Wednesday, 23 July 2014

Monday, 21 July 2014

Ice Cream Day

Ice Cream Day
Learn more about Ice Creams here.
It's great to learn how to make ice cream with Australian accent, isn't it?

Friday, 18 July 2014

Concert Mile

If you want to be informed about ALL concerts and musical events in Murcia and Alicante, just click Concert Mile: clear, detailed and reliable info.

Going to the beach at the weekend?

The English We Speak

Listen to BBC's The English We Speak...

Thursday, 17 July 2014

Wednesday, 16 July 2014

Catch up with / on your English!!!

On holiday we always have extra time for what we really enjoy doing.
- Try to find a few minutes a day to catch up on those aspects of your learning you feel weaker at.
- Or devote more time to that specific topic / field you want to know more about...
- Or just re-read that post / note you weren't able to find time for earlier in the year.

Monday, 14 July 2014

The Spanish Smooth Temptation

If you want to learn a bit more about Licor 43 in English, click here.

Friday, 11 July 2014

Speaking Reports

From next Wednesday I'll start sending your speaking reports. Sorry for the delay, but early July is a busy period...

Thursday, 10 July 2014

Thursday, 3 July 2014

Quarter-finals start tomorrow... If you want to learn new football-related vocabulary... FrameNet Brazil have launched the FrameNet Brasil World Cup Dictionary a frame-based domain-specific trilingual electronic dictionary covering the vocabularies of the World Cup and tourism in Brazilian Portuguese Spanish and English
The dictionary is completely free to use and can be accessed here

Tuesday, 24 June 2014

Saturday, 21 June 2014

Music Day

Sing a song, play any instrument you know how to play (or not), compose, create a CD, make a selection of your favourite songs, re-listen to an old song, band, album... Do something memorable to commemorate the event: Music Day

Friday, 20 June 2014

Animal idioms

You'll find on the BBC Learning English website idioms like: Fly-on-the-wall TV programmes... but if you have other fish to fry, just ignore this post.

Thursday, 19 June 2014

The Reign of Spain Ends in Pain

Spain, the once-invincible champion, is eliminated from the World Cup tournament after reigning over the sport for six years. 
Read the whole article from The Wall Street Journal

Saturday, 14 June 2014

Spain humiliated as rampant Holland blast five in World Cup shock

Spanish defeat may help you improve your football vocabulary... Read The Guardian report on the match.
Everything will change next Wednesday, let's hope!

Friday, 13 June 2014

EOI Cartagena Encuesta de Calidad

Please, fill in this questionnaire and help us improve the service we are providing students at our EOI.
You can also do it on our website (top right of the page).

Thursday, 12 June 2014

Collocation and the Learner: Wading into the Depths

It takes more than a good vocabulary to sound natural. Discover how collocations (common ways words are used together) are crucial to fluid communication – and the 3 errors learners often make.
In most vocabulary teaching, there is understandably an emphasis on increasing the size of the learner’s lexicon as rapidly as possible, to help learners over the 2-3,000 word threshold that facilitates successful everyday communication. While the size (breadth) of a learner’s vocabulary is crucial, what learners know about the behaviour of the words in their lexicon (depth of vocabulary knowledge) becomes more and more important as they strive to achieve complex and more natural-sounding communication.
However, areas such as knowledge of derivation, register and collocation can remain problematic even for higher-level learners. In this talk, Prof. McCarthy used evidence from the error-coded segment of the Cambridge Learner Corpus to examine three persistent problem areas under the general heading of collocation:
1. binomial ordering, where problems with the ordering of fixed binomial expressions (e.g. safe and sound, peace and quiet) persist as learners move up the CEFR levels,
2. tautological collocations, where (near-)synonymous words are collocated in unexpected ways (e.g. a stench smell, urban cities), which also persist up the levels and
3. delexical verb collocations (verbs such as make, take, get and their complements), where progress in depth of knowledge can be observed as learners move up the levels but where interesting problems remain, even at the highest levels.
He illustrated possible approaches to these issues in teaching based on his Cambridge University Press co-authored materials, English Vocabulary in Use and Viewpoint 1 and 2. (See the source of this article)