DON’T be surprised if it turns into a big new feminist cause all over the world: the plight of women who say they have trouble focusing their attention—and can’t get anybody’s else’s attention for long enough to deal with their problem.
One believer in the cause is Sari Solden, an American writer on (and sufferer from) attention deficit hyperactivity disorder: a term familiar to parents in the English-speaking world, whereADHD (or sometimes just ADD) has been diagnosed in millions of children who cannot stay still, or cannot concentrate for long, or cannot do either. America’s market in ADHD drugs—mostly one called Ritalin—is worth over $3 billion a year, and kids account for most of it. But Ms Solden sees a “hidden epidemic” among adult females.
With the children’s version of the disorder, much debate is sparked by sceptics who say it is diagnosed too often. Some say doctors are too quick to offer chemical solutions for youngsters who might once have been called boisterous or high-spirited. A middle view—held by Sam Goldstein, a leading American pundit—is that the disorder exists, but that people under stress (including mothers going out to work) may be too quick to say they have it.
With respect to adult women, Ms Solden argues the opposite: millions of silent sufferers need help but cannot get any. She cites the response to her book, “Women with Attention Deficit Disorder”—whose title is snappier in Japanese (literally, “Women Who Can’t Put Things in Order”) or German (“Princess of Chaos”). She reports strong interest in the Middle East and China, and across Europe.
Support clubs for female sufferers have emerged all over the world; in Australia, there is an e-community of afflicted souls called ADDventurous Women. Even in countries where the syndrome is recognised among children, it is hard for women to be treated for ADHD. In Britain, where children take Ritalin at almost American rates, two National Health Service (NHS) clinics struggle to cope with a growing queue of stricken grown-ups. Caroline Knight, a British sufferer who has battled to get help for ADHD, says it has blighted her life and job prospects. Drugs helped: “I could stand in a queue without getting impatient and watch the news without getting distracted.” But many NHS doctors will not give adults Ritalin.
Judie Gade, head of the Australian group, says its members find it all but impossible to obtain ADHD drugs; many doctors, not believing in a specific disorder, simply offer anti-depressants. Irish Catholic women face scepticism from priests, says Dianne Zaccheo, anADHD therapist. In Hong Kong, says Jadis Blurton, a psychologist, the number of women coming forward, especially expatriates, has grown in the past five years but they have a battle getting local doctors to treat them.
Nor is the whole thing just rich-world hypochondria, says Paulo Mattos, who runs an ADHDstudy group at the Federal University of Rio de Janeiro. The proportion of Brazilian children with signs of the disorder, using an American definition, is about 5%—comparable with the United States. Among adults, he says, it is between 1.5% and 3.5%. While women suffer as much as men, they are treated less. Mr Mattos suspects a “gender gap” at work: Brazilian women are less likely to do hard jobs so their problems go undetected.
Most women in Brazil lack one option that American ones often have—looting their kids’ medicine. In a 2004 episode of the American television series “Desperate Housewives”, a harassed Lynette Scavo raided the bathroom and downed her son’s Ritalin, in a bid to cope with being a “supermom”. A year later, a survey showed Ritalin use rising fast among all American adults—especially women. While prescriptions for all 20-44-year-olds had grown by 139% over five years, the rate for women had jumped by 164%. Is it life imitating art, or the subliminal power of the screen?
Although the exact prevalence in adults is unknown, epidemiologic studies thus far reveal that the condition, marked by inattentiveness, difficulty getting work done, procrastination, or organization problems, probably exists in about 2-4% of adults.
Adults’ symptoms may manifest themselves differently from children’s.
Often the most prominent characteristic in ADHD adults is difficulty with executive functioning, which is the brain activity that oversees the ability to monitor a person’s own behavior by planning and organizing.
Other symptoms observed in adults include inattention, impulsivity, and restlessness as well as frequently accompanying behavioral, learning, and emotional problems.
Adults with hyperactive-impulsive symptoms feel restless and constantly “on the go” as they try to do multiple tasks at once.
They are often perceived as not thinking before they act or speak.
For more information about the topic Adult attention-deficit disorder, read the full article at Wikipedia.org, or see the following related articles:
Autistic spectrum — The autistic spectrum (sometimes referred to as the autism spectrum) is a developmental and behavioral syndrome that results from certain … > read more
Procrastination — Procrastination is the deferment or avoidance of an action or task which requires completion by focusing on some other action or task. For the person … > read more
Personality disorder — Personality disorders form a class of mental disorders that are characterized by long-lasting rigid patterns of thought and behaviour. Because of the … > read more
Controversy about ADHD — The psychiatric diagnosis of Attention-deficit hyperactivity disorder (ADHD) has attracted an assortment of critical positions that individually … > read more
Learning disability — In the United States and Canada, the term learning disability is used to refer to psychological and neurological conditions that affect a person’s … > read more
Hyperactivity — Hyperactivity can be described as a physical state in which a person is abnormally and easily excitable or exuberant. Strong emotional reactions, … > read more
Pyromania — Pyromania is an obsession with fire and starting fires, in an intentional fashion, usually on multiple occasions. It should be contrasted with other … > read more
Attention-deficit hyperactivity disorder — Attention-deficit/hyperactivity disorder (ADHD) (sometimes referred to as ADD for those without hyperactivity) is thought to be a neurological … > read more
Narcissistic personality disorder — Narcissistic personality disorder (NPD) is a form of pathological narcissism that first appeared as a disorder in the Diagnostic and Statistical … > read more
Mental retardation — Mental retardation is a term for a pattern of persistently slow learning of basic motor and language skills (“milestones”) during childhood,
Like any other country, Japan has it’s own unique set of beliefs, superstitions and unusual habits. Some concern themselves with numerology, some relate to death, and some simply defy any logical link to anything whatsoever. Below are some of the more common superstitions you may come across on your travels in Japan.
If you whistle in the night, you will be visited by a snake or ghost.
Your flu will be cured once you manage to contaminate somebody else.
If you hiccup 100 times consecutively,
you will die.
If you file your nails at night, you will not be able to see your parents before they die, or alternatively, you will die early.
When you see a funeral car, hide your thumb or a family member will die soon.
Girls who were born in the year of Hinoe-Uma, (according to the Chinese zodiac) will be evil.
Don’t lay down right after you eat or you
will be turned into a cow.
When you urinate on a worm, your “parts” will become swollen.
Specific combinations of Japanese food will always make you sick. For example fresh-water eel and sour plum.
When you see a spider in the morning, it will bring good luck. On the other hand, it is bad luck to see a spider at night.
If you hear thunder hide your belly button, otherwise the god of thunder will eat it.
When you buy new shoes, make sure to only wear them in the morning.
Don’t sleep with your head pointing North, this is the way the deceased are laid to rest at a funeral.
You’ll stop growing if you walk around with a basket on your head.
If you wish on a shooting star three times, your wish will come true.
If you don’t finish your rice during every meal, you will go blind.
If you wear new shoes on tatami (traditional Japanese flooring) and go outside, your career will fail.
If you keep a piece of shed snake-skin in your wallet, you will be rich.
If you leave a ceiling or floor fan on all night, you will die.
When you swim during the Obon season (August), the ghosts of the dead, returning home for Obon, will take you away with them.
The number four is considered inauspicious because it is pronounced the same as the word for death (shi). One should not make presents that consist of four pieces.
The number nine is considered unlucky since it is sometimes pronounced the same as the word for suffering (ku).
Do not stick your chopsicks into your food, especially not into rice. This is a practice reserved for funerals.
NEVER pass food chopsticks to chopsticks. This is only done with the bones of a cremated body at funerals.
If you play with fire,
you will wet your bed.
The first dream of a new year
will come true
Breaking a comb or the cloth strap of a “geta” wooden sandal will bring misfortune.
Stepping on the cloth border of a tatami mat brings bad luck.
You’ll get bad luck if you talk back to someone talking in their sleep.
If your nose itches, someone that you know will have a baby.
If you sneeze once, you’re being spoken of well. If you sneeze twice, the opposite is true. Three times and someone loves you, and four times, you have a cold.
If your ear itches, you’ll hear good news.
If you are the middle person in a picture with two others in it, you will soon die or suffer a hard tragedy.
If the first person you meet on any given day is a woman, you will have good luck. If it is a Buddhist priest, be prepared for a bad day.
If returning from a funeral, you should throw salt over yourself before entering your home. This is believed to be cleansing.
You should never write a persons name in red ink.
Many businesses use “Maneki Neko” or beckoning cats. These are considered to be lucky and bring in money and fortune.
If you catch a crow’s eyes, something bad will happen.
For a general charm use pine chopsticks. For something more concerned with finances, choose chestnut wood chopsticks. And for hope – cypress.
If you plant a cherry tree in your garden, your house is destroyed.
If a pregnant woman’s husband eats a lot of bananas, she will give birth to a girl.
Japanese superstitions
Japanese superstitions are rooted in the culture and history of Japan and the Japanese people. Superstitious beliefs are common in Japan; most have roots in Japan’s history.[1] A number of Japanese superstitions have their basis in Japanese custom and culture and are meant to teach lessons or serve as practical advice.
Some superstitions that are common in Japan have been imported from other cultures. The unluckiness of a black cat crossing one’s path is one notable example. The Japanese also share superstitions with other Asian cultures, particularly the Chinese, with whom they share significant historical and cultural ties. The unluckiness of the number four is one such example, as the Japanese word for “four” sounds like the word for “death.”
A significant portion of Japanese superstition is related to language. Numbers and objects which have names that are homophones for words such as “death” and “suffering” are typically considered unlucky. Other superstitions relate to the literal meanings of words. Another significant part of Japanese superstition has its roots in ancient Japan’s ancient Pagan, animist culture and regards living and natural things as having certain powers or spirits. Thus, many Japanese superstitions involve beliefs about animals and depictions of animals bringing about good or bad fortune.[2]
If you play with fire, you will wet your bed. (It makes children become aware of the danger of fire.)[citation needed]
If you rest just after eating, you will become a cow/pig/elephant. (This means not to be lazy.)[3][4]
If you whistle or play a flute at night, snakes will come to you. (This means not to bother your neighbors.) (When they say snake, it means a thief.)[3][4]
A cold midsection will cause diarrhea
The first dream of a new year will come true
Breaking a comb or the cloth strap of a “geta” wooden sandal is an omen of misfortune.[3]
Stepping on the cloth border of a tatami mat brings bad luck.
If a funeral hearse drives past, you must hide your thumb in a fist. This is because the Japanese word for thumb literally translates as “parent-finger” and hiding it is considered protection for your parent. If you don’t, your parent will die.[4]
There are several unlucky numbers in Japanese. Traditionally, 4 and 9 are unlucky. Four is sometimes pronounced shi, which is also the word for death.[4] Nine is also sometimes pronounced ku, which can mean suffering. 13 is also occasionally thought of as unlucky, although this is imported from Western culture. Because of these unlucky numbers, sometimes levels or rooms with 4 or 9 in them don’t exist in hospitals or hotels, and particularly in the maternity section of a hospital, the room number 43 is avoided because it can literally mean “still birth“. Therefore, when giving gifts such as sets of plates, they are normally sets of three or five, never four.[2]
If you go to a funeral, you should throw salt over yourself before entering your home. This is believed to be cleansing.[citation needed]
You should never sleep with your head in North position or you will have a short life (this is the way a body is laid out at funeral).[2][4]
Chopsticks should not be stuck upright into food, especially rice. Chopsticks are only stuck upright into rice in the bowl on the altar at a funeral.
Food should never be passed chopstick-to-chopstick as this is done in a ceremony where bone fragments from cremated remains are placed in an urn.[2][4] This is called “hotokebashi”.
Cutting your fingernails or toenails at night is bad luck. If you do so, it is believed that you will not be with your parents at their deathbed.[3][4]
You should never write a person’s name in red ink. This is due to names on graves being red.[citation needed]
Use of the Maneki Neko or “lucky cat”. Many businesses such as shops or restaurants have figures of such beckoning cats. These are considered to be lucky and bring in money and fortune.[5]
If you see a spider in the morning, it means good luck so you shouldn’t kill it, but if you see one at night, it means bad luck so you can kill it.[citation needed]
If you catch a crow’s eyes, something bad will happen.[citation needed]
If a black cat crosses your path, something bad will happen. (This is actually imported from Western culture.)
A new trend among Japanese teenagers called oculolinctus, also known as “eyeballlicking,” or “worming,” is currently sweeping across the internet in videos and photos.
The bizarre trend has started popping up onYoutube,Tumblr and Twitter. The practice, in which teens show affection by licking their partner’s eyeballs, may have started with a scene in a music video released last year from the Japanese band Born, which features a dramatic slow-motion scene of oculolinctus.
But experts are concerned that even if oculolinctius is done sparingly or on a dare, it could have very real consequences. Dr. Robert Cykiert, an associate professor in the department of ophthalmology at the New York University Langone Medical Center, said the surface of a healthy eye is normal mostly sterile, while the mouth is filled with bacteria and food particles.
“When you get licked on the eye, you’re transferring dangerous bacteria to the eye,” said Cykiert. “It’s a very dangerous trend, to say the least.”
Cykiert said transferring bacteria to the eye leaves people with a higher risk of contractingconjunctivitis or, more seriously, a corneal ulcer.
“[People] may have scarring of the cornea that can be permanent depending on the bacteria in germs … it may cause a perforation or hole to develop,” said Cykiert, who has had to give some patients with corneal ulcers a cornea transplant.
While Cykiert said he hasn’t seen evidence of “eyeball licking” in the U.S., he warns that teens should be wary of trying out the trend to prove their adoration as they can permanently damage their sight.
Instead, Cykiert suggests, “sticking with hand holding and kissing, stuff that’s been around for millions of years.”
The unusual trend, which can be found in Japanese manga comic books, popular music videos and YouTube, is an expression of intimacy also known as “oculolinctus”.
The recent popularity for eyeball licking in Japanhas reportedly resulted in a growing number of schoolchildren wearing eye patches to hide their infections.
However, medical experts have warned of the dangers of such a practice, which can potentially cause styes, conjunctivitis, ruptures to the cornea, ocular chlamydia and in extreme cases, blindness.
The current trend for eyeball licking was exposed by the Japanese website Naver Matome, which reports that as many as a third of a classroom full of 12-year-olds confessed to having tried it.
A teacher at one school described on the website how he noted a growing number of children suffering from styes, with as many as ten pupils in one class wearing eyepatches at one time.
Two blondes were driving down the road.
The blonde driving looks at her friend in the passenger seat and asks her to see if her blinker is working. So the blonde looks out the window and says, ”Yes. No. Yes. No.”
What’s the difference between a blonde and a 747?
Not everyone’s been in a 747!
Q: Why did the blonde have trouble in the ladies’ room?
A: She is not used to pulling her own pants down.
What do a blonde and a barn have in common?
They always have a cock in them.
Why can’t a blonde dial 911?
She can’t find the eleven.
How did the blonde die raking leaves?
She fell out of the tree!
Q: Why did the blonde keep taking off the soda’s bottle cap and putting it back on?
I am a man of constant sorrow
I’ve seen trouble all my day.
I bid farewell to old Kentucky
The place where I was born and raised.
(The place where he was born and raised)
For six long years I’ve been in trouble
No pleasures here on earth I found
For in this world I’m bound to ramble
I have no friends to help me now.
[chorus] He has no friends to help him now
It’s fare thee well my old lover
I never expect to see you again
For I’m bound to ride that northern railroad
Perhaps I’ll die upon this train.
[chorus] Perhaps he’ll die upon this train.
You can bury me in some deep valley
For many years where I may lay
Then you may learn to love another
While I am sleeping in my grave.
[chorus] While he is sleeping in his grave.
Maybe your friends think I’m just a stranger
My face you’ll never see no more.
But there is one promise that is given
I’ll meet you on God‘s golden shore.
I looked out this morning and the sun was gone
Turned on some music to start my day
I lost myself in a familiar song
I closed my eyes and I slipped away
It’s more than a feeling (more than a feeling)
When I hear that old song they used to play (more than a feeling)
I begin dreaming (more than a feeling)
’till I see Marianne walk away
I see my Marianne walkin’ away
So many people have come and gone
Their faces fade as the years go by
Yet I still recall as I wander on
as clear as the sun in the summer sky
It’s more than a feeling (more than a feeling)
When I hear that old song they used to play (more than a feeling)
I begin dreaming (more than a feeling)
’till I see Marianne walk away
I see my Marianne walkin’ away
When I’m tired and thinking cold
I hide in my music, forget the day
and dream of a girl I used to know
I closed my eyes and she slipped away
She slipped away
It’s more than a feeling (more than a feeling)
When I hear that old song they used to play (more than a feeling)
I begin dreaming (more than a feeling)
’till I see Marianne walk away
• “ed” endings may be pronounced in one of the following three ways:
1) t 2) id 3) d
Note: There are several exceptions to the rules explained below. Each of the
following words do not follow the “ed” ending rules. For these words, the “ed” ending is
pronounced like “id”.
• aged
• blessed
• crooked
• dogged
• learned
• naked
• ragged
• wicked
• wretched
1) “ed” endings are pronounced “t” if the end of the word sounds like:
K, S, Ch, Sh, F, P, Th Example: I helped my mom make cookies yesterday.
• In this example, the end of the word “help” sounds like P. So, the “ed” ending is
pronounced “t”.
Directions: Write your own sentences that use “ed” endings that sound like “t”.
1) _____________________________________________________________________
2) _____________________________________________________________________
2) “ed” endings are pronounced “id” if the end of the word sounds like:
T or D
Example: I wanted to go to the beach last weekend.
• In this example, the end of the word “want” sounds like T. So, the “ed” ending is
pronounced “id”.
Directions: Write your own sentences that use “ed” endings that sound like “id”.
1) _____________________________________________________________________
2) _____________________________________________________________________
3) “ed” endings are pronounced “d” for all other ending sounds:
A, B, E, G, H, I , J, L, M, N, O, Q, R, U, V, W, X, Y, Z Example: I played soccer this afternoon.
• In this example, the end of the word “play” sounds like Y. So, the “ed” ending is
pronounced “d”.
Directions: Write your own sentences that use “ed” endings that sound like “d”.
1) _____________________________________________________________________
2) _____________________________________________________________________
Directions: Pronounce the following “ed” endings. Write (T) for a “t” sound, (ID) for
an “id” sound, and (D) for a “d” sound.
Example: We wrapped the Christmas presents last night. ____T____
1) I laughed at the joke. __________
2) Our work is finished. __________
3) The snake killed the mouse. __________
4) The teacher helped the student. __________
5) When I was younger, I wanted to walk on the moon. __________
6) We hiked to the top of the mountain. __________
7) James rented his apartment. __________
8) We can’t go swimming because the pool is covered. __________
9) That old house is haunted. __________
10) We hunted for her keys, but could not find them. __________
Directions: Read the following passage using the correct pronunciation for “ed”
endings. Write (T) for a “t” sound, (ID) for an “id” sound, and (D) for a “d”
sound in the space provided.
The bear jumped ( ) out of its cage and into the crowd. She must have realized ( )
that this was her best chance to escape. The bear’s trainer looked ( ) as though he were
about to faint from the terror of it all; it seemed ( ) like his worst nightmare come true.
He scrambled ( ) to his feet and started ( ) waving his hands and shouting to get the
bear’s attention. She stopped ( ) her wild rampage only for a moment at the sound of her
trainer’s pleas. She quickly turned ( ) back to the crowd and resumed ( ) knocking
people to the floor. The trainer suddenly had an idea. He reached ( ) into his pocket and
pulled ( ) from it a large chocolate covered ( ) treat – a known favorite of the bear. He
shouted ( ) the bears name once more and she turned ( ) to face him. She saw the treat
and ran in full gallop towards him. He threw the treat into the cage and the bear followed
( ). He locked ( ) the door behind her and fell to the floor in relief. Apparently, the bear
valued ( ) food more than freedom.
Challenge: Draw a box around the irregular verbs in the passa
Quiz topic: Stress patterns
For each of the six questions choose the one correct answer.
1. Which 2-syllableword has a different stress pattern from the others?
a) police
b) mother
c) student
d) money
2. Which 2-syllable word has a different stress pattern from the others?
a) career
b) shampoo
c) balloon
d) problem
3. Which 3-syllable word has a different stress pattern from the others?
a) cinema
b) Saturday
c) umbrella
d) manager
4. Which 3-syllable word has a different stress pattern from the others?
a) potato
b) paragraph
c) computer
d) professor
5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable?
a) informal
b) unhappy
c) unfriendly
d) unemployed
6. In which sentence does the speaker
Quiz topic: Stress patterns
Answers:
1. Which 2-syllable word has a different stress pattern from the others?
a) police
b) mother
c) student
d) money
a) In the word ‘police’ we stress the second syllable police, the other words are
all stressed on the first syllable.
b) In the word ‘mother’ we stress the first syllable mother – in which word is the second
syllable stressed?
c) In the word ‘student’ we stress the first syllable student – in which word is the second
syllable stressed?
d) In the word ‘money’ we stress the first syllable money – in which word is the second
syllable stressed?
2. Which 2-syllable word has a different stress pattern from the others?
a) career
b) shampoo
c) balloon
d) problem
a) In the word ‘career’ we stress the second syllable career – in which word is the first
syllable stressed?
b) In the word ‘shampoo’ we stress the second syllable shampoo – in which word is the
first syllable stressed?
c) In the word ‘balloon’ we stress the second syllable balloon – in which word is the first
syllable stressed?
d) In the word ‘problem’ we stress the first syllable problem – the other words
are all stressed on the second syllable.
3. Which 3-syllable word has a different stress pattern from the others?
a) cinema
b) Saturday
c) umbrella
d) manager
a) In the word ‘cinema’ we stress the first syllable cinema – in which word is another
syllable stressed?
b) In the word ‘Saturday’ we stress the first syllable Saturday – in which word is another
syllable stressed?
c) In the word ‘umbrella’ we stress the second syllable umbrella – the other
words are all stressed on the first syllable.
d) In the word ‘manager’ we stress the first syllable manager – in which word is another
syllable stressed
4. Which 3-syllable word has a different stress pattern from the others?
a) potato
b) paragraph
c) computer
d) professor
a) In the word ‘potato’ we stress the second syllable potato – in which word is another
syllable stressed?
b) In the word ‘paragraph’ we stress the first syllable paragraph – the other
words are all stressed on the second syllable.
c) In the word ‘computer’ we stress the second syllable computer – in which word is
another syllable stressed?
d) In the word ‘professor’ we stress the second syllable professor – in which word is
another syllable stressed?
5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable?
a) informal
b) unhappy
c) unfriendly
d) unemployed
a) This word is pronounced informal – generally speaking words beginning with ‘un’ or
‘in’ have the stress on the second syllable.
b) This word is pronounced unhappy – generally speaking words beginning with ‘un’ or
‘in’ have the stress on the second syllable.
c) This word is pronounced unfriendly – generally speaking words beginning with ‘un’ or
‘in’ have the stress on the second syllable.
d) This word had the stress on the final syllable unemployed. However, generally
speaking words beginning with ‘un’ or ‘in’ have the stress on the second
syllable.
6. In which sentence does the speaker want to tell us that John’s car is not second hand?
a) John’s bought a new car.
b) John’s bought a new car.
c) John’s bought a new car.
d) John’s bought a new car.
a) The speaker is interested in telling us that it is John who bought the car and not someone else.
b) The speaker is interested in telling us that John wasn’t given the car or that he didn’t steal it!
c) The speaker is interested in telling us that the car is not second hand; it’s
new!
d) The speaker is interested in telling us that he bought a car, not a motorbike or
something else.
For Wan Long, the $4.7bn deal to take over US pork producer Smithfield is a long way from the Shuanghui International chairman’s simple beginnings.
“What I do is kill pigs and sell meat,” he told a local paper last year.
A native of Luohe in Henan province, home to the group’s headquarters, he joined Shuanghui as an ordinary factory worker in 1968 after a stint in the army. It was a single money-losing plant, ranked ninth out of 10 state-owned meat processing companies in Henan, according to the Chinese magazine Caixin.
Mr Wan, now in his early seventies, was elected plant manager in 1985. That year it reported profits of Rmb5m, the magazine said.
He now runs a business that turned a net profit of Rmb2.9bn last year. As China’s biggest meat producer, it produces 2.7m tonnes of meat annually from 30m pigs. It also gets through 300,000 heads of cattle, 600,000 tonnes of chicken, 50,000 tonnes of eggs and 50,000 tonnes of soy protein in processing pork into an array of cooked, fresh and frozen products.
“Our goal is to achieve sales revenue of Rmb100bn within the period of the 12th five-year plan [ending in 2015], then I’ll retire,” Mr Wan told Caixin in an interview two years ago.
Shuanghui is forecast to hit Rmb50bn ($8.2bn) in sales this year, according to Bloomberg data, while Smithfield should generate $13bn – so this deal will help Mr Wan hit his target two years early.
It is by far the largest takeover ever pursued by a Chinese company overseas in the food and beverage sector, according to Dealogic.
Given China’s population and its growing appetite for a higher protein diet as it becomes wealthier, bankers expect to see many more deals for meat, fish and dairy producers. The past decade was about China’s hunt for energy and metals, but the next could well be about its need to secure safe food supplies.
“This deal looks like a wonderful opportunity for two complementary companies to come together and for Shuanghui to access the technology it needs to take its food safety and productivity to a higher level,” says a Beijing based agri-industry expert.
The homespun charm of the companies’ two executives appear to complement each other as well, with Mr Wan’s simple take on the pig industry chiming with words from Larry Pope, Smithfield’s chief executive. “We’re not exporting tanks and guns and cyber security,” he said on Wednesday in assessing concerns about US regulatory intervention. “These are pork chops.”
Mr Wan told another Chinese newspaper that he did not smoke, did not drink and was focused only on running his company. He blamed himself for the pounding Shuanghui took in the media after state television claimed the group was using illegal additives – clenbuterol hydrochloride – to induce faster growth in its pigs.
“Foreign brands are trusted by domestic consumers with their advanced management experience and premium brands,” said Jian Aihua, analyst at CI Consulting. “So we can expect such co-operation between domestic food companies and foreign companies can help to win back the consumers’ trust.”
The clenbuterol episode accelerated the group’s efforts to boost its international reach. Mr Pope told investors on Wednesday that Smithfield had been talking to Shuanghui since 2009.
A former US Department of Agriculture official in Beijing recalls Mr Wan approaching them after an unsatisfactory trip to South America.
“Mr Wan had definitely decided that he needs overseas supply,” the official says. “He saw the future and realised that China can’t supply all their pork needs. And it was after that that the clenbuterol scandal broke, so I’m sure that expedited his plans.”
Now the former factory worker really is bringing home the bacon.
Her name was Lola, she was a showgirl
With yellow feathers in her hair and a dress cut down to there
She’d do the merengue and do the cha-cha
And while she tried to be a star, Tony always tended bar
Across a crowded floor, they worked from eight til four
They were young and they had each other
Who could ask for more?
At the Copa, Copacabana
The hottest spot north of Havana
At the Copa, Copacabana
Music and passion were always the fashion
At the Copa …. they fell in love
His name was Rico, he wore a diamond
He was escorted to his chair, he saw Lola dancin’ there
And when she finished, he called her over
But Rico went a bit too far, Tony sailed across the bar
And then the punches flew and chairs were smashed in two
There was blood and a single gun shot
But just who shot who?
At the Copa, Copacabana
The hottest spot north of Havana
At the Copa, Copacabana
Music and passion were always the fashion
At the Copa …. she lost her love
Her name is Lola, she was a showgirl
But that was thirty years ago, when they used to have a show
Now it’s the disco, but not for Lola
Still in the dress she used to wear, faded feathers in her hair
She sits there so refined, and drinks herself half-blind
She lost her youth and she lost her Tony
Now she’s lost her mind!
At the Copa, Copacabana
The hottest spot north of Havana
At the Copa, Copacabana
Music and passion were always the fashion
At the Copa …. don’t fall in love
Don’t fall in love
I don’t know where I’m goin
but I sure know where I’ve been
hanging on the promises in songs of yesterday.
An’ I’ve made up my mind, I ain’t wasting no more time
but here I go again, here I go again.
Tho’ I keep searching for an answer
I never seem to find what I’m looking for.
Oh Lord, I pray you give me strength to carry on
‘cos I know what it means to walk along the lonely street of dreams.
Here I go again on my own
goin’ down the only road I’ve ever known.
Like a drifter I was born to walk alone.
An’ I’ve made up my mind, I ain’t wasting no more time.
Just another heart in need of rescue
waiting on love’s sweet charity
an’ I’m gonna hold on for the rest of my days
‘cos I know what it means to walk along the lonely street of dreams.
Here I go again on my own
goin’ down the only road I’ve ever known.
Like a hobo I was born to walk alone.
An’ I’ve made up my mind, I ain’t wasting no more time
but here I go again, here I go again,
here I go again, here I go.
An’ I’ve made up my mind, I ain’t wasting no more time.
Here I go again on my own
goin’ down the only road I’ve ever known.
Like a drifter I was born to walk alone
‘cos I know what it means to walk along the lonely street of dreams.
Here I go again on my own
goin’ down the only road I’ve ever known.
Like a drifter I was born to walk alone.
An’ I’ve made up my mind, I ain’t wasting no more time
but here I go again, here I go again,
here I go again, here I go,
here I go again
All the questions are multiple choice, where you choose the one correct answer from three or four options.
What things should take into the exam?
You will need a pencil and eraser, plus spares, but you will probably not be allowed to take them inside a pencil case to avoid cheating. You will not need a pen. You will also need photo ID with your signature written on it, for example a passport.
There is also quite a long list of things you can’t take into the exam. As well as the things that could help you cheat such as notes and dictionaries, you are also need to make sure that your watch alarm and mobile phone do not ring and disturb the test takers, and that you do not take in highlighter pens or a ruler. These last two are to stop some people getting an unfair advantage by using special reading techniques.
What’s the difference between TOEFL and TOEIC and which one should I take?
Both tests are written and administered by ETS, an independent non-profit organisation in the USA. TOEFL was designed as a university entrance test (similar to IELTS in Australia and now the UK) and contains some language which is similar to what you would hear and use if studying in an American university. TOEIC was designed as a test of Business English, but is perhaps better described as a test of more everyday English, including the English that you might use in your working life. Although many people choose TOEFL if they want to enter a university and TOEIC if they want to show their English level on a job application, both are often just used as a proof of General English level and you might want to choose which by how well they are recognized in the country you wish to use it in instead of how you want to use it. Alternatively, you can choose by which one you think you will get a better score in- if you have already used English in your studies that might help you to get a higher TOEFL score, and the same with business and TOEIC.
Does the TOEIC run out after two years?
No, once you have taken TOEIC you can write that score on your CV forever, but employers might be suspicious of an old score and ETS recommends that you retake the test after 2 years because your ability will probably have changed.
Is there a break between the listening and reading sections of the TOEIC test?
No
What can I do if I need to go to toilet during the TOEIC test?
Perhaps to make sure you don’t drink too much before the exam and therefore don’t disturb the other students, no information is given about this by ETS. It may be possible to go to the toilet during the reading test, but as people usually run out of time during this test it could have a very negative impact on your marks.
How well recognized is TOEIC outside Asia?
TOEIC is also popular in the USA, Canada and Mexico, and is used inside some large corporations in Europe. Although an employer in the UK might not have heard of TOEIC, it is still better known than BULATS (the equivalent Cambridge exam), and you should easily be able to explain on your CV and/ or in the interview that it is the world’s most popular Business English test and what your level means.
Where can I get real past exam papers to do exam practice with?
You can’t. ETS does not make past papers available to either students or textbook writers. If you see a book that claims to be based on real past papers or the analysis of past papers, it is not true. The closest thing you can find is probably a book with the official ETS logo on the cover.
What is the most difficult part of the TOEIC test?
Statistically, candidates score higher on the Reading paper than on the Listening test, but this might be at least partly due to these tests being most popular in countries where English listening skills are generally weak.
Do I need to take a class to improve my TOEIC score?
For most students, studying with a teacher is better than studying at home alone. You might want to particularly think about taking a class if:
1. You are unmotivated
2. The practice materials that you are using tell you which answers are wrong but not why
3. You have taken the test or practice tests several times and your scores have not been rising
4. You keep making the same kinds of mistakes
If a book says “TOEIC ®” on it, does that mean it is an official ETS exam book?
No. ETS gives official recognition to very few TOEIC preparation textbooks and test practice books, and although many of the others might also be good practice there are many examples of cheaply made and unrealistic TOEIC books out there who have not been checked by anyone. You should be particularly careful when choosing materials for the new (after 2007) TOEIC exam, as many small publishers printed books before the final details of the exam were made public by ETS.
What level should I be before I take the TOEIC test?
Although there is no fail in TOEIC, students who are less than Intermediate level will find that their scores go up and down quite a lot every time that they take the test because they have to guess quite a lot of questions. Low level students will also find that doing a TOEIC course or practice TOEIC exam papers will not teach them the language they need to improve their general English level. Perhaps for this reason, TOEIC has introduced the lower level “TOEIC Bridge test”, but as yet it is not recognized by many employers and so might not be as useful on your CV as a TOEIC score.
Can I eat and drink in the TOEIC test?
No, you cannot take food and drink into the test. This probably also means no chewing gum and no sweets.
How can I explain what my TOEIC score means to someone who doesn’t know the exam?
When you get your test score you will also be given a “can do” sheet that tells you what the score means that you can copy onto your CV and/ or explain in an interview when you apply for a job. It is also worth mentioning that TOEIC is the most popular test of Business English in the world.
Is the new style TOEIC more difficult than the old one?
Although the new test sounds more difficult because it has longer listening and reading texts and less of the easier Listening Part One (photograph) questions, ETS say that the tests are equivalent, and the first batch of official test takers in May 2007 in Japan did not especially complain of the difficulty or see an unexpected change in their scores. The skills needed are, however, slightly different, so some people will find one version of the test slightly more difficult than the other.
How long does it take to get the TOEIC test results?
It depends on the country you are in, but is usually less than a week.
What happens if I am late for the test?
You will not be allowed into the test centre, you will not be able to take the test on another day without paying the full fee again, and you will not get any refund. Please make sure you arrive at least 20 minutes before the arrival time you are told.
If I do really badly, will I still get a certificate?
As there is no pass and fail mark in TOEIC, everyone gets a certificate.
If I don’t know the answer, should I leave it blank?
No, never leave a blank. As no marks are taken off for wrong answers, if you don’t know the answer try to eliminate any you think are wrong and then quickly guess between those that are left and move onto the next question. In the reading test, if you finish everything and have time at the end you can go back and try these questions one more time if you like, but make sure you write down some answer the first time you try it in case you run out of time.
Can you cram for the TOEIC test?
No. You can improve your score with some tips and tactics for reading and listening, but as grammar is not a big part of the test there is no list of language points that you are sure to come up in the test that you can learn in a short time. TOEIC is a test of all proficiency levels up to very advanced, so virtually all standard American English could come up in the exam.
Do I need to be working/ be a businessman to do the test?
Using English in your working life or studying a Business or Economics subject in English can help a lot for the test, but having a generally high level of English and being prepared for the test are much more important.
Is TOEFL a General English version of TOEIC?
Many people use TOEFL that way, but in fact TOEFL was specifically designed to prepare people to study in American universities, and there is as much specialist academic language in TOEFL as there is Business English in TOEIC. In both tests, however, all of the “specialist” language used is stuff that native speakers who are not businessmen or university students would also use.
Many people say they can’t finish the reading paper. Should I take a speed reading course?
Speed reading is not recommended for most non-native speakers, and some experts do not recommend it even for native speakers either. Speed reading is a way of reading a whole text quickly, whereas the best tactic in the TOEIC for reading quickly is usually to read the questions first and try to find the place where the right information is, or at least to skip unimportant parts like the tops and bottoms of emails.
Is TOEIC or TOEFL better known internationally?
In some parts of Asia TOEFL is not as well known as TOEIC, but in most of the rest of the world TOEFL is more famous. In Australia, the UK and parts of Europe, IELTS and the other Cambridge tests such as FCE are better known. However, if you can properly explain what the test consists of, what organisation gives the certificates and what the level means on your CV or in conversation, any of these international qualifications should be useful.
Is TOEIC a test of American English?
It certainly helps to study American English for the TOEIC, especially for the Listening part of the test. If, for example, you only know British English business terms, some time spent studying the American equivalents can be very useful. However, the new format exam also includes some British English and Australian English speakers, and people who have only studied American English since school can find these parts difficult to understand.
What are the differences between the versions of the TOEIC before and after the 2007 changes?
The main changes are that in the new style test there is no error correction section and some of the listening and reading texts are longer with more questions per text. The length of the exam and the number of the questions stays the same, and although the new version seems more difficult ETS say the level of difficulty is also the same.
What TOEIC level is good enough to get a job in English?
Although some jobs such as translators ask for scores of 800 or above, any score above about 300 shows a basic ability to use English in the workplace, it simply depends on the job.
I’ve heard different opinions on whether TOEIC is a Business English test or not. Is it?
TOEIC was specifically designed to be a test of Business English and the English that people need to use in the workplace. As business is part of all of our lives nowadays, however, it is perfectly useable as a General English test.
How long do I need to study before I take the exam?
In terms of doing exam practice, it is perfectly possible to do the test without any practice at all but even just doing one practice test is very useful at least for making you feel less nervous on the day of the test because you know what you are doing in each part of the test. Make sure, however, that you do not do any practice on the night before the exam. The longest you will probably want to do just exam practice is a month- any longer than that and a good proportion of your preparation for the exam should focus on getting your general English and Business English level up. For example, a one year course or self study plan should probably be 60 to 80% general practice of English and the rest grammar, vocabulary, skills and exam practice for the TOEIC.
Why did my last TOEIC score go down even though my English is at the same level?
It could be due to outside factors like you being tired or stressed. Alternatively, it could just be a statistical blip because you were or unlucky in the match between the questions and texts in a particular paper and your knowledge. In some cases, silly mistakes like writing the answers next to the wrong question number can also have an impact.
Why did my TOEIC score stay the same, even though I have been studying lots of English?
Apart from the reasons given in the question above, this could be because you have been studying lots of new language that you can’t yet use quickly in test conditions and/ or haven’t been revising the language you knew before and so have got slower at understanding it. Another common problem is that as your ability to understand the reading and listening texts increases you start trying to understand every word rather than looking out for the most important information.
What TOEIC materials should I buy?
In terms of making sure it is close to what you will see in the exam, it is best to choose something officially certified and recommended by ETS (the company that writes the TOEIC and TOEFL exams). You will need to carefully read the back of the book to make sure this is true, as many other publishers understandably want their materials to look official too. If you can’t find anything with the ETS logo on, have already finished those books or will be using them in class and want something different for self-study, books from the other big international publishers are also usually okay.
In terms of the kind of book you want to buy, that will depend on how much time you have before the exam, if you are taking a class and what materials you are using in it, and what your own strengths and weaknesses are.
What is the single most important part of my English to improve if I want to improve my TOEIC score?
Most people find that a lack of Business English and General English vocabulary is what is most holding down their score. The second biggest factor is often a lack of reading speed, and the third is often not understanding fast, natural speech.
Why does my TOEIC teacher have speaking and pronunciation parts in class, even though I am only going to do listening and reading in the exam?
Speaking in a TOEIC class can be very useful- in getting you ready to listen to or read something, in discussing exam tactics, and in practising vocabulary and pronunciation so that you understand it when it is spoken at natural speed during the test.
Is TOEIC an Advanced level exam?
To get 850 points or above in TOEIC is a proof that you have Advanced listening and reading skills and can use those skills quickly and efficiently in a business setting. However, some people find it possible to reach that mark without having truly Advanced level writing and/ or speaking skills, and employers might want to give you an additional test on these skills in order to check your all round English level. Jobs that only ask for TOEIC 700 or below might not need an Advanced level of English, but students generally need to be at least Intermediate in order to benefit fully from studying for the test.
Do I need to do well in both the Reading and the Listening papers?
Not necessarily. The final mark is the total score from both papers, so if you make some mistakes in one paper it might be possible to make those marks up by doing better in the other one.
Although there is no grammar paper, I heard that they secretly test your grammar in the reading and listening papers. Is that true?
There are a few questions that you can get wrong by, for example, mixing up the meaning of tenses. However, most people find that the vocabulary is more difficult and more important for passing the exam.
Camberwell College Swimming Pools
Camberwell College has one 50m (Olympic sized) pool with a constant depth of 2m throughout, and one 25m pool with a 1m shallow end and a 4m deep end. Both pools may be used by the general public at certain times.
50m Pool
The pool is often used for classes, but the general public may use two lanes for lane swimming at the following times.
Children under the age of 14 must be accompanied by an adult.
Please note that during College holidays, these times will vary. Contact the swimming pool on 04837 393560 for up-to-date information.
25m Pool
The 25 metre pool is available for recreational (non-lane) swimming from 0700-0900 and 1230-1330 on weekdays, and 1000 – 1600 on Saturdays.
Children aged 12 and under must be accompanied.
We regret that the 25m pool will be closed for refurbishment between 21st July and 18th August. The men’s changing rooms will be closed for the week beginning 18th August, and the women’s changing rooms will be closed the following week. Alternative changing facilities will be made available. We apologise for any disruption this may cause.
For questions 1-5 select: True if the statement is true False if the statement is false Not Given if the information is not given in the passage
1. The general public can only use the 50m pool for lane swimming. SelectTrueFalseNot Given
2. The general public cannot use the 50m pool on Sundays.SelectTrueFalseNot Given
3. Men will be able to use the 25m pool on the 18th August.SelectTrueFalseNot Given
4. The whole of the 25m pool is available to the public during recreational swimming hours.SelectTrueFalseNot Given
5. The 50m pool is open during college holidays.SelectTrueFalseNot Given
Sorry for sending this to all the staff in the company, but my list of people who are going to the Signmakers’ Conference in Dartmouth is not up-to-date, so I thought I’d mail it to everyone just to be on the safe side.
The company has agreed to pay for transport by rail which means you won’t have to drive there yourselves. We’ve booked seats on the 0630 from Stanton Heath which goes direct to Dartmouth. We should arrive there by 0845, and we can then share taxis to get to the venue, which I understand is just a 15 minute drive, so we should easily make the 0930 start.
Hotel accommodation has been booked at the Premium Inn, Dartmouth. The management have agreed that all delegates should have their own rooms. It’s likely that some of you will have singles, while others will have doubles and twins. I can’t take request for double rooms, I’m, afraid. It will be the luck of the draw. All rooms will have en suites, and should be very comfortable.
We’re planning return transport on the 2010 from Dartmouth which will get us back to Stanton Heath at 2200.
I’ll be booking transport on Friday morning (14th March), so if you have any queries or problems, make sure you contact me before then.
James Roxford
Dear James
Sorry, I didn’t get back to you in time. I was off sick last week and didn’t get your message until this morning. I hope you haven’t booked the train tickets yet. I’m planning to go to the conference by car, as I’m not returning to Stanton Heath after the conference. I’m going on to visit my family.
Is there any chance you can reserve a double room for me at the Premium Inn? I find it hard to sleep in single beds.
Thanks
Mindy Jacques
Top of Form
1 James’s email was sent to:
Mindy Jacques
staff who are attending a conference
visitors to James’s company
everyone in the company
2 Which of the following is true about the journey James has planned?
Delegates will take a different route on the return journey.
The delegates will arrive just after the conference starts.
The return journey is faster than the outbound journey.
The delegates will need to change trains on the outbound journey.
Are you setting up a small business? Worried about the costs of renting office space and employing the right people? Rebus Virtual Office World can help you. With our Basic Office Deal, we can set up a virtual office for you practically overnight.
We will give your business a professional image and our polite, friendly staff will handle your calls and present your business in the best possible way. We can provide you with: a professional business address, a local phone number and we will also handle mail.
For a more personal approach, with the option of forwarding mail and messages to your home address, don’t hesitate to ask us about our Premier Office Deals.
Top of Form
1 Where is the text from?
A message from a business to a current client
An advertisement for a new business service
An email from one business worker to another
A newspaper article about a new business’s success
2 What does the service provide?
Off-site staff to perform general office duties
A site where several businesses can locate their offices
Advice on how to make your business more professional
Temporary staff for local businesses
3 Which of the following is not included in the Basic Office deal?
Dear Helen,
I would like to congratulate you on organising such an excellent and informative workshop. I know a lot of people learnt a great deal from it. Can you pass on my thanks to Doctor Friedman for his fascinating talk on Staff Motivation? I realise how lucky we were that he was able to find the time for us. The feedback from the staff was very positive. Let’s hope we actually see an improvement in staff motivation as a result!
By the way, I’m missing my list of addresses of the delegates who attended. Did I happen to leave it in your office? It’s just that I haven’t seen it since our meeting on Friday.
Thanks again for a great day,
Anne
Top of Form
4 What is the main objective of the message?
to inform
to accuse
to make a request
to praise
5 What can be implied about the workshop?
All the delegates were staff from the same office.
It included several talks.
It lasted one day.
Motivation was the only topic discussed.
6 What can be implied about Dr Friedman?
He works in the same office as Anne.
He has a very busy schedule.
He is a leading expert on staff motivation.
Anne knows him better than Helen does.
7 What has happened to the address list?
Anne has lost it.
Anne has found it.
Anne has sent it to Helen.
Anne has completed it.
Here’s a mouth-watering cookie recipe for you to try at home. You will need two cups each of margarine, white sugar and brown sugar; four eggs, four cups of flour, 1 teaspoon of baking powder, a pinch of salt and a cup of milk chocolate chips. First of all, pre-heat the oven to 350 degrees Fahrenheit. Take a large bowl and cream together the margarine and sugar until they are smooth. Then add the eggs, one by one. Sift the flour and baking powder into the mixture and add the salt. Finally add the chocolate chips. Drop spoonfuls of the mixture onto ungreased cookie sheets and bake for eight to ten minutes until the edges are golden brown. Cool for one hour before eating.
Top of Form
8 Which of the following is NOT an ingredient in the recipe?
cream
flour
eggs
margarine
9 What must the cook do first?
Put the margarine and sugar in a bowl
Turn on the oven
Sift the flour
Break the eggs
10 Which of the following items is needed to make this recipe?
a microwave
a sieve
a saucepan
a knife
11 Which of the following ingredients is added last?
Survey, question, read, recall and review is the SQ3R technique used to learn from a document
by building a mental framework into which facts can then be fit. The stages are explained
below:
Survey – Survey the document: scan the contents, introduction, chapter introductions and chapter
summaries to pick up a shallow overview of the text and form an opinion of whether it will
be of any help.
Model SQ3R (cont.)
Question – Make a note of any questions that come to mind or particularly interest you about the
subject as a result of your survey. Perhaps rescan the document to see if any questions stand
out. These questions can be considered almost as study goals – understanding the answers can
help you to structure the information in your own mind.
Read – Now read the document. Read through it in detail, taking care to understand all the
points that are relevant. In the case of some texts this reading may be very slow if there is a lot
of dense and complicated information.
Recall – Once you have read the document, or a section of it, run through it in your mind a
number of times. Isolate out the core facts or the essential processes behind the subject, and
then see how other information fits around them. Some things may require more recital than
others for them to sink in.
Review – Once you have run through the exercise of Recalling the information, you can move on
to the stage of reviewing the information. This review can be by re-reading the document, byexpanding your notes, or by discussing the material with someone else. A particularly effective
method of reviewing information is to have to teach it to someone else.
Morphology
The study of the formal characteristics, shapes, and variations of words or lexical units.
The onset is the beginning sound in a word. The rime is the “chunk” of the word that is common
to many different words. For example, in “look”, the onset is the “l” and the rime is “ook”.
Teachers can demonstrate how to make analogies by using words they know to build new words.
If the student can write “look”, they can also write “book” and “took.”
Paired Writing
A typical “paired fiction” writing class begins with students being paired. Instructors should participate
as writers whenever possible, but primarily instructors will lead students through some
basic story writing steps. The instructor’s initial instruction lets students know that in this particular
class they will write short stories, and that each writer will be writing and reading two texts.
The instructor should then let the students know that what they will write need not be great fiction,
but that it should just make sense – that each sentence follow the preceding one. The instructor is
simply trying to encourage causality and imagination in the writing activity, and should employ the
following free-writing guidelines: the writing will be ungraded, everyone should keep their pens
writing as much and as fast as possible, and no talking (but laughing is permitted).
Each pair writes two coauthored stories by switching texts (text switching can be as basic as
switching paper or computer stations, or easily work within small InterChange conferences) with
his or her partner, back and forth at the instructor’s prompting. The writing and reading time is
divided with prompts designed toward writing “parts” of a story.
The instructor’s prompts, in effect, structure the students’ stylization of possible narratives. Instructors
will want to emphasize playful writing attitudes and the freedom to employ wild creativity,
as well as the fact that the texts are forms of communication and need to demonstrate clearOne of the most effective structures for paired fiction writing is to suggest switching at the five
classic elements of narrative structure; 1) creating settings, 2) creating characters 3) creating
incidents and complications, 4) bringing story elements to a crisis, and 5) bringing story elements
to a resolution. Or, more character-centered narratives could be created with prompts like; setting,
main character(s), character dialog, complications, villains, unexpected twists, and resolution.
Narrative elements can also be developed by prompting students to write with particular points of
view, tones, or even using specific words. Utilizing themes already discussed in previous classes
can easily tap a wealth of background data in each student writer and can be set up as part of the
stories’ preconditions. The most important thing to keep in mind is that the actual structure and
texture of the story construction can be customized to achieve a variety of classroom and literacy
goals.
Paired Writing (cont.)
Typically, students write between five and ten minutes before switching texts; however, the timing
for writing and reading through the prompts can easily be adjusted to available class time. The
instructor is also the timekeeper and will need to give warnings when the writing time for the
particular prompt is running out. In the last few seconds before the next switch and prompt, the
instructor should request that each student finish the sentence he or she is writing and stop.
The fact that story creating is a flexible process, allows K-16 instructors to create a sense of
community in their particular classes by developing their own imaginative and powerful prompts.
For example, one instructor who is experiencing a class of students who aren’t certain they want
to be in school might prompt students to create a school setting that they wish they could really
have, describe a principal, teacher or professor as a hero (or villain), describe teachers and students
who would be part of this imagined “school,” suggest a fair alternative to going to school,
develop a learning situation in or out of school, and resolve the learning situation.
Another instructor might want to set up a reading or discussion of Lord of the Flies by using paired
fiction writing with such customized prompts as describe an island, introduce yourself and some
other classmates as the island’s only inhabitants, explain what it’s like to live without adults, imagine what possible conflicts arise, imagine a particular crisis, and imagine a possible resolution
to your island situation.
Instructors and students don’t have to be experts in fiction writing. Building on such basic elements
of fiction writing as setting, character, conflict, crisis and resolution will guarantee the success of
this in-class activity because story telling is a form of thinking most people learn to understand and
practice at a very young age. Most writers have innate narrative skills since so much our discourse
uses stories to make sense of our worlds.
The divided writing parts can be created from an endless variety of prompts and time constraints,
and can be focused on particular learning goals. For example, students can practice
cohesion and coherence by being prompted to switch after each sentence or paragraph. With
Paired Writing (cont.)
sentence switching, students will learn to concentrate on each sentence and anticipate what may
come next. With paragraph switching, students will learn to think about linking ideas with
possible transitions. There are an incredible amount of learning possibilities for writers of
paired fiction because students’ innate sense of narrative almost always makes this writing and
reading activity feel natural and easy.
Pair-Share
The following three-step pair-share process will help incorporate collaborative learning in class.
Step 1:
Demonstration Pair. Select a volunteer to help with your demonstration. Show the class what
you did; appear to be talking mostly to your partner, even though you’re really talking to the
whole class. Now ask your partner to do the same. For example, if you’ve just done a journal
activity to open the day, call someone up to the front, then explain what you did, holding up your
book so everyone can see. Now ask your partner to share her work. She’ll probably do it much
like your model.
Actively interact and share with your partner to model how we get ideas from each other. Forexample, in recapping a journal activity, say things like, “Wow, that’s a good idea! Can I borrow
it?” Then add it to your own work by writing or drawing it in your journal, and let everybody see
you do it.
When you’re demonstrating new skills or techniques, use a similar process. If you’re showing
kids a new piece of software, for example, select a partner to repeat your work in front of the
group, in his or her own file, after your demonstration. In addition to its other benefits, demonstrating
in this way will help make sure that you don’t introduce too many topics at once. Always
ask lots of questions during your demonstration, and give good directions.
When you’re doing a pair-share activity, always start by modeling the deciding of who goes first.
Ask the class before you begin sharing your work, “How can we decide who goes first?” They’ll
say things like “ask who wants to” or “flip a coin” or “ladies first.” Take one of their suggestions.
It teaches them respect and communication skills.
Pair-Share (cont.)
Step 2: Model Pair. Now ask two other students to share their work with each other aloud in
front of the class. Note that although they are doing it in front of the group, you should encourage
them subtly in your instructions to share with each other, even though they’re doing it aloud.
Listen to them as they explain their work to see if they understood your instructions and the
concepts involved. As you select people to model different activities, keep shifting the patterns
for how you choose them—sometimes two people at one table, sometimes two people from two
adjacent tables, sometimes two people across the room from each other and so on. Doing so
will help you build a broader sense of community in the class, get kids to interact with more of
their classmates and force kids to pay closer attention.
Step 3: Class Pairs. Now have everyone turn to someone else and share his or her work.
Give them one or two minutes then walk around, listening and participating. Keep
alert for students who seem to be having difficulty so that you can help them later. If someone
has done something exceptionally creative, hold it up for the group. If there seems to be anybroad confusion, remodel the activity or technique before moving ahead, and repeat the entire
pair-share process, paying particular attention to your directions and areas in which people
seemed to have difficulty.
Once you’ve reached the end of a project or a milestone product within a larger project, always
have a group share so that everyone can spend more time examining and learning from each
other’s work.
Patterned Text
The patterned language approach addresses word identification skills with an emphasis on word
meaning. It is intended for use by teachers helping students to read. Connections between oral
language and the written word are made by reading texts with patterned language, such as
nursery rhymes or Dr. Seuss books. Students are encouraged to recognize the printed word.
Patterned Text (cont.)
To use the patterned language approach, follow these steps.
1. Select the reading material. The teacher selects appropriate reading material with patterned
language. Look for highly repetitive and predictable materials that allow for choral
reading.
2. Read the selected material. The teacher and student(s) read the material together. At this
stage, students should be making connections between verbal and written language.
3. Make and match text strips. Portions of the text are written on strips of paper (this can be done
ahead of time if desired) and students are asked to place the strip next to the matching text in the
book. If the students appear to be using picture clues to match text, copy the text on chart paper
and have the students match strips to the chart instead.
4. Write word cards. Word cards are made from the text, and students match words to the chart.
Peer Editing
The teacher breaks the group into smaller groups to revise and edit student writing. Specific
tasks should be assigned to peer editors to elicit the most helpful responses and non-judgemental
responses. Questions that can be posed during peer-editing include the following: Can you determine the papers audience?
Is the purpose of the essay clear?
Does the introduction give the reader clues about the subject of the essay?
Does the writer have transitions to help connect ideas?
Use the following markings for revisions:
Draw a straight line under words or images that are effective. These words would include
strong verbs, specific details, memorable phrases, and striking images.
Draw a wavy line under words or images that are weak or unconvincing. Put these lines under
words the writer repeats too often, ideas that seem vague, flat, or unnecessary.
Put brackets around sentences or groups of sentences that you think could be combined.
Put parentheses around sentences that are awkward or don’t make sense.
Phonemic Awareness
Phonemic Awareness is knowledge of words, syllables, and phonemes (individual speech sound)
along a developmental progression, and includes rhyming, recognition and production, blending
and matching of phonemes, segmentation and substitution.
Implicit teaching of phoneme awareness involves word play through rhyme and alliteration, and
games that involve manipulation of sounds in names, songs, poetry and drama. Students who
are not progressing with implicit teaching will benefit from structured teaching about halfway
through the kindergarten year.
Syllable awareness – Children clap syllables in their names and in familiar words.
Phoneme Recognition – Students recognize rhyming pairs in a series of words: fish, house dish.
Students supply a rhyming word: What rhymes with cat? Students indicate which word does
not rhyme: cat…rat….pig…hat…bat
Sound Blending – Students blend individual phonemes or onsets and rimes to form words. s…i…t
sit m…a…t mat bl…ack.. black
Phoneme Matching – Students identify words that begin/end with the same sound: mat….mouse…dog.. train.. hat…pan
Phoneme Segmentation – Students separate phonemes within a word: dog d…o…g
Phoneme Substitution: Students substitute phonemes to create new words: pig…rig…jig…fig…
hat…ham…had…has hat…hot..hit…hut…
Phoneme Definition – Students remove phonemes to create new words: say wheat without the
“wh” – eat.
Pictionary
Pictionary is a form of visual communication. Players identify unknown words through sketches
in the shortest time possible (usually under one minute per drawing). Prefixes, root words,
shapes, math and science vocabulary words are good subjects for a pictionary game.
Picture Dictionary
Pictures are used instead of words to define target vocabulary. This dictionary is especially
helpful to younger children before they are able to read or ESL students for the first words
learned in English.
Picture Walks
Before reading a book, students would look at the pictures in the book examining their content
and possibly (depending on grade levels) the captions and graphics that accompany them. This
establishes a background knowledge for discussion for predicting what the story is about.
Mnemonic Devices
Mnemonics are methods for remembering information that is otherwise quite difficult to recall.
A very simple example of a mnemonic is the “30 days hath September” rhyme.
Predictable Texts
The best kind of books to use for shared reading are those with repeated patterns, refrains,
pictures and rhymes. This allows children to “pretend read” a book that has been read to them
several times. Some examples of these type of books are: Brown Bear, Brown Bear by Bill Martin Jr. or Goodnight Moon by Margaret Wise Brown.
Prior Knowledge
Overall prior knowledge is the sum total of learning that students have acquired as a result of
their cumulative experiences both in and out of school. Specific prior knowledge is the particular
information a student needs in order to understand text that deals with a certain topic.
Specific prior knowledge is of two types: text-specific knowledge calls for understanding about
the type of text—for example, a story has a beginning, a middle, and an end; topic-specific
knowledge entails understanding something about the topic—for example, knowing about dinosaurs
before reading a book on prehistoric animals. The more students read and write, the more
their prior knowledge grows which, in turn, strengthens their ability to construct meaning as
they read.
Readers’ Theater
Drama that is meant to be performed as a group reading, not as a fully staged production. It is
useful oral reading practice to improve fluency and pronunciation practice for Second Language
Learners.
Realia
Artifacts from a particular region, culture, or activity.
Football- Jersey, shoulder pads, cleats, video of game, football
Reciprocal Teaching
In small discussion groups of four to six students, one student is selected to be the teacher. The
“student teacher” facilitates the group discussion of a text selection by using the following steps: 1. Predict. Help the group make a guess about what the paragraph will say. 2. Read.
Read aloud the selection. 3. Clarify. Ask whether there are any words or ideas that are unclear.
4. Question. Ask questions about important information in the selection. 5. Summarize. Paraphrase
in one or two sentences what the selection was about.
Retelling:
Retelling is a reflection tool that requires readers to organize information after reading a piece
of text in order to provide a personalized summary. Students engaging in retells must review all
they know about a text; select key points that reflect main ideas; consider key events, problem,
solution, characters, and setting. They are then able to put together those ideas to communicate
them in an organized fashion.
Scattergories
This is a word game of categories where all answers have to begin with the same letter. For
instance, if the letters selected is “R” then for each of the 12 categories, the words must begin
with “R.” Categories could include things such as an ice cream flavor, a president, something you
find in the refrigerator, countries, a noun, a verb, etc. After three (3) minutes answers are
compared and duplications score nothing, but original answers receive one point each.
Semantics
Semantics is the meaning that words have in relationship to each other as well as on their own.
Shared Reading
A process in which the teacher and children read together with a big book or an enlarged text. The
text is read and reread many times by the teacher. As the children become more familiar with the
book or text, they join in and “share.”
Shared Writing
A process in which the teacher and children write together. Usually the teacher will lead the
children in a discussion to share ideas and will record the children’s ideas as they watch. Shared
writing can be used to write a wide variety of things such as: retellings of stories, class observations
of pets, plants, science experiments, news of the day, wall stories and big books. Sheltered Content
To teach academic subject matter to English Language Learners using comprehensible language
content enabling information to be understood by the learner.
Silent Sustained Reading (SSR)
SSR is a special time set aside each day when every students (an every teacher and staff person,
including the principal and the custodian) is expected to “drop everything” and read silently to
demonstrate to students that pleasure-reading is something to be valued by all. SSR can serve
many purposes:
•Most school reading is assigned reading. SSR offers students an opportunity to read material of
their own choice.
•During SSR time, many students learn that they can use their word attack skills to figure out new
words — on their own.
•SSR can build students’ confidence in their abilities to work through reading trouble spots.
•Many studies of whole-class groups and of select groups of unmotivated readers show that SSR
can result in students wanting to read more.
•The amount of time that students spend reading independently outside of school often increases
as a result of SSR.
•SSR can be one more element in a reading program aimed at demonstrating the joy that reading
can bring and developing lifelong readers and learners.
Skimming and Scanning
To skim, a reader glides over the surface of a text, reading selected important parts rapidly in
order to get an overview of content and organization. To scan, the reader looks through the text
rapidly to locate specific information.
Story Frames
A writing frame consists of a skeleton outline to scaffold students’ nonfiction writing. The skeleton
framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives and sentence modifiers which constitute a writing frame gives
students a structure within which they can concentrate on communicating what they want to say
whilst scaffolding them in the use of a particular generic form. However, by using the form students
become increasingly familiar with it.
The use of a frame should always begin with discussion and teacher modelling before moving on to
joint construction (teacher and students together) and then to the student undertaking writing
supported by the frame. This oral, teacher modelling, joint construction pattern of teaching is vital
for it not only models the generic form and teaches the words that signal connections and transitions
but it also provides opportunities for developing students’ oral language and their thinking.
Some students , especially those with learning difficulties, may need many oral sessions and sessions
in which their teacher acts as a scribe before they are ready to attempt their own framed
writing.
It would be useful for teachers to make ‘big’ versions of the frames for use in these teacher
modelling and joint construction phases. These large frames can be used for shared writing. It is
important that the child and the teacher understand that the frame is a supportive draft and words
may be crossed out or substituted. Extra sentences may be added or surplus starters crossed out.
The frame should be treated as a flexible aid not a rigid form.
Frames are helpful to students of all ages and all abilities (and, indeed, their wide applicability is
one of their most positive features).
Use of writing frames should be focused on particular children or small group of students, as and
when they need them. They are not intended as class worksheets, for within any class there will
always be students who do not need them.
A DISCUSSION FRAME
There is a lot of discussion about whether _____
The people who agree with this idea, such as _____ claim that _____
They also argue that _____
A further point they make is _____
However there are also strong arguments against this point of view. _____ believe that _____
Another counter argument is _____
Furthermore _____
After looking at the different points of view and the evidence for them I think _____ because _____
A RECOUNT FRAME
Although I already knew that
I have learned some new facts. I learned that
I also learned that
Another fact I learned was
However the most interesting thing I learned was
Structured Notes
A detailed traditional narrative outline of a lecture. Key words and phrases are left blank to be
filled in by the student as the presentation progresses. This promotes active listening as the
students fill in key words and phrases from the lecture.
Substitution Drills
A substitution drill would consist of a patterned sentence or model that is modified in some way to
have students change grammatical structures. EX: The dog is __________. (barking) The cat is
_____________. (meowing) The girl is __________. (laughing) This substitution drill would be
used to increase comprehension and word meaning of -ing verbs. This works well to learn inflections
for verbs, nouns, adjectives and adverbs in the early stages of language acquistion.
Syntactic
The function and relationships of words in a sentence.
T Charts
A graphic organizer used to compare and contrast subjects, themes, books, events, etc. during a
barnstorming session before writing.
Example: Football and Soccer
Similarities Differences
Sports Balls
Use balls Goals
Have teams Rules
Have players Uniforms
Played outdoors Use of body
Have penalties Officials
Have Halves Positions on teams
Have time-outs Periods
Tell-Retell Method
Retelling is a reflection tool that requires readers to organize information they’ve gleaned from
the text in order to provide a personalized summary. Students engaging in retells must review
all they know about a text; select key points that reflect main ideas; consider key events, problem,
solution, characters, and setting, then putting together those ideas to communicate them in
an organized fashion.
Text Scavenger Hunts
A guided reading strategy in which students may work individually, in pairs, or in teams to
“hunt” for answers to questions. The teacher may prepare questions from a book (expository,
narrative, or reference) the internet, maps, word walls, etc. for the students to look through and
One way of modeling learning for students is with the think-aloud approach where the teacher’semphasis is on the actual thinking process that he or she goes through in approaching and
carrying out a cognitive task such as inferring a main idea.
Think, Pair, Share
Think, pair, share is a simple technique with great benefits. It results in increased student
participation and improved retention of information. Using the procedure, students learn from
one another and get to try out their ideas in a nonthreatening context before venturing to make
their ideas more public. Learner confidence improves and all students are given a way to participate
in class, rather than the few who usually volunteer.
Procedure:
Step One: Teacher poses a question
The process of think, pair, share begins when the teacher poses a thought-provoking question for
the entire class. This may be a straightforward question or a problem the teacher wants to pose
to the class for solution. For example, “What is symbolized in the story of Snow White?” Low
level, single right answer questions are to be avoided in this model. Questions must pose problems
or dilemmas that students will be willing and able to think about.
Step Two: Students think individually
At a signal from the teacher, students are given a limited amount of time to think of their own
answer to the problematic question. The time should be decided by the teacher on the basis of
knowledge of the students, the nature of the question, and the demands of the schedule. It may
be helpful, though it is not required, to have students write out their individual responses and
solutions. Students should understand that while there may be no one right answer, it is important
that everyone come up with some reasonable answer to the question. This step of the
procedure automatically builds “wait time” into the classroom conversation.
Step Three – Each student discusses his or her answer with a fellow student
The end of the think step signals to the students the time to begin working with one other
student to reach consensus on an answer to the question. Each student now has a chance to try
out possibilities. Together, each pair of students can reformulate a common answer based on
their collective insights to possible solutions to the problem. At times, the process can go onestep farther by asking pairs of students to regroup into foursomes to further refine their
thoughts before sharing with the group at large. These small group settings are less threatening
to individual students than venturing forward before the whole group with an untried answer.
The pair step in the model also promotes much more conversation among students about the
issues entailed by the question.
Step Four – Students share their answers with the whole class
In this final step, individuals can present solutions individually or cooperatively to the class as a
whole group. Where pairs of students have constructed displays of their answers., as in a chart
or diagram, each member of the pair can take credit for the product of their thinking.
The final step of think, pair, share has several benefits to all students. They see the same concepts
expressed in several different ways as different individuals find unique expressions for
Think, Pair, Share (cont.)
answers to the question. Moreover, the concepts embedded in the answers are in the language
of the learners rather than the language of textbook or teacher. And where students can draw
or otherwise picture their thoughts, different learning modalities and preferences can come into
play in the attempt to understand the ideas behind the answers.
The success and quality of the think, park, share activity will depend on the quality of the question
posed in step one. If the question promotes genuine thought for students, genuine insights
are sure to emerge in successive steps.
Three-cueing system
The proficient reader uses three major cueing systems in making sense of text. These cueing
systems are not used in isolation; the proficient reader integrates the three cueing systems so
quickly that the process appears simultaneous. Teachers should encourage all readers to use the
three cueing systems appropriately.
The three cueing systems, which are the foundation used in the process of reading, are syntactic,
semantic, and graphophonic.
SYNTAX
Syntax is the frame or grammatical structure of a language. It is the arrangement and interrelationship
of words, phrases and clauses in sentences, and paragraphs. This cueing system is based
on the structures and patterns of the language. Learning experiences should include activities
such as the following: patterning, cloze, innovations, and masking.
SYNTACTIC CUES include the following:
1. word endings
2. function words – parts of speech, parts of sentences, transition words
3. word order – structure for sentences such as the following:
a. where to put subject and object in sentences
b. which pronouns to use in relationship to these subjects and objects
c. where adjectives occur in relationship to nouns
4. sentence patterns
5. tense
6. number
7. gender
8. dialect
9. 2nd language processing, e.g., adjective after noun as in a sentence in French
10. intonations (correct reading of punctuations)
11. phrasing
12. cues to word identification
13. one or more meaningful words substituted for the appropriate part of speech (they may or
may not support original/meaning of text)
Three-cueing system
SEMANTICS
Semantics is the meaning that words have in relationship to each other as well as on their own.
This cueing system assists the reader in deriving meaning from text and illustrations. A reader
must have sufficient life and language experience to make sense of what is being read. Learning
experiences should include activities such as the following: predicting, participating, discussing,
illustrating, representing, and reproducing. SEMANTIC CUES enable a proficient reader to:
1. preserve essential meaning
2. make sense of text
3. grasp main ideas and thoughts
4. use intonation for meaning
5. read punctuation appropriately
6. substitute one or more meaningful words, e.g., pail = bucket
7. make sequential association appropriately (does not make the error of saying happy birthday
when text reads “another happy occasion)
8. self-correct a miscue based on preceding context
9. interpret appropriate meaning of text making allowance for cultural connotations or influences,
e.g., cognates
GRAPHOPHONICS
Graphophonics is the relationship between letters and sounds. This cueing system helps the
reader to make sense of text by dealing with the relationship between the sounds of language
and the written form of language. The two parts are graphemes for printed symbols and phonemes
for sounds (phonics). Learning experiences should include modeling by teacher, using the
newspaper, writing daily, and using manipulatives.
GRAPHOPHONIC CUES include:
1. word configuration – shape
2. correspondence between letters and sounds
Total Physical Response (TPR)
TPR is a language learning method based on coordinating speech with action. Using physical
response to internalize any new vocabulary or grammatical feature in the target language, this
method uses psychomotor systems to teach vocabulary and sentence forms and supports kinesthetic
learning. Its strengths are 1. High speed understanding of the target language, 2. Longterm
retention of the target language, and 3. zero stress. The goal is meaningful communica-tion.
Steps in TPR:
1. Teacher says command and performs the action.
2. Teacher says command and both teacher and students perform the action.
3. Teacher says command – students perform action
4. Teacher tells one student to perform action.
5. Reverse the roles or students give each other the commands.
Venn Diagrams
A graphic organizer that helps children to see important relationships in the information they
are reading. A Venn diagram is a useful tool for comparing and contrasting ideas.
Webbing
A useful graphic organizer to help organize information on a topic/subtopic level.
Word Banks
This is a list of possible answers to fill-in-the-blank items on tests, activities, or worksheets.
Word Families
The vowel and following letters These are also referred to as phonograms or spelling patterns.
At, cat, rat, hat are examples of a word family.
Word Sorts
There are many kinds of word sorts. Students would copy words onto flashcards or strips of
paper to physically place in groups or piles by categories. Some possible categories that students
can sort for are rhyming words, words with the same initial letter or final letter, words with the
same number of syllables, categories of words, (colors, places, food, things to do). Words with
inflectional endings (playing/walking, runs/jumps), words with the same vowel sound.
Word Walls
The word wall is a display of high frequency words above or below the alphabet in a classroom. The words are used as resources for writing and reading.
Materials: A large area (bulletin board, blank wall, cupboard doors) for posting the words.
Some teachers use colored background cards, other use colored pens to help the children differentiate
confusing words. Words come from lists of high frequency words and content area words
after consulting the children’s reading stories for the week or their needs in writing. Some
people have high frequency words and content area words listed on the walls separately.
Underling commonly used chunks of words e.g. tell, like, and putting a star or sticker by those
words which belong to large word families helps children focus on mixing and matching parts of
words to make or recognize new ones e.g. tell, bell, well, fell,; or like bike, strike.
The Goal: Children learn to immediately recognize and spell high frequency words and use
their elements (chunks, onsets, rhymes) to read and spell other words.
To Make It Work: “Do” the words, work with them often, not just “have” a word wall and refer
to it when children misspell.
Procedure: Introduce up to five words per week, posting them by initial letter. The words on
the wall must be large enough to be easily seen from all parts of the room.
Have the children chant and clap the letters and sounds of the words, grouping the chunk; e.g.
“t-h”and “i-s” for “this.” Children should write the words using a finger on the table, carpet or
air or with paper and pencil (and perhaps include a handwriting lesson). Attach meaning to the
words and help the children differentiate them from similar words, e.g. “me” and “my.”
The first two days of the week are usually for the week’s new words. After that, any of the word
wall words can be used – reviewing the new ones occasionally. Each selected word can be
clapped, chanted, and written.
As the year progresses, this process takes less time and some additional word wall activities can
be introduced. These are usually done on the back of the paper used for writing the words.
These “on the back” activities include endings, rhymes, cross-checking, and “Be a Mind Reader.” On-the-back Endings: You call out five words that can have a suffix for the children to find,
chant, and write from the wall. (e.g. want, play, walk and day). The teacher states sentences
such as “Bill wantsa dog.” “He played at my house.” “We are walking.” “We can go in two
days.” After each sentence, the children locate the word, determine how to spell the ending, and
write the whole word on the back of the practice paper. Begin with all the same endings (-s, -
es, or -ing) for the words and gradually work to a variety of endings.
On-the-back Rhymes: The words on the front are ones with rhymes that can be used to make
more words such as “best, look, come.” The teachers says sentences that use a word which
rhymes with one on the front of the paper. The children decide which spelling pattern to use to
make the new word. For example: “My brother is a pest.” “I am a good cook.” “I ate some
eggs.” In the beginning, several variants of one word family/rhyme only may be used and
spelled: tell, well, sell, spell. The teacher needs to provide the rhymes so that the children will
not come up with rhymes with different spellings such as “ride” and “cried.” Remind the children
that in their writing, they can use known words to spell unknown words.
On-the-back Cross-Checking: The teacher dictates five words that begin with the same letter on
the front and for the back says a sentence that omits the target word. The children decide which
word makes sense in that sentence and writes the word.
Be a Mind Reader: The teacher decides on a word wall word and gives five clues about that
word. As the children narrow down the possibilities, they scan the word wall and pay attention
to many words. They write down their guesses as the clues unfold. The first clue is always “It is
on the word wall.” The other clues focus on features you wish them to notice such as it has more
or less than ____number of letters or it has ______letters;; silent “e” at the end; number of
vowels or consonants (when they are ready for those labels); beginning letter; rhymes with _______; fits in the sentence “I went for a _______.”; or for clue number five, you can dictate
the word. The clues given depend on the knowledge and needs of the children.
Writer’s Workshop
The writers workshop consists of a prewriting session where students write on topics based on
their own experience. Students must identify the audience to whom they will write, the purpose
of the writing, and the appropriate from for their composition. The next step includes the first
draft. Students write a rough draft where content rather than mechanics is emphasized. Next,
the revising stage begins where students share their writing in writing groups. Students should
participate constructively in discussions about each other’s writing and make changes in their
own compositions to reflect the reactions and comments of both the teacher and classmates.
Between the first and final drafts, students make substantive rather than only minor changes. In
editing, students proofread their own compositions identifying and correcting their own mechanical
errors. Next comes the publishing or sharing part of the writer’s workshop. Students
share their finished writing with an appropriate audience.
Writing Prompt
The writing situation is a one to three sentence orientation to the topic. The directions for
writing are usually shorter and composed of three elements:
1. a suggestion about how a student might think about the topic to get started,
2. a concise statement that names the audience and
3. cue words (also called key words) indicating whether the writing should be expository or
persuasive. Expository: tell, describe and explain. Persuasive: convince and persuade.
Students are not given reminders about these cue words nor any other aspect of the prompt
which is presented without headings, numbers or labels.
When Writing Your Own Prompts:
1. Check for readability and conciseness.
2. Avoid bias and any wording that suggests that the student should take a particular position.
3. Try to keep the structure of your prompts consistent with the example below so students will
be comfortable with this format at the time testing.
Example:
Writing Situation
The principal at your school has been asked to discuss the effect of watching television on
Demonstrates turn-taking and eye contact in conversations and group discussions in English.
_ Explain cultural differences in nonverbal behavior and eye contact in English
_ Use daily sharing, cooperative groups and class discussions
_ Provide group discussion time after presentations or field trips (refer to specific events)
Fully English Proficient
Independent with Teacher as Monitor
Speaks and listens attentively in conversations and group discussions, comparing points of view other than one’s own in English.
_ Provide opportunities for discussions in small groups with general topics for students to formulate thoughtful questions
_ Provide experience in small groups with teacher modeling
Non-English Proficient
Teacher Modeled Instruction
Asks and answers questions to gather and provide information in English.
_ Model good questioning techniques and attentive listening
_ Practice using complete sentences in asking and answering questions
_ Use interactive writing
_ Model interview questions and answers for “Student of the
Week”
_ Use Memory Bag*
_ Play 20 questions
Limited English Proficient
Teacher Guided Instruction
Asks and answers questions to gather and provide information in English.
_ Provide opportunities for students to ask Who? What? When?
Where? Why? And How? Questions
_ Use K-W-L and other graphic organizers
_ Teacher models school procedure questions and responses
EX: When can you use the bathroom?
What day do we go to music?
How do we go to the library?
Fully English Proficient
Independent with Teacher as Monitor
Asks pertinent questions; responds to questions with relevant details in English.
_ Ask a variety of questions and answers
_ Share reactions to literature read aloud
_ Paraphrase information shared
Orally
Non-English Proficient
Teacher Modeled Instruction
Shares ideas and information in small groups in English.
_ Practice attentive listening
_ Do “Think, Pair, Shares.”*
_ Maintain eye contact
_ Have students share responses in guided reading groups
Limited English Proficient
Teacher Guided Instruction
Presents ideas and information in groups in English.
_ Formulate thoughtful questions after listening activities
_ Use the following strategies:
• Webbing
• Brainstorming
• Clustering
• Mapping
• Cooperative groups
• Individual class projects
• Use cooperative group roles
• Maintain eye contact
Fully English Proficient
Independent with Teacher as Monitor
Shares ideas and information to complete a task in English.
_ Use brainstorming and negotiation skills
Fully English Proficient
Independent with Teacher as Monitor
Distinguishes between a speaker’s opinion and verifiable fact.
_ Examine propaganda (TV
Commercials)
_ Write advertisements
_ Use the book – I Want a Pet as a model to write persuasive letters to a parent asking for a pet. The letter must contain two facts and two opinions
_ Graph opinions: favorite food, color, TV show, etc.
_ Have students survey classmates to gather facts such as number of siblings, eye color, etc.
Author Study
An author study involves reading and discussing good literature and how it can be used in the writing process.
Guiding Questions:
1) What are some ways that authors might get ideas for the themes, characters, settings, in their books?
2) How do you come up with ideas for writing a story?
3) If the author could come to visit, what would the students ask?
Anticipatory Guide
To introduce a new chapter in an expository text an Anticipatory Guide is a good tool to assess students’ prior knowledge of the topic to be introduced. This can be in the format of a true-false text or using a scale of 1-5 that requires students to rate statements on a scale of disagreeing strongly to agreeing strongly.
Book Looks
To create an interest in a particular subject, a teacher would gather books from the library that pertains to that subject area. On the first day of the lesson, these books would be at various tables to students to peruse and study. The pictures and text in the books would establish background
knowledge for the upcoming lesson.
Book Walk
To introduce a new book to students in a Guided Reading group, the teacher “walks” the students through the book pointing out key ideas and concepts. The teacher draws upon the students’ prior knowledge and experiences. The teacher may also introduce new vocabulary that may be challenging for the students.
Textbook Organization Worksheet
The following worksheet may be used to evaluate the organization of a particular textbook.
Clarification of the book’s organization helps students to distinguish purposes and main ideas and to comprehend the information while reading (REFERENCE).
Books that offer easy to read segments that have a title and specific focus.
Chapter Tours
A guided reading and thinking activity in which the teacher “sets” (uses, explains, pronounces)
Vocabulary from the chapter and discusses the contents of the chapter before the student reads it. This chapter tour prepares students for what they will encounter in their own reading. It helps the students to construct meaning from print and become more efficient readers.
Character Study
This strategy allows students to develop the specific characteristics of a character in a story or novel. A graphic organizer outlining the traits of the character is helpful to guide the students to include pertinent information. Comparisons of character in the same book or a previously reviewed book/story are also helpful with this strategy.
Choral Reading
This is a technique that may be used as a small group or whole group and works best with poetry and refrains. It can be varied by alternating boys and girls or by rows or tables. Children enjoy choral reading and it does give them fluency practice.
Cinquain
A short five-line poetic form that expresses a brief thought or statement. The first line has two
(2) Syllables, the second line has four (4) syllables, the third line has six (6) syllables, the fourth
line has eight (8) syllables, and the final line has two (2) syllables.
Cinquain guidelines:
-Write about a noun: poems should be about something concrete
-Don’t try to make each line express a complete thought
-Each line should flow into the next
-Focus on using nouns and verbs
-The poem should build toward a climax with the last line serving as some sort of conclusion
Examples:
School
Students
Working, thinking
Getting ready for tests
Trying so hard to get good grades
Success!
Basketball Fun
Game time
Shooting, scoring
Twenty more seconds left
Catch the ball, run fast and slam-dunk
Victory!
CLOZE Activity
An activity in which children supply a single missing word in the middle or end of a sentence.
Usually the omitted word can be predicted by the recurring rhyming pattern and/or by supplying the initial consonant sound. Examples: The cat sat on the _____. (Mat) The cat sat on the
m____. (Mat)
Coined Phrases
Common words or phrases that have been appropriated as private property. These words are often given trademark status and registered with the government. Examples include the following:
Kleenex tissues, Xerox copiers, Coca Cola soft drinks (COKE)
Diamonte
A shape poem in the form of a diamond. The diamonte is easy to write. The purpose is to go from the subject at the top of the diamond to another totally different (and sometimes opposite) subject at the bottom.
Line 1: One noun (subject #1)
Line 2: Two Adjectives (describing subject #1)
Line 3: Three -ing words (participles telling about subject #1)
Line 4: Four nouns about the subject (first two related to subject #1; second two related to
subject #2)
Line 5: Three -ing words (participles telling about subject #2)
Line 6: Two adjectives (describing subject #2)
Line 7: One noun (subject #2 – antonym for subject #1)
Summer
Hot, busy
Running, shopping, playing
Sport, sun, snowmen, school
Freezing snowing, sleeping
Cold, boring
Winter
War
Pain, violence
Hating, suffering, fighting
Death, departure, friendship, merry
Loving, caring, sharing
Calm, happy
Peace
DEAR (Drop Everything and Read)
A regularly scheduled uninterrupted reading time for both students and teachers. D.E.A.R.
supplements the regular reading program by encouraging independent reading and accommodating
a variety of student interests and ability levels.
DRTA (Directed Reading Thinking Activity)
Directed Reading Thinking Activity – This strategy is used to help students determine the reason/ purpose for reading, use prediction when reading text and make decisions based on their readings.
1. The teacher directs students to read the title, use picture clues or past experience and brainstorm.
2. After reading, the students are asked if their predictions were confirmed, rejected, or modified.
3. This strategy encourages students to think about their reading and verbally express these thoughts.
4. Make sure that students understand that a good response is based on using the evidence from the reading passage, not whether they are “right” or “wrong.”
Five W/’s
Who?, (did) What?, When?, Where?, Why? and How? are the key terms for questioning strategies to find out information.
1. Who is the story about?
2. What happened in the story?
3. Where did it take place?
4. When did it take place?
5. Why is this important?
6. How did it happen?
Found Poems
Students find a sentence they like in different sources, such as a magazine, novel, history book,
newspaper, etc. They only use one sentence from each source, cut it out or write it, and then
put the sentences together to make a poem.
Four Corners Activity
The teacher picks a topic, i.e. shoes, and has students go to one designated corner of the room.
For example, students who best see themselves as a high heeled shoe go to this corner, those
that are a hiking boot go to that other corner, those that are a sandal go to this corner and those
that are a sneaker go to this other corner. The four groups each discuss why they feel that shoe
best describes them and then one from each group reports to the whole class about their findings.
This activity is best used with controversial subjects or ones of particular interest for students.
Frames
Structure is provided to the student for their use in writing: sentence frames, paragraph frames, story frames, poetry frames, comic strip frames, etc. Frames provide a structure to help students see the relationships between words and ideas. They are used as an aid for retelling and as a planning tool for writing. Story frames can be developed in several formats such as preprinted worksheets, stair steps, or pictorial representations.
Frame Examples:
A Fairy Tale Frame as a way for students to remember the key information.
• The problem in the story was……
• It started when……
• After that…….
• Then…….
• The problem is solved when……
• The story ends……….
Free Voluntary Reading (FVR)
The is reading where students are free to choose the materials they want to read. And it is
voluntary reading; students choose to or not to report in class on the reading they have done.
This is Sustained Silent Reading in its purest form. No requirements, no book reports, no
journal entries, no chapter questions, no required home reading. It is a chance for students to
read with no strings attached.
Function Chart (Parts of Speech)
This is a sentence patterning structure to teach sentence formation, sentence expansion, subject/ predicate; subject/verb agreement, verb tense, singular/plural; and descriptive writing. Students generate vocabulary in a brainstorming session under each of the identified columns. Each column is color-coded to help students remember the part of speech being used. The function of the chart is modeled by the teacher to create sentences and paragraphs.
A category of artistic, musical, or literary composition characterized by a style, form, or content.
Graphic Organizers
Visual images used to organize information. (See appendix for examples)
Guided Reading
Guided Reading is a reading instructional approach that is supported by the teacher and helps
children to develop as independent readers. It involves a group of no more than six students with similar reading abilities. The purpose of guided reading is to help children develop strategies as they read. It involves ongoing observation and assessment on the part of the teacher.
Book selection and the focus for each lesson are based on the teacher’s careful observation of student’s use of strategies.
Example: The sample lesson uses “The Little Red Hen.” By the end of this lesson, children will be able to relate some aspect of the story to their own lives, discuss ways in which family members help each other, predict, eliminate, scan, check, and confirm text when reading silently and read to locate specific information in the text.
Begin with a discussion about how family members and friends help each other. Then give a copy of the book to each child and say, “This is a book about a little red hen who wants to make bread
Guided Reading (cont.) and needs her friends to help.” Ask the children to tell you about the pictures in the book. This is called a “Picture Walk.” The teacher plants the necessary concepts and language she thinks her students will need to read this book. For second language learners, the teacher may want to make bread before reading the book to provide the necessary background knowledge and vocabulary comprehension. After the picture walk and any activities to scaffold the language of the book, the students are asked to read the book individually at their own pace. The teacher should be observing and helping the children who are having difficulties. For example, if a child comes to a word they don’t know such as “bake,” ask “What do you know that might help you?” “Do you know another word that starts like this one?” The child might say “boy.” The teacher might respond by saying, “Yes, it does start the same way; look at the rest of the word.
What other words do you know that end with those three letters?” The students may know the word “make.” Usually they will be able to put the two words together to discover the new word. If the students are reading a book with larger words that cannot be figured out by using pictures or context of the story, the teacher can model how the word can be broken into syllables. As “What useful parts or chunks of the word do we know from other words?” It is helpful to provide something meaningful for early finishers, such as rereading their favorite passage of the book or reading other previously read books for fluency practice. Students could also write words to describe the hen or other characters in the book. They could also prepare a shopping list of ingredients that would be needed to make bread.
Guided Structure Compositions
The teacher creates a writing frame that consists of a skeleton outline to scaffold students’ nonfiction writing. The skeleton framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives and sentence modifiers which constitute a writing frame gives students a structure within which they can concentrate on communicating what they want to say while scaffolding them in the use of a particular generic form. The use of a frame should always begin with discussion and teacher modeling before moving on to joint construction (teacher and students together) and then to the student undertaking writing supported by the frame.
Haiku
A form of poetry consisting of three lines having 5 – 7- 5 sound syllables in that order. The subject is usually concrete: something we can see, smell, touch, or feel. The reader tries to see if they can draw a picture, a least in their minds, as a result of reading each line.
Civil War
Brutal battle fought
North against South divided
Union victory
High Frequency Words
High frequency words are words that appear most often in printed material. To teach high frequency words,
• Have students create rebus sentences, using high-frequency words such as the, is, and in.
• Write high-frequency words on cards and have students form sentences using a pocket chart
• Have students keep lists of words they can read and write. When they have trouble with a word, they can refer to their notebooks.
• Point out similarities between new words and those students can already decode.
Idioms
An expression conforming or appropriate to the peculiar structural forms of a language; in extend use, an expression sanctioned by usage, having a sense peculiar to itself and not agreeing with the logical sense of its structural form; the term “red herring,” an idiom meaning “false
trail;” is used of something which is neither red nor a herring.
1. He was all ears when his boss talked. (listening carefully)
2. He is a chip off the old block. (like his father)
3. He is thick in the head. (stupid)
4. The bank robbers were armed to the teeth. (heavily armed)
5. His comments threw a wet blanket on the discussion. (discouraged)
Inflections
English uses grammatical inflections (morphemes) to provide different kinds of grammatical
information on the major word classes – nouns, verbs, adjectives, and adverbs. English uses the
grammatical morphemes to mark case, number and gender. (This is John’s book. He owns
Several rare books. In verbs, inflections mark
Tense, aspect, voice, modality and mood. (Liz walked with her sister. Liz has helped her often.
Liz was pleased by her cleverness. Liz must be smarter than Dad. God bless this ship and all who sail in her.) In adjectives and adverbs, inflections are used to mark grammatical function and comparison (degree). (Ingenious Liz can do this easily. Liz is smarter than her father. She learns faster than he does.)
Interactive Writing
Interactive writing is an element of a balanced language program that also includes reading aloud, shared reading, guided reading, model writing and independent reading and writing. During interactive writing, the teacher and class or small group work together to create written text. The group agrees on what to write through discussion and negotiation. In order to produce the written
words, the students articulate the sounds with the teacher and then write the letters and chunks of words that they hear. The teacher may fill in parts of words or whole words, depending upon the group’s stage of writing development. Interactive writing is used for creating stories, writing poems, the retelling of favorite literature, recipes, directions and lists. The pieces created by the students become a part of the classroom environment and are used for reading and rereading. The class may use the pieces for shared reading or may enjoy reading some independently.
The Goals: To enhance oral language, explore concepts about print, how words work, sound-letter
associations, and spelling, help develop decoding and encoding skills, provide models for independent
writing.
Materials: Chart paper, markers, correction tape (one inch white cover-up sticky tape); a pointer;
an alphabet chart, enlarged list of children’s names to supply known “chunks” for help in writing, a
word wall of known high frequency words. (Optional materials: an easel, white or chalk board,
magnetic letters and metal board, a Magna Doodle).
To Make It Work: Select a child to do the writing who can write
Vocabulary used by a special group or occupational class, usually only partially understood by
outsiders. The special vocabularies of medicine, law, banking, science and technology, education,
military affairs, sports, and the entertainment world all fall under the heading of jargon. Examples
of occupational jargon include such formal technical expressions as preorbital hematoma
(black eye, to the layperson), in medicine, and escrow and discount rate, in finance, and informal
terms such as licorice stick (clarinet, among jazz musicians). Cant, sometimes defined as a false or
insincere language, also (like argot) refers to the jargon and slang used by thieves and beggars and
the underworld. Colorful terms and phrases such as mug (either a police photograph or to attack
a victim), payola (graft or blackmail), hooker (prostitute), and to rub out or to blow away (to kill)
are examples of cant that eventually became commonly known to, and adopted as slang by society
in general.
Jigsaw
Jigsaw was originally developed by Elliot Aronson(1978). It has since been adapted by a number
of researchers and practitioners in a variety of ways. Essentially, it is a cooperative learning
lesson design that takes the place of a lecture. Each student within a team has a piece of
the information to be learned by all students and each student is responsible for teaching their
section to the other students on the team. When all the pieces are put together, the students
should have the whole picture – hence the name, Jigsaw. Teaching each other helps students to
understand the material in a way that’s far deeper than when they listen to the teacher explain
it or when they simply discuss it.
Procedure:
Teams of four students are numbered off within teams, so the following steps reflect that.
• Divide the material need to cover a topic into four roughly equal parts.
• Assign a different topic to each team member.
• Develop and assign homework questions or essays over the material. These should probably
be turned in for points or a grade.
• Students consult with experts from other teams.
When student arrive in class, they turn in their homework and then meet in expert groups. If itis asked to read a chapter and write a summary, then this would be the instruction for the group:
• Introduce yourselves to the other expert group members.
• Discuss the reading with the group, coming to consensus on the main points to be taught to
teammates. Everyone should participate.
• Try to think of at least two examples from your personal experiences to illustrate the main
point(s).
• Plan how to check teammates for understanding without asking “Do you understand?”
• Thank your expert group members for their help.
If it is asked to focus on specific questions for homework, then the instructions might be the
following:
• Introduce yourselves.
• Take turns leading the discussion to compare your responses to the questions. Try to come to
Jigsaw (cont.)
consensus on the most important points. If there are things you can’t agree on, make note of
them to share with your teammates. Also, note any interesting or useful examples from any of
the expert group members. Check for understanding before moving on to the next question.
• Plan a strategy for teaching teammates in the limited amount of time that is allotted.
• Thank the group member for their help.
Other ideas that might be added to the instruction could include:
• Reminders about social and cooperative skills: “The cooperative expectation for this assignment
is that all group members will participate fairly equally in the discussion. It is each
person’s responsibility to ask for the opinions and ideas of quieter group members. The individual
accountability expectation is that any group member could summarize the group discussion
if asked.
Experts return to their teams and teach.
When students return to their base teams, have each team teach in the same order. This way, if
a teams #2 is absent, team members can disperse and sit with the teams next to them when it is
time for the #2’s to teach.
• Team synthesis activity. Try to design an activity which will synthesize the information that
students learned in the four jigsawed pieces. They might write a team essay or solve a problem.
KWL Chart
The K-W-L-H teaching technique is a good method to help students activate prior knowledge. It
is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active
thinking during reading.
K – Stands for helping students recall what they KNOW about the subject.
W – Stands for helping students determine what they WANT to learn.
L – Stands for helping students identify what they LEARN as they read.
H – Stands for HOW we can learn more (other sources where additional information on the
topic can be found)
KWL Chart (cont.)
Students complete the “categories” section at the bottom of the graphic organizer by asking
themselves what each statement in the “L” section (What We Learned) describes.
They use these categories and the information in the “h” section (How Can We Learn More) to
learn more about the topic. Students also can use the categories to create additional graphic
organizers. They can use the organizers to review and write about what they have learned.
Example:
What We Know What We Want to Find Out? What We Learned How We Learn More
Dinosaurs are How long ago An archeologist has Research
large did they live? an exciting life. Museums
Dinosaurs are Why did they die? Dinosaurs eat Field Trips
dead plants and some Internet Search
meat. Archeological digs
There is a movie Who are the people Fossils uncover
about dinosaurs who study dinosaurs? dinosaur traits Videos
Language Experience Approach (LEA)
Materials are learner generated. All communication skills: listening, speaking, reading, and
writing are integrated. Learning and teaching is personalized in a shared story or writing. The
general procedure for the language experience approach involves the whole class or small group
in:
• experiencing
• discussing the experience
• recording the experience
• using the record of the experience for reading and writing
Learning Logs
A learning log is a natural and easy way to connect reading and writing. After reading students
are encouraged to summarize their thoughts, feelings, and predictions in this format. Learning
Logs can also be used in science, math, or social studies. Students can record results from
experiments or respond to hands-on math activities in these logs. Some questions students
might answer in a learning log could include “What is the most important thing I learned this
week?” and “What was hard and what was easy?” Another format might be as follows:
8.1 Retells by paraphrasing and summarizing to explain what has been said by a speaker in English.
_ Have students listen to videos and tapes of stories or events in history and summarize plots or events orally
_ Have students retell events or series of events from picture prompts, visuals.
_ Have students retell events with or without prompting questions
Non-English Proficient
Teacher Modeled Instruction
8.2 Attends and responds to presentations in English.
_ Prepare a check off list (rubric*) for a guide during a presentation for students to selectively listen
_ Model a skill, lab demonstration, or lecture and have students take notes (use the graphic organizer called “Steps in a Process”)
_ Use a lecture with missing words for students to listen for key vocabulary (CLOZE* activities)
_ Have students follow directions to complete a task such as draw a picture or do a graph
_ Use different mediums for transfer of information including plays, reading, recitation, videos, audio tapes, music, chants, shared readings, and read aloud
Limited English Proficient
Teacher Guided Instruction
8.2 Attends and responds to public presentations and a variety of media in English.
_ Provide opportunities for students to do the following:
8.2 Listens to connect prior experiences, insights, and ideas to the message of a speaker to formulate thoughtful questions and statements in English.
_ Use same activities as NEP and
LEP and:
_ Venn Diagrams
_ Have students form questions to make connections (Mosaic of
Thought – Ellen Keene)
_ Have students discuss using the prompt “That reminds me of…
_ Incorporate Bloom’s Taxonomy
For asking questions that increase though process
Non-English Proficient
Teacher Modeled Instruction
8.3 Listens to a variety of dialects in English.
_ Provide students with a variety of accents and dialects to listen to in English through tapes, videos or guest speakers
_ Read passages aloud to students that use different dialects such as “Briar Rabbit”
Limited English Proficient
Teacher Guided Instruction
8.3 Distinguishes among different dialects in English.
_ Provide students with a variety of accents and dialects to listen to in
English through tapes, videos or guest speakers and have students ask questions about specific words or phrases they didn’t understand perhaps related to school functions
_ Collect different idiomatic phrases
English Only students use in classes to teach to LEP students especially when they refer to culturally diverse situations
Fully English Proficient
Independent with Teacher as Monitor
8.3 Identifies language and sayings that reflect regions and cultures in English.
_ Provide students with a variety of accents and dialects to listen to such as news broadcasts (regional)
_ Have students practice idiomatic use of phrases in speeches by teacher questioning in journals, oral discussions, or interviews
Non-English Proficient
Teacher Modeled Instruction
8.4 Follows simple directions to complete a task in English.
_ Provide students with a word wall* containing simple tasks and commands for classroom use
_ Ask questions to elicit reactions to specific vocabulary in a story
_ Use the following activities:
• Dramas, skits
• Readers’ Theatre
• Radio plays
• Oral reports
• Debate
• Panel discussions
• Demonstrations
• News broadcasts
• Develop “showing” language for “telling” sentences
• Use specific
Non-English Proficient
Teacher Modeled Instruction
9.2 Speaks clearly at an understandable pace in English.
_ Use the following activities:
• Simulated phone conversations
• Puppet shows
• Chants
• Choral reading
• Nursery rhymes
• Simple greetings
• Simple questions
• Drama
• Tape record student
Limited English Proficient
Teacher Guided Instruction
9.2 Speaks clearly at an understandable pace in English.
_ Use the following activities:
• Complete sentences
• Book talks
• Retelling
• Poetry reading and recitation
• Readers’ Theater
Fully English Proficient
Independent with Teacher as Monitor
9.2 Uses appropriate public speaking techniques such as volume control and eye contact.
_ Use the following activities:
• Current events
• Oral presentations
• Using expression and projection while speaking
• Story telling
_ Incorporate body language
Non-English Proficient
Teacher Modeled Instruction
9.3 Presents ideas and asks questions in English in small and large groups.
_ Use interactive sharing*
_ Puppet shows
_ Show and tell
_ Give sentence frames such as:
• “My idea is similar to
______’s…..”
• “My idea dovetails with
____’s…….”
• “My favorite childhood memory is …….”
• “My study place is_______”
_ Negotiate text through interactive writing.
Limited English Proficient
Teacher Guided Instruction
9.3 Makes oral presentations that maintain a clear focus in English.
_ Use the author’s chair
_ Use book talks
_ Use projects, presentations, e.g.
Show class how to do something you are good at: skateboard tricks, soccer, shopping, hairdo’s, etc.
Fully English Proficient
Independent with Teacher as Monitor
9.3 Presents ideas and supporting details in a logical sequence with a beginning, middle, and ending in English.
_ Use current events
_ Use individual oral reports
_ Debates
_ Incorporate use of time lines and other sequencing graphic organizers
Non-English Proficient
Teacher Modeled Instruction
9.4 Recounts experiences and retells stories in sequence in English.
_ Begin class with consistent activities including the date, weather, current events and what happened yesterday
_ Model for the students how to share personal experiences with the class in a group (e.g., weekend activities, daily routines, family trips) and then have students participate
_ Use pictures and role-plays to help students tell and retell stories or events
Limited English Proficient
Teacher Guided Instruction
9.4 Recounts experiences and tells stories that move through a logical sequence of events and include character and setting in English.
_ Work with students on sequencing events through time lines, picture walks*, and story lines
6.4 Revises drafts, using an established rubric, to improve the coherence and logical progression of ideas with attention to introductions, transitions and conclusions.
_ Group students into teams that review and revise writing according to a rubric
_ Use response groups
_ See Writing Traits Guide*
_ Refer to the trait of organization in Writing Traits Guide
Non-English Proficient
Teacher Modeled Instruction
6.5 Edits, with teacher assistance, for correct word usage in English.
_ Use interactive writing with focus on
• Use of present tense
• Period at end of sentence
• Capital letter to begin sentence and proper noun (person’s name)
_ Create simple sentences with some assistance
Limited English Proficient
Teacher Guided Instruction
6.5 Edits, with teacher assistance, for correct word usage and conventions in English.
_ Expand vocabulary; i.e. Writing Traits Guide “word choice”
6.7 Reads and shares writing with others; responds, with teacher assistance, to the writing of others in English.
_ Have students read compositions to peers, teachers, school personnel, and family members
_ Model writing activity using the “think aloud” method*
_ Edit using key words to express grammatical expressions (nouns, verbs, etc.)
_ Provide word banks* and word walls* to provide vocabulary necessary to complete task
_ Have students write about own Experiences
Limited English Proficient
Teacher Guided Instruction
6.7 Shares writing with others and listens to responses in English.
_ Have students write and share stories about own experiences with teacher guidance, with partners, small groups, class, school personnel
_ Guide and model questioning techniques, e.g. listening/responding Students
Fully English Proficient
Independent with Teacher as Monitor
6.7 Shares writing with others, listen to responses, and makes revisions to drafts based upon reader responses before publishing.
_ Have students share and revise with partner using
• Response checklist
• Rubric
• Clarifying questions
Non-English Proficient
Teacher Modeled Instruction
7.1 Uses nouns, verbs, and pronouns in writing.
_ Model using repetitive text, explicitly labeling teaching point
_ Have students write simple repetitive text to label pictures
Ex.: She has a purse.
She has a hat.
She has red shoes.
She is my mother.
_ Underline targeted structure (e.g.
“She” and “mother”)
_ Describe a picture using vocabulary and structures learned: action verbs, adjectives, different pronouns
Limited English Proficient
Teacher Guided Instruction
7.1 Uses nouns, verbs, pronouns, adjectives, and adverbs in writing.
_ Generate student responses with correct verb form
Ex.: Yesterday I _________.
_ Use CLOZE* passages to teach and practice:
• verb agreement
• Noun/verb agreement
• Correct verb tense
Fully English Proficient
Independent with Teacher as Monitor
7.1 Identifies and correctly uses subject/verb agreement and past, present, and future verb tenses in writing simple sentences.
_ Use focused mini-lessons
_ Use cooperative groups to practice the skill
_ Find examples in independent writing (journals) and rewrite showing correct tense agreement
_ Use personal narratives to write about:
• Past, present, future events such as: When I was Little, The
Memoirs of a Four Year Old
• When I grow up……
Non-English Proficient
Teacher Modeled Instruction
7.2 Writes complete sentences in English.
_ Use simple repetitive texts as models
_ Replicate a sentence from the book with an illustration
_ Have students change text using their own vocabulary
_ Use fill-in the blank writing for personal narrative:
My name is_________.
I am from _________.
I am ________ years old.
Limited English Proficient
Teacher Guided Instruction
7.2 Identifies complete and incomplete sentences in writing in English.
_ Model, compare and contrast both kinds of sentences
_ Guide practice orally
_ Have students write complete sentences that have been practiced orally
_ Have students change incomplete sentences to complete sentences in cooperative groups
_ Have students find incomplete sentences in journals and correct them
_ Have students order words to make sentences
_ Have students write compound Sentences
Fully English Proficient
Independent with Teacher as Monitor
7.2 Demonstrates understanding of and writes complete declarative, interrogative, imperative, and exclamatory sentences in English.
_ Using journals have students find examples of the four types of sentences. If they cannot find them, they must write an example of the missing type
_ Use the following steps to teach sentence types:
• Immerse
• Identify
• Replicate
• Innovate
Students practice in cooperative
Groups
Non-English Proficient
Teacher Modeled Instruction
7.3 Uses end punctuation; identifies contractions and possessives in English.
_ Use simple puzzles to show how contractions are made or model with magnetic letters and remove those that are dropped in a contraction
_ Use TPR* to show possessives
_ Use TPR* and use students as
punctuation marks
Ex: I see a cat. Do you see a cat?
Limited English Proficient
Teacher Guided Instruction
7.3 Uses correct punctuation, contractions, and possessives in sentences in English.
_ Using shared reading*, draw students attention to teaching objective. Students frame objectives using Wikki Sticks* or card board frames
_ Students write simple sentences using teaching objective
Fully English Proficient
Independent with Teacher as Monitor
7.3 Uses quotation marks in a dialogue; punctuate city and state, dates, and title of books.
_ Using wordless books such as
Good Dog, Carl, students write dialogue. Teacher gives mini lesson on punctuating the dialogue. Students then punctuate their dialogue.
_ Have students write letters and address envelopes
_ Have students write dialogue for a story or a play
_ Interactively write models to be displayed as a wall resource
_ Share/write lists or read-aloud books as models
_ Individual reading logs
Non-English Proficient
Teacher Modeled Instruction
7.4 Capitalizes names, months, days of the week, and words at the beginning of sentences in English.
_ Model capitalization of names and the pronoun “I”
_ Emphasize the capitalization of the first word of a sentence
_ Play mail carrier
_ Do interactive writing* to include capitalization examples
_ Have students write sentences using personal information practicing capitalization of names and places
_ Make lists of birthplaces of classmates using shared and interactive writing
_ Have students practice writing parents’ names, address and phone numbers
Limited English Proficient
Teacher Guided Instruction
7.4 Capitalizes first word of a sentence, proper nouns, and initials in English.
_ Teach and practice correct capitalization in:
• Greeting of friendly letter
• Common abbreviations, initials
• Common name of books
• Names of places
_ Do interactive writing showing examples of capitalization for titles of songs, books, and television programs, and bibliographies
_ Use books to draw students’ attention to the use of capital letters
_ Have students find all people names in the room and play a game that incorporates capitals and initials
_ Write title and author in correct form on reading logs
Fully English Proficient
Independent with Teacher as Monitor
7.4 Uses rules of capitalization in English.
_ Model and practice capitalization of proper nouns in subtitles, headings, charts, maps, and outlining
_ Have students edit papers for correct capitalization usage
_ Teach the capitalization of words in a title of a book or entries of a bibliography
Non-English Proficient
Teacher Modeled Instruction
7.5 Uses correct spelling of CVC
(consonant-vowel-consonant) words and frequently used words (e.g., the, is, my) in English.
_ Build a word wall* with English sight words to be used during writing
_ Use Word Wall* during every interactive writing activity
_ Teach use of a dictionary or word list to find correct spelling of appropriate words
_ Hold students accountable for words previously introduced for spelling accuracy
_ Play high frequency word games such as “Read My Mind” or “Tap the Word”
Limited English Proficient
Teacher Guided Instruction
7.5. Demonstrates conventional spelling in English.
_ Have students sort words with specific target elements
_ Edit a piece of independent writing using the teaching principle introduced in the word sort
_ Edit independent writing using
Word Wall
_ Use word family games to build word family charts from Phonics
Fully English Proficient
Independent with Teacher as Monitor
7.5 Uses correct spelling of frequently used words in writing and containing affixes, contractions, compounds, and common homophones, (e.g., bear-bare) and words necessary to topic in English.
_ Have students edit independent writing for correct spelling using word walls* or personal word dictionaries
_ Have students edit independent writing using content word wall
_ Teach models and teaches interactive editing* (see Swartz, et al, Interactive Writing and
Interactive Editing)
_ Use bilingual dictionary to check meaning and spelling
Non-English Proficient
Teacher Modeled Instruction
7.6 Prints legibly using left-to-right, top-to-bottom directionality and correct spacing between letters and words.
_ Develop through interactive writing, shared writing or dictations
_ Model how to hold pencil with control
_ Demonstrate letter forming: Use “house model” The letter must reach the ceiling and go to the floor (lowercase) Uppercase needs to hit the roof.
_ Provide opportunities for use of pencil, crayon, marker, etc.
_ Practice writing letters on sandpaper, in sand, salt, or rice; finger paint on desk with shaving cream or pudding
Limited English Proficient
Teacher Guided Instruction
7.6 Creates readable compositions that are legible.
_ Provide guided practice for writing
_ Have students write letters, words, and stories using correct information, either manuscript or cursive writing
_ Have students write simple dictation
_ Use computer to assist with editing Stage
Fully English Proficient
Independent with Teacher as Monitor
7.6 Using cursive writing creates readable and legible compositions, adhering to margins and correct spacing between letters in a word and words in a sentence.
_ Periodically, have students take their writing through the editing stage.
2.3 Restates facts and details in order to recall the main idea of the text while reading.
_ Have students use the context of the read aloud to draw inferences
_ Revisit text to scan and skim for information and recall major points
_ Use George Gonzales techniques such as “Fact and Opinion” and the “Summary Glove.
Non-English Proficient
Teacher Modeled Instruction
2.3 Demonstrates reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.
_ Have students draw and label pictures related to a story topic or own experiences
_ Have students identify real and make believe through “read aloud.”
Non-English Proficient
Teacher Modeled Instruction
2.4 Retells details of text including central ideas in English.
_ Have students retell simple stories using drawing, words or phrases
_ Ask students’ factual comprehension questions using phrases or simple sentences
_ Have students act out stories using puppets
_ Use the retelling circle where the teacher starts the story, claps, points to a student to continue the story; claps, stops story; points to another student, etc.
Teacher Guided Instruction
2.4 Retells the main idea of text and form simple generalizations in English.
_ Read stories to students emphasizing the key details and concepts using both verbal and nonverbal responses
_ Provide opportunities for
- Story mapping
- Retelling the story
- Venn Diagramming*
_ Provide opportunities for students to respond to text through art, book-talks, drama, reader’s theatre,* role-playing
_ Diagram story plot
Fully English Proficient
Independent with Teacher as Monitor
2.4 Restates facts and details in text to share information, distinguishes main idea, and organizes ideas in English.
_ Have students retell story with detail about characters, setting and plot
_ Have students narrate and paraphrase events in sequence using greater detail with enriched vocabulary
Non-English Proficient
Teacher Modeled Instruction
2.5 Demonstrates directionality by tracking print from left to right, knowing concept of word and using return sweep.
_ Listen to and attend to shared reading of books, poems, songs, nursery rhymes
_ Use retelling a story – with or without pictures
_ Act-out story by using hand, finger or stick puppets
_ Have students place picture cards from story in correct sequence
_ Have students sequence sentence strips with picture cues
_ Have students draw each character, full body. Teacher adds bubble dialogue or conversation
Limited English Proficient
Teacher Guided Instruction
3.1 Analyzes simple elements of a story such as settings, characters, and plot
(e.g., restates the logical and sequential development of a story and generates alternative endings to stories) answering literal, inferential, and interpretive questions in English.
Use NEP Activities and:
_ Model use of Venn Diagram to compare/contrast content characters
_ Retell stories and sequence the events with or without pictures
_ Use plot maps, story maps, and story boards
_ Use Gonzales techniques; e.g. Summary Glove
Fully English Proficient
Independent with Teacher as Monitor
3.1 Compares and contrasts plots, settings, and characters in a variety of works and by a variety of authors in English.
_ Have students use a Venn
Diagram to compare and contrast the story
_ Have students identify characters in stories, main ideas
_ Have students sequence the events using sentence strips
_ Have students write the sequence of events
_ Have students prove and support their conclusions
Non-English Proficient
Teacher Modeled Instruction
3.2 Listens to and reads stories from different cultures and eras in English.
_ Have students listen to story book tapes
_ Have students read repetitive books
_ Model reading and listening behavior, demonstrate directionality
_ Use songs and chants on illustrated charts and pocket charts
Limited English Proficient
Teacher Guided Instruction
3.2 Compares and contrasts stories from different cultures and eras in English.
Guided Reading from culturally diverse books and a variety of books
Limited English Proficient
Teacher Guided Instruction
3.3 Makes inferences/interpretations about characters
_ Use puppet plays
_ Ask questions about story characters
_ Use story mapping
_ Provide opportunities for students to match rhyming words verbally or with pictures
Fully English Proficient
Independent with Teacher as Monitor
3.3 Makes inferences about characters
_ Ask questions about characters’ points of view
_ Write character biographies or bio-poems (Linda Hoyt)
_ Have students design posters for characters
_ Help students create character webs
Non-English Proficient
Teacher Modeled Instruction
3.4 Identifies rhythm, rhyme, and alliteration in English.
_ Have students clap to the rhythm of the text
_ Use Shared Reading of nursery rhymes and songs with rhyming words
_ Read poetry (rhyme)
_ Model and guide practice in predictable text and poetry
Limited English Proficient
Teacher Guided Instruction
3.4 Compares rhythm, rhyme, and alliteration in poetry in English.
_ Use NEP activities and:
_ Use literature as a model; e.g. Quick as a Cricket
_ Have students act-out or draw similes
_ Write text innovation focusing on simile, metaphor, onomatopoeia, and hyperbole; e.g. “My Name is Alice”
_ Complete a metaphorical stem;e.g. “I am as happy as……….
Fully English Proficient
Independent with Teacher as Monitor
3.4 Identifies simile, metaphor, onomatopoeia, and hyperbole
_ Use NEP and LEP activities and:
_ Provide opportunities to replicate their own similes and metaphors
_ Use tongue twisters
Non-English Proficient
Teacher Modeled Instruction
3.5 Compares and contrasts different versions of the same stories from different cultures and eras, recognizing diversity through a variety of literature.
_ Use a variety of multi-cultural literature to read, discuss, and role play
_ Respond to stories using
- Venn Diagrams
- Art
- Drama/Readers’ Theatre
- Author Study
- Theme Study
Limited English Proficient
Teacher Guided Instruction
3.5 Compares and contrasts different versions of the same stories from different cultures and eras, recognizing diversity through a variety of literature.
_ Introduce Venn Diagrams
_ Using familiar stories such as “The
Three Little Pigs,” brainstorm themes with students
Fully English Proficient
Independent with Teacher as Monitor
3.5 Compares and contrasts plots, settings, characters, and points of view in a variety of works and by a variety of authors from different cultures and times.
_ Use Venn Diagrams to compare and contrast points of view
_ Change the point of view of a story by writing it from another character’s point of view
Limited English Proficient
Teacher Guided Instruction
3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.
_ Distinguish among a variety of
Genres
Fully English Proficient
Independent with Teacher as Monitor
3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.
_ Identify and study a genre using
a theme
Limited English Proficient
Teacher Guided Instruction
3.7 Reads, listens to and identifies a variety of genres such as stories, plays, poetry, and nonfiction selections.
_ Distinguish among a variety of genres
Non-English Proficient
Teacher Modeled Instruction
Non-English Proficient
Teacher Modeled Instruction
4.1 Locates and uses title, pictures, and names of author and illustrator to obtain information in English.
_ Use simple nonfiction text including Big Books to make predictions
Limited English Proficient
Teacher Guided Instruction
4.1 Locates table of contents, index, and chapter headings; interprets information from diagrams, charts, maps, graphs, and glossary in English.
_ Set up challenges; e.g. If I want to know ______, where do I look?
_ Use Read Aloud and Shared
Reading
- Guide students to use tables of contents, index, chapters and glossaries
_ Use bold print headings, italics, graphs, and charts to obtain important information
Fully English Proficient
Independent with Teacher as Monitor
4.1 Distinguishes essential information from titles, tables of contents, chapter headings, glossaries, indexes, diagrams, charts, maps, and diagram/map keys to locate information in texts for specific purposes.
_ Recall facts and details; draw conclusions, compare and contrast
2.1 Uses, with teacher assistance, prereading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, and setting a purpose.
_ Introduce a new book using a book walk* and brainstorm what students know about the topic
_ Ask questions about the words in context to elicit appropriate responses during the students’ reading, i.e.;
- Meaning: Does it make sense?
- Structure: Does it sound right?
- Visual: Does that look right?
_ Draw attention to pictures for added meaning before and during reading
_ Ask students to locate known words prior to reading
Limited English Proficient
Teacher Guided Instruction
2.1 Identifies pre-reading strategies that aid comprehension such as accessing prior knowledge, predicting, previewing, drawing conclusions, locating known and unknown words, and setting a purpose.
_ Draw on prior knowledge/personal experience
_ Preview and set purposes to make predictions and improve comprehension
Fully English Proficient
Independent with Teacher as Monitor
2.1 Uses pre-reading strategies such as accessing prior knowledge (schema), predicting, previewing, and setting a purpose to make reasonable predictions and to improve comprehension.
_ Anticipatory guide (true-false pretest)
_ Is my prediction right?
_ Use graphic organizers such as
K-W-L* chart
Fully English Proficient
Independent with Teacher as Monitor
2.2 Uses self-correcting strategies such as self-questioning; reading ahead and then rereading a word, phrase or sentence, and rereading to gain meaning from text.
_ Provide opportunities for students to self correct
- For example: student reads the word “road” instead of “street,” and then the teacher will say, “It makes sense and sounds right, but does it look right?”
- Ask the students to “Try that again.”
- Student will reread for clarification without teacher prompting
Non-English Proficient
Teacher Modeled Instruction
2.2 Uses, with teacher assistance, the three-cueing systems (contextual, structural, and visual clues), selfmonitoring, cross checking and selfcorrecting strategies such as rereading, substituting (replacing a known word), and reading on.
_ Use books with simple and predictable text to model language structure
_ Ask questions about words in context to elicit appropriate responses during the students’ reading, i.e.;
-Meaning: Does it make sense?
-Structure: Does it sound right?
- Visual: Does it look right?
_ Discuss book cover: “What do you think the story will be about?”
_ Share pictures – do a book walk.
Elicit responses from print, story, and experiences
_ Give students time and opportunities to correct errors
Limited English Proficient
Teacher Guided Instruction
2.2 Identifies self-correcting strategies such as self-questioning, selfmonitoring, cross-checking, reading ahead, and rereading.
_ Use self-monitoring, crosschecking, reading ahead, and selfcorrecting strategies to gain meaning
_ Guide students through threecueing systems
_ Guide the students in developing the use of meaning, structural and visual cues to self-correct by:
- Making logical word substitutions
- Recognizing and self-correcting, errors and (miscues)
Non-English Proficient
Teacher Modeled Instruction
2.3 Demonstrates reading skills that contribute to comprehension including recalling details of the text while reading, drawing conclusions and distinguishing between realism and fantasy.
_ Have students draw and label pictures related to a story topic or own experiences
_ Have students identify real and make believe through “read
aloud.”
Limited English Proficient
Teacher Guided Instruction
2.3 Restates facts and details in order to recall the main idea of the text while reading.
_ Have students use the context of the read aloud to draw inferences
_ Revisit text to scan and skim for information and recall major points
_ Use George Gonzales techniques such as “Fact and Opinion” and the
“Summary Glove
Fully English Proficient
Independent with Teacher as Monitor
2.3 Recalls essential points in text while reading; make and revise predictions about coming information.
_ Develop comprehension by asking literal, inferential, and interpretive questions
_ Use Directed Reading-Thinking
Activities (DRTA)*
_ Use literature discussion groups (literature circles)
The Test of English for International Communication is produced by ETS (Educational Testing Service).
TOEIC test questions are based on real-life work settings in an international environment (meetings, travel, telephone conversations, etc).
What is the TOEIC test like? There are two separate parts to the TOEIC test. You can do one or both parts.
The Listening and Reading test is a paper and pencil test that takes 2.5 hours and is taken at a test centre.
The Speaking and Writing test is an online test that is taken in a test centre and takes 90 minutes. The Speaking and Writing test is a new test which is only available in some countries.
What about scores? The TOEIC Reading and Listening gives a score between 10 and 990:
905 – 990 International Proficiency
785 – 900 Working Proficiency Plus
605 – 780 Limited Working Proficiency
405 – 600 Elementary Proficiency Plus
255 – 400 Elementary Proficiency
185 – 250 Memorised Proficiency
10 – 180 No Useful Proficiency
TOEIC Speaking and Writing tests are scored out of 200.
HOW TO LEARN ENGLISH
Rightly or wrongly, the way that you speak is one of the first things that
people notice about you. People will judge your background, education and social standing just by the way you speak.
Even if you can already communicate in English if you don’t speak clearly, people won’t understand you and they won’t want to talk to you, because it’s just too tiring.
Listening and understanding are also important. If you don’t know how different words are pronounced you will not improve your understanding.
Don’t confuse pronunciation with accent. It doesn’t mean that we all have to talk like the Queen of England. As long as your pronunciation is understandable and pleasant that’s fine, if people struggle to understand you then you may need to try and reduce your accent, but unless you are an actor, and you need to play different roles, please don’t try to get rid of your accent.
But successful speaking is more than just knowing how to pronounce words correctly.
Enunciation is is the act of speaking clearly and concisely, making each word sound as clear as possible.
Elocution is about putting the right emphasis and nuance into what you are saying.
Hi this is “ALVIN” come and join me here at E&G English school in Davao Philippines
Great School
Great Staff
Great Beaches
TOIC TIPS TO HELP YOU PASS
Part 1 Picture Identification
You should always look closely at each photo and ask yourself:
Who is in the photo?
What objects are visible?
Where was the photo taken?
What are the professions of the people?
What actions are being performed?
What are the positions of the people and the objects? Part 2 Question/Response
You will hear different types of questions. Determine what type of question is being asked and what the purpose of the question is. Some questions ask for information but others may be invitations, suggestions or comments.
Listen carefully to the beginning of the question, especially for question words such as who, what, where, when, how, how much, how many, etc.
Do not expect the answer to a question to contain the same verb and tense as the question. Part 3 Reading Comprehension
Be familiar with the layout of common types of texts such as emails, memos or formal letters in order to facilitate your reading.
Read the title and the first line of the text to determine what kind of text it is and identify the main idea.
Remember that an answer may require that you understand information in different parts of the text.
Read both documents in order to understand the relationship between the two for the sections that feature double passages.
Remember that some questions will require you to cross-check information between the two documents. You should therefore allow more time for double passages.
……Rockets hit near Tel Aviv as Gaza death toll rises By Nidal al-Mughrabi | Reuters – 3 hrs ago….EmailShare0 Share10Print…… Enlarge Gallery.A Palestinian demonstrator runs through a cloud of tear gas during clashes against Israel’s operations in Gaza Strip, outside Ofer, an Israeli military prison near the West Bank city of Ramallah, Thursday, … …..Related Content. .. Enlarge Photo.A Palestinian boy checks the damage … ….GAZA (Reuters) – Two rockets fired from the Gaza Strip targeted Tel Aviv on Thursday in the first attack on Israel’s commercial capital in 20 years, raising the stakes in a showdown between Israel and the Palestinians that is moving towards all-out war. Earlier, a Hamas rocket killed three Israelis north of the Gaza Strip, drawing the first blood from Israel as the Palestinian death toll rose to 19, six of them children. Israeli warplanes bombed targets in and around Gaza city for a second day, shaking tall buildings. In a sign of possible escalation, the armed forces spokesman said the military had received the green light to call in up to 30,000 reserve troops. Plumes of smoke and dust furled into a sky laced with the vapor trails of outgoing rockets over the crowded city, where four young children killed on Wednesday were buried. Israeli Defence Minister Ehud Barak said Palestinian militants would pay a price for firing the missiles. In the latest air strikes, three people were killed when a missile hit their car in the northern Gaza Strip. The Israeli military also said it had carried out aerial attacks and had destroyed 70 unmanned missile launch sites. An electricity generator supplying the home of Hamas prime minister Ismail Haniyeh by the Gaza shore was one of the sites hit by Israeli missiles. The conflict, launched by Israel with the killing of Hamas’s military chief, pours oil on the fire of a Middle East already ablaze with two years of revolution and an out-of-control civil war in Syria. Israel says its attack is in response to escalating missile strikes from Gaza. Israel’s bombing has not yet reached the saturation level seen before it last invaded Gaza in 2008, but Israeli officials have said a ground assault is still possible. Egypt’s new Islamist President Mohamed Mursi, viewed by Hamas as an ally, led a chorus of denunciation of the Israeli strikes by Palestinian allies. Mursi’s prime minister, Hisham Kandil, will visit Gaza on Friday with other Egyptian officials in a show of support for the enclave, an Egyptian cabinet official said. Israel promised that the delegation would come to no harm. MISSILE STRIKES Israeli police said three Israelis died when a rocket hit a four-story building in the town of Kiryat Malachi, 25 km (15 miles) north of Gaza, the first Israeli fatalities of the latest conflict to hit the coastal region. Air raid sirens sent residents running for shelter in Tel Aviv, a Mediterranean city that has not been hit by a rocket since the 1991 Gulf War. Israeli sources said one rocket landed in the sea, while another landed in an uninhabited area of the Tel Aviv suburbs. The Tel Aviv metropolitan area holds more than 3 million people, more than 40 percent of Israel’s population. “This escalation will exact a price that the other side will have to pay,” Barak said in a television broadcast shortly after the strike. Speaking at the same time in Gaza, Hamas leader Haniyeh urged Egypt to do more to help the Palestinians. “We call upon the brothers in Egypt to take the measures that will deter this enemy,” the Hamas prime minister said. After watching powerlessly from the sidelines of the Arab Spring, Israel has been thrust to the centre of a volatile new world in which Islamist Hamas hopes that Mursi and his newly dominant Muslim Brotherhood in Egypt will be its protectors. “The Israelis must realize that this aggression is unacceptable and would only lead to instability in the region and would negatively and greatly impact the security of the region,” Mursi said. The new conflict will be the biggest test yet of Mursi’s commitment to Egypt’s 1979 peace treaty with Israel, which the West views as the bedrock of Middle East peace. The Muslim Brotherhood, which brought Mursi to power in an election after the downfall of Hosni Mubarak, has called for a “Day of Rage” in Arab capitals on Friday. ASSASSINATION The Gaza offensive began on Wednesday when a precision Israeli air strike killed Hamas military mastermind Ahmed Al-Jaabari. Israel then began shelling the enclave from land, air and sea. At Jaabari’s funeral on Thursday, supporters fired guns in the air celebrating news of the Israeli deaths, to chants for Jaabari of “You have won.” His corpse was borne through the streets wrapped in a bloodied white sheet. But senior Hamas figures were not in evidence, wary of Israel’s warning they are in its crosshairs. The Israeli army said 250 targets were hit in Gaza, including more than 130 rocket launchers. It said more than 270 rockets had struck Israel since the start of the operation, with its Iron Dome interceptor system shooting down more than 105 rockets headed for residential areas. Expecting days or more of fighting and almost inevitable civilian casualties, Israeli warplanes dropped leaflets in Gaza telling residents to stay away from Hamas and other militants. The United States has asked countries that have contact with Hamas to urge the group to stop its rocket attacks from Gaza, a White House adviser said. “We’ve … urged those that have a degree of influence with Hamas such as Turkey, and Egypt and some of our European partners to use that influence to urge Hamas to de-escalate,” said Ben Rhodes, deputy national security adviser, in a conference call with reporters. French President Francois Hollande has begun talks with Israeli Prime MinisterBenjamin Netanyahu and other world leaders in an attempt to avert an escalation of violence in the Gaza Strip, Prime Minister Jean-Francois Ayrault said. British Prime Minister David Cameron also spoke to Netanyahu, saying Hamas bore the principal responsibility for the crisis. “GATES OF HELL” Israel’s sworn enemy Iran, which supports and arms Hamas, condemned the Israeli offensive as “organized terrorism”. Lebanon’s Iranian-backed Shi’ite militia Hezbollah, which has its own rockets aimed at the Jewish state, denounced strikes on Gaza as “criminal aggression”, but held its fire. The Organisation of Islamic Cooperation condemned Israel’s action. Oil prices rose more than $1 as the crisis grew. Israeli shares and bonds fell, while Israel’s currency rose off Wednesday’s lows, when the shekel slid more than 1 percent to a two-month low against the dollar. A second Gaza war has loomed on the horizon for months as waves of Palestinian rocket attacks and Israeli strikes grew increasingly intense and frequent. Netanyahu, favored in polls to win a January 22 general election, said the Gaza operation could be stepped up. Hamas has said the killing of its top commander in a precise, death-from-above air strike, would “open the gates of hell” for Israel.
Amazon.com sells a lot food and household products in bulk sizes that you would see at warehouse stores such as Costco or Sam’s Club. I have purchased items at a large discount compared to buying them individually in a regular store. Examples of groceries that I’ve bough off Amazon at a discount include granola bars, shaving razors and cereal.
When I’m making a big purchase (over $50 or $100) I will make sure to research the item on Amazon. I will look at review scores and comments as well as pricing. You can save a lot of money purchasing items on Amazon because they are able to sell things at a discount due to the volume of orders they have.
3. Free Super Saver Shipping
Look to lump together purchases you are making to reach the $25 threshold to get free super saver shipping. When your order includes eligible items and you go over the $25 baseline, you can get free shipping on your purchase. As long as you don’t need the product in a hurry, you can save a few dollars this way.
An even better option for saving money on shipping is to have an Amazon Prime membership. There is no $25 threshold to reach for free shipping when you have this membership, it is unlimited two-day shipping and if you do a lot of shopping on Amazon it is helpful to have. Also, (students get Amazon Prime free for a year).
5. Gift and Wish Lists
Instead of buying every thing you want off of Amazon add the items to a gift or wish list. You can set up multiple lists for different types of things you are looking to buy. Lists can also be sent to family and friends for birthdays, holidays, graduations or other celebrations for them to purchase items you want. This is a way to avoid getting the gifts you don’t want and instead receive things you’ve had your eye on for a while.
6. Buy Used
There are resellers on Amazon that sell used items from the same page as the new items. Look for whether or not you can save money on a purchase by buying a used book or movie instead of a brand new one. Be careful though of how much they charge for shipping. Some retailers will low ball their price to look the cheapest but charge the difference in shipping costs.
A big reason why I like to shop on Amazon is that it saves time. I don’t have to drive to a store, look around for the item, decide whether or not it is priced well, etc. I can go online to Amazon, purchase an item quickly and get it shipped wherever I want it to. This is especially important during the holidays. The two places I hate going to around the holidays are the mall and the post office. They are always more busy then and by doing my shopping online I can buy presents and have them shipped directly to family around the country.
What other ways do you use Amazon.com or other online retailers to save money online?
Amazon.com, Inc. (AMZN), is a leading global Internet company and one of the most trafficked Internet retail destinations worldwide.
Amazon is one of the first companies to sell products deep into the long tail by housing them in numerous warehouses and distributing products from many partner companies. Amazon directly sells or acts as a platform for the sale of a broad range of products. These include books, music, videos, consumer electronics, clothing and household products. The majority of Amazon’s sales are products sold by Amazon, though many are from third-party sellers
Jeffrey BlackburnSVP, Business DevelopmentAndrew JassySVP Web ServicesH. Brian ValentineSVP, Ecommerce PlatformTom AlbergBoardWilliam B. GordonBoardThomas O. RyderBoardBill CarrVice President Digital MediaChristopher BrownFounding Member, Architect, and Lead Developer for the Elastic Compute Cloud (EC2)Keela RobisonDirector, Product ManagementIan McAllisterSenior Manager, GiftingMichael BrownSr. Manager – Customer Experience Christopher NorthManaging Director, Amazon.co.ukAnuj MathurQuality Assurance EngineerFlorian LaplantifSoftware Development EngineerDesmond ZhouSoftware Development EngineerMichael StoverProduct Management Michael Jurgen GarbadeMarc OnettoSVP, Worldwide OperationsL. Michelle WilsonSVP, General Counsel, SecretaryJohn Seely BrownBoardMyrtle S. PotterBoardPatricia Q. StonesiferBoardShelley ReynoldsVice President, Wordwide Controller and Principal Accounting OfficerAllyn AlfordJoe WalowskiGeneral Manager, Amazon Product AdsAnuvrat SinghSoftware Development EngineerGareth JonesTechnical Program ManagerManan KapadiaSystem Admin/EngineerShaman D’SouzaSr. Product ManagerRajeev DujariEngineering DirectorOrkun AtikSenior Product Manager, Consumer and Mobile PaymentsLloyd HoSoftware EngineerShow Fewer People
We reserve the right to modify or cancel any promotion at any time. Certain restrictions may apply. Offers end at 11:59 PM Pacific time on the date specified.
Promotions, deals and steals for the home, office and car
You’ll find special offers and weekly deals from the top electronic brands in computers, software, GPS, MP3 Players, TV, home theater, cameras, video games and more.
We reserve the right to modify or cancel any promotion at any time. Certain restrictions may apply. Offers end at 11:59 PM Pacific time on the date specified.
All Things for Home, Kitchen, and Lawn
Provide your customers with home improvement, outdoor gear and kitchen essentials perfect for Summer.
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Special occasion looks and deals
You will find our picks and trends for clothing, shoes and accessories for men, women, kids and babies.
We reserve the right to modify or cancel any promotion at any time. Certain restrictions may apply. Offers end at 11:59 PM Pacific time on the date specified.
Additional Deals Across Amazon
You will find special offers in Toys, Sports & Outdoors, Hobbies and Auto.
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Icon from Nuvola icon theme for KDE 3.x. (Photo credit: Wikipedia)
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Medical Billing and Coding will help you understand the process of medical billing, furthermore
Understanding the medical billing and coding salary. The medical billing jobs will show you the pricing of ea
pricing of the job that was performed. Software used in this process, was medical coding software. Medical billing and coding certification are used in detailing this process, as well as medical billing salary then a health care provider will process payments from insurance providers and patients. Many health care professionals around the country hold AAPC certifications in physician offices, clinics, outpatient facilities and hospitals. These credentials represent the gold standard in medical coding, auditing, compliance, and practice management, and recognized by employers, medical societies and governments. Medical coders take source documents such as diagnostic findings and treatment and medication records and convert them into standardized coding for patient charts, billing and data analysis. The majority of transcriptionists and coders work in hospitals, outpatient healthcare facilities or doctor’s offices. Of these, hospitals offer higher salaries. Some medical coders work for insurance companies or public health agencies doing statistical analysis of medical records to track diseases and health problems, and generally these draw the highest salaries. Transcriptionists often work for medical laboratories or are independent contractors providing transcription and consulting services. These can be the highest-paying positions.
What is medical Billing and Coding? Medical Billers and Coders are typically known as the “office staff” in a medical capacity. Although this term hardly does justice to all the work Billers and Coders do, it arises from the fact they are almost always work with the administrative side of health care and rarely, if ever, come into contact with patients outside of the waiting room. In fact, some medical Billers work in entirely different offices or buildings from where the patients are.
Medical Billing and Coding Training School will teach you to effectively and efficiently maintain a patient’s medical records and other health and medical information. You will learn how to assign a code to each diagnosis and procedure the patient experiences. Many medical billing schools will also incorporate insurance into your medical billing training so you know how to appropriately fill out and file medical insurance forms.
The was build by visitors who were send by God to spare us from cataclysmic events caused by planet-x that is passing us every 12.500 years in 2012. It is a call to a higher consciousness, a call to free our minds from religious indoctrination and old political power structures. Besides of that, the other very important event towards the end of 2012, beginning of 2013, is the resetting of the cosmic clock that occurs every 25.000 years. An event that will be a great change for whole mankind. People laugh or just had enough of the topic of 2012, yet-it is truly a time of great change. Not the end of the world, but definitely the end of time as we know it. So be blessed and stay open minded, ~One~
(to learn more about this topic visit: http://www.GIZAMAP.com to watch music video about this topic visit: http://www.YouTube.com/CorteXtainment)Great Pyramid of Giza (build 6500 years ago=4500 b.C., not 4500 years ago=2500 b.C.)
How beautifully it all comes together. The next thing is the alien hypothesis. Yes, they’ve been here to help and they will return, once we will live in peace with each other and open minded enough to respect different beings (who are in fact not that different, we share DNA and are all children of God, religion is a human approach to try to understand a higher being and it is no real authority. Ask you self, you know in your heart what the truth is) 6500 they build with our cooperation (no slavery, voluntary workers from all over the world) the pyramids in Giza, Egypt. The Great Pyramid on the Giza Plateau is standing exactly on the center of the axis of the earth and is aligned with the Great Pyramid on mars in Cydonia. It is a giant generator that, once activated will power the geo-mantic energy grid that will enforces earths atmosphere and spare us form the consequences of the passage of planet X with it’s planetoids and asteroids that it’s pulling in it’s long tail along. This protective system, the Great Pyramid of Giza is also a sign called the “Sign of Time”. These so called “Aliens” were send by God to help us, but we have to take this serious and accept the help instead of being close minded and turning everything down that is outside of our limited view of the world and of the cosmos. It is also a chance for us to proof that we are conscious enough to talk and to work with us. The Egyptian Government knows and they are looking into everything already. The most work was done by a Lucyna Lobos Brown and her husband Bill Brown who started “Project-Cheops” or “Mission Pharaoh”. The head of the Egyptian Council of Antiquities, Dr Zahi Hawass was blocking the whole project were ever he could, calling it all nonsense and the people working on this project “Pyramidiots”. Now, that the Egyptian authorities are getting involved supporting the mission it is called “The Khufu Project”, after 10 years of struggle with the authorities and petitions that have been signed by thousands all over the world (to learn more about this go GIZAMAP.com)
The other, very important thing that will happen towards the end of 2012, beginning of 2013 is the resetting of the cosmic clock. The moment earth leaves the dark riff that we are still in, our planet will be aligned with the center of the galaxy and it will be showered with energy that flows from the center of the Milky-way that is 50% stronger than the energy that we are experiencing now. This happens every 25.000 years and it will be the beginning of a new, a higher consciousness. A consciousness that will help mankind to become the way we were supposed to be, living in peace and in harmony. A consciousness that is not about gathering as much material goods as possible but about becoming the best and the most that you could become.
Very interesting. I love this blog b/c it is talking about all these things that are coming. Let’s start with the mass extinction hypothesis. Yes, 12500 years ago there was the great flood, caused by a giant dead planet that crosses our solar system (a.k.a. Nibiru or Planet X). NASA knows very well about this happening but they can’t cause panic. This planet is the real cause of global warming, which begun the moment this planet entered our solar system again and it will pass us in 2012 causing the sun to emit it’s strongest solar flare in 2012 as well as an orchestra of catastrophic events like earthquakes, floods and vulcanic eruptions. The governments of the world know about the bad condition of our atmosphere and they tried different things like the HARP project or even considered to shoot reflecting particles into our stratosphere to deflect sonic rays, but these were no useful solutions. So now they are building shelters, underground bunkers and cities, what is just a waste of energy and time. The passing of the planet is just one side of the medal (learn more at GIZAMAP.com).
universe is vast and unknown. It holds many mysteries. And possibly the
biggest mystery is how the universe was created.
Scientists have suggested that there was a massive explosion billions of
years ago called The Big Bang. That theory is now generally accepted,
and scientists are looking for trails of energy left behind The from the colossal explosion that created a trillion stars. Yet there is no absolute proof. But the creation of the universe is something too big to happen so simply. Religious folks will say God/Allah/Vishnu created the universe. But scientists will say that there was a Big Bang, and that there is energy from the bang moving through the universe, and they are trying to locate the epicentre. So, the debate continues. Religion vs. Science is probably the biggest conflict in the
world. But what is religion? There are so many different types.
And the difference between the Christian religion and Greek mythology? No
one believes in Greek mythology anymore. But what is science?
And math? Things created by man. So before saying that man created God and science proves it, people should realize man created science as well. And maybe, the universe is just something made up
in our minds.
civilization that was extremely advanced, and they may have given later civilizations the knowledge to build such things. Yet there is no substantial evidence of either.. Other examples: Easter Island Heads, Pyramid of the Sun (in Mesoamerica) ,other pyramids in central and south America, Colossus of Rhodes.
*Megalithic structures*
A megalithic structure is some thing big made of rock. It could be a statue,
or just some rocks strewn around in a pattern.
The truly mysterious thing about the ancients is, how were they able to
create such enormous things? They did not have the technology needed to efficiently make them. Stonehenge is a good example.. A bigger one
is the Great Pyramid in Giza, or the pyramids themselves.
Sometimes, even their purpose is unclear (Stonehenge) , while other times,
the structures in question are mysterious and seemingly supernatural (the pyramids). A megalith (I know, sounds like something from Di-Gata Defenders), a giant rock, is used most of the time,especially in the case of Stonehenge and the Carnac stones. Still, there are a few megalithic structures that are not mysterious (like Great Zimbabwe), but mostly it seems impossible that the ancients made these things themselves. Now, many would like to think aliens helped them. Yet even scientists say queerer things. They suggest that there may have been a lost ancient civilization that was extremely advanced.
How did life on earth appear? Science suggests that life when the planet was
favourable for habitation.
Yet did microscopic organisms just pop out of nowhere? One hypothesis is
panspermia, which suggests that ‘seeds of life’ exist everywhere around the universe, and that life on earth started when these ‘seeds’ came here, probably by a meteor. It also suggests that these seeds are taken to other habitable places in the universe. Something similar to this is exo-genesis. It suggests that life was brought to earth those billions of years ago, however it does not say that life is also taken to other habitable places. Some people believe aliens brought life to our planet, as suggested by the theories of
Erich Von Daniken. Although some are sceptical as to how life could exist in space and get carried to other planets, there is substantial evidence that certain life forms, like spores and certain types of bacteria can actually exist in space, perhaps in a dormant
state.
1)
What images spring to mind when you hear the country Somalia?
2)
What are the good things and bad things about Somalia?
3)
What is Somalia most famous for?
4)
What do you know about Somali history?
5)
What are the differences between Somalia and your country?
6)
What do you think about Somali people
1)
What images spring to mind when you hear the country South Africa?
2)
What are the good things and bad things about South Africa?
3)
What is South Africa most famous for?
4)
What do you know about South African
Summer Camp 2010 (7th and 8th Graders) (Photo credit: Wikipedia)
1)
What images spring to mind when you hear the season “summer’?
2)
How do you feel when summer arrives?
3)
What things about summer do you like most and least?
4)
What happens in summer in your country?
5)
In what ways is summer the best season?
6)
Do you always wear summery clothes?
7)
What are your plans for the summer?
8)
Is summer the same in all parts of the world?
9)
Are there any special events that take place in summer in your country?
10)
William Carlos Williams said: “In summer, the song sings itself.” What do you think of this quote?
1)
What do you like to do in summer that you can’t do at other times of the year?
2)
Do you like summer holidays?
3)
How would you feel if there wasn’t summer?
4)
Do you like the summer sun?
5)
Would you like it to be summer forever?
6)
What’s your favorite summer memory?
7)
Do you like going to summer festivals?
8)
Do you think summer feels differently to people of different ages?
9)
What adjectives would you use to describe summer?
10)
A Swedish proverb says: “A life without love is like a year without summer.” What do you think of this quote?
Love me when I least deserve it, because that’s when I really need it.”
“Fear less, hope more; Eat less, chew more; Whine less, breathe more; Talk less, say more; Love more, and all good things will be yours”
“Eyes that do not cry, do not see”
“If I had a rose for every time I thought of you, I’d be picking roses for a lifetime.”
CCI’s Summer English Academy (SEA) offers an intensive English language program for students 14 to 18 on beautiful boarding school campuses in a choice of two destinations: Northern California or New York’s Hudson River Valley. These two and three week courses are led by certified ESL teachers who offer creative language lessons and recreational activities each week day.
“Mikito was selected for the Osaka global program (they only selected 48 students out of about 170). He definitely gained interest in English, thanks to the SEA program. I thank you for this.” – Mr. Yoshikawa, father of Mikito, a Japanese student who attended the SEA program in NY State in 2011
“The students enjoyed the program very much and were glad to have made many friends from the world, also they liked your teachers very much. Thank you again for providing so excellent summer camp for the students.” – Mr. Zhang, father a Chinese student who attended the SEA program in California in 2012
Destinations
CCI offers the Summer English Academy in two desirable locations: New York and Northern California (near San Francisco). Highlights of each school include:
NEW YORK STATE PROGRAM: July 13 – July 27, 2013 (2 weeks)
Located on a 60+ acre campus that includes six tennis courts, three soccer fields, two baseball diamonds, wooded areas, academic and administrative buildings, an 11,000 volume library
Grade 6-12 independent, coeducational, college preparatory day and boarding school, founded in 1796
What do you think of the Internet sites that encourage people to commit suicide together?
5)
Does society do enough for people who feel suicidal to stop them from taking their own lives?
6)
Is it wrong to commit suicide?
7)
Should people who commit suicide always leave a suicide note?
8)
Is suicide the same as murder?
9)
Nietzsche said: “The thought of suicide is a powerful solace: by means of it one gets through many a bad night.” Do you agree?
10)
Phil Donahue said: “Suicide is a permanent solution to a temporary problem.” What do you think of this quote?
1)
Have you ever contemplated suicide?
2)
If you try but fail to commit suicide, should you got to prison?
3)
What are your thoughts on assisted suicide for the terminally ill?
4)
Is suicide a taboo subject in your culture?
5)
Is committing suicide one of the most selfish acts a person can do?
6)
What would you do if your friend started talking about suicide?
7)
If you commit suicide, do you go to heaven or hell?
8)
What kind of people are more likely to commit suicide?
9)
Mahatma Gandhi said: “If I had no sense of humor, I would long ago have committed suicide.” What do you think of this quote?
10)
Thomas S. Szasz said: “Suicide is a fundamental human right. This does not mean that it is morally desirable. It only means that society does not have the moral right to interfere.” Do you agree?
We know it isn’t simple. We know it isn’t easy. But we do believe in hope and we do believe in help, and we believe that people need other people. And if those ideas are real and true, then we believe that it is possible to prevent suicide.
And we don’t think it’s a work only for the experts. We believe there’s a part for all of us to play, that perhaps suicide prevention begins in countless simple miracles every single day. Perhaps it starts with two friends sitting down for coffee… And one of them asks “How are you doing”. Perhaps it starts when we choose to live less alone, when we choose to let people in – to know us, to love us, to walk alongside us. Call it “community” or call it the way things are supposed to be. We’re willing to say that suicide prevention starts there – it starts when we’re willing to talk, willing to ask the hard question, willing to say the honest thing. Maybe the bravest move we’ll ever make it to ask for help. Or ask how we can help someone we love.
Maybe it starts when we push back at the stereotype and the lies that fuel the stigma that says pain is something we’re not allowed to talk about, or that pain is for people a certain age who dress a certain way and like a certain song. Those are lies. The truth is that pain is part of being human. The questions will continue to come. We all get stuck in moments. The good news is that there is also hope and love and change. The good news is that we were meant for friends. The good news is counseling and treatment. The good news is that we don’t have to go alone.
”Suicide Prevention.”
What’s your part to play? We’re all invited. Smile at someone, know someone, say something, ask the question, make the call, take the drive. Every life is priceless and fragile. We get to guard and fight and care, for the people around us. There are plenty of things to fight about and for over the course of our lives – let’s remember that people are the most important thing, the brightest surprises on the planet. Let’s remember that every single person has a story entirely unique and incredibly important, but not everyone can see it. And what a privilege that we get to do our best to remind and invite people, to believe better things, to believe that it’s possible to change, to believe that life is worth living…
We’re not saying that it’s easy. But we’re saying that it’s worth it.
Did you have a lot of stuff with sugar when you were a kid?
10)
Pablo Picasso said: “Everything is a miracle. It is a miracle that one does not dissolve in one’s bath like a lump of sugar.” What do you think about Picasso’s quote?
1)
Do you like sugar?
2)
Are you sugar or spice?
3)
What would the world be like without sugar?
4)
Would you like a sugar daddy?
5)
What’s the difference between white and brown sugar?
6)
Do you like eating / chewing on sugar cane?
7)
How much sugary stuff should you give to children?
8)
What do you think of artificial sweeteners and other sugar substitutes?
9)
How did Europeans survive before sugar arrived in Europe?
10)
Helen Rowland said: “A wise woman puts a grain of sugar into everything she says to a man, and takes a grain of salt with everything he says to her.” Is this good advice?
One of the more popular beaches in the municipality of Santa Fe in Bantayan Island, Cebu is Sugar Beach because of its wide area of white-sand beach as well as its affordable room accommodations and services. They are the “go to” resort during the super peak season in the island of Bantayan – Holy Week. The island is allowed by the catholic church to eat pork meat during this season because according to history, it was during this time of the year where the fishermen of Bantayan could not find any fishes which makes them lose their main source of income as well as their main food.
Sugar Beach is located less than 10 minutes away from the sea port of Santa Fe which is the usual gateway of visitors coming from Hagnaya, Cebu. Because of the broad beach front encompassing the resort, most of the tourists prefer Sugar Beach as their place of stay and relaxation. Their rooms are not really the best quality and most of them are less maintained which makes it not very pleasing for those who are looking for decent rooms.
The beach is where some of the tourists pitch their tents in lieu of using the resort’s rooms. There is a minimal fee of P100-P150 which is still negotiable. The resort does not have its own restaurant but there are a few people who will visit you and ask if you want something to eat and they will cook for you. A small carenderia (eatery) owned by Aling Bising is found at the side of the resort, at P70 pesos you will already fill up your tummy. Bringing of grills is your own choice and you can cook near the coconut trees. There are a lot of open air cottages which makes it appealing for those who just simply want to relax, enjoy and chill in this resort.
Sugar Island:
The first large immigration of Koreans with passports to live in America occurred between 1903 and 1905. There were 7,226 immigrants disembarking from 65 ship arrivals: 6,048 were men, 637 were women, and 541 were children. Many of the early immigrants have had some contract with American missionaries in Korea. For some Western-oriented Korean intellectuals, immigrating to the United States was considered useful in part to help them in the modernization of their homeland. Consequently, the recruiter for laborers for the Hawaiian Sugar Planters’ Association (HSPA), David Deshler, had no trouble finding Koreans from a wide range of social classes willing to sail to Hawai’i.
Australia may take a place in the front line of the global biochemical industry thanks to a new partnership between the University of Queensland (UQ) and the Korea Advanced Institute of Science and Technology (KAIST). Both institutions have teamed up to develop and patent the technology to convert sugar cane into bioplastics and green chemicals. The UQ-KAIST partnership matches Queensland’s strengths in sugar cane production with South Korea’s status as a global chemicals giant. The goal of the agreement is to fuse biotechnology and nanotechnology to create hyper-efficient biorefineries that convert sugar cane into a multitude of green products.
Queensland Premier Peter Beattie was present at the signing of the UQ-KAIST agreement in Seoul earlier this month. UQ Senior Deputy Vice-Chancellor Professor Paul Greenfield, who signed the collaboration deal, said that the trillion dollar global chemical industry was expected to shift gradually from reliance on oil to reliance on biomass in coming decades.
What would you like to ask a Sudanese person about Sudan?
COUNTRY DESCRIPTION: Sudan is a diverse, developing country in northeastern Africa. The capital city is Khartoum. In July 2011, Sudan divided into two nations as the conclusion of a peace agreement signed in 2005. The new nation of South Sudan was formed following a referendum on secession held in January 2011. A multi-party conflict continues in the Darfur region in western Sudan. Security conditions are adverse in Darfur and in the states of South Kordofan and Blue Nile. Transportation networks and other forms of infrastructure are poor and do not meet western standards. Even where available, water and electric services suffer frequent outages. Read the Department of State Background Notes on Sudan for additional information.
SMART TRAVELER ENROLLMENT PROGRAM (STEP) / EMBASSY LOCATION: If you are going to live in or visit Sudan, please take the time to tell our Embassy about your trip. If you enroll, we can keep you up to date with important safety and security announcements. It will also help your friends and family get in touch with you in an emergency. Here’s the link to the Smart Traveler Enrollment Program.
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LEARNING MORE ENGLISH
ESL Discussions.com
Thousands of conversation questions, hundreds of Word and PDF handouts. Controversial and everyday discussion topics. For speaking practice in and out of class.
UsingEnglish.com
UsingEnglish.com is a general English language site, specialising in ESL (English as a Second Language) with a wide range of resources for learners and teachers of English, and has been running since the beginning of 2002.
Procrastination — Procrastination is the deferment or avoidance of an action or task which requires completion by focusing on some other action or task. For the person … > read more
Controversy about ADHD — The psychiatric diagnosis of Attention-deficit hyperactivity disorder (ADHD) has attracted an assortment of critical positions that individually … > read more
Pyromania — Pyromania is an obsession with fire and starting fires, in an intentional fashion, usually on multiple occasions. It should be contrasted with other … > read more
Narcissistic personality disorder — Narcissistic personality disorder (NPD) is a form of pathological narcissism that first appeared as a disorder in the Diagnostic and Statistical … > read more
If you file your nails at night, you will not be able to see your parents before they die, or alternatively, you will die early.
When you see a 
Specific combinations of 
When you see a spider in the morning, it will bring good luck. On the other hand, it is 
If you wear new shoes on tatami (traditional Japanese flooring) and go outside, your career will fail.
When you swim during the Obon season (August), the ghosts of the dead, returning home for Obon, will take you away with them.
The number nine is considered unlucky since it is sometimes pronounced the same as the word for suffering (ku).
Do not stick your chopsicks into your food, especially not into rice. This is a practice reserved for funerals.
NEVER pass food chopsticks to chopsticks. This is only done with the bones of a cremated body at funerals.
If you are the middle person in a picture with two others in it, you will soon die or suffer a hard tragedy.
If the first person you meet on any given day is a woman, you will have good luck. If it is a Buddhist priest, be prepared for a bad day.
Many businesses use “Maneki Neko” or beckoning cats. These are considered to be lucky and bring in money and fortune.
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sells a lot food and household products in bulk sizes that you would see at warehouse stores such as 
- Coming soon!
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