Monday, 27 October 2025

8.2.2. Alternative words to when, where and who

 ๐Ÿง  Constructivism: A Dynamic Approach to Learning

 

Constructivism is an educational theory in which learning is viewed as an active and reflective process rather than a passive reception of information. It challenges traditional instruction in which teachers transmit knowledge directly and students simply memorize content. Instead, learners actively construct meaning through interaction, experience, and collaboration with others.

 

The foundations of this theory were established by Jean Piaget, by whom the concept of cognitive development was defined. He identified stages at which learners form mental frameworks through experimentation and discovery. Lev Vygotsky, from whom the sociocultural dimension of learning derived, emphasized that knowledge develops through dialogue and cooperation. His concept of the Zone of Proximal Development describes the distance in which learners can perform tasks with assistance before mastering them independently.

 

Constructivism promotes learning environments in which exploration, inquiry, and creativity thrive. Teachers design authentic tasks on which students can test ideas, reflect, and build understanding. In these classrooms, the educator becomes a guide to whom learners turn for feedback and from whom they receive support. Learning becomes more meaningful when students take responsibility for constructing knowledge.

 

Modern pedagogical models such as problem-based and experiential learning originate from constructivism, from which current approaches draw their core principles. It provides a framework by which education becomes more personal, interactive, and transformative, preparing learners to think critically and apply knowledge beyond the classroom.

 

References (APA 7)

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Piaget, J. (1954). The construction of reality in the child. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Reading Comprehension Exercise:

A diagram of a triangle with different colored text

AI-generated content may be incorrect.



 

 

Collaborative online review exercise about 'in', 'on' and 'at'

https://wordwall.net/resource/55458480

 

Individual online exercise about 'which' vs 'when' and 'where'

https://www.topworksheets.com/custom/789cc1f1-3e1d-4dca-8489-b059d4f4b67c

 

'In which' versus 'where' and 'when'

Cancun is the city where I live.

Cancun is the city in which I live.

 

Spring break is the season when many young Americans arrive in Cancun.

Spring break is the season in which many young Americans arrive in Cancun.

What statements do you think sound more formal - the ones with 'in which' or the ones with 'where' and 'when'? 

As you can probably guess, 'in which' is more formal than 'where' and 'when.'

 

 Collaborative online exercise about prepostion + which or whom on Wordwall

https://wordwall.net/resource/55416780

 

Collaborative online exercise about relative clauses with preposition + relative pronoun on https://wordwall.net/resource/31776102


Individual assignment


Teamwork Assignment: Do research about a theory of Learning English as a Foreign Language to design a poster on Canva.

๐ŸŽ“ Elements to Analyse a Theory on a Poster

1. Title and Author(s)

  • Name of the theory.

  • Key thinker(s) by whom the theory was developed.

  • Period or context in which it emerged.

2. Historical Context

  • The era or educational movement from which the theory originated.

  • Social, cultural, or technological conditions at which the theory became relevant.

3. Main Concepts

  • Core principles and keywords that define the theory.

  • Essential ideas on which the theory is based (e.g., interaction, experience, behavior, cognition).

4. Key Theorists

  • Biographical background of the scholar(s).

  • Influences or schools of thought from which they drew inspiration.

5. Learning Process

  • Description of how learning occurs according to the theory.

  • The relationship between teacher, learner, and environment.

6. Classroom Application

  • Examples of activities or methodologies in which the theory is applied.

  • Teaching roles and student behaviors related to the model.

9. Conclusion

  • Final statement summarizing why the theory remains relevant.

  • Implications for modern teaching practice.

10. References

  • Academic sources and publications in APA 7 format.

  • Include at least three reliable references from which theoretical support is drawn.

Wednesday, 22 October 2025

8.1.2. Learning Styles


What theories of learning styles do you know?


Video of Honey and Mumford’s Four Learning Styles Explained | Educational Psychology Series



Listening Exercise:

https://www.topworksheets.com/t/Di9B3q1oFYH


Individual Reading Exam Task on Page 64


Collaborative Exercise 5 on Page 65 on Wordwall


This text is a classic summary of Honey and Mumford’s four learning styles, which are derived from Kolb’s experiential learning model.


Here’s how each paragraph corresponds to the specific style:

 

๐Ÿง  Learner A – Theorist

Description in the text:

“People in this group adapt and integrate observations into complex but logically sound theories… They like to analyse and synthesise… Their philosophy prizes rationality and logic.”

Key traits:

  • Logical, objective, perfectionist
  • Like models, theories, and systems
  • Prefer rational explanations and dislike ambiguity

 

 Learner B – Activist

Description in the text:

“People in this group involve themselves fully and without bias in new experiences… ‘I’ll try anything once’… They thrive on the challenge of new experiences.”

Key traits:

  • Open-minded, spontaneous, enthusiastic
  • Enjoy new experiences and teamwork
  • Act first and think later

 

๐Ÿงฉ Learner C – Pragmatist

Description in the text:

“These people are keen on trying out ideas, theories and techniques to see if they work in practice… They like to get on with things and act quickly and confidently on ideas that attract them.”

Key traits:

  • Practical, goal-oriented, efficient
  • Apply ideas immediately
  • Prefer action and results to theory

 

๐Ÿ‘️ Learner D – Reflector

Description in the text:

“They collect data… prefer to think about it thoroughly before coming to a conclusion… They prefer to take a back seat in meetings and discussions.”

Key traits:

  • Observant, cautious, thoughtful
  • Gather and analyse data before acting
  • Prefer watching to taking the spotlight

 

๐Ÿงพ Summary Table

Letter

Learning Style

Key Verbs

Learning Preference

A

Theorist

analyse, synthesise, rationalise

Logical structure, models

B

Activist

try, act, involve, brainstorm

Immediate experience, action

C

Pragmatist

apply, experiment, implement

Practical application

D

Reflector

observe, collect, ponder

Observation and reflection

 

Quiz of Honey and Mumford Learning Style Questionnaire: What kind of learner are you?

https://www.mint-hr.com/mumford/

Wednesday, 1 October 2025

7.2.2. Inversion Part 2

Inversion Part 2




Review Listening Exercise of Inversion in the Article An Environmental Expedition in Antarctica

https://www.topworksheets.com/t/SArVEWEhDkJ


Uses of Inersion in Academic or Formal English and Daily Life

 

๐Ÿ”น 1. Rules & Instructions

Academic / Formal:

  • Inversion makes rules more impersonal, universal, and emphatic.
    • At no time shall plagiarism be tolerated in academic writing.
    • Only after completing the prerequisites may students register for the seminar.

Daily Life:

  • Polite notices, official warnings, or service interactions.
    • Should you need assistance, contact reception.
    • Under no circumstances should passengers open the emergency door.


๐Ÿ”น 2. Descriptions / Explanations

Academic / Formal:

  • Used in essays, reports, or descriptive analysis to emphasize rarity or significance.
    • Seldom has architecture reflected cultural values as vividly as in the Gothic period.
    • So influential was Newton’s work that it shaped centuries of scientific thought.

Daily Life:

  • Storytelling or casual emphasis.
    • Never have I seen such a beautiful sunset.
    • Rarely do we get such heavy rain in March.

๐Ÿ”น 3. Narratives / Storytelling

Academic / Literary Style:

  • Creates drama and suspense in formal reports, novels, or biographies.
    • Hardly had the negotiations begun when conflict broke out.
    • No sooner had the king died than civil war erupted.

Daily Life:

  • Casual stories told with surprise or exaggeration.
    • Never have I laughed so much in my life!
    • So shocked was he that he couldn’t say a word.

๐Ÿ”น 4. Accounts of Events in History

Academic / Formal:

  • Inversion gives history writing a dramatic and authoritative tone.
    • Never before had Europe witnessed such devastation as during the Black Death.
    • Only after the Second World War did women gain greater access to higher education.
    • Rarely has a single invention changed the world as profoundly as the printing press.

Daily Life:

  • Everyday references to history or shared memory (less common, but possible in informal talk).
    • Never had the town seen so many visitors until the Olympics came.
    • Only after 2000 did smartphones become part of daily life.


Collaborative exercise 1 on page 57


The Uses of Inversion in Public Relations:


Tuesday, 30 September 2025

Types of messages which can be given in Public Relations applying inversions

Types of messages which can be given in Public Relations applying inversions


In Public Relations (PR), inversion is very useful because it makes language more formal, emphatic, and persuasive. Here are the types of PR messages where inversion can be applied, with examples for each:

1. Crisis Communication Messages

Used to show authority, urgency, and control in emergencies.

  • On no account should the public believe the rumors spreading online.
  • Under no circumstances can safety standards be compromised.
  • At no time did the company neglect its duty of care.

2. Corporate & Brand Statements

To highlight achievements and values with emphasis.

  • Not only does our company create innovative products, but it also invests in sustainability.
  • Rarely have customers shown such loyalty to a brand.
  • Never before has our industry witnessed such rapid transformation.

3. Press Releases

To make announcements more impactful.

  • No sooner had the campaign been launched than it received international attention.
  • Hardly had the press conference ended when social media erupted with positive feedback.
  • Little did we imagine that the event would attract over a million viewers.

4. Marketing & Promotional Messages

To persuade and differentiate the brand.

  • Nowhere else will clients find such a unique blend of quality and affordability.
  • In no other country will tourists experience such cultural diversity.
  • Seldom has a new service been received with such enthusiasm.

5. Historical / Legacy Messages

To celebrate milestones or emphasize growth.

  • Not until 2010 did the company expand into global markets.
  • Only when our first factory was established did mass production become possible.
  • Not since the 1980s has the sector seen such innovation.

Teamwork Activity: Writing PR Sentences with Inversion for an Oral Presentation

 

Objective: Students will practice writing five inversion-based sentences per task in Public Relations contexts linked to Cancรบn, Playa del Carmen, and Riviera Maya. They will then present them orally in a persuasive and professional tone.

 

Instructions for Students

  1. Work in teams of 3–4 people.
  2. Each team will complete one PR scenario with inversion expressions.
  3. Write five original sentences using the required expressions.
  4. Contexts should be adapted to local settings (Cancรบn, Playa del Carmen, Riviera Maya).
  5. Present orally as if addressing clients, media, or the public.

๐Ÿ”น Tasks

Task 1 – Safety Rules (Preventive Communication)
Context: Draft safety rules for visitors at a Cancรบn eco-park safari event.
Expressions: On no account, At no time, Under no circumstances

  • Example: On no account should visitors leave their vehicles during the safari ride.

Task 2 – Crisis Communication
Context: A Playa del Carmen hotel responding to an emergency (fire, hurricane, accident).
Some Useful Expressions: On no account, At no time, Under no circumstances

  • Example: Under no circumstances can safety standards be compromised, even during evacuation procedures.

Task 3 – Adventure Narrative & Event Promotion
Context: Influencer trip in Playa del Carmen.
Some Useful Expressions: Hardly, No sooner, Little

  • Example: Hardly had we arrived at the cenote when the influencers began livestreaming.

Task 4 – Description & Place Branding
Context: Promote the Riviera Maya in a tourism campaign.
Some Useful Expressions: Nowhere else, Rarely, In no other country

  • Example: Nowhere else will tourists find such a unique blend of turquoise beaches and Mayan ruins.

Task 5 – History & Corporate Heritage
Context: Write an account of Cancรบn’s tourism development for a commemorative event.
Some Useful Expressions: Not until, Only when, Not since

  • Example: Not until the 1970s did Cancรบn transform into a global tourism hub.

Task 6 – Corporate Social Responsibility (CSR)
Context: A Playa del Carmen resort launching a beach-cleaning initiative.
Some Useful Expressions: Never before, Not only, So strongly

  • Example: Never before has our company invested so much in protecting local ecosystems.

Task 7 – Marketing & Product Launch
Context: Introducing a new Riviera Maya luxury hotel.
Some Useful Expressions: Seldom, Nowhere, Only by

  • Example: Seldom has a resort offered guests both Mayan cultural immersion and five-star luxury.

Task 8 – Political/Institutional PR Messaging
Context: Cancรบn authorities addressing sustainable tourism policies.
Some Useful Expressions: No longer, Rarely, Only then

  • Example: No longer will unchecked development be allowed along the coast without environmental studies.

 

Monday, 1 September 2025

6.2.3. Verbs followed by verbs in gerund or infintive with different meanings


Oral Review of Exercise 2 on page 50


6.2.3. Verbs followed by verbs in gerund or infinitive with different meanings


Introductory Review Exercise:

https://www.liveworksheets.com/worksheet/en/english-language/484939 




A Night at the Reina Sofia Museum in Madrid

 

Last summer, I visited the Reina Sofia museum in Madrid, famous for housing Picasso’s Guernica. At first, I thought the evening would simply mean admiring a few masterpieces before dinner, but it actually meant to provoke deep reflection on war, memory, and social change.

 

In the first gallery, I decided to try engaging with the artworks by sketching fragments of Guernica in my notebook. This experiment contrasted with the challenge of later having to try to explain my impressions to a Spanish visitor. That attempt was far more demanding than sketching in silence.

 

Midway through the visit, I realized I had forgotten bringing my camera. Surprisingly, this made me more attentive. Soon after, the guide reminded us to remember to take out our phones to scan the QR code for the interactive commentary.


Later, I paused before a haunting installation about exile and dictatorship. I couldn’t help but regret not staying longer in front of it, since the atmosphere was overwhelming yet enlightening. However, I did not regret to say that the museum achieved its goal of unsettling its audience and reminding us of Spain’s turbulent past.

 

As the lights dimmed in the gallery, some visitors stopped to take one final picture, while others stopped looking and simply closed their eyes to reflect. Both gestures captured the essence of art appreciation at the Reina Sofia museum: sometimes pausing for action, other times letting go.

 

Reading Comprehension Exercise:

https://www.topworksheets.com/t/lzMso95S2Br


6.2.3. Verbs followed by verbs in gerund or to- infinitive with different meanings





Teamwork Exercise 3 on page 50


Individual Online Exercise about the Verbs followed by -ing or to infinitive with Different Meaning

Speaking cards of verbs followed by gerund and/or
infinitive

6.2.2. Verbs followed by gerund or infinitive in the context of arts



6.2.2. Verbs followed by gerund or infinitive in the context of arts


Exercise 1 on page 50



Video quiz:

Taking a Guided Tour at the British Museum in London

 

Visiting London often means taking time to explore its most famous cultural landmark: the British Museum. Many travellers even practise imagining what it will be like before they arrive, visualising the grand halls and legendary artifacts they have only read about in books.

 

When the day comes, few people would ever refuse to join a guided tour. The guides not only share historical facts but also let someone ask questions freely, making the experience more personal and engaging. With their explanations, it soon becomes clear that it isn’t worth hurrying through the galleries, because each exhibit deserves time and attention.

 

The sheer variety of objects on display—from ancient Egyptian mummies to Greek sculptures—can inspire someone to learn more about different civilizations and cultures. Sometimes, enthusiastic visitors pretend to be archaeologists as they take notes or snap photos. On one occasion, I even spotted someone sketching the Rosetta Stone, lost in concentration as if capturing a piece of history on paper.

 

Ultimately, the tour enables someone to connect deeply with world heritage in a way that goes beyond simply reading about it. A guided visit at the British Museum is more than sightseeing; it is an educational and emotional journey that stays with you long after you leave its majestic halls.

 

Reading Comprehension Exercise of the text Guided Tour at the British Museum:

https://www.topworksheets.com/t/cB3nmGQxKy-


Exercise 2 on page 50



7.2. Inversion

 Have you ever heard of Playa Mujeres? It is widely believed that Playa Mujeres is one of the most beautiful tourist destinations in Mexico....