pentru evaluarea impactului activităților Consilului Elevilor din liceul tău.

Publicat în 04. 07. 2023 de Anca Cristina Bărbulescu
Categorie: sistem de învăţământ

Salut! Ești elev în Liceul Teoretic ... și vrei ca vocea ta să conteze. Ajută-ne să îmbunătățim implicarea ta în viața școlii răspunzând la câteva întrebări ! Ai auzit vreodată de Consiliul elevilor din liceu? ( Da / Nu) Ai participat vreodată la o activitate organizată de Consiliului elevilor din liceu? Precizează numărul activităților la care ai participat într-un an școlar în căsuța alăturată ! Cât de des ați observat activitatea Consiliului elevilor în liceu? O dată pe lună b. o dată la 2-3 luni c. o dată la 4-5 luni Ce activități organizează Consiliul elevilor în liceu și cum le-ai perceput? Târguri Spectacole Ședințe Alte activități Ai sugestii pentru alte activități pe care Consiliul elevilor ar trebui să le organizeze în viitor? …………………………………………………………………………………………………………………………………………………………….. Ai sugestii pentru îmbunătățirea comunicării între Consiliul elevilor și elevi? Care? ………………………………………………………………………………………………………………………………………………………….. Crezi că este reprezentativ Consiliul elevilor pentru tine? (Da / Nu) Influențează Consiliul elevilor în mod real viața școlară a elevilor? (Da /Nu) Te-ai gândit vreodată să candidezi pentru un post în Consiliul elevilor? (Da / NU) Care crezi că este rolul Consiliului elevilor în viața școlii ? Distracția Comunicarea nevoilor reale ale elevilor conducerii școli Crearea unor proiecte reprezentative pentru liceul nostru Mulțumim! Echipa CEAC

Maria Trăistaru

Colegi

Maria Trăistaru acum 1179 zile

Maria Trăistaru

Colegi

Un material foarte util.

Maria Trăistaru acum 1179 zile

Mirela Dumitru-Savin

Colegi

Interesant!

Mirela Dumitru-Savin acum 1178 zile

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Chestionar pentru evaluarea impactului activităților Consilului Elevilor din liceul tău.

Publicat în 04. 07. 2023 de Anca Cristina Bărbulescu
Categorie: sistem de învăţământ

Salut! Ești elev în Liceul Teoretic ... și vrei ca vocea ta să conteze. Ajută-ne să îmbunătățim implicarea ta în viața școlii răspunzând la câteva întrebări ! Ai auzit vreodată de Consiliul elevilor din liceu? ( Da / Nu) Ai participat vreodată la o activitate organizată de Consiliului elevilor din liceu? Precizează numărul activităților la care ai participat într-un an școlar în căsuța alăturată ! Cât de des ați observat activitatea Consiliului elevilor în liceu? O dată pe lună b. o dată la 2-3 luni c. o dată la 4-5 luni Ce activități organizează Consiliul elevilor în liceu și cum le-ai perceput? Târguri Spectacole Ședințe Alte activități Ai sugestii pentru alte activități pe care Consiliul elevilor ar trebui să le organizeze în viitor? …………………………………………………………………………………………………………………………………………………………….. Ai sugestii pentru îmbunătățirea comunicării între Consiliul elevilor și elevi? Care? ………………………………………………………………………………………………………………………………………………………….. Crezi că este reprezentativ Consiliul elevilor pentru tine? (Da / Nu) Influențează Consiliul elevilor în mod real viața școlară a elevilor? (Da /Nu) Te-ai gândit vreodată să candidezi pentru un post în Consiliul elevilor? (Da / NU) Care crezi că este rolul Consiliului elevilor în viața școlii ? Distracția Comunicarea nevoilor reale ale elevilor conducerii școli Crearea unor proiecte reprezentative pentru liceul nostru Mulțumim! Echipa CEAC

Maria Trăistaru

Colegi

Maria Trăistaru acum 1179 zile

Maria Trăistaru

Colegi

Un material foarte util.

Maria Trăistaru acum 1179 zile

Mirela Dumitru-Savin

Colegi

Interesant!

Mirela Dumitru-Savin acum 1178 zile

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Chestionar pentru părinți privind lucrul pe grupe la orele de limbi străine

Publicat în 04. 07. 2023 de Anca Cristina Bărbulescu
Categorie: sistem de învăţământ

Credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum l-au ajutat să-și îmbunătățească performanțele școlare? Da Nu În ce măsură credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum au fost bine structurate? (de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excelent În ce măsură credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum au folosit metode moderne de predare și învățare? ( de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excelent Ce alte opționale ați dori să vedeți implementate în oferta educațională a școlii? 5. Ați recomanda opționalele/ aprofundările la limba stăină aleasă, pe care le-a urmat copilul dumneavoastră până acum, altor părinți? (da/nu) a. DA b. NU 6. Credeți că opțiunea pentru germană intensiv/engleză intensiv a fost o alegere bună pentru copilul dvs? a. Da b.Nu 7. În ce măsură lucrul pe grupe a contribuit la evoluția copilului dvs în ceea ce privește cunoașterea temeinică a unei limbi străine? ( de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excellent Mulțumim ! (CEAC)

Nicoleta-Marilena Militaru

Colegi

Daca ar fi sa raspund ...:))))
1. DA
2. 4
3. 4
4. discurs public, managemet de proiect, life skills
5. DA
6. DA
7. 4
Un chestionar destul de ok.

Nicoleta-Marilena Militaru acum 1179 zile

Costina-Florentina Dan

Colegi

Un chestionar bine gândit!

Costina-Florentina Dan acum 1179 zile

Simona Bunta

Colegi

Bun chestionar!

Simona Bunta acum 1179 zile

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Chestionar pentru părinți privind lucrul pe grupe la orele de limbi străine

Publicat în 04. 07. 2023 de Anca Cristina Bărbulescu
Categorie: sistem de învăţământ

Credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum l-au ajutat să-și îmbunătățească performanțele școlare? Da Nu În ce măsură credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum au fost bine structurate? (de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excelent În ce măsură credeți că opționalele/aprofundările pe care le-a urmat copilul dumneavoastră până acum au folosit metode moderne de predare și învățare? ( de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excelent Ce alte opționale ați dori să vedeți implementate în oferta educațională a școlii? 5. Ați recomanda opționalele/ aprofundările la limba stăină aleasă, pe care le-a urmat copilul dumneavoastră până acum, altor părinți? (da/nu) a. DA b. NU 6. Credeți că opțiunea pentru germană intensiv/engleză intensiv a fost o alegere bună pentru copilul dvs? a. Da b.Nu 7. În ce măsură lucrul pe grupe a contribuit la evoluția copilului dvs în ceea ce privește cunoașterea temeinică a unei limbi străine? ( de la 1 la 5: (1) foarte mica măsură;(2) moderat; (3) mare măsură;(4) f.mare măsură; (5) excellent Mulțumim ! (CEAC)

Nicoleta-Marilena Militaru

Colegi

Daca ar fi sa raspund ...:))))
1. DA
2. 4
3. 4
4. discurs public, managemet de proiect, life skills
5. DA
6. DA
7. 4
Un chestionar destul de ok.

Nicoleta-Marilena Militaru acum 1179 zile

Costina-Florentina Dan

Colegi

Un chestionar bine gândit!

Costina-Florentina Dan acum 1179 zile

Simona Bunta

Colegi

Bun chestionar!

Simona Bunta acum 1179 zile

]]> When Florens, the central figure of Toni Morrison's new novel, asks on the first page "Can you read?", she is not inquiring about any simple kind of literacy. She means, can you read the nature of the world? Do you understand omens? Ordinary notions of cause and effect are stripped away from the characters of A Mercy. Their world is all accident, contingency. Events are beyond mortal control, and there is scant evidence that any immortal guide is at work. Hope, where it exists, is deferred. Florens believes "We are baptised and can have happiness when this life is done."
We are in America around 1690. Slave labour of different varieties sustains farming and trade. The rudimentary social system is predicated on deep inequalities of class and gender. Religion is sectarian and bitter, a force for division rather than coherence. We are looking at the preconditions for the world of Morrison's most powerful novel, Beloved, in which a black mother kills her daughter rather than let her grow up a slave. A trader surveys a line of a dozen slaves "whose silence made him imagine an avalanche seen from a great distance. No sound, just the knowledge of a roar he could not hear."
Florens is a girl of 16. With her mother and infant brother, she is a slave on the domain of a Portuguese planter. The planter has a debt, which he cannot discharge, to an Anglo-Dutch farmer and trader called Jacob. Jacob is persuaded to take a slave in exchange; when his eye falls on Florens's mother, she kneels down and begs him to take Florens rather than part her from the small son she is still breastfeeding. So Florens suffers her first "expel" and is at the mercy of a new master. In the very last passage of the book we will find out why her mother acted as she did, but Florens will never know or guess.
Skilfully and swiftly Morrison creates the sour atmosphere of the D'Ortega plantation, where Florens has grown up. A neat passage of dialogue packs in a damning lesson about colonialist delusion and its attempts to reshape geography. D'Ortega's wife tells Jacob that "in Portugal" slaves never get away with trickery. Jacob asks:
"They come from Portugal?"
"... well, the Angola part of Portugal." [...]
"We are there for four years," added Mistress D'Ortega.
"Portugal?"
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"Angola. But, mind you, our children are not born there."
"Portugal, then?"
"No, Maryland."
"Ah, England."
Jacob is vivid in his history and prejudices and ambitions, a resourceful man who is emotionally battered but not morally destroyed. Having created him carefully, Morrison sweeps him out of the story. When he dies of smallpox his loss pulls all security away from the lives of his wife and servants. The narrative also loses the firm, directed feel of the early pages. The other characters who emerge never manifest as much more than bundles of grievances, each with his or her own skew of disadvantage. They have names, but may as well have numbers, so that they can shout out their complaint; when two downtrodden white bondsmen turn out to be gay, the reader feels an unwelcome giggle coming on. In particular, the black man with whom Florens falls desperately in love is lightly sketched; a blacksmith, a skilled worker, he is an anomaly, his proud individuality a challenge to a system that likes to categorize and keep people in their places. But we have to take this individuality on trust, because Morrison leaves him as a mere outline. Perhaps she is telling us that he is a phantom, his arms a home-from-home built from Florens's unhoused desires; when he falls victim to her jealous, unruly, deprived passion, it is as if an illusion is lost, rather than a person.
The America that Morrison depicts is not a land hungry for freedom, but a land that is jittery and repressive, fixated on profit and punitive by instinct. Fate and economics bring the characters together, and hold them together only for as long as it takes to recognise common victimhood. The orphans and waifs of Jacob's farm are a community that threatens to disintegrate as soon as he is dead. Any affective bonds they have formed are frail compared to the imperatives of finding a new way to survive. In making this clear, Morrison avoids sentimentality. But she doesn't always avoid the portentous; at its worst, this is a book of ritualised postures and cut-rate epiphanies. The character called "Sorrow", who is dazed by the blows life has dealt her, rebaptises herself "Complete" when she gives birth to a daughter, though it is hard to see what reason she has for optimism; should we salute her wisdom, or pity her delusion? The saintly Lina, an American Indian whose community has been wiped out by smallpox, remembers "the company of other children, industrious mothers in beautiful jewellery, the majestic plan of life: when to vacate, to harvest, to burn, to hunt; ceremonies of death, birth and worship". By contrast, the Englishwoman Rebekka remembers little of London except public executions: her prospects, had she not taken ship, were "reeking streets, spat on by lords and prostitutes". One comes from Eden, one from a necropolis; it's too pat to convince.

]]>

A MERCY BY TONI MORRISON

Publicat în 03. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

When Florens, the central figure of Toni Morrison's new novel, asks on the first page "Can you read?", she is not inquiring about any simple kind of literacy. She means, can you read the nature of the world? Do you understand omens? Ordinary notions of cause and effect are stripped away from the characters of A Mercy. Their world is all accident, contingency. Events are beyond mortal control, and there is scant evidence that any immortal guide is at work. Hope, where it exists, is deferred. Florens believes "We are baptised and can have happiness when this life is done."
We are in America around 1690. Slave labour of different varieties sustains farming and trade. The rudimentary social system is predicated on deep inequalities of class and gender. Religion is sectarian and bitter, a force for division rather than coherence. We are looking at the preconditions for the world of Morrison's most powerful novel, Beloved, in which a black mother kills her daughter rather than let her grow up a slave. A trader surveys a line of a dozen slaves "whose silence made him imagine an avalanche seen from a great distance. No sound, just the knowledge of a roar he could not hear."
Florens is a girl of 16. With her mother and infant brother, she is a slave on the domain of a Portuguese planter. The planter has a debt, which he cannot discharge, to an Anglo-Dutch farmer and trader called Jacob. Jacob is persuaded to take a slave in exchange; when his eye falls on Florens's mother, she kneels down and begs him to take Florens rather than part her from the small son she is still breastfeeding. So Florens suffers her first "expel" and is at the mercy of a new master. In the very last passage of the book we will find out why her mother acted as she did, but Florens will never know or guess.
Skilfully and swiftly Morrison creates the sour atmosphere of the D'Ortega plantation, where Florens has grown up. A neat passage of dialogue packs in a damning lesson about colonialist delusion and its attempts to reshape geography. D'Ortega's wife tells Jacob that "in Portugal" slaves never get away with trickery. Jacob asks:
"They come from Portugal?"
"... well, the Angola part of Portugal." [...]
"We are there for four years," added Mistress D'Ortega.
"Portugal?"
Advertisement
"Angola. But, mind you, our children are not born there."
"Portugal, then?"
"No, Maryland."
"Ah, England."
Jacob is vivid in his history and prejudices and ambitions, a resourceful man who is emotionally battered but not morally destroyed. Having created him carefully, Morrison sweeps him out of the story. When he dies of smallpox his loss pulls all security away from the lives of his wife and servants. The narrative also loses the firm, directed feel of the early pages. The other characters who emerge never manifest as much more than bundles of grievances, each with his or her own skew of disadvantage. They have names, but may as well have numbers, so that they can shout out their complaint; when two downtrodden white bondsmen turn out to be gay, the reader feels an unwelcome giggle coming on. In particular, the black man with whom Florens falls desperately in love is lightly sketched; a blacksmith, a skilled worker, he is an anomaly, his proud individuality a challenge to a system that likes to categorize and keep people in their places. But we have to take this individuality on trust, because Morrison leaves him as a mere outline. Perhaps she is telling us that he is a phantom, his arms a home-from-home built from Florens's unhoused desires; when he falls victim to her jealous, unruly, deprived passion, it is as if an illusion is lost, rather than a person.
The America that Morrison depicts is not a land hungry for freedom, but a land that is jittery and repressive, fixated on profit and punitive by instinct. Fate and economics bring the characters together, and hold them together only for as long as it takes to recognise common victimhood. The orphans and waifs of Jacob's farm are a community that threatens to disintegrate as soon as he is dead. Any affective bonds they have formed are frail compared to the imperatives of finding a new way to survive. In making this clear, Morrison avoids sentimentality. But she doesn't always avoid the portentous; at its worst, this is a book of ritualised postures and cut-rate epiphanies. The character called "Sorrow", who is dazed by the blows life has dealt her, rebaptises herself "Complete" when she gives birth to a daughter, though it is hard to see what reason she has for optimism; should we salute her wisdom, or pity her delusion? The saintly Lina, an American Indian whose community has been wiped out by smallpox, remembers "the company of other children, industrious mothers in beautiful jewellery, the majestic plan of life: when to vacate, to harvest, to burn, to hunt; ceremonies of death, birth and worship". By contrast, the Englishwoman Rebekka remembers little of London except public executions: her prospects, had she not taken ship, were "reeking streets, spat on by lords and prostitutes". One comes from Eden, one from a necropolis; it's too pat to convince.

]]> When Florens, the central figure of Toni Morrison's new novel, asks on the first page "Can you read?", she is not inquiring about any simple kind of literacy. She means, can you read the nature of the world? Do you understand omens? Ordinary notions of cause and effect are stripped away from the characters of A Mercy. Their world is all accident, contingency. Events are beyond mortal control, and there is scant evidence that any immortal guide is at work. Hope, where it exists, is deferred. Florens believes "We are baptised and can have happiness when this life is done."
We are in America around 1690. Slave labour of different varieties sustains farming and trade. The rudimentary social system is predicated on deep inequalities of class and gender. Religion is sectarian and bitter, a force for division rather than coherence. We are looking at the preconditions for the world of Morrison's most powerful novel, Beloved, in which a black mother kills her daughter rather than let her grow up a slave. A trader surveys a line of a dozen slaves "whose silence made him imagine an avalanche seen from a great distance. No sound, just the knowledge of a roar he could not hear."
Florens is a girl of 16. With her mother and infant brother, she is a slave on the domain of a Portuguese planter. The planter has a debt, which he cannot discharge, to an Anglo-Dutch farmer and trader called Jacob. Jacob is persuaded to take a slave in exchange; when his eye falls on Florens's mother, she kneels down and begs him to take Florens rather than part her from the small son she is still breastfeeding. So Florens suffers her first "expel" and is at the mercy of a new master. In the very last passage of the book we will find out why her mother acted as she did, but Florens will never know or guess.
Skilfully and swiftly Morrison creates the sour atmosphere of the D'Ortega plantation, where Florens has grown up. A neat passage of dialogue packs in a damning lesson about colonialist delusion and its attempts to reshape geography. D'Ortega's wife tells Jacob that "in Portugal" slaves never get away with trickery. Jacob asks:
"They come from Portugal?"
"... well, the Angola part of Portugal." [...]
"We are there for four years," added Mistress D'Ortega.
"Portugal?"
Advertisement
"Angola. But, mind you, our children are not born there."
"Portugal, then?"
"No, Maryland."
"Ah, England."
Jacob is vivid in his history and prejudices and ambitions, a resourceful man who is emotionally battered but not morally destroyed. Having created him carefully, Morrison sweeps him out of the story. When he dies of smallpox his loss pulls all security away from the lives of his wife and servants. The narrative also loses the firm, directed feel of the early pages. The other characters who emerge never manifest as much more than bundles of grievances, each with his or her own skew of disadvantage. They have names, but may as well have numbers, so that they can shout out their complaint; when two downtrodden white bondsmen turn out to be gay, the reader feels an unwelcome giggle coming on. In particular, the black man with whom Florens falls desperately in love is lightly sketched; a blacksmith, a skilled worker, he is an anomaly, his proud individuality a challenge to a system that likes to categorize and keep people in their places. But we have to take this individuality on trust, because Morrison leaves him as a mere outline. Perhaps she is telling us that he is a phantom, his arms a home-from-home built from Florens's unhoused desires; when he falls victim to her jealous, unruly, deprived passion, it is as if an illusion is lost, rather than a person.
The America that Morrison depicts is not a land hungry for freedom, but a land that is jittery and repressive, fixated on profit and punitive by instinct. Fate and economics bring the characters together, and hold them together only for as long as it takes to recognise common victimhood. The orphans and waifs of Jacob's farm are a community that threatens to disintegrate as soon as he is dead. Any affective bonds they have formed are frail compared to the imperatives of finding a new way to survive. In making this clear, Morrison avoids sentimentality. But she doesn't always avoid the portentous; at its worst, this is a book of ritualised postures and cut-rate epiphanies. The character called "Sorrow", who is dazed by the blows life has dealt her, rebaptises herself "Complete" when she gives birth to a daughter, though it is hard to see what reason she has for optimism; should we salute her wisdom, or pity her delusion? The saintly Lina, an American Indian whose community has been wiped out by smallpox, remembers "the company of other children, industrious mothers in beautiful jewellery, the majestic plan of life: when to vacate, to harvest, to burn, to hunt; ceremonies of death, birth and worship". By contrast, the Englishwoman Rebekka remembers little of London except public executions: her prospects, had she not taken ship, were "reeking streets, spat on by lords and prostitutes". One comes from Eden, one from a necropolis; it's too pat to convince.

]]>

A MERCY BY TONI MORRISON

Publicat în 03. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

When Florens, the central figure of Toni Morrison's new novel, asks on the first page "Can you read?", she is not inquiring about any simple kind of literacy. She means, can you read the nature of the world? Do you understand omens? Ordinary notions of cause and effect are stripped away from the characters of A Mercy. Their world is all accident, contingency. Events are beyond mortal control, and there is scant evidence that any immortal guide is at work. Hope, where it exists, is deferred. Florens believes "We are baptised and can have happiness when this life is done."
We are in America around 1690. Slave labour of different varieties sustains farming and trade. The rudimentary social system is predicated on deep inequalities of class and gender. Religion is sectarian and bitter, a force for division rather than coherence. We are looking at the preconditions for the world of Morrison's most powerful novel, Beloved, in which a black mother kills her daughter rather than let her grow up a slave. A trader surveys a line of a dozen slaves "whose silence made him imagine an avalanche seen from a great distance. No sound, just the knowledge of a roar he could not hear."
Florens is a girl of 16. With her mother and infant brother, she is a slave on the domain of a Portuguese planter. The planter has a debt, which he cannot discharge, to an Anglo-Dutch farmer and trader called Jacob. Jacob is persuaded to take a slave in exchange; when his eye falls on Florens's mother, she kneels down and begs him to take Florens rather than part her from the small son she is still breastfeeding. So Florens suffers her first "expel" and is at the mercy of a new master. In the very last passage of the book we will find out why her mother acted as she did, but Florens will never know or guess.
Skilfully and swiftly Morrison creates the sour atmosphere of the D'Ortega plantation, where Florens has grown up. A neat passage of dialogue packs in a damning lesson about colonialist delusion and its attempts to reshape geography. D'Ortega's wife tells Jacob that "in Portugal" slaves never get away with trickery. Jacob asks:
"They come from Portugal?"
"... well, the Angola part of Portugal." [...]
"We are there for four years," added Mistress D'Ortega.
"Portugal?"
Advertisement
"Angola. But, mind you, our children are not born there."
"Portugal, then?"
"No, Maryland."
"Ah, England."
Jacob is vivid in his history and prejudices and ambitions, a resourceful man who is emotionally battered but not morally destroyed. Having created him carefully, Morrison sweeps him out of the story. When he dies of smallpox his loss pulls all security away from the lives of his wife and servants. The narrative also loses the firm, directed feel of the early pages. The other characters who emerge never manifest as much more than bundles of grievances, each with his or her own skew of disadvantage. They have names, but may as well have numbers, so that they can shout out their complaint; when two downtrodden white bondsmen turn out to be gay, the reader feels an unwelcome giggle coming on. In particular, the black man with whom Florens falls desperately in love is lightly sketched; a blacksmith, a skilled worker, he is an anomaly, his proud individuality a challenge to a system that likes to categorize and keep people in their places. But we have to take this individuality on trust, because Morrison leaves him as a mere outline. Perhaps she is telling us that he is a phantom, his arms a home-from-home built from Florens's unhoused desires; when he falls victim to her jealous, unruly, deprived passion, it is as if an illusion is lost, rather than a person.
The America that Morrison depicts is not a land hungry for freedom, but a land that is jittery and repressive, fixated on profit and punitive by instinct. Fate and economics bring the characters together, and hold them together only for as long as it takes to recognise common victimhood. The orphans and waifs of Jacob's farm are a community that threatens to disintegrate as soon as he is dead. Any affective bonds they have formed are frail compared to the imperatives of finding a new way to survive. In making this clear, Morrison avoids sentimentality. But she doesn't always avoid the portentous; at its worst, this is a book of ritualised postures and cut-rate epiphanies. The character called "Sorrow", who is dazed by the blows life has dealt her, rebaptises herself "Complete" when she gives birth to a daughter, though it is hard to see what reason she has for optimism; should we salute her wisdom, or pity her delusion? The saintly Lina, an American Indian whose community has been wiped out by smallpox, remembers "the company of other children, industrious mothers in beautiful jewellery, the majestic plan of life: when to vacate, to harvest, to burn, to hunt; ceremonies of death, birth and worship". By contrast, the Englishwoman Rebekka remembers little of London except public executions: her prospects, had she not taken ship, were "reeking streets, spat on by lords and prostitutes". One comes from Eden, one from a necropolis; it's too pat to convince.

]]>

MODEL PLAN DE LECTIE LIMBA ENGLEZA SCRISOARE DE INTENŢIE/ LETTER OF APPLICATION

Publicat în 02. 07. 2023 de Anca Cristina Bărbulescu

LESSON PLAN LETTER OF APPLICATION GRADE: 11th (L1) DATE: ....................... TEACHER: ............... TEXTBOOK: CAE-Gold Unit 13 A way with words TIME: 50’ TEACHING AIDS: textbooks, blackboard, notebooks, teacher’s book LESSON TYPE: writing Lesson aims: to introduce the topic of the lesson: letters of application for a job to present Ss the main features of a letter of application for a job to familiarize Ss with the layout and style of a letter of application to practise language used in a letter of application to develop the writing skills of the Ss Teaching materials: - handouts (adapted from textbooks – Opportunities and Inside Out) Activity 1 Aim: a warm-up activity to introduce Ss to the topic and to practise the speaking skill Procedure: T asks Ss the question: What do you think the stages involved in applying for a job are? Ss give their opinion freely T then gives the Ss the handouts and asks them to check if their predictions were more or less true One S reads the stages from the handout Interaction: T-S; S-T Time: 5’ Activity 2 Aim: a predictive activity about the layout of a letter of application for a job Procedure: T asks the Ss the question: What kind of information do you think you should provide in a letter of application for a job? Ss give their opinion freely T writes their ideas on the Bb Interaction: T-S; S-T Time: 5’ Activity 3 Aim: a reading-comprehension activity so as to practise reading skills Procedure: T asks Ss to perform Activity 3 on their handouts Ss perform the task individually T monitors the activity Ss deliver the answers to the T Interaction: S- S; S-T Time: 10’ Activity 4 Aim: a matching exercise in order to come up with the layout of a letter of application Procedure: T asks the Ss to perform the matching task Ss work in pairs T monitors the activity Ss deliver the answers to the T and the T corrects them if necessary Interaction: S-S; S-T Time: 5’ Activity 5 Aim: a matching activity to get Ss familiar with expressions and vocabulary used in an L of A Procedure: T asks the Ss to perform activity 5 on the handouts Ss perform the activity in pairs T monitors the activity S deliver the answers to the T and T corrects them if necessary Interaction: T-S; S-S Time: 10’ Activity 6 Aim: a matching activity to practise language used in a letter of application Procedure: T asks Ss to perform activity 7 from the handouts Ss perform the task T monitors the activity Ss deliver the answers and T checks them Interaction: T-S; S-T Time: 5’ Activity 7 Aim: a jumbled text to further practise the layout of the letter Procedure: T asks Ss to perform activity 6 on the handouts Ss perform the task in pairs T monitors the activity Ss deliver the answers to the T and the T corrects them, if necessary Interaction: S-S; S-T Time: 10’ Homework: You have decided to spend some time working this summer. You have seen an advertisement in the newspaper for lifeguards to work for a month on one of the most popular beaches in Sussex. Write a letter of application asking to be considered for one of the positions. HANDOUT Activity 1 Stages involved in getting a job: 1. Reading the advertisements; 2. Telephoning or writing for information; 3. Preparing a resumé (CV); 4. Writing or filling in an application form; 5. The interview Activity 3: Read the advertisement, the CV and the letter bellow. Answer these questions: What reasons does Maureen give for applying for the job? What evidence does she give to show that : she is hard-working and committed? she understands people from other cultures? she could teach maths? 3. Do you think Maureen’s application would be successful? Why or why not? Activity 4: Match the parts of the letter (1-11) with the following topics (a-k): a) sender’s signature; b) sender’s name printed; c) qualifications and practical skills; d) the date; e) greeting; f) reasons for writing; g) formal ending; h) name and address of the company; i) reasons for interest in the job; j) personal qualities with examples; k) sender’s address WORLD AID CURRICULUM VITAE Join WORLD AID and work with local communities in the Third World. We are looking for volunteers to work in our camp near Chittagong in Bangladesh: to participate in our flood control and tree-planting operation, to help look after small children, to teach basic maths to primary children, to work on a survey of local wildlife. Minimum stay – three months. Write to Michael Cartwright, (World Aid, Palmers House, Ludford SY18X) saying what kind of work you are interested in. Give details about yourself, say why you are interested and why you are suitable for the work. Successful applicants will receive free transportation, accommodation and board. PERSONAL INFORMATION Name: Maureen Taylor Date of birth: 21.03.81 Nationality: British Address: 87 Orchard Rise, Bishop Castle SY9 7H EDUCATION AND QUALIFICATIONS Secondary school: Newcastle, 1992-99 ‘A’ levels: English Literature (C), Maths (B), Economics (D) EXPERIENCE Voluntary work for Community Links 1996- Teaching English – St Pauls’s Church, Bishops Castle OTHER SKILLS AND ACHIEVEMENTS Driving licence; First Aid Certificate (First Class) INTERESTS Reading; cinema; cooking; swimming. (1) 87 Orchard Rise, Bishops Castle, Oxfordshire. (2) September 15, 2001 (3) Mr Michael Cartwright World Aid, Palmers House, Ludford. (4) Dear Mr Cartwright, (5) I am writing to apply for the job of volunteer worker which I saw advertised in The Guardian last week. I would be interested in teaching maths to primary children in your camp in Chittagong in Bangladesh. I enclose a copy of my CV. (6) I am 18 years old and I have just finished secondary school in Newcastle. I would like to work for you because I am very interested in teaching. I would also like to learn about a different culture as I feel that intercultural understanding is extremely important. (7) I am a hard-working and committed person. I have participated for the last three years in a voluntary programme, Community Links, visiting elderly people in my local area. I also feel that I can get on well with people from other cultural backgrounds, since I have also taught immigrant children English at our church school. (8) I think I would be a good primary teacher of maths due to my teaching experience. Also, I have recently passed my Maths ‘A’ level (grade B), so I have a good understanding of the subject. In addition, I hold a certificate in first aid, which might be useful. (9) I look forward to hearing from you. Yours sincerely, (10) Maureen Taylor (11) Ms Maureen Taylor Activity 5 Complete these sentences or phrases with a word from the box below: as at for from in to I am writing ________ reply _______ your advertisement _______ the newspaper yesterday. __________ present, I am working ________ a receptionist __________ Carlton Hotel. __________ you will see ________ my CV, I have … I am very interested _________ working for an organisation where I would have the opportunity _______ use my skills. I would be free _______ work _______ your company … I am available _________ an interview __________ your convenience. Activity 6 Place the following expressions in the correct box on the right: Greeting 1. I think I am a … person. For example, I have … 2. Dear Mr/Mrs/Ms …, (if you know their name) 3. I look forward to hearing from you soon. 4. I am writing to you with reference to … 5. I would like to work for you because I’m very interested in … 6. I am fluent in spoken and written … 7. Yours sincerely, (when you know the person’s name) 8. I would also like to learn about … 9. I am writing to apply for the post/ job / position of/which I saw advertised in … 10. I also feel that I can …/I am familiar with … 11. In addition, I hold a certificate in … 12. Dear Sir/Madam, (if you don’t know their name) 13. Yours faithfully, (when you don’t know the person’s name) 14. I have had experience of/as … 15. I enclose my CV and I would be glad to attend an interview at any time convenient to you Reasons for writing Reasons for interest in the job Personal qualities with examples Qualifications and practical skills Formal ending Activity 7 1 Look at the advertisement below and put the parts of the letter in the correct places. London Job Placements Work in London in your summer holidays We are looking for hundreds of people for temporary jobs in London: restaurants, shops, offices, au pairs, summer camps, travel guides, building sites … Good rates of pay and help with accommodation provided. Send us a short letter, telling us a when you are available for work b what work experience you have, enclosing a full CV, and c what kind of work you prefer. Send to: Emily Evans, London Job Placements, P.O. Box 414B, London ES7 4QR a) 6th July 2002 b) I am writing in reply to your advertisement in International Travel Monthly c) Yours sincerely, d) I am available for work this summer in the months of July and August. e) Please see my CV for further details. f) I am a third-year engineering student at the University of Leioa, near Bilbao. g) I have experience of working in restaurants and offices. I have also worked with children. h) Inaki Rosel i) Basagoiti, 79, 10º, 48990 Berango Spain j) I look forward to hearing from you. k) I would prefer a job where I could practice my English, but I would be happy to consider any offer. l) Inaki Rosel m) Dear Ms Evans, n) Emily Evans, London Job Placements, P.O. Box 414B, London ES7 4QR 1 2 3 4 5 6, 7 8, 9, 10 11 12 13 14 Homework: You have decided to spend some time working this summer. You have seen an advertisement in the paper for life-guards to work for a month on one of the most popular beaches in Sussex. Write a letter asking to be considered for one of the positions. A LETTER OF APPLICATION Your address The date Name and address of the company Greeting Dear Mr/ Mrs/ Ms …, (if you know their name) Dear Sir/ Madam, (if you don’t know their name) Paragraph 1 Simply state your reason for writing. I am writing to you with reference to … I am interested in applying for the job of … I enclose a copy of my CV. Paragraph 2 Explain why you are interested in a job. I would like to work for you because I am very interested in … I would also like to learn about … I feel that … is extremely important. Paragraph 3 Give examples to show your personal qualities. I think I am a … person. For example, I have … I also feel that I can …/ Finally, I am familiar with … Paragraph 4 Write about your qualifications and practical skills. I think I would be a good primary teacher due to my teaching experience. I am a competent …as I have completed a course in … I am fluent in spoken and written … In addition, I hold a certificate in … Formal ending I look forward to hearing from you soon. Yours sincerely, (when you know the person’s name) Yours faithfully, (when you don’t) Your signature Print your name

Maria Trăistaru

Colegi

Thank you very much.

Maria Trăistaru acum 1181 zile

Mirela Dumitru-Savin

Colegi

Chiar dacă nu e domeniul meu, am citit și mi-a plăcut! Bravo!

Mirela Dumitru-Savin acum 1180 zile

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MODEL PLAN DE LECTIE LIMBA ENGLEZA SCRISOARE DE INTENŢIE/ LETTER OF APPLICATION

Publicat în 02. 07. 2023 de Anca Cristina Bărbulescu

LESSON PLAN LETTER OF APPLICATION GRADE: 11th (L1) DATE: ....................... TEACHER: ............... TEXTBOOK: CAE-Gold Unit 13 A way with words TIME: 50’ TEACHING AIDS: textbooks, blackboard, notebooks, teacher’s book LESSON TYPE: writing Lesson aims: to introduce the topic of the lesson: letters of application for a job to present Ss the main features of a letter of application for a job to familiarize Ss with the layout and style of a letter of application to practise language used in a letter of application to develop the writing skills of the Ss Teaching materials: - handouts (adapted from textbooks – Opportunities and Inside Out) Activity 1 Aim: a warm-up activity to introduce Ss to the topic and to practise the speaking skill Procedure: T asks Ss the question: What do you think the stages involved in applying for a job are? Ss give their opinion freely T then gives the Ss the handouts and asks them to check if their predictions were more or less true One S reads the stages from the handout Interaction: T-S; S-T Time: 5’ Activity 2 Aim: a predictive activity about the layout of a letter of application for a job Procedure: T asks the Ss the question: What kind of information do you think you should provide in a letter of application for a job? Ss give their opinion freely T writes their ideas on the Bb Interaction: T-S; S-T Time: 5’ Activity 3 Aim: a reading-comprehension activity so as to practise reading skills Procedure: T asks Ss to perform Activity 3 on their handouts Ss perform the task individually T monitors the activity Ss deliver the answers to the T Interaction: S- S; S-T Time: 10’ Activity 4 Aim: a matching exercise in order to come up with the layout of a letter of application Procedure: T asks the Ss to perform the matching task Ss work in pairs T monitors the activity Ss deliver the answers to the T and the T corrects them if necessary Interaction: S-S; S-T Time: 5’ Activity 5 Aim: a matching activity to get Ss familiar with expressions and vocabulary used in an L of A Procedure: T asks the Ss to perform activity 5 on the handouts Ss perform the activity in pairs T monitors the activity S deliver the answers to the T and T corrects them if necessary Interaction: T-S; S-S Time: 10’ Activity 6 Aim: a matching activity to practise language used in a letter of application Procedure: T asks Ss to perform activity 7 from the handouts Ss perform the task T monitors the activity Ss deliver the answers and T checks them Interaction: T-S; S-T Time: 5’ Activity 7 Aim: a jumbled text to further practise the layout of the letter Procedure: T asks Ss to perform activity 6 on the handouts Ss perform the task in pairs T monitors the activity Ss deliver the answers to the T and the T corrects them, if necessary Interaction: S-S; S-T Time: 10’ Homework: You have decided to spend some time working this summer. You have seen an advertisement in the newspaper for lifeguards to work for a month on one of the most popular beaches in Sussex. Write a letter of application asking to be considered for one of the positions. HANDOUT Activity 1 Stages involved in getting a job: 1. Reading the advertisements; 2. Telephoning or writing for information; 3. Preparing a resumé (CV); 4. Writing or filling in an application form; 5. The interview Activity 3: Read the advertisement, the CV and the letter bellow. Answer these questions: What reasons does Maureen give for applying for the job? What evidence does she give to show that : she is hard-working and committed? she understands people from other cultures? she could teach maths? 3. Do you think Maureen’s application would be successful? Why or why not? Activity 4: Match the parts of the letter (1-11) with the following topics (a-k): a) sender’s signature; b) sender’s name printed; c) qualifications and practical skills; d) the date; e) greeting; f) reasons for writing; g) formal ending; h) name and address of the company; i) reasons for interest in the job; j) personal qualities with examples; k) sender’s address WORLD AID CURRICULUM VITAE Join WORLD AID and work with local communities in the Third World. We are looking for volunteers to work in our camp near Chittagong in Bangladesh: to participate in our flood control and tree-planting operation, to help look after small children, to teach basic maths to primary children, to work on a survey of local wildlife. Minimum stay – three months. Write to Michael Cartwright, (World Aid, Palmers House, Ludford SY18X) saying what kind of work you are interested in. Give details about yourself, say why you are interested and why you are suitable for the work. Successful applicants will receive free transportation, accommodation and board. PERSONAL INFORMATION Name: Maureen Taylor Date of birth: 21.03.81 Nationality: British Address: 87 Orchard Rise, Bishop Castle SY9 7H EDUCATION AND QUALIFICATIONS Secondary school: Newcastle, 1992-99 ‘A’ levels: English Literature (C), Maths (B), Economics (D) EXPERIENCE Voluntary work for Community Links 1996- Teaching English – St Pauls’s Church, Bishops Castle OTHER SKILLS AND ACHIEVEMENTS Driving licence; First Aid Certificate (First Class) INTERESTS Reading; cinema; cooking; swimming. (1) 87 Orchard Rise, Bishops Castle, Oxfordshire. (2) September 15, 2001 (3) Mr Michael Cartwright World Aid, Palmers House, Ludford. (4) Dear Mr Cartwright, (5) I am writing to apply for the job of volunteer worker which I saw advertised in The Guardian last week. I would be interested in teaching maths to primary children in your camp in Chittagong in Bangladesh. I enclose a copy of my CV. (6) I am 18 years old and I have just finished secondary school in Newcastle. I would like to work for you because I am very interested in teaching. I would also like to learn about a different culture as I feel that intercultural understanding is extremely important. (7) I am a hard-working and committed person. I have participated for the last three years in a voluntary programme, Community Links, visiting elderly people in my local area. I also feel that I can get on well with people from other cultural backgrounds, since I have also taught immigrant children English at our church school. (8) I think I would be a good primary teacher of maths due to my teaching experience. Also, I have recently passed my Maths ‘A’ level (grade B), so I have a good understanding of the subject. In addition, I hold a certificate in first aid, which might be useful. (9) I look forward to hearing from you. Yours sincerely, (10) Maureen Taylor (11) Ms Maureen Taylor Activity 5 Complete these sentences or phrases with a word from the box below: as at for from in to I am writing ________ reply _______ your advertisement _______ the newspaper yesterday. __________ present, I am working ________ a receptionist __________ Carlton Hotel. __________ you will see ________ my CV, I have … I am very interested _________ working for an organisation where I would have the opportunity _______ use my skills. I would be free _______ work _______ your company … I am available _________ an interview __________ your convenience. Activity 6 Place the following expressions in the correct box on the right: Greeting 1. I think I am a … person. For example, I have … 2. Dear Mr/Mrs/Ms …, (if you know their name) 3. I look forward to hearing from you soon. 4. I am writing to you with reference to … 5. I would like to work for you because I’m very interested in … 6. I am fluent in spoken and written … 7. Yours sincerely, (when you know the person’s name) 8. I would also like to learn about … 9. I am writing to apply for the post/ job / position of/which I saw advertised in … 10. I also feel that I can …/I am familiar with … 11. In addition, I hold a certificate in … 12. Dear Sir/Madam, (if you don’t know their name) 13. Yours faithfully, (when you don’t know the person’s name) 14. I have had experience of/as … 15. I enclose my CV and I would be glad to attend an interview at any time convenient to you Reasons for writing Reasons for interest in the job Personal qualities with examples Qualifications and practical skills Formal ending Activity 7 1 Look at the advertisement below and put the parts of the letter in the correct places. London Job Placements Work in London in your summer holidays We are looking for hundreds of people for temporary jobs in London: restaurants, shops, offices, au pairs, summer camps, travel guides, building sites … Good rates of pay and help with accommodation provided. Send us a short letter, telling us a when you are available for work b what work experience you have, enclosing a full CV, and c what kind of work you prefer. Send to: Emily Evans, London Job Placements, P.O. Box 414B, London ES7 4QR a) 6th July 2002 b) I am writing in reply to your advertisement in International Travel Monthly c) Yours sincerely, d) I am available for work this summer in the months of July and August. e) Please see my CV for further details. f) I am a third-year engineering student at the University of Leioa, near Bilbao. g) I have experience of working in restaurants and offices. I have also worked with children. h) Inaki Rosel i) Basagoiti, 79, 10º, 48990 Berango Spain j) I look forward to hearing from you. k) I would prefer a job where I could practice my English, but I would be happy to consider any offer. l) Inaki Rosel m) Dear Ms Evans, n) Emily Evans, London Job Placements, P.O. Box 414B, London ES7 4QR 1 2 3 4 5 6, 7 8, 9, 10 11 12 13 14 Homework: You have decided to spend some time working this summer. You have seen an advertisement in the paper for life-guards to work for a month on one of the most popular beaches in Sussex. Write a letter asking to be considered for one of the positions. A LETTER OF APPLICATION Your address The date Name and address of the company Greeting Dear Mr/ Mrs/ Ms …, (if you know their name) Dear Sir/ Madam, (if you don’t know their name) Paragraph 1 Simply state your reason for writing. I am writing to you with reference to … I am interested in applying for the job of … I enclose a copy of my CV. Paragraph 2 Explain why you are interested in a job. I would like to work for you because I am very interested in … I would also like to learn about … I feel that … is extremely important. Paragraph 3 Give examples to show your personal qualities. I think I am a … person. For example, I have … I also feel that I can …/ Finally, I am familiar with … Paragraph 4 Write about your qualifications and practical skills. I think I would be a good primary teacher due to my teaching experience. I am a competent …as I have completed a course in … I am fluent in spoken and written … In addition, I hold a certificate in … Formal ending I look forward to hearing from you soon. Yours sincerely, (when you know the person’s name) Yours faithfully, (when you don’t) Your signature Print your name

Maria Trăistaru

Colegi

Thank you very much.

Maria Trăistaru acum 1181 zile

Mirela Dumitru-Savin

Colegi

Chiar dacă nu e domeniul meu, am citit și mi-a plăcut! Bravo!

Mirela Dumitru-Savin acum 1180 zile

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Copilarie, dulce cadou!

Publicat în 02. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

Vara este anotimpul vacanțelor școlare și al visurilor împlinite, este anotimpul, într-un cuvânt, copilăriei. De ce este 1 iunie Ziua Copilului? Se spune că, în prima zi de vară, 1 iunie, pe vremuri, fetițele zburdau fericite în curtea casei părinților. Razele grațioase ale soarelui se împleteau pe capetele fetelor, iar vântul abia își cânta cântecul. Un curcubeu brăzda cerul și totul părea un basm pentru copii. În această zi, toți cei mici au fost mai fericiți, au zâmbit mai mult, s-au jucat mai mult. De ce? Pentru că atunci, demult, în prima zi de vară, spre apus, a apărut pe cer chipul unei zâne... Zâna Copilărie. Ea le-a povestit celor mici despre această zi specială, că este o zi în care ar trebui să-și sărbătorească copilăria. ̶ Ce este copilăria, zână? ̶ Suflet curat, sunt anii scurți care stau în fața ta, plus atât cât ai trăit până acum. E dulceață, e candoare, TU ești! Vin în vizită, să-ți aduc bucurie, fericire, să-ți dau puterea de a lumina ceea ce urmează... doar nu te schimba. În fiecare an, de la prima vizită a zânei, tinerii și bătrânii merg cu sufletul deschis la lumină, cu încrederea că toți putem fi mai buni, pentru că a fi copil înseamnă a crede în dragoste, a crede în frumos, a avea credință. . . Copilăria îți oferă atât de multă putere încât poți muta munții, încât poți transforma nimic în tot, pentru că fiecare copil poartă o comoară în suflet. Copilăria este lumea minunată din care tristețea lipsește. Aici, copiii au mereu fericirea pe față, iar grijile lor sunt evitate cu încăpățânare. În acest pământ fantastic, buzele lor fac cunoscută lumii dulceața cuvintelor, iar sufletele lor zboară ca fluturii suavi în lumina caldă a soarelui. Inocența cu care copiii își trăiesc copilăria este ca tandrețea prin care florile gustă splendoarea vieții. Copilăria este un tărâm magic. Începe din fragedă pruncie, dar nu știm exact când și unde se termină pentru toată lumea. Doar ne trezim, într-o zi, că nu mai suntem copii, simțim că am părăsit copilăria ieri, uneori fără să o fi trăit din plin. O lume, fii bună și blândă, fii mai îngăduitoare cu unii dintre noi! Aș vrea să rămân mereu copil!

Maria Trăistaru

Colegi

Copilăria este singurul moment al vieţii în care trăim totul la maximă intensitate.

Maria Trăistaru acum 1181 zile

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Copilarie, dulce cadou!

Publicat în 02. 07. 2023 de Anca Cristina Bărbulescu
Categorie: cultură – societate – educaţie

Vara este anotimpul vacanțelor școlare și al visurilor împlinite, este anotimpul, într-un cuvânt, copilăriei. De ce este 1 iunie Ziua Copilului? Se spune că, în prima zi de vară, 1 iunie, pe vremuri, fetițele zburdau fericite în curtea casei părinților. Razele grațioase ale soarelui se împleteau pe capetele fetelor, iar vântul abia își cânta cântecul. Un curcubeu brăzda cerul și totul părea un basm pentru copii. În această zi, toți cei mici au fost mai fericiți, au zâmbit mai mult, s-au jucat mai mult. De ce? Pentru că atunci, demult, în prima zi de vară, spre apus, a apărut pe cer chipul unei zâne... Zâna Copilărie. Ea le-a povestit celor mici despre această zi specială, că este o zi în care ar trebui să-și sărbătorească copilăria. ̶ Ce este copilăria, zână? ̶ Suflet curat, sunt anii scurți care stau în fața ta, plus atât cât ai trăit până acum. E dulceață, e candoare, TU ești! Vin în vizită, să-ți aduc bucurie, fericire, să-ți dau puterea de a lumina ceea ce urmează... doar nu te schimba. În fiecare an, de la prima vizită a zânei, tinerii și bătrânii merg cu sufletul deschis la lumină, cu încrederea că toți putem fi mai buni, pentru că a fi copil înseamnă a crede în dragoste, a crede în frumos, a avea credință. . . Copilăria îți oferă atât de multă putere încât poți muta munții, încât poți transforma nimic în tot, pentru că fiecare copil poartă o comoară în suflet. Copilăria este lumea minunată din care tristețea lipsește. Aici, copiii au mereu fericirea pe față, iar grijile lor sunt evitate cu încăpățânare. În acest pământ fantastic, buzele lor fac cunoscută lumii dulceața cuvintelor, iar sufletele lor zboară ca fluturii suavi în lumina caldă a soarelui. Inocența cu care copiii își trăiesc copilăria este ca tandrețea prin care florile gustă splendoarea vieții. Copilăria este un tărâm magic. Începe din fragedă pruncie, dar nu știm exact când și unde se termină pentru toată lumea. Doar ne trezim, într-o zi, că nu mai suntem copii, simțim că am părăsit copilăria ieri, uneori fără să o fi trăit din plin. O lume, fii bună și blândă, fii mai îngăduitoare cu unii dintre noi! Aș vrea să rămân mereu copil!

Maria Trăistaru

Colegi

Copilăria este singurul moment al vieţii în care trăim totul la maximă intensitate.

Maria Trăistaru acum 1181 zile

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