Saturday, November 7, 2009
Friday, November 6, 2009
Globalization and Culture
"Many societies, particularly indigenous peoples, view culture as their richest heritage, without which they have no roots, history or soul. Its value is other than monetary. To commodify it is to destroy it."
-- Maude Barlow, "The Global Monoculture," Earth Island Journal. Autumn
Globalization vs. Local Cultures
The globalization of the production and distribution of goods and services is a welcome development for many people in that it offers them access to products that they would not otherwise have. However, some are concerned that the changes brought about by globalization threaten the viability of locally made products and the people who produce them. For example, the new availability of foreign foods in a market—often at cheaper prices—can displace local farmers who have traditionally earned a living by working their small plots of family-owned land and selling their goods locally.
Globalization, of course, does more than simply increase the availability of foreign-made consumer products and disrupt traditional producers. It is also increasing international trade in cultural products and services, such as movies, music, and publications. The expansion of trade in cultural products is increasing the exposure of all societies to foreign cultures. And the exposure to foreign cultural goods frequently brings about changes in local cultures, values, and traditions. Although there is no consensus on the consequences of globalization on national cultures, many people believe that a people's exposure to foreign culture can undermine their own cultural identity.
-- Maude Barlow, "The Global Monoculture," Earth Island Journal. Autumn
Globalization vs. Local Cultures
The globalization of the production and distribution of goods and services is a welcome development for many people in that it offers them access to products that they would not otherwise have. However, some are concerned that the changes brought about by globalization threaten the viability of locally made products and the people who produce them. For example, the new availability of foreign foods in a market—often at cheaper prices—can displace local farmers who have traditionally earned a living by working their small plots of family-owned land and selling their goods locally.
Globalization, of course, does more than simply increase the availability of foreign-made consumer products and disrupt traditional producers. It is also increasing international trade in cultural products and services, such as movies, music, and publications. The expansion of trade in cultural products is increasing the exposure of all societies to foreign cultures. And the exposure to foreign cultural goods frequently brings about changes in local cultures, values, and traditions. Although there is no consensus on the consequences of globalization on national cultures, many people believe that a people's exposure to foreign culture can undermine their own cultural identity.
Thursday, November 5, 2009
Casablanca Kids ( for my First Year Secondary Students)
Ibn Tahir Qualifying High Scool
Errachidia
A-Watch the whole video and answer the following questions.
a-What is the name of the city in the video?
b-How many people live in this city?
c-What is this video about?
d-Who is Najat Mjid?
e-What is the name of her association?
B-Watch the first part of the video and choose the right answer.
a-Omar Saadoun is ……
1-a mechanic b-a teacher c-a youth worker
b-The father of Anas……
1-takes him to school 2-beats him mercilessly 3-beats his mother
c-Ashraf came to Casablanca to look for his………
1-mother 2-father 3-sister
d-The two kids spent the night in ……….
1-a hotel 2-the train station 3-the bus station
e-Omar Saadoun takes the kids to ……..
1-their homes 2-school 3-the headquarters of BAYTI
B-Watch the second part of the video and say if the statements are TRUE or FALSE.
a-Najat Mjid is a university professor.
b-She tries to help children in difficulty.
c-She is the founder of BAYTI association .
d-A big number of Casablanca street kids can be found in the city port.
e-Street kids sniff tobacco.
C-Watch part three of the video and answer the following questions
a-Is it easy for Omar Saadoun to do his job as a youth worker in BAYTI? Why?
Wednesday, November 4, 2009
Tuesday, October 20, 2009
Thursday, October 8, 2009
Wednesday, October 7, 2009
Thursday, July 16, 2009
Sunday, May 10, 2009
Sunday, February 15, 2009
Friday, December 19, 2008
What Is Globalization?
Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world.
Globalization is not new, though. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances, such as through the famed Silk Road across Central Asia that connected China and Europe during the Middle Ages. Likewise, for centuries, people and corporations have invested in enterprises in other countries. In fact, many of the features of the current wave of globalization are similar to those prevailing before the outbreak of the First World War in 1914.................
click here to read more
Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world.
Globalization is not new, though. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances, such as through the famed Silk Road across Central Asia that connected China and Europe during the Middle Ages. Likewise, for centuries, people and corporations have invested in enterprises in other countries. In fact, many of the features of the current wave of globalization are similar to those prevailing before the outbreak of the First World War in 1914.................
click here to read more
Thursday, December 18, 2008
Refugees ( For my university students )
Who are refugees?
A refugee is a person who, "owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside the country of his nationality, and is unable to, or owing to such fear is unwilling to, avail himself of the protection of that country..." (The United Nations Convention Relating to the Status of Refugees, 1951).
Imagine being so scared of being killed, tortured or victimised that you would leave your home, all your possessions and connections with your community, for an uncertain future. Fear drives people to leave with only a few belongings on a journey which is full of uncertainty. Will it be safe? Will they be able to return? In 2004 there were over 17 million refugees and 22 million internally displaced people who had taken that risk.
Who are 'people of concern'?
'People of concern' is a generic term used to describe all people for whom the United Nations High Commissioner for Refugees (UNHCR) is internationally responsible. They include:
• Refugees - people who are recognised as fleeing from persecution and who have left their own country. They come under international protection
• Asylum seekers - people who have fled their own country, and are seeking recognition by another country as a refugee and acceptance for resettlement. They are dependent on the good will and generosity of the country to which they have fled.
• Returned refugees - the unstable situations which have caused people to flee take time to settle, so the UNHCR monitors their situation for 12 months after they return home.
• Internally Displaced People (IDP) - some people who flee their homes in fear, but do not cross over their country's international borders come under UNHCR protection after the invitation by the government of their own country.
The increasing numbers of IDPs and awareness for the need for international protection has led to the development of the Guiding Principles on Internal Displacement.
• Stateless person - someone who is not considered a national by any country.
How are the rights of refugees protected?
The United Nations Convention Relating to the Status of Refugees (1951) and its 1967 Protocol outline the rights and processes protecting the needs of those who are recognised as refugees. A total of 147countries have committed themselves to upholding the provisions of one or both of these documents.
Most people fleeing their country conflict and persecution seek asylum in their nearest neighbouring country. Often these countries need support to provide for the sudden arrival of large numbers of uprooted persons. The Office of the United Nations High Commissioner for Refugees (UNHCR) co-ordinates contributions by government and non-government organisations to protect refugees, provides assistance such as financial grants, food, tools and shelter, schools and clinics, and attempts to find durable solutions to a given refugee crisis.
How are the rights of IDPs protected?
Concern for the increasing numbers of internally displaced people (IDPs) and questioning of the sovereignty of governments the UN Commission on Human Rights introduced the Guiding Principles on Internal Displacement in 1998. The Guiding Principles recognise the rights of internally displaced people and the obligations of governments and the international community toward these people.
In general the protection of IDPs is limited as governments of people affected may be either unable or unwilling to assist them. Security or political concerns and limited financial resources restrict the ability of international agencies and NGOs to offer assistance and provide protection.
Life in flight
Leaving home hurriedly, people often have few resources and are vulnerable to further attack. Sometimes they have many days of travel, with little food and in fear of their lives. If they get to safety, they rely on the people living in the area to which they have fled, who often have few resources to share. International organisations take time to mobilise the support necessary to provide refugees with adequate food, water and sanitation, shelter, healthcare, schools, trauma counselling and income generating activities so that they can regain some independence quickly. International organisations work together to provide these basic necessities.
When people arrive at an area which is set up as a temporary refugee shelter, they are registered for their protection and to their determine needs. Defining who and where people are assists in the supply of sufficient resources, especially for those with special needs such as separated children, those needing medical attention and the elderly.
Each situation is different. The length of time taken to resolve the conflict, resources available to meet needs, and the international ability to find solutions all impact on the ability of refugees to rebuild their lives.
How are refugee issues resolved?
Return home
The majority of refugees are able to return home after conflicts have ended, but a great deal of support is necessary to rebuild lives and infrastructure, and to restore stability. People who have been displaced need counselling, and practical assistance such as shelter, food and other items to restart their lives. People who have been involved in conflicts need alternative work. Homes, schools, health clinics, water and sanitation systems, and roads often need to be rebuilt. Landmines may need to be cleared. Trust between people who have been fighting needs to be re-established.
Resettlement in a new country
Some refugees cannot go home or are unwilling to do so, usually because they fear they would face continued persecution. In such circumstances, UNHCR helps to find them new homes, either in the country of asylum, or in a third country. This may take a long time, as there are more people in need than places available. Many nations accept refugees on a temporary basis during the early phases of a crisis but, are unable to provide long term support. Some more developed nations resettle refugees through a quota or a demand basis. Resettling refugees who have suffered a great loss, for example those who have suffered the destruction of their homes, families and sense of identity, requires tremendous support, as they usually have to learn a new culture and language, establish a new social network and earn a living.
Thursday, November 6, 2008
Learning Styles
This video is about learning styles and the different ways people learn.
Because people learn best in different ways, it is important when studying to
take into account your preferred way of learning. There have been several
models developed by psychologists to help us understand how we learn.
The one we will take about today is called the “VAK” model and divides all
people into three categories: visual learners, auditory learners and
kinesthetic learners.
Visual learners learn by seeing things. You can explain something to them
over and over but until they actually see it with their own eyes, they may not
get it.
Other people are much more able to remember and understand what they
hear. They may not understand something shown to them in pictures until
someone explains it to them. These people are called auditory learners.
They learn by hearing.
Finally, there are those who like the hands-on approach to learning. They
never really understand something until they get a chance to use it somehow.
They are kinesthetic learners. They learn by doing.
It is very helpful to know what your own preferred learning style is so that
you can personally tailor your study strategies with your learning style in
mind. This makes it an important tool in getting the most out of your study
time.
When you figure out what your own preferred learning style is, you can
implement specific study strategies to make your study time more effective.
For a visual learner, effective study strategies could include:
- drawing diagrams
- mind-mapping
- flashcards
- create a mental picture of the material using visual imagery
- rewriting professors notes in your own words
An auditory learner would find completely different strategies helpful, which
might include:
- taping lectures for review later
- having discussions with other students
- reading things out load (softly, to yourself)
- tutoring other students to reinforce knowledge
- participating in classroom discussions
For a kinesthetic learner, it is important to be involved in every step of the
learning process, and to have a chance to use concepts in a practical
environment. This might include:
- underline or highlight text with different colors
- reteach the topic to your group
- repeat answers while you are walking or jogging
- create practice tests for yourself
I would encourage all of you to take some of the many online quizzes that
help you determine your learning style. They don’t take much time to
complete and they could result in changing for the better the very way you
approach your education.
Sunday, November 2, 2008
Tuesday, October 28, 2008
Sunday, October 26, 2008
Wednesday, September 17, 2008
Friday, May 16, 2008
Friday, May 2, 2008
"The Lanyard" by Billy Collins
The other day as I was ricocheting slowly
Off the pale blue walls of this room,
Bouncing from typewriter to piano,
From bookshelf to an envelope lying on the floor,
I found myself in the L section of the dictionary
Where my eyes fell upon the word lanyard.
No cookie nibbled by a French novelist
Could send one more suddenly into the past --
A past where I sat at a workbench at a camp
By a deep Adirondack lake
Learning how to braid thin plastic strips
Into a lanyard, a gift for my mother.
I had never seen anyone use a lanyard
Or wear one, if that’s what you did with them,
But that did not keep me from crossing
Strand over strand again and again
Until I had made a boxy
Red and white lanyard for my mother.
She gave me life and milk from her breasts,
And I gave her a lanyard.
She nursed me in many a sickroom,
Lifted teaspoons of medicine to my lips,
Set cold face-cloths on my forehead,
And then led me out into the airy light
And taught me to walk and swim,
And I, in turn, presented her with a lanyard.
Here are thousands of meals, she said,
And here is clothing and a good education.
And here is your lanyard, I replied,
Which I made with a little help from a counselor.
Here is a breathing body and a beating heart,
Strong legs, bones and teeth,
And two clear eyes to read the world, she whispered,
And here, I said, is the lanyard I made at camp.
And here, I wish to say to her now,
Is a smaller gift--not the archaic truth
That you can never repay your mother,
But the rueful admission that when she took
The two-tone lanyard from my hands,
I was as sure as a boy could be
That this useless, worthless thing I wove
Out of boredom would be enough to make us even.
The other day as I was ricocheting slowly
Off the pale blue walls of this room,
Bouncing from typewriter to piano,
From bookshelf to an envelope lying on the floor,
I found myself in the L section of the dictionary
Where my eyes fell upon the word lanyard.
No cookie nibbled by a French novelist
Could send one more suddenly into the past --
A past where I sat at a workbench at a camp
By a deep Adirondack lake
Learning how to braid thin plastic strips
Into a lanyard, a gift for my mother.
I had never seen anyone use a lanyard
Or wear one, if that’s what you did with them,
But that did not keep me from crossing
Strand over strand again and again
Until I had made a boxy
Red and white lanyard for my mother.
She gave me life and milk from her breasts,
And I gave her a lanyard.
She nursed me in many a sickroom,
Lifted teaspoons of medicine to my lips,
Set cold face-cloths on my forehead,
And then led me out into the airy light
And taught me to walk and swim,
And I, in turn, presented her with a lanyard.
Here are thousands of meals, she said,
And here is clothing and a good education.
And here is your lanyard, I replied,
Which I made with a little help from a counselor.
Here is a breathing body and a beating heart,
Strong legs, bones and teeth,
And two clear eyes to read the world, she whispered,
And here, I said, is the lanyard I made at camp.
And here, I wish to say to her now,
Is a smaller gift--not the archaic truth
That you can never repay your mother,
But the rueful admission that when she took
The two-tone lanyard from my hands,
I was as sure as a boy could be
That this useless, worthless thing I wove
Out of boredom would be enough to make us even.
Sunday, April 27, 2008
Sunday, April 20, 2008
Thursday, April 17, 2008
Present wishes
Present wishes indicate something that is contrary to fact. That is, wishes are something that is untrue but desired. For example,
I wish that I had a sports car.
I wish that I were a doctor.
(The truth is I don't have a sports car.)
(I'm really not a doctor.)
For present wishes, the past tense is used in the that clause, because it indicates a situation that is only imagined. Sometimes the word that is omitted.
She wishes (that) she had a diamond ring.
He wishes (that) he were rich.
To express possibility (can) and future intention (will), use the modals could and would respectively.
She wishes that she could sing.
They wish that she would stop.
When a be verb is required, the word were is used, regardless of the subject.
We wish you were here.
I wish (that) I were taller.
CLICK HERE FOR AUDIO
I wish that I had a sports car.
I wish that I were a doctor.
(The truth is I don't have a sports car.)
(I'm really not a doctor.)
For present wishes, the past tense is used in the that clause, because it indicates a situation that is only imagined. Sometimes the word that is omitted.
She wishes (that) she had a diamond ring.
He wishes (that) he were rich.
To express possibility (can) and future intention (will), use the modals could and would respectively.
She wishes that she could sing.
They wish that she would stop.
When a be verb is required, the word were is used, regardless of the subject.
We wish you were here.
I wish (that) I were taller.
CLICK HERE FOR AUDIO
Thursday, April 10, 2008
Monday, April 7, 2008
Wednesday, April 2, 2008
Saturday, March 22, 2008
What is a Descriptive Essay?
The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay:
Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
Choose vivid language.
Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.
Friday, March 21, 2008
Writing
How to write an essay
Introduction Paragraph
What is an introduction paragraph? The introduction paragraph is the first paragraph of your essay.
What does it do? It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important.
How do I write one?
1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement.
2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay.
Example: Hockey has been a part of life in
Supporting Paragraphs
What are supporting paragraphs? Supporting paragraphs make up the main body of your essay.
What do they do? They develop the main idea of your essay.
How do I write them?
1. List the points that develop the main idea of your essay.
2. Place each supporting point in its own paragraph.
3. Develop each supporting point with facts, details, and examples.
To connect your supporting paragraphs, you should use special transition words. Transition words link your paragraphs together and make your essay easier to read. Use them at the beginning and end of your paragraphs.
Examples of transition words that can help you to link your paragraphs together:
For listing different points : First - Second - Third
For additional ideas : Another In addition to- Related to- Furthermore - Also
For counter examples: However - Even though - On the other hand -Nevertheless
To show cause and effect : Therefore - Thus- As a result of- Consequently
Like all good paragraphs, each supporting paragraph should have a topic sentence, supporting sentences, and a summary sentence.
Summary Paragraph
What is a summary paragraph? The summary paragraph comes at the end of your essay after you have finished developing your ideas. The summary paragraph is often called a "conclusion."
What does it do? It summarizes or restates the main idea of the essay. You want to leave the reader with a sense that your essay is complete.
How do I write one?
1. Restate the strongest points of your essay that support your main idea.
2. Conclude your essay by restating the main idea in different words.
3. Give your personal opinion or suggest a plan for action.
Example: Overall, the changes that occurred in hockey have helped to improve the game. Hockey is faster and more exciting as a result of changes in the past 120 years. For these reasons, modern hockey is a better game than hockey in the 1890s.
Writing Stage
What is the writing stage? The writing stage is when you turn your ideas into sentences.
Five Writing Steps:
1. For the introduction, write the thesis statement and give some background information.
2. Develop each supporting paragraph and make sure to follow the correct paragraph format.
3. Write clear and simple sentences to express your meaning.
4. Focus on the main idea of your essay.
5. Use a dictionary to help you find additional words to express your meaning.
Editing Essays
What is the editing stage? The editing stage is when you check your essay for mistakes and correct them.
Grammar and Spelling
1. Check your spelling.
2. Check your grammar.
3. Read your essay again.
4. Make sure each sentence has a subject.
5. Make sure your subjects and verbs agree with each other.
6. Check the verb tenses of each sentence.
7. Make sure that each sentence makes sense.
Style and Organization
1. Make sure your essay has an introduction, supporting paragraphs, and a summary paragraph.
2. Check that you have a thesis statement that identifies the main idea of the essay.
3. Check that all your paragraphs follow the proper paragraph format.
4. See if your essay is interesting.
Monday, March 17, 2008
Sunday, March 16, 2008
Saturday, March 15, 2008
Thursday, March 6, 2008
Friday, February 29, 2008
Sunday, January 20, 2008
PAST PERFECT TENSE
Past perfect tense is used to indicate that one action occurred before another action in the past. In other words, past perfect tense indicates the first of the two actions.* 
Click here for audio
For example,
- When I woke up this morning, my roommate had already left.
After I had eaten my dinner, I went to see a movie.
Before I arrived at the theater, the movie had already begun.
- After I had gone shopping, I stopped at the health spa.
After I went shopping, I stopped at the health spa.
| When I was young, I had been a cowboy. When I was young, I was a cowboy. | (Incorrect: no reference to other events) (Correct) |
| Yesterday the Johnsons had opened their new business. Yesterday the Johnsons opened their new business. | (Incorrect) (Correct) |
Click here for audio
Thursday, January 17, 2008
Monday, January 14, 2008
Making a request
AA: I'm Avi Arditti with Rosanne Skirble, and this week on Wordmaster -- how to make a request, as in, "Could you help us out?"
RS: That's what we asked our friend Lida Baker. She teaches in the American Language Center at the University of California at Los Angeles, and she writes textbooks for English learners.
AA: We'll start with the simplest form of request, the imperative form: "Close the door." "Sit down." "Read this." Beware, though: Unless you're saying this in a friendly way to someone you feel comfortable with, you could offend people. That's because it sounds more like an order than a request.
BAKER: "Most Americans, I think, would agree that the imperative form is a little bit too direct."
RS: "It doesn't give you a sense of security or politeness."
BAKER: "Right. So what we do is that we can take that imperative form and we can add words and phrases that we call softeners. So 'close the door doesn't sound very polite, but as soon as we say 'please close the door' it becomes a lot more acceptable."
RS: Now if that's not polite enough, Lida Baker says, you can take it a step further.
BAKER: "Would you mind closing the door' or 'would you mind telling me where the cafeteria is?' So we also use the form 'would you mind' followed by the -ing form if we're trying to be very polite.
"Now an interesting thing about requests is if we think that we're asking for something that's an imposition on the other person, or if the other person has a lot more authority than we have, then we might tend to make the request longer and we would add these softeners at the beginning that are kind of a combination of the things that we have already talked about.
"So we start with 'close the door.' We add 'please close the door,' and to make it softer, we could say, 'Could you please close the door,' and to make it even softer, we could say, 'Could I ask you to please close the door?'"
AA: Lida Baker says you'll never offend anybody if you begin a request with a phrase like "could you" or "would you," as in, "Would you mind closing the door?"
BAKER: "By the way there's something interesting about the form 'would you mind closing the door.' How do you answer that?"
AA: "Yes, I mind. (laughter)"
RS: "You don't answer that. You just say yes."
AA: "It's rhetorical."
BAKER: "OK, if I say to you, 'would you mind lending me your English book?'"
RS: "I might say 'no problem.'"
BAKER: "That's right. You don't say 'yes' or ‘no.’ You say 'no problem' or you say 'sure.' But what does it mean if you say 'no'?"
RS: "No, I wouldn't mind lending you (the) book' -- which means yes! (laughter)"
BAKER: "That's right. It's funny with this expression 'would you mind,' that 'no' means 'yes.' 'No, I wouldn't mind' means 'yes, I'm going to lend you my book.'"
RS: "You know, the problem here is the question is not a yes or a no question, so you can't answer it with a yes or a no."
BAKER: "That's exactly right. If they agree to do what you want, they'll say 'sure' or no problem and if they're not able to do the thing that you're asking them to do, they'll say something like 'sorry' and then they'll give you an excuse. So if you say 'would you mind lending me your English book tonight,' they'll say, sorry, I can't. I need it.'
"Here's another one that we haven't mentioned before, if you REALLY want to be polite, you could say to somebody: 'I hope I'm not imposing, but could you please lend me your English book."
AA: "But you would reserve that for a situation where you're really asking for an imposition."
BAKER: "You suspect that what you're asking for is asking the person to go out of their way for you."
AA: Lida Baker -- whose books are available through the McGraw-Hill Publishing Company -- cannot reply to messages personally. But she does go out of her way to answer questions on the air, so keep sending them in!
RS: Our postal address is VOA Wordmaster, Washington DC 20237 USA. E-mail is word@voanews.com. And our Web site is voanews.com/wordmaster. With Avi Arditti, I'm Rosanne Skirble.
MUSIC: "Could You Use Me" [from George and Ira Gershwin's Great Depression-era Broadway show "Girl Crazy"]
Friday, January 11, 2008
What Is Globalization?
Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world.
Globalization is not new, though. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances, such as through the famed Silk Road across Central Asia that connected China and Europe during the Middle Ages. Likewise, for centuries, people and corporations have invested in enterprises in other countries. In fact, many of the features of the current wave of globalization are similar to those prevailing before the outbreak of the First World War in 1914.................
click here to read more
Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world.
Globalization is not new, though. For thousands of years, people—and, later, corporations—have been buying from and selling to each other in lands at great distances, such as through the famed Silk Road across Central Asia that connected China and Europe during the Middle Ages. Likewise, for centuries, people and corporations have invested in enterprises in other countries. In fact, many of the features of the current wave of globalization are similar to those prevailing before the outbreak of the First World War in 1914.................
click here to read more
Monday, January 7, 2008
Friday, January 4, 2008
Saturday, December 15, 2007
Friday, December 14, 2007
Thursday, December 13, 2007
Sunday, December 9, 2007
What is Culture?
Other Definitions of Culture Banks, J.A., Banks, & McGee, C. A. (1989). Multicultural education. Needham Heights, MA: Allyn & Bacon.
Damen, L. (1987). Culture Learning: The Fifth Dimension on the Language Classroom. Reading, MA: Addison-Wesley.
Hofstede, G. (1984). National cultures and corporate cultures. In L.A. Samovar & R.E. Porter (Eds.), Communication Between Cultures. Belmont, CA: Wadsworth.
Kluckhohn, C., & Kelly, W.H. (1945). The concept of culture. In R. Linton (Ed.). The Science of Man in the World Culture. New York. (pp. 78-105).
Kroeber, A.L., & Kluckhohn, C. (1952). Culture: A critical review of concepts and definitions. Harvard University Peabody Museum of American Archeology and Ethnology Papers 47.
Lederach, J.P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse, NY: Syracuse University Press.
Linton, R. (1945). The Cultural Background of Personality. New York.
Parson, T. (1949). Essays in Sociological Theory. Glencoe.
Useem, J., & Useem, R. . Human Organizations, 22(3).
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Wednesday, November 14, 2007
LINKING WORDS
Linking words
Linking words help you to connect ideas and sentences, so that people can follow your ideas.
Giving examples
For example
For instance
Namely
The most common way of giving examples is by using for example or for instance.
Namely refers to something by name.
"There are two problems: namely, the expense and the time."
Adding information
And
In addition
As well as
Also
Too
Furthermore
Moreover
Apart from
In addition to
Besides
Ideas are often linked by and. In a list, you put a comma between each item, but not before and.
"We discussed training, education and the budget."
Also is used to add an extra idea or emphasis. "We also spoke about marketing."
You can use also with not only to give emphasis.
"We are concerned not only by the costs, but also by the competition."
We don't usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…
As well as can be used at the beginning or the middle of a sentence.
"As well as the costs, we are concerned by the competition."
"We are interested in costs as well as the competition."
Too goes either at the end of the sentence, or after the subject and means as well.
"They were concerned too."
"I, too, was concerned."
Apart from and besides are often used to mean as well as, or in addition to.
"Apart from Rover, we are the largest sports car manufacturer."
"Besides Rover, we are the largest sports car manufacturer."
Moreover and furthermore add extra information to the point you are making.
"Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition."
Summarising
In short
In brief
In summary
To summarise
In a nutshell
To conclude
In conclusion
We normally use these words at the beginning of the sentence to give a summary of what we have said or written.
Sequencing ideas
The former, … the latter
Firstly, secondly, finally
The first point is
Lastly
The following
The former and the latter are useful when you want to refer to one of two points.
"Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term."
Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.
It's rare to use "fourthly", or "fifthly". Instead, try the first point, the second point, the third point and so on.
The following is a good way of starting a list.
"The following people have been chosen to go on the training course: N Peters, C Jones and A Owen."
Giving a reason
Due to / due to the fact that
Owing to / owing to the fact that
Because
Because of
Since
As
Due to and owing to must be followed by a noun.
"Due to the rise in oil prices, the inflation rate rose by 1.25%."
"Owing to the demand, we are unable to supply all items within 2 weeks."
If you want to follow these words with a clause (a subject, verb and object), you must follow the words with the fact that.
"Due to the fact that oil prices have risen, the inflation rate has gone up by 1%25."
"Owing to the fact that the workers have gone on strike, the company has been unable to fulfil all its orders."
Because / because of
Because of is followed by a noun.
"Because of bad weather, the football match was postponed."
Because can be used at the beginning or in the middle of a sentence. For example, "Because it was raining, the match was postponed."
"We believe in incentive schemes, because we want our employees to be more productive."
Since / as
Since and as mean because.
"Since the company is expanding, we need to hire more staff."
"As the company is expanding, we need to hire more staff."
Giving a result
Therefore
So
Consequently
This means that
As a result
Therefore, so, consequently and as a result are all used in a similar way.
"The company is expanding. Therefore / So / Consequently / As a result, they are taking on extra staff."
So is more informal.
Contrasting ideas
But
However
Although / even though
Despite / despite the fact that
In spite of / in spite of the fact that
Nevertheless
Nonetheless
While
Whereas
Unlike
In theory… in practice…
But is more informal than however. It is not normally used at the beginning of a sentence.
"He works hard, but he doesn't earn much."
"He works hard. However, he doesn't earn much."
Although, despite and in spite of introduce an idea of contrast. With these words, you must have two halves of a sentence.
"Although it was cold, she went out in shorts."
"In spite of the cold, she went out in shorts."
Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.
"Despite the fact that the company was doing badly, they took on extra employees."
Nevertheless and nonetheless mean in spite of that or anyway.
"The sea was cold, but he went swimming nevertheless." (In spite of the fact that it was cold.)
"The company is doing well. Nonetheless, they aren't going to expand this year."
While, whereas and unlike are used to show how two things are different from each other.
"While my sister has blue eyes, mine are brown."
"Taxes have gone up, whereas social security contributions have gone down."
"Unlike in the UK, the USA has cheap petrol."
In theory… in practice… show an unexpected result.
"In theory, teachers should prepare for lessons, but in practice, they often don't have enough time."
Linking words help you to connect ideas and sentences, so that people can follow your ideas.
Giving examples
For example
For instance
Namely
The most common way of giving examples is by using for example or for instance.
Namely refers to something by name.
"There are two problems: namely, the expense and the time."
Adding information
And
In addition
As well as
Also
Too
Furthermore
Moreover
Apart from
In addition to
Besides
Ideas are often linked by and. In a list, you put a comma between each item, but not before and.
"We discussed training, education and the budget."
Also is used to add an extra idea or emphasis. "We also spoke about marketing."
You can use also with not only to give emphasis.
"We are concerned not only by the costs, but also by the competition."
We don't usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use In addition, or In addition to this…
As well as can be used at the beginning or the middle of a sentence.
"As well as the costs, we are concerned by the competition."
"We are interested in costs as well as the competition."
Too goes either at the end of the sentence, or after the subject and means as well.
"They were concerned too."
"I, too, was concerned."
Apart from and besides are often used to mean as well as, or in addition to.
"Apart from Rover, we are the largest sports car manufacturer."
"Besides Rover, we are the largest sports car manufacturer."
Moreover and furthermore add extra information to the point you are making.
"Marketing plans give us an idea of the potential market. Moreover, they tell us about the competition."
Summarising
In short
In brief
In summary
To summarise
In a nutshell
To conclude
In conclusion
We normally use these words at the beginning of the sentence to give a summary of what we have said or written.
Sequencing ideas
The former, … the latter
Firstly, secondly, finally
The first point is
Lastly
The following
The former and the latter are useful when you want to refer to one of two points.
"Marketing and finance are both covered in the course. The former is studied in the first term and the latter is studied in the final term."
Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.
It's rare to use "fourthly", or "fifthly". Instead, try the first point, the second point, the third point and so on.
The following is a good way of starting a list.
"The following people have been chosen to go on the training course: N Peters, C Jones and A Owen."
Giving a reason
Due to / due to the fact that
Owing to / owing to the fact that
Because
Because of
Since
As
Due to and owing to must be followed by a noun.
"Due to the rise in oil prices, the inflation rate rose by 1.25%."
"Owing to the demand, we are unable to supply all items within 2 weeks."
If you want to follow these words with a clause (a subject, verb and object), you must follow the words with the fact that.
"Due to the fact that oil prices have risen, the inflation rate has gone up by 1%25."
"Owing to the fact that the workers have gone on strike, the company has been unable to fulfil all its orders."
Because / because of
Because of is followed by a noun.
"Because of bad weather, the football match was postponed."
Because can be used at the beginning or in the middle of a sentence. For example, "Because it was raining, the match was postponed."
"We believe in incentive schemes, because we want our employees to be more productive."
Since / as
Since and as mean because.
"Since the company is expanding, we need to hire more staff."
"As the company is expanding, we need to hire more staff."
Giving a result
Therefore
So
Consequently
This means that
As a result
Therefore, so, consequently and as a result are all used in a similar way.
"The company is expanding. Therefore / So / Consequently / As a result, they are taking on extra staff."
So is more informal.
Contrasting ideas
But
However
Although / even though
Despite / despite the fact that
In spite of / in spite of the fact that
Nevertheless
Nonetheless
While
Whereas
Unlike
In theory… in practice…
But is more informal than however. It is not normally used at the beginning of a sentence.
"He works hard, but he doesn't earn much."
"He works hard. However, he doesn't earn much."
Although, despite and in spite of introduce an idea of contrast. With these words, you must have two halves of a sentence.
"Although it was cold, she went out in shorts."
"In spite of the cold, she went out in shorts."
Despite and in spite of are used in the same way as due to and owing to. They must be followed by a noun. If you want to follow them with a noun and a verb, you must use the fact that.
"Despite the fact that the company was doing badly, they took on extra employees."
Nevertheless and nonetheless mean in spite of that or anyway.
"The sea was cold, but he went swimming nevertheless." (In spite of the fact that it was cold.)
"The company is doing well. Nonetheless, they aren't going to expand this year."
While, whereas and unlike are used to show how two things are different from each other.
"While my sister has blue eyes, mine are brown."
"Taxes have gone up, whereas social security contributions have gone down."
"Unlike in the UK, the USA has cheap petrol."
In theory… in practice… show an unexpected result.
"In theory, teachers should prepare for lessons, but in practice, they often don't have enough time."
Thursday, November 8, 2007
GERUNDS VS INFINITIVES
AA: I'm Avi Arditti with Rosanne Skirble, and this week on Wordmaster: more of our discussion of gerunds and infinitives with English teacher Lida Baker.
RS: A gerund, remember, is a verb ending in -ing but used as a noun. An infinitive is a verb with the preposition "to" as in to go, to swim, to walk.
AA: Huy Doan in Vietnam asks about the verb "regret." He wants to know if the verb that follows it should be a gerund or an infinitive, and what's the difference? We asked Lida.
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AA: "You bought the car."
LIDA BAKER: "I bought the car. And later I regretted it. Now let me give you a clearer example of that: 'I stopped smoking' versus 'I stopped to smoke.'"
RS: "Alright ... "
AA: "Ohhh."
RS: "Right, 'I stopped smoking' means 'I don't smoke anymore' and 'I stopped to smoke' means I stopped ... "
AA: "To go smoke a cigarette out on the street."
RS: "It's very tricky."
LIDA BAKER: "That's very tricky and very, very -- a pitfall for students. Let's see if we can form some kind of a generalization from this, OK? Basically some verbs must have a gerund after them. Some verbs must have an infinitive after them. And some verbs can have both.
"Of the verbs that can have both a gerund and an infinitive after them, sometimes there is no difference in meaning. But sometimes there is a big difference in meaning, as we just saw in the example of 'I stopped smoking/I stopped to smoke.' So those are the four classes of uses of infinitives and gerunds in object position, alright?"
AA: "How do you learn them?"
LIDA BAKER: "The learner first of all has to know that there is such a thing as a gerund, there is such a thing as an infinitive, that they can occur in subject position, that they can occur following the verb in a variety of positions. So the learner first of all needs consciousness-raising. You know, what are the options?"
RS: "So should a student, once he has that overview, get out a list of words and start memorizing?"
LIDA BAKER: "No, that is not the best way to learn infinitives and gerunds -- although, interestingly, when I started teaching many, many, many years ago, typically what textbooks would have would be a list of verbs in alphabetical order. You know, you'd have a list of verbs that are followed by gerunds and a list of verbs that are followed by infinitives. The student would have no choice but just to memorize them.
"Since then, what linguists have learned, or have figured out, is that infinitives and gerunds very often fall into meaning categories. For example, there are a whole bunch of verbs that are generally used with the meaning of communicating something that are all followed by gerunds. I'll give you a couple of examples. To recommend: 'My best friend recommended seeing a doctor.' Or the verb suggest: 'He suggested leaving early in order to avoid the traffic.'
"So, many textbooks nowadays present the verbs which are followed by gerunds versus the verbs that are followed by infinitives in terms of meaning categories, OK? Then there is a category of verbs of choice or intention, that have that meaning, so verbs like choose or decide or refuse. They're followed directly by the infinitive. So: 'He decided to go,' 'He expected to receive a letter from his mother.' The point is that infinitives and gerunds can be learned alphabetically, like you mentioned, but they can also be learned in categories."
AA: Lida Baker writes textbooks for English learners and teaches at the American Language Center at the University of California, Los Angeles. We have the first part of this topic, and all of her previous segments, on our Web site, voanews.com/wordmaster.
RS: And our e-mail address is word@voanews.com. With Avi Arditti, I'm Rosanne Skirble.
To listen to this interview click HERE
Verbs followed by V+ing form / Verbs followed by infinitive
Verb combination (Infinitive vs -ing form)
A. -ing and infinitive (1): verb + -ing form or infinitive
It’s a waste of time/money ...
There’s no point (in) ...
It’s no use ...
It’s (not) worth ...
A. -ing and infinitive (1): verb + -ing form or infinitive
1. Verbs followed by -ing form
| avoid | consider | delay | deny |
| dislike | enjoy | finish | can’t help |
| involve | justify | like (=enjoy) | look forward to |
| mind | miss | postpone | practice |
| risk | suggest | can’t stand | carry on |
| put off |
- We delayed launching the product because of technical problems.
I look forward to meeting you next week.
I don’t mind staying late.
I really enjoy travelling abroad
2. Expressions below are followed by the -ing form
There’s no point (in) ...
It’s no use ...
It’s (not) worth ...
It's not worth repairing the camera. It would be cheaper to buy a new one.
3. Verb followed by to + infinitive
| afford | agree | arrange | attempt | claim |
| decide | demand | deserve | expect | fail |
| guarantee | hesitate | hope | learn | manage |
| neglect | offer | plan | prepare | pretend |
| promise | refuse | seem | tend | threaten |
| train | want | would like |
- He has arranged to meet the visitors at the factory
We were very unhappy with service they had provided. We refused to pay them.
The company is taking on a lot of new staff. They plan to extend their researches in a new area.
He was angry about the way company had treated him. They threatened to stop his project.
There are passive forms of the -ing form and the infinitive. The passive form of the -ing form is made with being + past participle (e.g., being done):
Everyone likes being congratulated when they have worked hard.The passive infinitive is formed by to be + past participle (e.g., to be done):
She expects to be promoted soon.
B. -ing and infinitive (2): verbs and objects
5. Verb + object + infinitive
There are a number of verbs that can take a direct object and to + infinitive.
common examples are:
| advise | allow | ask | enable | encourage | force |
| invite | order | persuade | remind | tell | warn |
The lawer advised me to read the contract carefully.6. Reporting what people say
The negotiators persuaded the union to accept the pay deal.The court ordered the company to pay compensation.
The fall in demand forced us to cut production
They invited me to speak at the conference.
Many of the words listed above can be used to report what people say
"Could you come back later?" he asked me.The verb warn is usually used with not to do:
He asked me to come back later.
He said, "Don't put all your money in one company"
He warned me not to put all my money in one company.
7. Make and let
The verbs make and let are followed by an object and the bare infinitive (e.g., go, work,see)
- We use make to talk about something we have to do (but don’t want to do)
- We use let when we talk about being given permission for something.
- The verb help can be followed by an infinitive with or without to
She wanted to go home, but her boss made her stay until the work was finished.
My boss let me have the afternoon off to go to my sister’s wedding.
Could you help me (to) put these boxes in the van.
The verb of perception (see, watch, notice, hear, listen, feel) are followed by bare infinitive or by -ing form (present participle).
- If we want to say that we heard or saw the whole action from beginning to end, we usually use bare infinitive
- If we want to say that only saw or heard part of the action, we use -ing form
I saw him sign the cheque.
I saw the consultant waiting in reception.
(I saw consultant. He was waiting in reception.)
C. -ing and infinitive (3): changes in meaning
8. Verb + -ing or infinitive?
Some verbs can be followed by either -ing form or the infinitive and the meaning of the verb changes. Here are some common examples:
| I remember sending them the cheque. | I sent and I can remember now that did it. |
| I remembered to send them the cheque. | I remembered, and then I sent it. |
| I will never forget meeting the President. | I met him, and he impressed me. |
| I won’t forget to give her your message. | I have made a note of it, and I will give it to her when I see her. |
| We have stopped dealing with that firm. | We used to deal with them, but we don't deal with them any more. |
| At 12.00 we stopped to have a break | We stopped for a break. |
| I regret saying that I was not interested in the work. | I said I was not interested in the work, and I now think that was a bad mistake. |
| I regret to say that we will not be able to give you a contract. | I am sorry that I have to say this. |
| If the printer doesn’t work, try turning everything off and then starting again. | Do this and see what happens. |
| I will try to negotiate a better deal. | I will make an effort to do this. |
| This advertisement needs redesigning. | This advertisement needs to be redesigned. |
| We need to increase productivity | It’s necessary to increase productivity. |
9. Like and would like
When the verb like means enjoy, it’s followed by the -ing form. However, the expression would like (want to) is followed by the infinitive.
I like going abroad on marketing trips. (I enjoy this.)We can also use prefer and would prefer in the same way.
I would like to go more often.(I want to go more often.)
I prefer working at home to working at the office. (I enjoy this more.)
10. to + -ing or infinitive?
The word to can be part of infinitive (I want to see you). However, in the following examples, to is a preposition, so it is followed by the -ing form:
| look forward to | object to, an objection to | be used to, get used to |
| react to, a reaction to | in addition to | respond to, a respond to |
Mixed examples
There is nothing wrong with the photocopier. It just needs servicing.
We need to look at this proposal very carefully before we make a decision.
I’ll make a note in my diary so that I will remember to send you information you need.
I am not sure if I have met Mr. Martino, but I remember hearing his name.
LEARN MORE ABOUT GERUNDS AND INFINITIVES HERE
Friday, June 1, 2007
Saturday, May 5, 2007
Medieval Telecom
Cell service in our area was so rotten we told our service provider to cancel our contract. About a week later, we received a letter saying they wanted to continue the relationship. The reason that they were writing? They had been unsuccessful in contacting us by phone. Hello?
Sunday, April 22, 2007
Nearly 60 nations have pledged not to use children in their armies. A document, called the Paris Commitments, was signed in France by 58 countries, including Sudan, Uganda and the Democratic Republic of Congo. These countries still hit the headlines for having child soldiers. Two states that the United Nations says uses child soldiers - Burma and the Philippines - did not attend the Paris meeting. All 27 nations of the European Union added their weight to the promise to help disarm and rehabilitate underage soldiers, and prevent their recruitment. The U.N. estimates a quarter of a million youngsters are involved in over a dozen conflicts worldwide. As well as fighting, the kids serve as spies and sexual slaves. Girls make up nearly 40 percent of some armed groups. Their families often reject them when they return home.
The agreement is not yet part of the laws of any of the 58 countries. However, it is an important step forward. France’s Foreign Minister said the document was more than just "good words." He insisted, "it is a text that will have great political value". A UNICEF spokesman stressed it is important that governments and not only NGOs are acting. The speaker who made the biggest impact in Paris was Ishmael Beah, a former child soldier in Sierra Leone. He picked up a gun when he was just 13, after his parents and brothers were killed in his country’s civil war. He is now 26 and lives in New York. He said: "Taking a gun and shooting someone was as easy as drinking a glass of water." He reminded the world that: "No one is born violent. No child in Africa, Latin America or Asia wants to be part of war."
1. TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):
a. Every country has promised to end the use of child soldiers. T / F
b. Different nations signed a document in Uganda. T / F
c. A U.N. estimate believes 5 million children are fighting in conflicts. T / F
d. Forty percent of child soldiers in many armed groups are girls. T / F
e. The agreement is now law in 58 different countries. T / F
f. A UNICEF spokesperson was happy that governments were acting. T / F
g. An ex-child soldier gave a speech at the international meeting. T / F
h. The child soldier said it was easier to find a gun than find water. T / F
2. SYNONYM MATCH: Match the following synonyms from the article:
a. pledged 1- ex-
b. commitments 2-put a stop to
c. rehabilitate 3-Wars
d. prevent 4-historic
e. conflicts 5-doing something
f. important 6-promises
g. insisted 7- promised
h. acting 8-brutal
i. former 9-stressed
j. violent 10-reintegrate
3. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible):
a. Nearly 60 nations have pledged not 1- their weight to the promise
b. These countries still hit 2-laws of any of the 58 countries
c. nations of the European Union added 3-40 percent of some armed groups
d. youngsters are involved in over a 4-not only NGOs are acting
e. Girls make up nearly 5-drinking a glass of water
f. The agreement is not yet part of the 6-to use children in their armies
g. the document was more than 7-dozen conflicts worldwide
h. important that governments and 8-"No one is born violent”
i. shooting someone was as easy as 9-The headlines for having child soldiers
j. He reminded the world that 10-Just "good words."
GAP FILL: Put the words into the gaps in the text.
Nations pledge to end use of child soldiers
Nearly 60 nations have ________ not to use children in their armies. A document, called the Paris Commitments, was signed in France by 58 countries, including Sudan, Uganda and the Democratic Republic of Congo. These countries still ________ the headlines for having child soldiers. Two states that the United Nations says uses child soldiers - Burma and the Philippines - did not attend the Paris meeting. All 27 nations of the European Union added their ________ to the promise to help disarm and rehabilitate ________ soldiers, and prevent their ________. The U.N. estimates a quarter of a million youngsters are involved in over a dozen ________ worldwide. As well as fighting, the kids serve as spies and sexual ________. Girls make up nearly 40 percent of some armed groups. Their families often ________ them when they return home.
recruitment
weight
hit
conflicts
reject
pledged
slaves
underage
The agreement is not yet part of the laws of any of the 58 countries. However, it is an important step ________. France’s Foreign Minister said the document was more than just "good words." He insisted, "it is a ________ that will have great political ________ ". A UNICEF spokesman stressed it is important that governments and not only NGOs are acting. The speaker who made the biggest ________ in Paris was Ishmael Beah, a ________ child soldier in Sierra Leone. He picked up a gun when he was just 13, after his parents and brothers were killed in his country’s ________ war. He is now 26 and lives in New York. He said: "Taking a gun and shooting someone was as easy as drinking a glass of water." He ________ the world that: "No one is born ________. No child in Africa, Latin America or Asia wants to be part of war."
civil
text
reminded
value
former
forward
violent
The agreement is not yet part of the laws of any of the 58 countries. However, it is an important step forward. France’s Foreign Minister said the document was more than just "good words." He insisted, "it is a text that will have great political value". A UNICEF spokesman stressed it is important that governments and not only NGOs are acting. The speaker who made the biggest impact in Paris was Ishmael Beah, a former child soldier in Sierra Leone. He picked up a gun when he was just 13, after his parents and brothers were killed in his country’s civil war. He is now 26 and lives in New York. He said: "Taking a gun and shooting someone was as easy as drinking a glass of water." He reminded the world that: "No one is born violent. No child in Africa, Latin America or Asia wants to be part of war."
1. TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):
a. Every country has promised to end the use of child soldiers. T / F
b. Different nations signed a document in Uganda. T / F
c. A U.N. estimate believes 5 million children are fighting in conflicts. T / F
d. Forty percent of child soldiers in many armed groups are girls. T / F
e. The agreement is now law in 58 different countries. T / F
f. A UNICEF spokesperson was happy that governments were acting. T / F
g. An ex-child soldier gave a speech at the international meeting. T / F
h. The child soldier said it was easier to find a gun than find water. T / F
2. SYNONYM MATCH: Match the following synonyms from the article:
a. pledged 1- ex-
b. commitments 2-put a stop to
c. rehabilitate 3-Wars
d. prevent 4-historic
e. conflicts 5-doing something
f. important 6-promises
g. insisted 7- promised
h. acting 8-brutal
i. former 9-stressed
j. violent 10-reintegrate
3. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible):
a. Nearly 60 nations have pledged not 1- their weight to the promise
b. These countries still hit 2-laws of any of the 58 countries
c. nations of the European Union added 3-40 percent of some armed groups
d. youngsters are involved in over a 4-not only NGOs are acting
e. Girls make up nearly 5-drinking a glass of water
f. The agreement is not yet part of the 6-to use children in their armies
g. the document was more than 7-dozen conflicts worldwide
h. important that governments and 8-"No one is born violent”
i. shooting someone was as easy as 9-The headlines for having child soldiers
j. He reminded the world that 10-Just "good words."
GAP FILL: Put the words into the gaps in the text.
Nations pledge to end use of child soldiers
Nearly 60 nations have ________ not to use children in their armies. A document, called the Paris Commitments, was signed in France by 58 countries, including Sudan, Uganda and the Democratic Republic of Congo. These countries still ________ the headlines for having child soldiers. Two states that the United Nations says uses child soldiers - Burma and the Philippines - did not attend the Paris meeting. All 27 nations of the European Union added their ________ to the promise to help disarm and rehabilitate ________ soldiers, and prevent their ________. The U.N. estimates a quarter of a million youngsters are involved in over a dozen ________ worldwide. As well as fighting, the kids serve as spies and sexual ________. Girls make up nearly 40 percent of some armed groups. Their families often ________ them when they return home.
recruitment
weight
hit
conflicts
reject
pledged
slaves
underage
The agreement is not yet part of the laws of any of the 58 countries. However, it is an important step ________. France’s Foreign Minister said the document was more than just "good words." He insisted, "it is a ________ that will have great political ________ ". A UNICEF spokesman stressed it is important that governments and not only NGOs are acting. The speaker who made the biggest ________ in Paris was Ishmael Beah, a ________ child soldier in Sierra Leone. He picked up a gun when he was just 13, after his parents and brothers were killed in his country’s ________ war. He is now 26 and lives in New York. He said: "Taking a gun and shooting someone was as easy as drinking a glass of water." He ________ the world that: "No one is born ________. No child in Africa, Latin America or Asia wants to be part of war."
civil
text
reminded
value
former
forward
violent
Saturday, March 31, 2007
Friday, March 30, 2007
Tuesday, March 27, 2007
Sunday, March 25, 2007
Tuesday, February 27, 2007
Sunday, February 25, 2007
Saturday, February 3, 2007
Tuesday, January 2, 2007
Friday, December 29, 2006
Testimonies of former child soldiers (Flavia and Santa /James and Simon /Christine/Joe/Walter/Colline )
One night in 1994, James (the boy on the right) was abducted by the rebels of the Lord’s Resistance Army. At that time, he was 11 years old. The rebels gave him a heavy load to carry and took him to Sudan. On the way, the rebels continued abducting more children. Other children were killed, simply because their feet were swollen, which prevented them from walking fast enough..............click here to read more
Wednesday, December 27, 2006
Tuesday, December 26, 2006
Monday, December 25, 2006
Saturday, December 23, 2006
Thursday, December 21, 2006
Wednesday, December 20, 2006
PRESENT WISHES
| Present wishes indicate something that is contrary to fact. That is, wishes are something that is untrue but desired. For example,
He wishes (that) he were rich.
They wish that she would stop.
I wish (that) I were taller. |
Tuesday, December 19, 2006
Sunday, December 17, 2006
Martin Luther King Biography and Quick Facts
Birth January 15, 1929
Death April 4, 1968
Place of Birth Atlanta, Georgia
Known for Leading the civil rights movement in the United States
Advocating nonviolent protest against segregation and racial discrimination
Milestones 1954 Selected as pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama
1955 Received his Ph.D. in systematic theology from Boston University
1955-1956 Led a successful effort to desegregate Montgomery, Alabama, buses
1957 Helped found and served as the first president of the Southern Christian Leadership Conference (SCLC)
1958 Published Stride Toward Freedom: The Montgomery Story
1963 Wrote 'Letter from Birmingham Jail,' arguing that it was his moral responsibility to disobey unjust laws
1963 Delivered his 'I Have a Dream' speech to civil rights marchers at the Lincoln Memorial in Washington, D.C.
1964 Won the Nobel Peace Prize
1965 Organized a mass march from Selma to Montgomery, Alabama, that created national support for federal voting-rights legislation
1968 Was assassinated at the Lorraine Motel in Memphis, Tennessee
Quote 'I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.' August, 1963, in a speech to civil rights supporters at the March on Washington.
Did You Know King's nonviolent doctrine was strongly influenced by the teachings of Indian leader Mohandas Gandhi.
In 1964, King became the first black American to be honored as Time magazine's Man of the Year.
King's efforts were not limited to securing civil rights; he also spoke out against poverty and the Vietnam War.
"Martin Luther King, Jr.," Microsoft® Encarta® Online Encyclopedia 2006
http://encarta.msn.com © 1997-2006 Microsoft Corporation. All Rights Reserved.
Biography of Martin Luther King Jr.:
by Clayborne Carson
One of the world's best known advocates of non-violent social change strategies, Martin Luther King, Jr., synthesized ideas drawn from many different cultural traditions. Born in Atlanta on January 15, 1929, King's roots were in the African-American Baptist church. He was the grandson of the Rev. A. D. Williams, pastor of Ebenezer Baptist church and a founder of Atlanta's NAACP chapter, and the son of Martin Luther King, Sr., who succeeded Williams as Ebenezer's pastor and also became a civil rights leader. Although, from an early age, King resented religious emotionalism and questioned literal interpretations of scripture, he nevertheless greatly admired black social gospel proponents such as his father who saw the church as a instrument for improving the lives of African Americans. Morehouse College president Benjamin Mays and other proponents of Christian social activism influenced King's decision after his junior year at Morehouse to become a minister and thereby serve society. His continued skepticism, however, shaped his subsequent theological studies at Crozer Theological Seminary in Chester, Pennsylvania, and at Boston University, where he received a doctorate in systematic theology in 1955. Rejecting offers for academic positions, King decided while completing his Ph. D. requirements to return to the South and accepted the pastorate of Dexter Avenue Baptist Church in Montgomery, Alabama.
On December 5, 1955, five days after Montgomery civil rights activist Rosa Parks refused to obey the city's rules mandating segregation on buses, black residents launched a bus boycott and elected King as president of the newly-formed Montgomery Improvement Association. As the boycott continued during 1956, King gained national prominence as a result of his exceptional oratorical skills and personal courage. His house was bombed and he was convicted along with other boycott leaders on charges of conspiring to interfere with the bus company's operations. Despite these attempts to suppress the movement, Montgomery bus were desegregated in December, 1956, after the United States Supreme Court declared Alabama's segregation laws unconstitutional.
In 1957, seeking to build upon the success of the Montgomery boycott movement, King and other southern black ministers founded the Southern Christian Leadership Conference (SCLC). As SCLC's president, King emphasized the goal of black voting rights when he spoke at the Lincoln Memorial during the 1957 Prayer Pilgrimage for Freedom. During 1958, he published his first book, Stride Toward Freedom: The Montgomery Story. The following year, he toured India, increased his understanding of Gandhian non-violent strategies. At the end of 1959, he resigned from Dexter and returned to Atlanta where the SCLC headquarters was located and where he also could assist his father as pastor of Ebenezer.
Although increasingly portrayed as the pre-eminent black spokesperson, King did not mobilize mass protest activity during the first five years after the Montgomery boycott ended. While King moved cautiously, southern black college students took the initiative, launching a wave of sit-in protests during the winter and spring of 1960. King sympathized with the student movement and spoke at the founding meeting of the Student Nonviolent Coordinating Committee (SNCC) in April 1960, but he soon became the target of criticisms from SNCC activists determined to assert their independence. Even King's decision in October, 1960, to join a student sit-in in Atlanta did not allay the tensions, although presidential candidate John F. Kennedy's sympathetic telephone call to King's wife, Coretta Scott King, helped attract crucial black support for Kennedy's successful campaign. The 1961 "Freedom Rides," which sought to integrate southern transportation facilities, demonstrated that neither King nor Kennedy could control the expanding protest movement spearheaded by students. Conflicts between King and younger militants were also evident when both SCLC and SNCC assisted the Albany (Georgia) Movement's campaign of mass protests during December of 1961 and the summer of 1962.
After achieving few of his objectives in Albany, King recognized the need to organize a successful protest campaign free of conflicts with SNCC. During the spring of 1963, he and his staff guided mass demonstrations in Birmingham, Alabama, where local white police officials were known from their anti-black attitudes. Clashes between black demonstrators and police using police dogs and fire hoses generated newspaper headlines through the world. In June, President Kennedy reacted to the Birmingham protests and the obstinacy of segregationist Alabama Governor George Wallace by agreed to submit broad civil rights legislation to Congress (which eventually passed the Civil Rights Act of 1964). Subsequent mass demonstrations in many communities culminated in a march on August 28, 1963, that attracted more than 250,000 protesters to Washington, D. C. Addressing the marchers from the steps of the Lincoln Memorial, King delivered his famous "I Have a Dream" oration.
During the year following the March, King's renown grew as he became Time magazine's Man of the Year and, in December 1964, the recipient of the Nobel Peace Prize. Despite fame and accolades, however, King faced many challenges to his leadership. Malcolm X's (1927-1965) message of self-defense and black nationalism expressed the discontent and anger of northern, urban blacks more effectively than did King's moderation. During the 1965 Selma to Montgomery march, King and his lieutenants were able to keep intra-movement conflicts sufficiently under control to bring about passage of the 1965 Voting Rights Act, but while participating in a 1966 march through Mississippi, King encountered strong criticism from "Black Power" proponent Stokely Carmichael. Shortly afterward white counter-protesters in the Chicago area physically assaulted King in the Chicago area during an unsuccessful effort to transfer non-violent protest techniques to the urban North. Despite these leadership conflicts, King remained committed to the use of non-violent techniques. Early in 1968, he initiated a Poor Peoples campaign designed to confront economic problems that had not been addressed by early civil rights reforms.
King's effectiveness in achieving his objectives was limited not merely by divisions among blacks, however, but also by the increasing resistance he encountered from national political leaders. FBI director J. Edgar Hoover's already extensive efforts to undermine King's leadership were intensified during 1967 as urban racial violence escalated and King criticized American intervention in the Vietnam war. King had lost the support of many white liberals, and his relations with the Lyndon Johnson administration were at a low point when he was assassinated on April 4, 1968, while seeking to assist a garbage workers' strike in Memphis. After his death, King remained a controversial symbol of the African-American civil rights struggle, revered by many for his martyrdom on behalf of non-violence and condemned by others for his militancy and insurgent views.
Death April 4, 1968
Place of Birth Atlanta, Georgia
Known for Leading the civil rights movement in the United States
Advocating nonviolent protest against segregation and racial discrimination
Milestones 1954 Selected as pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama
1955 Received his Ph.D. in systematic theology from Boston University
1955-1956 Led a successful effort to desegregate Montgomery, Alabama, buses
1957 Helped found and served as the first president of the Southern Christian Leadership Conference (SCLC)
1958 Published Stride Toward Freedom: The Montgomery Story
1963 Wrote 'Letter from Birmingham Jail,' arguing that it was his moral responsibility to disobey unjust laws
1963 Delivered his 'I Have a Dream' speech to civil rights marchers at the Lincoln Memorial in Washington, D.C.
1964 Won the Nobel Peace Prize
1965 Organized a mass march from Selma to Montgomery, Alabama, that created national support for federal voting-rights legislation
1968 Was assassinated at the Lorraine Motel in Memphis, Tennessee
Quote 'I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.' August, 1963, in a speech to civil rights supporters at the March on Washington.
Did You Know King's nonviolent doctrine was strongly influenced by the teachings of Indian leader Mohandas Gandhi.
In 1964, King became the first black American to be honored as Time magazine's Man of the Year.
King's efforts were not limited to securing civil rights; he also spoke out against poverty and the Vietnam War.
"Martin Luther King, Jr.," Microsoft® Encarta® Online Encyclopedia 2006
http://encarta.msn.com © 1997-2006 Microsoft Corporation. All Rights Reserved.
Biography of Martin Luther King Jr.:
by Clayborne Carson
One of the world's best known advocates of non-violent social change strategies, Martin Luther King, Jr., synthesized ideas drawn from many different cultural traditions. Born in Atlanta on January 15, 1929, King's roots were in the African-American Baptist church. He was the grandson of the Rev. A. D. Williams, pastor of Ebenezer Baptist church and a founder of Atlanta's NAACP chapter, and the son of Martin Luther King, Sr., who succeeded Williams as Ebenezer's pastor and also became a civil rights leader. Although, from an early age, King resented religious emotionalism and questioned literal interpretations of scripture, he nevertheless greatly admired black social gospel proponents such as his father who saw the church as a instrument for improving the lives of African Americans. Morehouse College president Benjamin Mays and other proponents of Christian social activism influenced King's decision after his junior year at Morehouse to become a minister and thereby serve society. His continued skepticism, however, shaped his subsequent theological studies at Crozer Theological Seminary in Chester, Pennsylvania, and at Boston University, where he received a doctorate in systematic theology in 1955. Rejecting offers for academic positions, King decided while completing his Ph. D. requirements to return to the South and accepted the pastorate of Dexter Avenue Baptist Church in Montgomery, Alabama.
On December 5, 1955, five days after Montgomery civil rights activist Rosa Parks refused to obey the city's rules mandating segregation on buses, black residents launched a bus boycott and elected King as president of the newly-formed Montgomery Improvement Association. As the boycott continued during 1956, King gained national prominence as a result of his exceptional oratorical skills and personal courage. His house was bombed and he was convicted along with other boycott leaders on charges of conspiring to interfere with the bus company's operations. Despite these attempts to suppress the movement, Montgomery bus were desegregated in December, 1956, after the United States Supreme Court declared Alabama's segregation laws unconstitutional.
In 1957, seeking to build upon the success of the Montgomery boycott movement, King and other southern black ministers founded the Southern Christian Leadership Conference (SCLC). As SCLC's president, King emphasized the goal of black voting rights when he spoke at the Lincoln Memorial during the 1957 Prayer Pilgrimage for Freedom. During 1958, he published his first book, Stride Toward Freedom: The Montgomery Story. The following year, he toured India, increased his understanding of Gandhian non-violent strategies. At the end of 1959, he resigned from Dexter and returned to Atlanta where the SCLC headquarters was located and where he also could assist his father as pastor of Ebenezer.
Although increasingly portrayed as the pre-eminent black spokesperson, King did not mobilize mass protest activity during the first five years after the Montgomery boycott ended. While King moved cautiously, southern black college students took the initiative, launching a wave of sit-in protests during the winter and spring of 1960. King sympathized with the student movement and spoke at the founding meeting of the Student Nonviolent Coordinating Committee (SNCC) in April 1960, but he soon became the target of criticisms from SNCC activists determined to assert their independence. Even King's decision in October, 1960, to join a student sit-in in Atlanta did not allay the tensions, although presidential candidate John F. Kennedy's sympathetic telephone call to King's wife, Coretta Scott King, helped attract crucial black support for Kennedy's successful campaign. The 1961 "Freedom Rides," which sought to integrate southern transportation facilities, demonstrated that neither King nor Kennedy could control the expanding protest movement spearheaded by students. Conflicts between King and younger militants were also evident when both SCLC and SNCC assisted the Albany (Georgia) Movement's campaign of mass protests during December of 1961 and the summer of 1962.
After achieving few of his objectives in Albany, King recognized the need to organize a successful protest campaign free of conflicts with SNCC. During the spring of 1963, he and his staff guided mass demonstrations in Birmingham, Alabama, where local white police officials were known from their anti-black attitudes. Clashes between black demonstrators and police using police dogs and fire hoses generated newspaper headlines through the world. In June, President Kennedy reacted to the Birmingham protests and the obstinacy of segregationist Alabama Governor George Wallace by agreed to submit broad civil rights legislation to Congress (which eventually passed the Civil Rights Act of 1964). Subsequent mass demonstrations in many communities culminated in a march on August 28, 1963, that attracted more than 250,000 protesters to Washington, D. C. Addressing the marchers from the steps of the Lincoln Memorial, King delivered his famous "I Have a Dream" oration.
During the year following the March, King's renown grew as he became Time magazine's Man of the Year and, in December 1964, the recipient of the Nobel Peace Prize. Despite fame and accolades, however, King faced many challenges to his leadership. Malcolm X's (1927-1965) message of self-defense and black nationalism expressed the discontent and anger of northern, urban blacks more effectively than did King's moderation. During the 1965 Selma to Montgomery march, King and his lieutenants were able to keep intra-movement conflicts sufficiently under control to bring about passage of the 1965 Voting Rights Act, but while participating in a 1966 march through Mississippi, King encountered strong criticism from "Black Power" proponent Stokely Carmichael. Shortly afterward white counter-protesters in the Chicago area physically assaulted King in the Chicago area during an unsuccessful effort to transfer non-violent protest techniques to the urban North. Despite these leadership conflicts, King remained committed to the use of non-violent techniques. Early in 1968, he initiated a Poor Peoples campaign designed to confront economic problems that had not been addressed by early civil rights reforms.
King's effectiveness in achieving his objectives was limited not merely by divisions among blacks, however, but also by the increasing resistance he encountered from national political leaders. FBI director J. Edgar Hoover's already extensive efforts to undermine King's leadership were intensified during 1967 as urban racial violence escalated and King criticized American intervention in the Vietnam war. King had lost the support of many white liberals, and his relations with the Lyndon Johnson administration were at a low point when he was assassinated on April 4, 1968, while seeking to assist a garbage workers' strike in Memphis. After his death, King remained a controversial symbol of the African-American civil rights struggle, revered by many for his martyrdom on behalf of non-violence and condemned by others for his militancy and insurgent views.
Wednesday, December 6, 2006
TEST ONE
Many European nations wanted to have Empires. Between 1870 and 1914 much of Africa was colonised by European countries. This led to several arguments between European nations. For example the Germans and French argued about Morocco in 1906 and 1911.
In 1870-71 the German army attacked France. The Germans won this short war. As a ‘prize’ they took the regions of Alsace and Lorraine from France. The Germans claimed that they were rightfully German, the majority of people living here were French however. The French were very upset by this and wanted the land back. They were also fearful of the Germans attacking again.
The consequences of the Franco-German war (the war between France and Germany) were that France became suspicious and mistrustful of the Germans. They made sure that they had a large army and lots of defences to stop invasions. This in turn kept the Germans suspicious of the intentions of the French.
The German emperor Willhelm II had a dream of being an imperial ruler. He set his sights on having an Empire to match that of the British. To do this he would need to have a large and powerful navy. In 1900 Willhelm decided to put this dream into practice. He ordered the construction of several large and powerful boats. The British saw this as a threat and responded by building a ‘Dreadnought’. This was a fast and very dangerous boat. In turn the Germans started building this type of boat. A race started to have the largest navy. This race led to tension between Germany and the British.
Franz Ferdinand was the crown prince of the Austrian empire. In 1914 he and his wife went on a visit to Serbia, a country that Austria had a strong influence over. Several Serbian nationalists, who wanted independence from Austria, decided that they would try to kill the prince. On 28th June 1914 they succeeded. His death led to the Austrian government making very strong demands on Serbia. Russia, keen to gain influence in Serbia, supported the Serbs. Days later the First World War had begun with the Germans declaring war on Russia.
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Germany had friendly relations with France. a-…………………………………………………………
b-Germany did not want to have colonies.b-………………………………………………………………
c-The crown prince visited Serbia alone.c-……………………………………………………………..
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What led to several arguments between European nations?
……………………………………………………………………………………………
b-What was the dream of Willhelm II?
……………………………………………………………………………………………..
c-Who accompanied Franz Ferdinand on his visit to Serbia?
……………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-powerful a-Germany 1-………………………………
2-anti-racist b-laws 2-…………………………….
c-navy
4-WHAT DO THESE WORDS REFER TO?
a-this a-……………………….
b-He b-……………………..
c-he c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The postman delivers the mail everyday.
……………………………………………………………………………………………….
b-That lady saw the man trying to open the window.
………………………………………………………………………………………………….
c-Someone attacked the policeman from behind.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The man …………….is driving the car is my friend.
b-………………..they told you about me is completely wrong.
c-He spent all the money ……………..I gave him.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Last year many people (come)……………to visit this beautiful area.
b-She (not say)…………….anything when they came to arrest her.
c-What you (eat)……………… for lunch on Fridays?
In 1870-71 the German army attacked France. The Germans won this short war. As a ‘prize’ they took the regions of Alsace and Lorraine from France. The Germans claimed that they were rightfully German, the majority of people living here were French however. The French were very upset by this and wanted the land back. They were also fearful of the Germans attacking again.
The consequences of the Franco-German war (the war between France and Germany) were that France became suspicious and mistrustful of the Germans. They made sure that they had a large army and lots of defences to stop invasions. This in turn kept the Germans suspicious of the intentions of the French.
The German emperor Willhelm II had a dream of being an imperial ruler. He set his sights on having an Empire to match that of the British. To do this he would need to have a large and powerful navy. In 1900 Willhelm decided to put this dream into practice. He ordered the construction of several large and powerful boats. The British saw this as a threat and responded by building a ‘Dreadnought’. This was a fast and very dangerous boat. In turn the Germans started building this type of boat. A race started to have the largest navy. This race led to tension between Germany and the British.
Franz Ferdinand was the crown prince of the Austrian empire. In 1914 he and his wife went on a visit to Serbia, a country that Austria had a strong influence over. Several Serbian nationalists, who wanted independence from Austria, decided that they would try to kill the prince. On 28th June 1914 they succeeded. His death led to the Austrian government making very strong demands on Serbia. Russia, keen to gain influence in Serbia, supported the Serbs. Days later the First World War had begun with the Germans declaring war on Russia.
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Germany had friendly relations with France. a-…………………………………………………………
b-Germany did not want to have colonies.b-………………………………………………………………
c-The crown prince visited Serbia alone.c-……………………………………………………………..
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What led to several arguments between European nations?
……………………………………………………………………………………………
b-What was the dream of Willhelm II?
……………………………………………………………………………………………..
c-Who accompanied Franz Ferdinand on his visit to Serbia?
……………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-powerful a-Germany 1-………………………………
2-anti-racist b-laws 2-…………………………….
c-navy
4-WHAT DO THESE WORDS REFER TO?
a-this a-……………………….
b-He b-……………………..
c-he c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The postman delivers the mail everyday.
……………………………………………………………………………………………….
b-That lady saw the man trying to open the window.
………………………………………………………………………………………………….
c-Someone attacked the policeman from behind.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The man …………….is driving the car is my friend.
b-………………..they told you about me is completely wrong.
c-He spent all the money ……………..I gave him.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Last year many people (come)……………to visit this beautiful area.
b-She (not say)…………….anything when they came to arrest her.
c-What you (eat)……………… for lunch on Fridays?
TEST TWO
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-The majority of the people who lived in Alsace-Lorraine were German.a- …………………………………………..
b-Russia was supporting the Serbs.b-……………………………………………………………………………………
c-Russia declared war on Germany after the death of the prince .c-……………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What was the consequence of the race between Germany and Russia?
………………………………………………………………………………………………………………………….
b-What was the consequence of the death of the prince. ?
………………………………………………………………………………………………………………………..
c-Who supported the Serbs?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-Catholic a-army 1-………………………………
2-French b-Church 2-…………………………….
c-intelligence
4-WHAT DO THESE WORDS REFER TO?
a-This a-……………………….
b-They b-……………………..
c-His c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The teacher sent the children out.
……………………………………………………………………………………………….
b-They insulted that woman because she was black.
………………………………………………………………………………………………….
c-Japan defeated Russia in a short war.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The students …………….refused to take the exam were eliminated.
b- ………………..was completely stupid.
c-The young man….. ……………car is in the garage is looking for his keys.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-World War One (break)………………out in 1914.
b-He (not understand)……………………what I was telling him.
c-She sometimes (eat)……………pizza for lunch.
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-The majority of the people who lived in Alsace-Lorraine were German.a- …………………………………………..
b-Russia was supporting the Serbs.b-……………………………………………………………………………………
c-Russia declared war on Germany after the death of the prince .c-……………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What was the consequence of the race between Germany and Russia?
………………………………………………………………………………………………………………………….
b-What was the consequence of the death of the prince. ?
………………………………………………………………………………………………………………………..
c-Who supported the Serbs?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-Catholic a-army 1-………………………………
2-French b-Church 2-…………………………….
c-intelligence
4-WHAT DO THESE WORDS REFER TO?
a-This a-……………………….
b-They b-……………………..
c-His c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The teacher sent the children out.
……………………………………………………………………………………………….
b-They insulted that woman because she was black.
………………………………………………………………………………………………….
c-Japan defeated Russia in a short war.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The students …………….refused to take the exam were eliminated.
b- ………………..was completely stupid.
c-The young man….. ……………car is in the garage is looking for his keys.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-World War One (break)………………out in 1914.
b-He (not understand)……………………what I was telling him.
c-She sometimes (eat)……………pizza for lunch.
TEST THREE
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Alsace and Lorraine were French territories.a-……………………………………………………………………. …
b-France was afraid of Germany.b-………………………………………………………………
c-Franz Ferdinand was the king of Austria .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What nationality was the majority of the people who lived in Alsace Lorraine?
………………………………………………………………………………………………………………………….
b-What did the Germans need to be able to compete with the British. ?
………………………………………………………………………………………………………………………..
c-What were the consequences of the war between France and Germany??
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-indigenous a-church 1-………………………………
2-cosmopolitan b-people 2-…………………………….
c-society
4-WHAT DO THESE WORDS REFER TO?
a-here a-……………………….
b-They b-……………………..
c-This c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-They didn’t take his words seriously.
……………………………………………………………………………………………….
b-They are transporting the troops to the battlefield.
………………………………………………………………………………………………….
c-The mechanic is repairing my car at this moment.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The city …………….he works now is in the south.
b-The man to ………………..I was talking yesterday is my uncle.
c-They arrived here at a time….. ……………business was down.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Just an hour ago I (see)……………….him downstairs.
b-Blacks (suffer) ………………...a lot when they first came to America
c-He never (play) …………..tennis with his friends.
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Alsace and Lorraine were French territories.a-……………………………………………………………………. …
b-France was afraid of Germany.b-………………………………………………………………
c-Franz Ferdinand was the king of Austria .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What nationality was the majority of the people who lived in Alsace Lorraine?
………………………………………………………………………………………………………………………….
b-What did the Germans need to be able to compete with the British. ?
………………………………………………………………………………………………………………………..
c-What were the consequences of the war between France and Germany??
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-indigenous a-church 1-………………………………
2-cosmopolitan b-people 2-…………………………….
c-society
4-WHAT DO THESE WORDS REFER TO?
a-here a-……………………….
b-They b-……………………..
c-This c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-They didn’t take his words seriously.
……………………………………………………………………………………………….
b-They are transporting the troops to the battlefield.
………………………………………………………………………………………………….
c-The mechanic is repairing my car at this moment.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The city …………….he works now is in the south.
b-The man to ………………..I was talking yesterday is my uncle.
c-They arrived here at a time….. ……………business was down.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Just an hour ago I (see)……………….him downstairs.
b-Blacks (suffer) ………………...a lot when they first came to America
c-He never (play) …………..tennis with his friends.
TEST FOUR
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-France lost the war. a-……………………………………………………………………………………………………
b-Germany did not have a powerful army before 1900.b-………………………………………………………………
c-The crown prince was killed by the Russians .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-Why did the Germans and the French argue about Morocco?
………………………………………………………………………………………………………………………….
b-Which country did the Germans compete with?
………………………………………………………………………………………………………………………..
c-Why did the Serbian nationalists want to kill the crown prince?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-European a-countries 1-………………………………
2-private b-kingdom 2-…………………………….
c-police
4-WHAT DO THESE WORDS REFER TO?
a-they a-……………………….
b-that b-……………………..
c-a country c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-Toyota doesn’t make computers.
……………………………………………………………………………………………….
b-Someone brought this table here.
………………………………………………………………………………………………….
c-They will change everything in the car.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The lady …………….bag was stolen is my neighbour.
b-They took a lot of books ………………..did not belong to them.
c-The people……………built this house are in Canada now.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Two years ago he (work)………………. in a big company in the Gulf.
b-That young man (refuse) ………………..to talk when the policeman asked him about the accident.
c-She always (visit) …………….her grandmother on Sundays.
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-France lost the war. a-……………………………………………………………………………………………………
b-Germany did not have a powerful army before 1900.b-………………………………………………………………
c-The crown prince was killed by the Russians .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-Why did the Germans and the French argue about Morocco?
………………………………………………………………………………………………………………………….
b-Which country did the Germans compete with?
………………………………………………………………………………………………………………………..
c-Why did the Serbian nationalists want to kill the crown prince?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-European a-countries 1-………………………………
2-private b-kingdom 2-…………………………….
c-police
4-WHAT DO THESE WORDS REFER TO?
a-they a-……………………….
b-that b-……………………..
c-a country c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-Toyota doesn’t make computers.
……………………………………………………………………………………………….
b-Someone brought this table here.
………………………………………………………………………………………………….
c-They will change everything in the car.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The lady …………….bag was stolen is my neighbour.
b-They took a lot of books ………………..did not belong to them.
c-The people……………built this house are in Canada now.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Two years ago he (work)………………. in a big company in the Gulf.
b-That young man (refuse) ………………..to talk when the policeman asked him about the accident.
c-She always (visit) …………….her grandmother on Sundays.
Sunday, November 19, 2006
Saturday, November 18, 2006
THE STRUCTURE OF A PARAGRAPH
Why I want to Learn English There are three reasons why I want to learn English. One reason is that English has become an international language. It is now used by most international companies, including the company where I work, for business communication. Another reason why I want to learn English is so that I can travel to English-speaking countries. The |
Structure of a Paragraph
PART of PARAGRAPH: | DETAILED PARTS: | FUNCTION: |
I) Topic Sentence | Motivator - get your reader interested | |
(Your main points should | A) First | Introduce main point A First support detail to explain point A Give information or an example about detail 1 Give more information about detail 1 Second support detail to explain point A Give information or an example about detail 2 Give more information about detail 2 |
B) Second Main Point | Introduce main point B First support detail to explain point B Give information or an example about detail 1 Give more information about detail 1 Second support detail to explain point B Give information or an example about detail 2 Give more information about detail 2 | |
C) Third Main Point | Introduce main point C First support detail to explain point C Give information or an example about detail 1 Give more information about detail 1 Second support detail to explain point C Give information or an example about detail 2 Give more information about detail 2 | |
II) Conclusion | Use your topic sentence, but reword it - tell your reader what you talked about. |
WRITING
http://languagearts.pppst.com/writing.html#paragraphs
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
http://www.southtexascollege.edu/dev-english/PowerPoint/scales/The%20Traditional%20Five%20-%20Paragraph%20Essay.ppt#270,11,Diapositive 11
http://www.ettcnsc.org/Instructional_resources/language_arts/language_files_images/5para.ppt
http://www.dbu.edu/uwc/workshops/Basic%20Five-Pargraph%20Essay.ppt#256,1,Basic Five-Paragraph Essay
http://www.rst2.edu/ctee/littleferry/powerpoints/The%205%20Paragraph%20%20Persuasive%20Essay.II.ppt#256,1,The 5 Paragraph Persuasive Essay
http://teacherweb.com/AL/Birmingham/GATE/2ndeasysteps.ppt#308,1,Use the right arrow key to advance.
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
http://www.southtexascollege.edu/dev-english/PowerPoint/scales/The%20Traditional%20Five%20-%20Paragraph%20Essay.ppt#270,11,Diapositive 11
http://www.ettcnsc.org/Instructional_resources/language_arts/language_files_images/5para.ppt
http://www.dbu.edu/uwc/workshops/Basic%20Five-Pargraph%20Essay.ppt#256,1,Basic Five-Paragraph Essay
http://www.rst2.edu/ctee/littleferry/powerpoints/The%205%20Paragraph%20%20Persuasive%20Essay.II.ppt#256,1,The 5 Paragraph Persuasive Essay
http://teacherweb.com/AL/Birmingham/GATE/2ndeasysteps.ppt#308,1,Use the right arrow key to advance.
Grammar links
PHRASAL VERBSPhrasal verbs
GRAMMAR REVIEW
CONDITIONAL
TENSES
PREPOSITIONS
IRREGULAR VERBS
LISTENING
ENGLISH DICTIONARY
LANGUAGE PUZZLES
DICTIONARIES
Test yourself to know your level
http://www.englishlearner.com/tests/test.html
Submit your e-mail address and get learning tips sent to your mailbox:
http://www.englishtips.com/
http://www.chompchomp.com/
http://www.englishjet.com/english_courses_files/tests.htm
http://www.cityu.edu.hk/elc/iowa/quiz/
http://teachers.plainfield.k12.in.us/jeffinger/Final%20exam%20review%20spring%2020.ppt#261,11,Diapositive%2011
http://homework.newsgroup.com.hk/works/grammar.ppt
http://www.grammarmancomic.com/comicsgman.html
Friday, November 17, 2006
UNIT ONE (QUICK WAY)
The following posts are concerned with the first Unit of the textbook (Quick way).
These posts are in no way exhaustive, but I 'll try as much as possible to publish anything I lay hand on and which has to do with the programme of this year.
These posts are in no way exhaustive, but I 'll try as much as possible to publish anything I lay hand on and which has to do with the programme of this year.
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