How to turn on Microsoft Word readability function:
1. On the Tools menu, click Options, and then click the Spelling & Grammar tab.
2. Select the Check grammar with spelling check box.
3. Select the Show readability statistics check box, and then click OK.
4. On the Standard toolbar, click Spelling and Grammar.
When Microsoft Word finishes checking spelling and grammar, it displays information about the reading level of the document.
How to translate reading grade into age (from Janice Harayda’s blog):
American children typically begin grades at these ages: kindergarten, 5; first grade, 6; second grade, 7; third grade, 8; fourth grade, 9; fifth grade, 10; sixth grade, 11; seventh grade, 12; eighth grade, 13; 9th grade (freshman year,high school), 14; 10th grade (sophomore year high school), 15; 11th grade (junior year high school), 16; 12th grade (senior year high school), 17.
source
...
This is a very interesting subject.
much is implied by ascribing a reading age to the population at large.
If as you say the above represents the reading ages of an 8 year old and a fourteen year old respectively, it opens up some interesting questions about other works.
What do you suppose is the reading age of newton’s principia for example?
If your snippet above is a benchmark for a 14 year old, the principia might arguably be written for those with a reading age of a 200 year old?
let’s take things a step further, and look at numeracy in the general population. There are professionals, lawyers etc who are unable to perform long division, very few ever master algebra, and only a handful progress to calculus.
most of the supposedly adult population will poo poo this idea, and dismiss mathematicians, of even some who are functionally numerate as a sub species rather than admit to being innumerate themselves, and accept the implications.
So think on…!
...
Tuesday 22 December 2009
NVQ literacy english level Two
i pass my exam.
will write more on the exam.
panic. difficult and learn something new on the exam day.
For the first time using the Flag button.
Taught before exam and decided to use it.
I flag about twenty questions and start to panic.
I say the test is hard.
I took twenty minutes average to do test before BUT
on the exam day i really use up the one hour. with thinking of
not enough time.
luckily, I PASS.
ALSO there is an EXHIBIT button that i think makes me think
the exam is difficult.
ho ho ho if i think it is difficult with new button on the test date,
i bet there will be many also think like me. unless you are not strike with panic like me. and stay calm no matter what happen or what changes..
good luck for those trying it later.
adios.,
will write more on the exam.
panic. difficult and learn something new on the exam day.
For the first time using the Flag button.
Taught before exam and decided to use it.
I flag about twenty questions and start to panic.
I say the test is hard.
I took twenty minutes average to do test before BUT
on the exam day i really use up the one hour. with thinking of
not enough time.
luckily, I PASS.
ALSO there is an EXHIBIT button that i think makes me think
the exam is difficult.
ho ho ho if i think it is difficult with new button on the test date,
i bet there will be many also think like me. unless you are not strike with panic like me. and stay calm no matter what happen or what changes..
good luck for those trying it later.
adios.,
Monday 21 December 2009
english exam for me level two literacy : National Certificate in Adult Literacy
english exam for me level two literacy
National Certificate in Adult Literacy
at 9 am
adult college
lancaster
how to study : www.move-on.org.uk
National Certificate in Adult Literacy
at 9 am
adult college
lancaster
how to study : www.move-on.org.uk
Improve My Spoken English Conversation by Listening, Responding and Asking
Improve My Spoken English Conversation by Listening, Responding and Asking
Posted: Aug 7th, 2009
source
by Ryan Kent-Temple from WorldEnglishClub.com
There are three parts to any conversation. Whether it is on the phone, over coffee with your friend, or at a business meeting with your boss and your colleagues; Listening, Responding, and Asking.
Listening
Anywhere you go, and by this I mean anywhere you go to try and learn a language, they will tell you to listen. There are many reasons for this. For one, listening is such an important aspect in any language, that you would be at a disadvantage in life if you didn't listen. It is what makes a language. A language needs listeners. That's where you come in.
Listening is a skill. It is something that needs to be practiced a lot. If you are fluent in a language, for example your native language, then the skills you need to work on are different from the skills of someone listening in their second language. I will be speaking briefly on listening in a second language.
If you are just starting out or having a difficult time learning your second language, there is something that you can do to drastically enhance your knowledge of it. It's not studying from a book. And it's not learning how to write it. It's LISTENING to it!
Just listening to a new language can train our brain to the sounds, speech patterns and pronunciations of your new desired language. Take a minute and think about when you first learned how to speak. A baby isn't born KNOWING their language. So how does it learn the language that it eventually speaks?
You're right! It listens. And at first, that's all babies do is listen. But what eventually happens with the baby? That's right! It finally says a word. Odds are that it will say something that has been repeated to it a lot. It does take a long time for a baby to finally grasp a language.
Usually around 3-5 years the child has an understanding of the simple ways that sentences are put together. And passing through the years, eventually has a good grasp of the language around 10-12 years. Minus, of course, the vocabulary.
I am not saying it will take you that long to learn a new language. Clearly you are more sophisticated than a child. I am merely saying that if you listen, you will learn.
Responding
Responding is a very simple skill. But there is one important aspect that you must consider before applying the lessons taught here. And that is LISTEN. You must listen to know how to respond. If you were not listening to what your conversation partner had to say, how will you know what follow up questions to ask.
Responding can show your conversation partner that you are interested in what they are talking about. Not just by the way you were using your non-verbal listening skills. Responding shows that you are actively engaged in this conversation. Remember, just because you are not doing the talking, does not mean you are not a part of the conversation.
This part of the conversation may seem minor, but it is very important in keeping the two-way activity going. Because if you are only nodding and smiling, the other person might just think you are a robot. So you must use this little but important aspect in your conversations.
Responding to what someone has said can be very easy. Especially if you would rather have them keep talking or if you are sincerely interested in what they are saying. You can simply ask what they meant when they were talking about a certain point in their story.
Asking
Asking is part of the responding process. But it is also a key role. Perhaps THE key to active listening. This part of a conversation is a key role because it provides you with the knowledge and understanding of the conversation.
When you are actively engaged in a conversation, you should be getting something out of it. You're goals should be: learning from the person you are speaking with, and creating a friend or partner for the future.
Asking questions will also take the conversation where you want it to go. If your conversation partner is talking about something that offends you (and this can happen) be polite, wait until they finish their thought, and ask a question that directs the conversation away from the previous subject.
Remember now that you have them talking about something of interest to them, they will know if you are listening to what they are saying.
If you want to continue your studies to a university or college level in a country that speaks English then you will have to continue your online studies. During the time you are learning English online you will get the direction that you need for all the classes that you will pursue.
by Ryan Kent-Temple from WorldEnglishClub.com
...
Posted: Aug 7th, 2009
source
by Ryan Kent-Temple from WorldEnglishClub.com
There are three parts to any conversation. Whether it is on the phone, over coffee with your friend, or at a business meeting with your boss and your colleagues; Listening, Responding, and Asking.
Listening
Anywhere you go, and by this I mean anywhere you go to try and learn a language, they will tell you to listen. There are many reasons for this. For one, listening is such an important aspect in any language, that you would be at a disadvantage in life if you didn't listen. It is what makes a language. A language needs listeners. That's where you come in.
Listening is a skill. It is something that needs to be practiced a lot. If you are fluent in a language, for example your native language, then the skills you need to work on are different from the skills of someone listening in their second language. I will be speaking briefly on listening in a second language.
If you are just starting out or having a difficult time learning your second language, there is something that you can do to drastically enhance your knowledge of it. It's not studying from a book. And it's not learning how to write it. It's LISTENING to it!
Just listening to a new language can train our brain to the sounds, speech patterns and pronunciations of your new desired language. Take a minute and think about when you first learned how to speak. A baby isn't born KNOWING their language. So how does it learn the language that it eventually speaks?
You're right! It listens. And at first, that's all babies do is listen. But what eventually happens with the baby? That's right! It finally says a word. Odds are that it will say something that has been repeated to it a lot. It does take a long time for a baby to finally grasp a language.
Usually around 3-5 years the child has an understanding of the simple ways that sentences are put together. And passing through the years, eventually has a good grasp of the language around 10-12 years. Minus, of course, the vocabulary.
I am not saying it will take you that long to learn a new language. Clearly you are more sophisticated than a child. I am merely saying that if you listen, you will learn.
Responding
Responding is a very simple skill. But there is one important aspect that you must consider before applying the lessons taught here. And that is LISTEN. You must listen to know how to respond. If you were not listening to what your conversation partner had to say, how will you know what follow up questions to ask.
Responding can show your conversation partner that you are interested in what they are talking about. Not just by the way you were using your non-verbal listening skills. Responding shows that you are actively engaged in this conversation. Remember, just because you are not doing the talking, does not mean you are not a part of the conversation.
This part of the conversation may seem minor, but it is very important in keeping the two-way activity going. Because if you are only nodding and smiling, the other person might just think you are a robot. So you must use this little but important aspect in your conversations.
Responding to what someone has said can be very easy. Especially if you would rather have them keep talking or if you are sincerely interested in what they are saying. You can simply ask what they meant when they were talking about a certain point in their story.
Asking
Asking is part of the responding process. But it is also a key role. Perhaps THE key to active listening. This part of a conversation is a key role because it provides you with the knowledge and understanding of the conversation.
When you are actively engaged in a conversation, you should be getting something out of it. You're goals should be: learning from the person you are speaking with, and creating a friend or partner for the future.
Asking questions will also take the conversation where you want it to go. If your conversation partner is talking about something that offends you (and this can happen) be polite, wait until they finish their thought, and ask a question that directs the conversation away from the previous subject.
Remember now that you have them talking about something of interest to them, they will know if you are listening to what they are saying.
If you want to continue your studies to a university or college level in a country that speaks English then you will have to continue your online studies. During the time you are learning English online you will get the direction that you need for all the classes that you will pursue.
by Ryan Kent-Temple from WorldEnglishClub.com
...
HOW YOUNG CHILDREN LEARN ENGLISH
HOW YOUNG CHILDREN LEARN ENGLISH AS ANOTHER LANGUAGE
Opal Dunn, educational consultant and author
The advantages of beginning early
Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.
..
Opal Dunn, educational consultant and author
The advantages of beginning early
Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.
..
children english target
End of YEAR Target level
year 11 (daughter)= A*
year 10 (son) = B
Question:
how do i improve my son learning english target???
year 11 (daughter)= A*
year 10 (son) = B
Question:
how do i improve my son learning english target???
Stages in picking up English
Stages in picking up English
Spoken language comes naturally before reading and writing.
Silent period
When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.
During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.
Beginning to talk
After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.
Building up English language
Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.
Mistakes
Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.
Gender differences
Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.
Language-learning environments
Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.
Young children need to feel secure and know that there is some obvious reason for using English.
Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.
Reading
Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.
Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,
Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.
Parental support
Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.
By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine.
...
Spoken language comes naturally before reading and writing.
Silent period
When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.
During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.
Beginning to talk
After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.
Building up English language
Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.
Mistakes
Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.
Gender differences
Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.
Language-learning environments
Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.
Young children need to feel secure and know that there is some obvious reason for using English.
Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.
Reading
Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.
Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,
Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.
Parental support
Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.
By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine.
...
Saturday 19 December 2009
Getting to know Jennifer ESL
Getting to know Jennifer ESL
ABOUT ME
Jennifer Recio Lebedev
Originally certified to teach Russian as a foreign language by the state of Pennsylvania, I later discovered my true calling as an English language teacher while living and studying in Moscow, Russia. My undergraduate degree from Bryn Mawr College and graduate degree from Middlebury College are in Russian Studies, and I joke with my husband today that I did not major in Russian Studies, but simply took an intensive preparation course for marriage to a native Russian.
I began teaching English in 1996, first as a private instructor and later in the classroom. My teaching experience broadened when I returned to the U.S. in 2001, and subsequently I moved from the EFL classroom to the ESL classroom. At a private IEP in Boston, I joined the teaching staff and earned my TESL certificate. The small size of the school afforded many opportunities for professional growth. In time I coordinated and taught the teacher training program, established a literary magazine, and even wrote a 4-level series for the school’s writing curriculum. The many responsibilities I took on greatly aided my growth as a teacher, but by the end of 2005 I opted to leave my position as a classroom teacher and ESL program coordinator and move in another direction.
It was Pearson Longman that built a bridge for me between my work in an IEP and my work as a materials writer. Vocabulary Power was a labor of love, completed after two years, and it was my debut on the international scene. Prior to this textbook series, I had written only small works for EFL students and teachers in Russia.
Not ready to return to traditional classroom teaching (two reasons: two children!), I experimented with online instruction in the late summer of 2007. I made a tentative entrance on the YouTube scene as “JenniferESL”, but soon became bolder and more committed as the response among viewers grew.
Here I am today, with vodcasts, podcasts, books, and plenty of ideas I am eager to share with the international community of English language learners and teachers. I hope you will continue to welcome my contributions.
GO HERE TO LEARN ENGLISH
YouTube - JenniferESL's Channel
===
i like her humbly and sincere remarks in her blog.
http://englishwithjennifer.wordpress.com/about-me/
Hello!
By all means, please feel free to use my videos in your classroom. I’m pleased they can be of use to you and your students. I’ve given my permission for this kind of use on my YouTube channel. As long as it’s not for profit, I’m happy to share my work through others like yourself. I thank you for helping me to reach more language learners. Best of luck in your teaching!
Regards,
Jennifer
Comment by englishwithjennifer March 2, 2009 @ 2:24 am
ABOUT ME
Jennifer Recio Lebedev
Originally certified to teach Russian as a foreign language by the state of Pennsylvania, I later discovered my true calling as an English language teacher while living and studying in Moscow, Russia. My undergraduate degree from Bryn Mawr College and graduate degree from Middlebury College are in Russian Studies, and I joke with my husband today that I did not major in Russian Studies, but simply took an intensive preparation course for marriage to a native Russian.
I began teaching English in 1996, first as a private instructor and later in the classroom. My teaching experience broadened when I returned to the U.S. in 2001, and subsequently I moved from the EFL classroom to the ESL classroom. At a private IEP in Boston, I joined the teaching staff and earned my TESL certificate. The small size of the school afforded many opportunities for professional growth. In time I coordinated and taught the teacher training program, established a literary magazine, and even wrote a 4-level series for the school’s writing curriculum. The many responsibilities I took on greatly aided my growth as a teacher, but by the end of 2005 I opted to leave my position as a classroom teacher and ESL program coordinator and move in another direction.
It was Pearson Longman that built a bridge for me between my work in an IEP and my work as a materials writer. Vocabulary Power was a labor of love, completed after two years, and it was my debut on the international scene. Prior to this textbook series, I had written only small works for EFL students and teachers in Russia.
Not ready to return to traditional classroom teaching (two reasons: two children!), I experimented with online instruction in the late summer of 2007. I made a tentative entrance on the YouTube scene as “JenniferESL”, but soon became bolder and more committed as the response among viewers grew.
Here I am today, with vodcasts, podcasts, books, and plenty of ideas I am eager to share with the international community of English language learners and teachers. I hope you will continue to welcome my contributions.
GO HERE TO LEARN ENGLISH
YouTube - JenniferESL's Channel
===
i like her humbly and sincere remarks in her blog.
http://englishwithjennifer.wordpress.com/about-me/
Hello!
By all means, please feel free to use my videos in your classroom. I’m pleased they can be of use to you and your students. I’ve given my permission for this kind of use on my YouTube channel. As long as it’s not for profit, I’m happy to share my work through others like yourself. I thank you for helping me to reach more language learners. Best of luck in your teaching!
Regards,
Jennifer
Comment by englishwithjennifer March 2, 2009 @ 2:24 am
Improve your English and maths with Brain Games
Improve your English and maths with Brain Games
http://www.braingames.org.uk/
http://www.braingames.org.uk/
http://www.braingames.org.uk/
http://www.braingames.org.uk/
====
Brain Games is a new software engine, developed by LSIS, which gives learners a quick and easy way to practise their literacy and numeracy skills.
Brain Games is fun! It aims to engage and motivate learners to succeed by building their skills and confidence as they progress through the game, and tackle incrementally harder challenges. The resource is built round the backdrop of a competitive sporting event, and takes the addictive gameplay of ‘Brain Training’ and applies this to literacy and numeracy, using sound pedagogic principles.
In the Words section, learners can choose from: Getting it? – Understanding; Spell it – Spelling; Scribe – Writing; What’s the use? – Grammar; Full stop – Punctuation; and Word! – Vocabulary.
In Numbers, they can choose from Work it out … Numbers, Bits and pieces – Fractions; How big? – Measures; and More than likely – Statistics. All categories are available at three levels – easy, medium and hard.
In the Stats Centre, learners can view their performance charts, high scores and medals tables, and issue challenges to their training buddies. As they practise core technical skills of literacy and numeracy through the game learners are signposted towards more context-rich learning challenges at www.move-on.org.uk as well as the mini tests supporting the National Literacy and Numeracy tests.
Brain Games is an ideal resource that practitioners can use to help reinforce specific skills taught and the game can also be used by learners to practise their skills independently. LSIS is currently developing further functionality in Brain Games which will enable practitioners to set up and manage learner groups, and track learner progress by subject, category and level. This will be available from early summer 2010.
Brain Games is currently available free of charge to play online and, as Brain Games Lite, it can be installed on a range of mobile phones. In early 2010 a downloadable version of Brain Games will be available to run from a hard disc, or memory stick .
====
Why not try Brain Games Lite on your mobile?
Check the links to see which installer will work with your phone.
Nokia
View supported phones
Sony Ericsson
View supported phones
Manual Installer
View details
Lesson 1-Advise/Recommend/Suggest-Common Mistakes in English
Lesson 1-Advise/Recommend/Suggest-Common Mistakes in English
Advise
Recommend
Suggest
Advise
Recommend
Suggest
American Slang - Lesson 1 2 3 4
American Slang - Lesson 1
American Slang - Lesson 2
American Slang - Lesson 3
American Slang - Lesson 4
source
American Slang - Lesson 2
American Slang - Lesson 3
American Slang - Lesson 4
source
Lesson 2 and 3 - English Vocabulary
Lesson 2 - "Easy" - English Vocabulary
Lesson 3 - "Kitchen" - English Vocabulary
:)
Lesson 3 - "Kitchen" - English Vocabulary
:)
"TH" - English Pronunciation
Lesson 1a - "TH" - English Pronunciation
Lesson 1b - "TH" - English Pronunciation
===
Lesson 2 - "TH" - English Pronunciation
Lesson 1b - "TH" - English Pronunciation
===
Lesson 2 - "TH" - English Pronunciation
English Vocabulary
Lesson 1 - "Outdoors" - English Vocabulary
out of the woods...
to come out of difficult situations.
(to have) a green thumb)....
a talent of gardening
(no) bed of roses .....
a life of ease and comfort
25 July 2007
http://www.youtube.com/user/JenniferESL
out of the woods...
to come out of difficult situations.
(to have) a green thumb)....
a talent of gardening
(no) bed of roses .....
a life of ease and comfort
25 July 2007
http://www.youtube.com/user/JenniferESL
Preferences - English Grammar ...BRILLIANT
Lesson 1 - Preferences - English Grammar
prefer ( general)
i prefer to drink oranges only at breakfast.
(specific for these 2 expressions below)...
Would you prefer drinking tea or coffee?
or
Would you prefer tea or coffee?
===
i rather have coffee please.
would prefer
would rather
infinitive, gerund or noun
based verb
----
FREE online lesson with a native speaker. Lesson 1 topic: preferences. Level: Intermediate to Advanced.
25 July 2007
http://www.youtube.com/user/JenniferESL
prefer ( general)
i prefer to drink oranges only at breakfast.
(specific for these 2 expressions below)...
Would you prefer drinking tea or coffee?
or
Would you prefer tea or coffee?
===
i rather have coffee please.
would prefer
would rather
infinitive, gerund or noun
based verb
----
FREE online lesson with a native speaker. Lesson 1 topic: preferences. Level: Intermediate to Advanced.
25 July 2007
http://www.youtube.com/user/JenniferESL
Thursday 17 December 2009
Afraid To Read- Dawud Wharnsby
Afraid To Read- Dawud Wharnsby
One of my favourite nasheeds by Dawud Wharnsby.
How many words shes read before, shes consumed two thousand books or more.
Musty pulp and glue soundproof her tiny room.
She cannot understand why this book in her hand
Fascinates her now so much that shes almost shy to touch.
Dont think about the words its just a book - paper and ink
She reaffirms, reminds herself, a book cant dictate what to think.
It invites, intrigues her more than others on her shelf
Is it just another book? - She sits questioning herself.
Oh Allah, shes so afraid to read,
The wisdom thats revealed may burrow in her mind
Shell be obliged to admit,
Shell be obliged to submit
But will she be strong enough to live the truth she finds?
Oh Allah, shes so afraid to read.
The hall light is always on every night that he is gone.
He hears his mother toss in bed when he slips in at dawn.
In the book case by the stair, he can see it sitting there
Like a waiting watchful wise-man scolding him with care.
In the morning will they fight about him being out all night?
Will he resent their gift of love and not admit that they are right?
All he wants is to fit in some place, but must he compromise his faith?
He cant look himself or his parents in the face.
He takes the book upstairs unread and sets it closed next to his head
Then counts the prayers hes missed and lays so hopelessly in bed.
Oh Allah, hes so afraid to read,
The wisdom thats revealed may burrow in his mind
Hell be obliged to admit,
Hell be obliged to submit
But will he be strong enough to live the truth he finds?
Oh Allah, hes so afraid to read.
I sent an email to my loved one, just the other day
Its sad communication has evolved this way.
We use so many words but have so little to relay
As angels scribble down every letter that we say.
All the viral attachments sent and passionate insults we vent
Its easy to be arrogant behind user passwords we invent.
But on the day the scrolls are laid, with every word and deed displayed,
When we read our accounts, I know, for one, Ill be afraid.
That day Ill be so afraid to read,
Every harsh word that Ive spoken - and every time I have lied.
Ill be obliged to admit,
Ill be obliged to submit
Will I have strength owning up to each deed Ive tried to hide?
Oh Allah, Im so afraid to read.
Afraid To Read- Dawud Wharnsby
One of my favourite nasheeds by Dawud Wharnsby.
How many words shes read before, shes consumed two thousand books or more.
Musty pulp and glue soundproof her tiny room.
She cannot understand why this book in her hand
Fascinates her now so much that shes almost shy to touch.
Dont think about the words its just a book - paper and ink
She reaffirms, reminds herself, a book cant dictate what to think.
It invites, intrigues her more than others on her shelf
Is it just another book? - She sits questioning herself.
Oh Allah, shes so afraid to read,
The wisdom thats revealed may burrow in her mind
Shell be obliged to admit,
Shell be obliged to submit
But will she be strong enough to live the truth she finds?
Oh Allah, shes so afraid to read.
The hall light is always on every night that he is gone.
He hears his mother toss in bed when he slips in at dawn.
In the book case by the stair, he can see it sitting there
Like a waiting watchful wise-man scolding him with care.
In the morning will they fight about him being out all night?
Will he resent their gift of love and not admit that they are right?
All he wants is to fit in some place, but must he compromise his faith?
He cant look himself or his parents in the face.
He takes the book upstairs unread and sets it closed next to his head
Then counts the prayers hes missed and lays so hopelessly in bed.
Oh Allah, hes so afraid to read,
The wisdom thats revealed may burrow in his mind
Hell be obliged to admit,
Hell be obliged to submit
But will he be strong enough to live the truth he finds?
Oh Allah, hes so afraid to read.
I sent an email to my loved one, just the other day
Its sad communication has evolved this way.
We use so many words but have so little to relay
As angels scribble down every letter that we say.
All the viral attachments sent and passionate insults we vent
Its easy to be arrogant behind user passwords we invent.
But on the day the scrolls are laid, with every word and deed displayed,
When we read our accounts, I know, for one, Ill be afraid.
That day Ill be so afraid to read,
Every harsh word that Ive spoken - and every time I have lied.
Ill be obliged to admit,
Ill be obliged to submit
Will I have strength owning up to each deed Ive tried to hide?
Oh Allah, Im so afraid to read.
Afraid To Read- Dawud Wharnsby
Sunday 13 December 2009
Take Responsibility to guarantee your success
Speak Excellent English Fast
“How To Learn English 3-5 Times Faster”
You are the only person who can guarantee your success. Teachers can help. I can help. But ultimately, you must take action. Imagine– you are a strong, happy, successful English learner. You, not a teacher, is the cause of your success. You did it. Imagine that you are now an excellent English speaker. Make that dream real!
http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking
“Powerful English Speaking” & “The Key”. These e-books will teach you more about the Effortless English System. Download the e-books now:
Download “Powerful English Speaking” E-book
Download “The Key To Excellent English Speaking” Free Report
If you like what you read, Join my FREE email course now and get 7 Free videos about learning English faster and speaking it better.
My name is A.J Hoge and I will teach you 7 rules for speaking Excellent English.
=========
hmmmm,, anyone or anybody had tried and would like to leave a comment???
i would appreciate that. thanks....
:)
“How To Learn English 3-5 Times Faster”
You are the only person who can guarantee your success. Teachers can help. I can help. But ultimately, you must take action. Imagine– you are a strong, happy, successful English learner. You, not a teacher, is the cause of your success. You did it. Imagine that you are now an excellent English speaker. Make that dream real!
http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking
“Powerful English Speaking” & “The Key”. These e-books will teach you more about the Effortless English System. Download the e-books now:
Download “Powerful English Speaking” E-book
Download “The Key To Excellent English Speaking” Free Report
If you like what you read, Join my FREE email course now and get 7 Free videos about learning English faster and speaking it better.
My name is A.J Hoge and I will teach you 7 rules for speaking Excellent English.
=========
hmmmm,, anyone or anybody had tried and would like to leave a comment???
i would appreciate that. thanks....
:)
how improve english or How to improve your English skills
how improve english? i like this advice.
especially about doing it for fun. the more you enjoy the more you learn !!!!
===================
source
How to improve your English skills
=====
My most important piece of advice is: "Do something (anything). If you don't do anything, you won't get anywhere. Make it your hobby, not a chore, but above all have fun!"
Don't be in too much of a hurry. You're setting off on a long journey and there'll be delays and frustrations along the way. Sometimes you'll be in the fast lane and other times you'll be stuck in traffic, but there will also be lots of interesting things and interesting people along the way. Take your time to really enjoy the experience.
There are many ways to improve your level of English, but only you can find the right way for you. Here are a few tips that might help:-
Improve your Learning Skills
Learning is a skill and it can be improved.
Your path to learning effectively is through knowing
•yourself
•your capacity to learn
•processes you have successfully used in the past
•your interest, and knowledge of what you wish to learn
Motivate yourself
If you are not motivated to learn English you will become frustrated and give up. Ask yourself the following questions, and be honest:-
•Why do you need to learn/improve English?
•Where will you need to use English?
•What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
•How soon do you need to see results?
•How much time can you afford to devote to learning English.
•How much money can you afford to devote to learning English.
•Do you have a plan or learning strategy?
Set yourself achievable goals
You know how much time you can dedicate to learning English, but a short time each day will produce better, longer-term results than a full day on the weekend and then nothing for two weeks.
Joining a short intensive course could produce better results than joining a course that takes place once a week for six months.
Here are some goals you could set yourself:-
•Join an English course (and attend regularly).
•Do your homework.
•Read a book a month.
•Learn a new word every day.
•Visit an English speaking forum every day.
•Read a news article on the net every day.
•Do 10 minutes listening practice every day.
•Watch an English film at least once a month.
•Follow a soap, comedy or radio or TV drama.
A good way to meet your goals is to establish a system of rewards and punishments.
Decide on a reward you will give yourself for fulfilling your goals for a month.
•A bottle of your favourite drink
•A meal out / or a nice meal at home
•A new outfit
•A manicure or massage
Understanding how you learn best may also help you.
There are different ways to learn. Find out what kind of learner you are in order to better understand how to learn more effectively..
The visual learner
Do you need to see your teacher during lessons in order to fully understand the content of a lesson?
Do you prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?
Do you think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs?
During a lecture or classroom discussion, do you prefer to take detailed notes to absorb the information?
!Learning Tip - you may benefit from taking part in traditional English lessons, but maybe private lessons would be better.
The auditory learner
Do you learn best through verbal lectures, discussions, talking things through and listening to what others have to say?
Do you interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?
Does written information have little meaning until you hear it?
!Learning Tip - you may benefit from listening to the radio or listening to text as you read it. You could try reading text aloud and using a tape recorder to play it back to yourself.
The Tactile/Kinesthetic learner
Do you learn best through a hands-on approach, actively exploring the physical world around you?
Do you find it hard to sit still for long periods?
Do you become distracted easily?
!Learning Tip - you may benefit from taking an active part in role plays or drama activities.
Other English Learning Tips
Travel to an English speaking country:-
•England is only a few hours flight away.
•Specialist holidays are available to improve your English.
•Take an English speaking tour or activity holiday.
Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practise following the recipes. You'll soon know if you have made a mistake!
Keep something English on you (book, newspaper or magazine, cd or cassette, set of flashcards) all day and every day, you never know when you might have 5 spare minutes.
If you are too tired to actively practice just relax and listen to an English pop song or talk radio station.
especially about doing it for fun. the more you enjoy the more you learn !!!!
===================
source
How to improve your English skills
=====
My most important piece of advice is: "Do something (anything). If you don't do anything, you won't get anywhere. Make it your hobby, not a chore, but above all have fun!"
Don't be in too much of a hurry. You're setting off on a long journey and there'll be delays and frustrations along the way. Sometimes you'll be in the fast lane and other times you'll be stuck in traffic, but there will also be lots of interesting things and interesting people along the way. Take your time to really enjoy the experience.
There are many ways to improve your level of English, but only you can find the right way for you. Here are a few tips that might help:-
Improve your Learning Skills
Learning is a skill and it can be improved.
Your path to learning effectively is through knowing
•yourself
•your capacity to learn
•processes you have successfully used in the past
•your interest, and knowledge of what you wish to learn
Motivate yourself
If you are not motivated to learn English you will become frustrated and give up. Ask yourself the following questions, and be honest:-
•Why do you need to learn/improve English?
•Where will you need to use English?
•What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
•How soon do you need to see results?
•How much time can you afford to devote to learning English.
•How much money can you afford to devote to learning English.
•Do you have a plan or learning strategy?
Set yourself achievable goals
You know how much time you can dedicate to learning English, but a short time each day will produce better, longer-term results than a full day on the weekend and then nothing for two weeks.
Joining a short intensive course could produce better results than joining a course that takes place once a week for six months.
Here are some goals you could set yourself:-
•Join an English course (and attend regularly).
•Do your homework.
•Read a book a month.
•Learn a new word every day.
•Visit an English speaking forum every day.
•Read a news article on the net every day.
•Do 10 minutes listening practice every day.
•Watch an English film at least once a month.
•Follow a soap, comedy or radio or TV drama.
A good way to meet your goals is to establish a system of rewards and punishments.
Decide on a reward you will give yourself for fulfilling your goals for a month.
•A bottle of your favourite drink
•A meal out / or a nice meal at home
•A new outfit
•A manicure or massage
Understanding how you learn best may also help you.
There are different ways to learn. Find out what kind of learner you are in order to better understand how to learn more effectively..
The visual learner
Do you need to see your teacher during lessons in order to fully understand the content of a lesson?
Do you prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?
Do you think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs?
During a lecture or classroom discussion, do you prefer to take detailed notes to absorb the information?
!Learning Tip - you may benefit from taking part in traditional English lessons, but maybe private lessons would be better.
The auditory learner
Do you learn best through verbal lectures, discussions, talking things through and listening to what others have to say?
Do you interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?
Does written information have little meaning until you hear it?
!Learning Tip - you may benefit from listening to the radio or listening to text as you read it. You could try reading text aloud and using a tape recorder to play it back to yourself.
The Tactile/Kinesthetic learner
Do you learn best through a hands-on approach, actively exploring the physical world around you?
Do you find it hard to sit still for long periods?
Do you become distracted easily?
!Learning Tip - you may benefit from taking an active part in role plays or drama activities.
Other English Learning Tips
Travel to an English speaking country:-
•England is only a few hours flight away.
•Specialist holidays are available to improve your English.
•Take an English speaking tour or activity holiday.
Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practise following the recipes. You'll soon know if you have made a mistake!
Keep something English on you (book, newspaper or magazine, cd or cassette, set of flashcards) all day and every day, you never know when you might have 5 spare minutes.
If you are too tired to actively practice just relax and listen to an English pop song or talk radio station.
Saturday 12 December 2009
http://www.move-on.org.uk/practicetests.asp on google
http://www.move-on.org.uk/practicetests.asp on google
result as on the screen now............
result as on the screen now............
The Five Rules of Happiness
source
http://www.ofspirit.com/burtgoldman1.htm
The Five Rules of Happiness
by Burt Goldman
Are You Happy When You’re Happy?
You know when you’re happy, and certainly no one has to tell you when you’re sad. But what is it that makes a person happy?
It is important to realize, however, that what makes you happy might depress another person. There are people, because of guilt, a feeling they do not deserve what they have, or a feeling they will lose what they have that makes them unhappy when they should be happy. Possessions are a poor measure of happiness. Possessions are subjective and relative to the individual and the individual’s viewpoint. Instead, we will use a philosophy as an example.
This philosophy is about enjoying things you like, avoiding or changing things you do not like, and accepting what you cannot avoid or change by the skillful use of your viewpoint. The use of this philosophy, as embodied in the five rules, will allow you to test many problem areas in your life and find solutions. With this philosophy, you will be well on your way on your pursuit of happiness.
The Rules of Happiness
Pursuit of Happiness - Rule Number One: If You Like a Thing, Enjoy It.
Now that seems outrageously simple. At first you might say, “That’s ridiculous, of course if I like something I’m going to enjoy it.” But when you stop to think about it you’ll probably agree that there are many things in life that we like but don’t enjoy. The reasons we don’t enjoy things we like are (a) guilt, and (b) fear. You will not enjoy something you like if you feel guilty after having done the thing, or if you are fearful of the consequences of doing it.
Pursuit of Happiness - Rule Number Two: If You Don’t Like a Thing, Avoid It.
The second rule seems simple enough, but reflect for a moment on how many people are involved with things they do not like — a job, a person, a vehicle, a type of food, any one of a thousand things — and for some reason they don’t avoid those things. “Well, I can’t avoid it. I have to work there because I need the money.” Or, “I have to be involved with this person for many valid reasons.” How many justifications can you think of for not avoiding the things you do not like to do?
Pursuit of Happiness - Rule Number Three: If You Don’t Like a Thing, and You Cannot Avoid It, Change It.
Here again, the answer is simple: change it. But just as in avoidance we rationalize that we need something about it — the money, the time, the security — something is holding you to that particular thing if you don’t like it, cannot avoid it, won’t change it, but are still involved with it.
Pursuit of Happiness - Rule Number Four: If You Don’t Like a Thing, Cannot Avoid It, and Cannot or will Not Change It, Accept It.
Acceptance — now there is a catch. How can you accept something you don’t like? How in the world do you accept something that is 'unacceptable'? How do you accept a situation that you’re not happy with? How do you accept a person that you’re not happy with? Well, you really don’t have to accept anything; you can, of course, be unhappy. If you don’t like it, won’t change it, cannot avoid it, and will not accept it, I guarantee that you will be unhappy. There are, however, five rules to the secret of happiness, and within the fifth lies the key.
Rule Number Five: You Accept a Thing By Changing Your Attitude Towards It.
You are the result of your viewpoints and attitudes. Everything is relative to the person experiencing it. There are no absolutes — nothing is good, nothing bad, except as it relates to you. Nor is life good or bad. Life simply is. You change those things you wish by changing your viewpoint about them.
How easy!
How difficult!
Your attitudes and viewpoints are all part of your mind and once you develop the power of self mind control you will be the master of your own attitudes and viewpoints. The Power of Self Mind Control will show you how to go to the meditative level and using these five rules, you’ll find yourself on the right path on the pursuit of happiness. You’ll realize why people are unhappy. Eventually it will become automatic, and you’ll find happiness a predominant state of mind. Once you realize the ease of acquiring this emotion, you develop an entirely new scale of highs and lows.
Unremitting happiness, of course, is not a possible or desirable state. According to the principle of rhythm, there is always an inflow and outflow, an ebb tide and a flood tide. You’ll always have highs and lows — there’s no way to avoid that. However, your highs will be higher and your lows will be higher. You’ll then find that what is a happy state for you might be a state of depression for someone unaware of the Five Rules of Happiness.
____________________
The above article is a beautiful chapter from Burt Goldman's latest book, "The Power of Self Mind Control." You can learn more about his latest book at http://www.SelfMindControl.com Burt Goldman has also been a Silva Mind instructor teaching techniques to make the rest of your life the best of your life. To learn about Silva seminars near you just visit http://www.silvaultramindsystem.com
http://www.ofspirit.com/burtgoldman1.htm
The Five Rules of Happiness
by Burt Goldman
Are You Happy When You’re Happy?
You know when you’re happy, and certainly no one has to tell you when you’re sad. But what is it that makes a person happy?
It is important to realize, however, that what makes you happy might depress another person. There are people, because of guilt, a feeling they do not deserve what they have, or a feeling they will lose what they have that makes them unhappy when they should be happy. Possessions are a poor measure of happiness. Possessions are subjective and relative to the individual and the individual’s viewpoint. Instead, we will use a philosophy as an example.
This philosophy is about enjoying things you like, avoiding or changing things you do not like, and accepting what you cannot avoid or change by the skillful use of your viewpoint. The use of this philosophy, as embodied in the five rules, will allow you to test many problem areas in your life and find solutions. With this philosophy, you will be well on your way on your pursuit of happiness.
The Rules of Happiness
Pursuit of Happiness - Rule Number One: If You Like a Thing, Enjoy It.
Now that seems outrageously simple. At first you might say, “That’s ridiculous, of course if I like something I’m going to enjoy it.” But when you stop to think about it you’ll probably agree that there are many things in life that we like but don’t enjoy. The reasons we don’t enjoy things we like are (a) guilt, and (b) fear. You will not enjoy something you like if you feel guilty after having done the thing, or if you are fearful of the consequences of doing it.
Pursuit of Happiness - Rule Number Two: If You Don’t Like a Thing, Avoid It.
The second rule seems simple enough, but reflect for a moment on how many people are involved with things they do not like — a job, a person, a vehicle, a type of food, any one of a thousand things — and for some reason they don’t avoid those things. “Well, I can’t avoid it. I have to work there because I need the money.” Or, “I have to be involved with this person for many valid reasons.” How many justifications can you think of for not avoiding the things you do not like to do?
Pursuit of Happiness - Rule Number Three: If You Don’t Like a Thing, and You Cannot Avoid It, Change It.
Here again, the answer is simple: change it. But just as in avoidance we rationalize that we need something about it — the money, the time, the security — something is holding you to that particular thing if you don’t like it, cannot avoid it, won’t change it, but are still involved with it.
Pursuit of Happiness - Rule Number Four: If You Don’t Like a Thing, Cannot Avoid It, and Cannot or will Not Change It, Accept It.
Acceptance — now there is a catch. How can you accept something you don’t like? How in the world do you accept something that is 'unacceptable'? How do you accept a situation that you’re not happy with? How do you accept a person that you’re not happy with? Well, you really don’t have to accept anything; you can, of course, be unhappy. If you don’t like it, won’t change it, cannot avoid it, and will not accept it, I guarantee that you will be unhappy. There are, however, five rules to the secret of happiness, and within the fifth lies the key.
Rule Number Five: You Accept a Thing By Changing Your Attitude Towards It.
You are the result of your viewpoints and attitudes. Everything is relative to the person experiencing it. There are no absolutes — nothing is good, nothing bad, except as it relates to you. Nor is life good or bad. Life simply is. You change those things you wish by changing your viewpoint about them.
How easy!
How difficult!
Your attitudes and viewpoints are all part of your mind and once you develop the power of self mind control you will be the master of your own attitudes and viewpoints. The Power of Self Mind Control will show you how to go to the meditative level and using these five rules, you’ll find yourself on the right path on the pursuit of happiness. You’ll realize why people are unhappy. Eventually it will become automatic, and you’ll find happiness a predominant state of mind. Once you realize the ease of acquiring this emotion, you develop an entirely new scale of highs and lows.
Unremitting happiness, of course, is not a possible or desirable state. According to the principle of rhythm, there is always an inflow and outflow, an ebb tide and a flood tide. You’ll always have highs and lows — there’s no way to avoid that. However, your highs will be higher and your lows will be higher. You’ll then find that what is a happy state for you might be a state of depression for someone unaware of the Five Rules of Happiness.
____________________
The above article is a beautiful chapter from Burt Goldman's latest book, "The Power of Self Mind Control." You can learn more about his latest book at http://www.SelfMindControl.com Burt Goldman has also been a Silva Mind instructor teaching techniques to make the rest of your life the best of your life. To learn about Silva seminars near you just visit http://www.silvaultramindsystem.com
Monday 30 November 2009
Improve your English and maths with Skillswise
Improve your English and maths with Skillswise
where ? here
and also at move on here
All of the resources we make available on this site are done so freely. However, we'd like to know who you are, so we ask that you register your details with us below. Once you've done this you'll be taken straight to the free resources.
http://www.move-on.org.uk/practicetestsResults.asp
Literacy Level 2 - Practice Test L
Paper-based questions (Size: 785 Kb)
Paper-based answers (Size: 321 Kb)
On screen version
Download (Size: 3603 Kb)
Literacy Level 2 - Practice Test M
Paper-based questions (Size: 483 Kb)
Paper-based answers (Size: 327 Kb)
On screen version
Download (Size: 3873 Kb)
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
Literacy Level 2 - Practice Test O
Paper-based questions (Size: 3705 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 6161 Kb)
Literacy Level 2 - Practice Test P
Paper-based questions (Size: 2645 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5699 Kb)
Download (Size: 5699 Kb)
Literacy Level 2 - Practice Test Q
Paper-based questions (Size: 542 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5606 Kb)
Literacy Level 2 - Progress check A
Paper-based questions (Size: 675 Kb)
Paper-based answers (Size: 121 Kb)
On screen version
Download (Size: 2941 Kb)
Literacy Level 2 - Progress check B
Paper-based questions (Size: 2096 Kb)
Paper-based answers (Size: 50 Kb)
On screen version
Download (Size: 2862 Kb)
Literacy Level 2 - Progress check C
Paper-based questions (Size: 244 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2822 Kb)
Literacy Level 2 - Progress check D
Paper-based questions (Size: 2090 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check E
Paper-based questions (Size: 271 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check F
Paper-based questions (Size: 252 Kb)
Paper-based answers (Size: 28 Kb)
On screen version
Download (Size: 3215 Kb)
Literacy Level 2 - Progress check G
Paper-based questions (Size: 277 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2803 Kb)
Literacy Level 2 - Progress check H
Paper-based questions (Size: 248 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3017 Kb)
Literacy Level 2 - Progress check I
Paper-based questions (Size: 389 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3477 Kb)
Literacy Level 2 - Progress check J
Paper-based questions (Size: 333 Kb)
Paper-based answers (Size: 24 Kb)
Literacy Level 2 - Progress check K
Paper-based questions (Size: 348 Kb)
Paper-based answers (Size: 25 Kb)
where ? here
and also at move on here
All of the resources we make available on this site are done so freely. However, we'd like to know who you are, so we ask that you register your details with us below. Once you've done this you'll be taken straight to the free resources.
http://www.move-on.org.uk/practicetestsResults.asp
Literacy Level 2 - Practice Test L
Paper-based questions (Size: 785 Kb)
Paper-based answers (Size: 321 Kb)
On screen version
Download (Size: 3603 Kb)
Literacy Level 2 - Practice Test M
Paper-based questions (Size: 483 Kb)
Paper-based answers (Size: 327 Kb)
On screen version
Download (Size: 3873 Kb)
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
Literacy Level 2 - Practice Test O
Paper-based questions (Size: 3705 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 6161 Kb)
Literacy Level 2 - Practice Test P
Paper-based questions (Size: 2645 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5699 Kb)
Download (Size: 5699 Kb)
Literacy Level 2 - Practice Test Q
Paper-based questions (Size: 542 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5606 Kb)
Literacy Level 2 - Progress check A
Paper-based questions (Size: 675 Kb)
Paper-based answers (Size: 121 Kb)
On screen version
Download (Size: 2941 Kb)
Literacy Level 2 - Progress check B
Paper-based questions (Size: 2096 Kb)
Paper-based answers (Size: 50 Kb)
On screen version
Download (Size: 2862 Kb)
Literacy Level 2 - Progress check C
Paper-based questions (Size: 244 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2822 Kb)
Literacy Level 2 - Progress check D
Paper-based questions (Size: 2090 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check E
Paper-based questions (Size: 271 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check F
Paper-based questions (Size: 252 Kb)
Paper-based answers (Size: 28 Kb)
On screen version
Download (Size: 3215 Kb)
Literacy Level 2 - Progress check G
Paper-based questions (Size: 277 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2803 Kb)
Literacy Level 2 - Progress check H
Paper-based questions (Size: 248 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3017 Kb)
Literacy Level 2 - Progress check I
Paper-based questions (Size: 389 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3477 Kb)
Literacy Level 2 - Progress check J
Paper-based questions (Size: 333 Kb)
Paper-based answers (Size: 24 Kb)
Literacy Level 2 - Progress check K
Paper-based questions (Size: 348 Kb)
Paper-based answers (Size: 25 Kb)
Saturday 21 November 2009
test result for test L M and N
target to finish this 3 today
Literacy Level 2 - Practice Test L
On screen version
finished and got 30 / 40
Literacy Level 2 - Practice Test M
On screen version
finished and got 30 / 40
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
Literacy Level 2 - Practice Test L
On screen version
finished and got 30 / 40
Literacy Level 2 - Practice Test M
On screen version
finished and got 30 / 40
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
doing it to pass my english test .. good luck
Literacy Level 2 - Practice Test L
Paper-based questions (Size: 785 Kb)
Paper-based answers (Size: 321 Kb)
On screen version
Download (Size: 3603 Kb)
Literacy Level 2 - Practice Test M
Paper-based questions (Size: 483 Kb)
Paper-based answers (Size: 327 Kb)
On screen version
Download (Size: 3873 Kb)
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
Literacy Level 2 - Practice Test O
Paper-based questions (Size: 3705 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 6161 Kb)
Literacy Level 2 - Practice Test P
Paper-based questions (Size: 2645 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5699 Kb)
Download (Size: 5699 Kb)
Literacy Level 2 - Practice Test Q
Paper-based questions (Size: 542 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5606 Kb)
Literacy Level 2 - Progress check A
Paper-based questions (Size: 675 Kb)
Paper-based answers (Size: 121 Kb)
On screen version
Download (Size: 2941 Kb)
Literacy Level 2 - Progress check B
Paper-based questions (Size: 2096 Kb)
Paper-based answers (Size: 50 Kb)
On screen version
Download (Size: 2862 Kb)
Literacy Level 2 - Progress check C
Paper-based questions (Size: 244 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2822 Kb)
Literacy Level 2 - Progress check D
Paper-based questions (Size: 2090 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check E
Paper-based questions (Size: 271 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check F
Paper-based questions (Size: 252 Kb)
Paper-based answers (Size: 28 Kb)
On screen version
Download (Size: 3215 Kb)
Literacy Level 2 - Progress check G
Paper-based questions (Size: 277 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2803 Kb)
Literacy Level 2 - Progress check H
Paper-based questions (Size: 248 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3017 Kb)
Literacy Level 2 - Progress check I
Paper-based questions (Size: 389 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3477 Kb)
Literacy Level 2 - Progress check J
Paper-based questions (Size: 333 Kb)
Paper-based answers (Size: 24 Kb)
Literacy Level 2 - Progress check K
Paper-based questions (Size: 348 Kb)
Paper-based answers (Size: 25 Kb)
Paper-based questions (Size: 785 Kb)
Paper-based answers (Size: 321 Kb)
On screen version
Download (Size: 3603 Kb)
Literacy Level 2 - Practice Test M
Paper-based questions (Size: 483 Kb)
Paper-based answers (Size: 327 Kb)
On screen version
Download (Size: 3873 Kb)
Literacy Level 2 - Practice Test N
Paper-based questions (Size: 2640 Kb)
Paper-based answers (Size: 355 Kb)
On screen version
Download (Size: 3674 Kb)
Literacy Level 2 - Practice Test O
Paper-based questions (Size: 3705 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 6161 Kb)
Literacy Level 2 - Practice Test P
Paper-based questions (Size: 2645 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5699 Kb)
Download (Size: 5699 Kb)
Literacy Level 2 - Practice Test Q
Paper-based questions (Size: 542 Kb)
Paper-based answers (Size: 16 Kb)
On screen version
Download (Size: 5606 Kb)
Literacy Level 2 - Progress check A
Paper-based questions (Size: 675 Kb)
Paper-based answers (Size: 121 Kb)
On screen version
Download (Size: 2941 Kb)
Literacy Level 2 - Progress check B
Paper-based questions (Size: 2096 Kb)
Paper-based answers (Size: 50 Kb)
On screen version
Download (Size: 2862 Kb)
Literacy Level 2 - Progress check C
Paper-based questions (Size: 244 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2822 Kb)
Literacy Level 2 - Progress check D
Paper-based questions (Size: 2090 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check E
Paper-based questions (Size: 271 Kb)
Paper-based answers (Size: 27 Kb)
On screen version
Literacy Level 2 - Progress check F
Paper-based questions (Size: 252 Kb)
Paper-based answers (Size: 28 Kb)
On screen version
Download (Size: 3215 Kb)
Literacy Level 2 - Progress check G
Paper-based questions (Size: 277 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 2803 Kb)
Literacy Level 2 - Progress check H
Paper-based questions (Size: 248 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3017 Kb)
Literacy Level 2 - Progress check I
Paper-based questions (Size: 389 Kb)
Paper-based answers (Size: 25 Kb)
On screen version
Download (Size: 3477 Kb)
Literacy Level 2 - Progress check J
Paper-based questions (Size: 333 Kb)
Paper-based answers (Size: 24 Kb)
Literacy Level 2 - Progress check K
Paper-based questions (Size: 348 Kb)
Paper-based answers (Size: 25 Kb)
Thursday 5 November 2009
Make Spelling Easy for Children
source
How to Make Spelling Easy for Children
Simple Kids' Activities with Short Vowel Words
© Kalyani Candade
Nov 6, 2008
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzpk5uJv
The most effective tool to good spelling is an amazingly simple one: "Open your mouth and say the word".
English spelling is actually not difficult, once the logic is clear. While many spellings are phonetic and are spelt as they are spoken, the confusion arises from groups of words that are drawn from different European languages. Here are some simple exercises you can do with your child to create strong fundamentals.
Make your Child Say the Word Aloud
This is the golden key that can unlock the secrets of the English alphabet. Say the words aloud with your child, play with the sounds of the alphabets, show him or her how the shape of the mouth correlates with the sound made.
Start with the Vowels, the Triangular "A"
Identify about five words with a similar "A" sound and make her repeat the words, for example: Hay, May, Gay, Day, Way. Let her get familiar with the sound of "A". Demonstrate the triangular shape the mouth makes when you say the "A". Experiment with the changing sounds when the shape of the mouth changes. Move slowly into a long "aah", and start making a list of words with that sound; like Car, Bar, Mar, Par, Far. Play around with the many different sounds of "A". You could act, or mime, if you feel like it. Have fun!
Move on to the Circular "O"
After a while, turn the "A"’ into a slow "aaaoooo’"and then make a full "O". Talk about how the mouth makes a complete circle. Move to "O" words. For your examples, use short "O" words like Hot, Got, Dot, Pot, Rot.
Smile your Way into a Wide "E"
When you’re finished with "O", stretch your mouth into a wide smile, and move into an "eeee". Point out the shape of the mouth and the correlation with the sound. Use words with a double "E" for your examples: Feet, Meet, Sweet, Greet, Beet.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzpg6KRx
Then, slowly, mouth still open in a smile, shorten the 'ee' sound to an ‘eh’. Move to words like Pet, Bet, Red, Ten, Pen. Discuss how the shape of the mouth stays the same, but the sound is shortened.
Experiment with the Shape of "I"
After "E", it’s time to move into the slightly less defined "I". Continue the exercise. Discover, along with your child, how the shape of the mouth changes to make the various "I".sounds. For your examples, use words making the short "I". sound; Bit, Kit, Hit, Pit, Lit. Highlight the plosive "I".; play around with the short, expulsive sound and maybe create simple mimes around it.
Discover the fun of the Pursed "U"
Introduce the "Ooh" sound dramatically. Make a long, drawn out sound complete with pursed mouth, and make your child do the same. Repeat it a couple of times for effect and fun. Then create your words; use the long "ue" words to demonstrate the sound of "U"; Blue, True, Glue, Cue, Hue. Explain that "U" often likes to have another vowel along for company. Do not tackle the odd "U" words like "but" and "put" at this stage.
Repeat the Activity and Make it a Game
At the end of this exercise, your child should have a fair understanding of the standard sounds of the vowels, and should begin to enjoy vocalizing the sounds and understanding how they work. It is important that the word groups that you choose should be standard and easy to follow; do not introduce odd spellings or exceptions right now. Repeat this a couple of times, always taking care to choose a simple and predictable set of words. Catch the odd moment, throw it around, surprise each other. Once your child starts enjoying the game, it’s time to move on to activities with vowel combinations like the long "ee" diagraph , the long "a" sound and the long "o" diagraph.
Related Reading
If you enjoyed this, you might want to read Rudyard Kipling's story on 'How the Alphabet Was Made'.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzq8Ridw
===
Spelling Game
By MB5
Clip to ScrapBook
I think this game is a great idea. Our school actually plays a version of this on field day. The class forms a circle around plastic discs that have the letters on them. Then each child takes a turn spelling a word by
running to the letter, and stomping on it. (They're placed about 1 foot apart.) The rest of the class is not allowed to talk, but they can direct their classmate by gesturing.
What I was thinking for your game is that maybe you could play the game in small groups (6-8 kids). They can take turns, and if they get stuck, they can look to their team-mates for non-verbal help. This will
promote teamwork (hopefully), and the other kids in the group will be paying attention to the spelling since they may need to assist their teammate. I think the shower curtain/keyboard idea is GREAT (kinda reminds me of Twister!) I don't know what your floor situation is there, but you could buy that no-skid stuff they sell to put under rugs, and glue strips of it on the back of the shower curtain using rubber cement. If they're permitted, kids could take their shoes off to play, which will add to the appeal of this game. Wow! I'm getting excited about this. I'm off to the dollar store to get my shower curtain!
P.S. Does anyone have other games that they use shower curtains for? I'm very intrigued by this idea...
MB
http://www.proteacher.org/
http://www.proteacher.org/c/186_Spelling_Word_Review_Games.html
How to Make Spelling Easy for Children
Simple Kids' Activities with Short Vowel Words
© Kalyani Candade
Nov 6, 2008
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzpk5uJv
The most effective tool to good spelling is an amazingly simple one: "Open your mouth and say the word".
English spelling is actually not difficult, once the logic is clear. While many spellings are phonetic and are spelt as they are spoken, the confusion arises from groups of words that are drawn from different European languages. Here are some simple exercises you can do with your child to create strong fundamentals.
Make your Child Say the Word Aloud
This is the golden key that can unlock the secrets of the English alphabet. Say the words aloud with your child, play with the sounds of the alphabets, show him or her how the shape of the mouth correlates with the sound made.
Start with the Vowels, the Triangular "A"
Identify about five words with a similar "A" sound and make her repeat the words, for example: Hay, May, Gay, Day, Way. Let her get familiar with the sound of "A". Demonstrate the triangular shape the mouth makes when you say the "A". Experiment with the changing sounds when the shape of the mouth changes. Move slowly into a long "aah", and start making a list of words with that sound; like Car, Bar, Mar, Par, Far. Play around with the many different sounds of "A". You could act, or mime, if you feel like it. Have fun!
Move on to the Circular "O"
After a while, turn the "A"’ into a slow "aaaoooo’"and then make a full "O". Talk about how the mouth makes a complete circle. Move to "O" words. For your examples, use short "O" words like Hot, Got, Dot, Pot, Rot.
Smile your Way into a Wide "E"
When you’re finished with "O", stretch your mouth into a wide smile, and move into an "eeee". Point out the shape of the mouth and the correlation with the sound. Use words with a double "E" for your examples: Feet, Meet, Sweet, Greet, Beet.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzpg6KRx
Then, slowly, mouth still open in a smile, shorten the 'ee' sound to an ‘eh’. Move to words like Pet, Bet, Red, Ten, Pen. Discuss how the shape of the mouth stays the same, but the sound is shortened.
Experiment with the Shape of "I"
After "E", it’s time to move into the slightly less defined "I". Continue the exercise. Discover, along with your child, how the shape of the mouth changes to make the various "I".sounds. For your examples, use words making the short "I". sound; Bit, Kit, Hit, Pit, Lit. Highlight the plosive "I".; play around with the short, expulsive sound and maybe create simple mimes around it.
Discover the fun of the Pursed "U"
Introduce the "Ooh" sound dramatically. Make a long, drawn out sound complete with pursed mouth, and make your child do the same. Repeat it a couple of times for effect and fun. Then create your words; use the long "ue" words to demonstrate the sound of "U"; Blue, True, Glue, Cue, Hue. Explain that "U" often likes to have another vowel along for company. Do not tackle the odd "U" words like "but" and "put" at this stage.
Repeat the Activity and Make it a Game
At the end of this exercise, your child should have a fair understanding of the standard sounds of the vowels, and should begin to enjoy vocalizing the sounds and understanding how they work. It is important that the word groups that you choose should be standard and easy to follow; do not introduce odd spellings or exceptions right now. Repeat this a couple of times, always taking care to choose a simple and predictable set of words. Catch the odd moment, throw it around, surprise each other. Once your child starts enjoying the game, it’s time to move on to activities with vowel combinations like the long "ee" diagraph , the long "a" sound and the long "o" diagraph.
Related Reading
If you enjoyed this, you might want to read Rudyard Kipling's story on 'How the Alphabet Was Made'.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_make_spelling_easy_for_children#ixzz0Vzq8Ridw
===
Spelling Game
By MB5
Clip to ScrapBook
I think this game is a great idea. Our school actually plays a version of this on field day. The class forms a circle around plastic discs that have the letters on them. Then each child takes a turn spelling a word by
running to the letter, and stomping on it. (They're placed about 1 foot apart.) The rest of the class is not allowed to talk, but they can direct their classmate by gesturing.
What I was thinking for your game is that maybe you could play the game in small groups (6-8 kids). They can take turns, and if they get stuck, they can look to their team-mates for non-verbal help. This will
promote teamwork (hopefully), and the other kids in the group will be paying attention to the spelling since they may need to assist their teammate. I think the shower curtain/keyboard idea is GREAT (kinda reminds me of Twister!) I don't know what your floor situation is there, but you could buy that no-skid stuff they sell to put under rugs, and glue strips of it on the back of the shower curtain using rubber cement. If they're permitted, kids could take their shoes off to play, which will add to the appeal of this game. Wow! I'm getting excited about this. I'm off to the dollar store to get my shower curtain!
P.S. Does anyone have other games that they use shower curtains for? I'm very intrigued by this idea...
MB
http://www.proteacher.org/
http://www.proteacher.org/c/186_Spelling_Word_Review_Games.html
Teach Kids Spelling
source
How to Teach Kids Spelling
Easy, Fun Tips to Help Children Understand Vowel Play and Diagraphs
© Kalyani Candade
Nov 21, 2008
LONG A AS IN AI, Divya Candade
A key tip to teaching spelling is to focus on one sound at a time. After basic vowels and the long "ee" diagraph, it's time to move to the long "a" sound.
The best way to get kids to master the complexities of English spelling is to teach them to understand the sound of words. To do this, it's a good idea to begin with basic vowel sounds, and then move on, one by one, to vowel combinations.
After mastering the basic vowel sounds discussed in How to Make Spelling Easy for Children, and the vowel play in the long "ee" sound, it's time for the long “a” diagraph.
Simple Aids to make the Exercise Memorable
1. A nice big capital “A” graphic, with the horizontal bar of the “A” extending out on both side (for the second vowel to ride along), will make the activity powerful and memorable. A cutout or stick figures will help create strong visual cues for kids.
2. Smaller cutouts of lower case letters “i” and “y”
3. A set of about fifteen cards with the words CAR, MAR, BAR, TAR, FAR written on five of them, and ten blank cards.
4. Brightly coloured sketch pens to write on the cards.
The Different “a” Sounds
Start off with a mime of the triangular “A”, using your fingers to make an “A” triangle, and making the "a" shape with your mouth. Invite your child to do the same. Your child must already be familiar with two “a” sounds : one, as in CAT or MAD, and two,as in CAR, BAR, MAR. Explore how the shape of the mouth changes for both the sounds, from a nice wide triangle in CAT to a more closed, almost oval shape for CAR. Play around with mouth shapes and sounds for a bit.
Long “a” Diagraph : “ai” Words
Then, slowly blend in the “i” sound to make an “ai” sound. Make your child experiment with the sound. Together, explore how the shape of the mouth alters with the sound.
Ask her to think of a word that makes a similar sound. Lead her to words like PAID, MAID. Discuss how “A” is pairing up with “I” to form the long “a” sound. Prop up the graphic “A” that you have created, and place the cutout of the lower case “i” on the horizontal bar to make an “Ai”. Then, ask your child to identify more words making the same sound. Spell them together and write them out on the cards one by one, using the same graphic of “A” and “i” for easy recall. Spell about five words like this : MAID, PAID, GAIT, HAIL, MAIL.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_teach_kids_spelling#ixzz0VzorSIIY
How to Teach Kids Spelling
Easy, Fun Tips to Help Children Understand Vowel Play and Diagraphs
© Kalyani Candade
Nov 21, 2008
LONG A AS IN AI, Divya Candade
A key tip to teaching spelling is to focus on one sound at a time. After basic vowels and the long "ee" diagraph, it's time to move to the long "a" sound.
The best way to get kids to master the complexities of English spelling is to teach them to understand the sound of words. To do this, it's a good idea to begin with basic vowel sounds, and then move on, one by one, to vowel combinations.
After mastering the basic vowel sounds discussed in How to Make Spelling Easy for Children, and the vowel play in the long "ee" sound, it's time for the long “a” diagraph.
Simple Aids to make the Exercise Memorable
1. A nice big capital “A” graphic, with the horizontal bar of the “A” extending out on both side (for the second vowel to ride along), will make the activity powerful and memorable. A cutout or stick figures will help create strong visual cues for kids.
2. Smaller cutouts of lower case letters “i” and “y”
3. A set of about fifteen cards with the words CAR, MAR, BAR, TAR, FAR written on five of them, and ten blank cards.
4. Brightly coloured sketch pens to write on the cards.
The Different “a” Sounds
Start off with a mime of the triangular “A”, using your fingers to make an “A” triangle, and making the "a" shape with your mouth. Invite your child to do the same. Your child must already be familiar with two “a” sounds : one, as in CAT or MAD, and two,as in CAR, BAR, MAR. Explore how the shape of the mouth changes for both the sounds, from a nice wide triangle in CAT to a more closed, almost oval shape for CAR. Play around with mouth shapes and sounds for a bit.
Long “a” Diagraph : “ai” Words
Then, slowly blend in the “i” sound to make an “ai” sound. Make your child experiment with the sound. Together, explore how the shape of the mouth alters with the sound.
Ask her to think of a word that makes a similar sound. Lead her to words like PAID, MAID. Discuss how “A” is pairing up with “I” to form the long “a” sound. Prop up the graphic “A” that you have created, and place the cutout of the lower case “i” on the horizontal bar to make an “Ai”. Then, ask your child to identify more words making the same sound. Spell them together and write them out on the cards one by one, using the same graphic of “A” and “i” for easy recall. Spell about five words like this : MAID, PAID, GAIT, HAIL, MAIL.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_teach_kids_spelling#ixzz0VzorSIIY
How to Teach Kids Spelling
Easy, Fun Tips to Help Children Understand Vowel Play and Diagraphs
© Kalyani Candade
Nov 21, 2008
LONG A AS IN AI, Divya Candade
A key tip to teaching spelling is to focus on one sound at a time. After basic vowels and the long "ee" diagraph, it's time to move to the long "a" sound.
The best way to get kids to master the complexities of English spelling is to teach them to understand the sound of words. To do this, it's a good idea to begin with basic vowel sounds, and then move on, one by one, to vowel combinations.
After mastering the basic vowel sounds discussed in How to Make Spelling Easy for Children, and the vowel play in the long "ee" sound, it's time for the long “a” diagraph.
Simple Aids to make the Exercise Memorable
1. A nice big capital “A” graphic, with the horizontal bar of the “A” extending out on both side (for the second vowel to ride along), will make the activity powerful and memorable. A cutout or stick figures will help create strong visual cues for kids.
2. Smaller cutouts of lower case letters “i” and “y”
3. A set of about fifteen cards with the words CAR, MAR, BAR, TAR, FAR written on five of them, and ten blank cards.
4. Brightly coloured sketch pens to write on the cards.
The Different “a” Sounds
Start off with a mime of the triangular “A”, using your fingers to make an “A” triangle, and making the "a" shape with your mouth. Invite your child to do the same. Your child must already be familiar with two “a” sounds : one, as in CAT or MAD, and two,as in CAR, BAR, MAR. Explore how the shape of the mouth changes for both the sounds, from a nice wide triangle in CAT to a more closed, almost oval shape for CAR. Play around with mouth shapes and sounds for a bit.
Long “a” Diagraph : “ai” Words
Then, slowly blend in the “i” sound to make an “ai” sound. Make your child experiment with the sound. Together, explore how the shape of the mouth alters with the sound.
Ask her to think of a word that makes a similar sound. Lead her to words like PAID, MAID. Discuss how “A” is pairing up with “I” to form the long “a” sound. Prop up the graphic “A” that you have created, and place the cutout of the lower case “i” on the horizontal bar to make an “Ai”. Then, ask your child to identify more words making the same sound. Spell them together and write them out on the cards one by one, using the same graphic of “A” and “i” for easy recall. Spell about five words like this : MAID, PAID, GAIT, HAIL, MAIL.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_teach_kids_spelling#ixzz0VzorSIIY
How to Teach Kids Spelling
Easy, Fun Tips to Help Children Understand Vowel Play and Diagraphs
© Kalyani Candade
Nov 21, 2008
LONG A AS IN AI, Divya Candade
A key tip to teaching spelling is to focus on one sound at a time. After basic vowels and the long "ee" diagraph, it's time to move to the long "a" sound.
The best way to get kids to master the complexities of English spelling is to teach them to understand the sound of words. To do this, it's a good idea to begin with basic vowel sounds, and then move on, one by one, to vowel combinations.
After mastering the basic vowel sounds discussed in How to Make Spelling Easy for Children, and the vowel play in the long "ee" sound, it's time for the long “a” diagraph.
Simple Aids to make the Exercise Memorable
1. A nice big capital “A” graphic, with the horizontal bar of the “A” extending out on both side (for the second vowel to ride along), will make the activity powerful and memorable. A cutout or stick figures will help create strong visual cues for kids.
2. Smaller cutouts of lower case letters “i” and “y”
3. A set of about fifteen cards with the words CAR, MAR, BAR, TAR, FAR written on five of them, and ten blank cards.
4. Brightly coloured sketch pens to write on the cards.
The Different “a” Sounds
Start off with a mime of the triangular “A”, using your fingers to make an “A” triangle, and making the "a" shape with your mouth. Invite your child to do the same. Your child must already be familiar with two “a” sounds : one, as in CAT or MAD, and two,as in CAR, BAR, MAR. Explore how the shape of the mouth changes for both the sounds, from a nice wide triangle in CAT to a more closed, almost oval shape for CAR. Play around with mouth shapes and sounds for a bit.
Long “a” Diagraph : “ai” Words
Then, slowly blend in the “i” sound to make an “ai” sound. Make your child experiment with the sound. Together, explore how the shape of the mouth alters with the sound.
Ask her to think of a word that makes a similar sound. Lead her to words like PAID, MAID. Discuss how “A” is pairing up with “I” to form the long “a” sound. Prop up the graphic “A” that you have created, and place the cutout of the lower case “i” on the horizontal bar to make an “Ai”. Then, ask your child to identify more words making the same sound. Spell them together and write them out on the cards one by one, using the same graphic of “A” and “i” for easy recall. Spell about five words like this : MAID, PAID, GAIT, HAIL, MAIL.
Read more: http://kids-educational-activities.suite101.com/article.cfm/how_to_teach_kids_spelling#ixzz0VzorSIIY
Monday 31 August 2009
Talk to People to be Successful! Who Knew
Talk to People to be Successful! Who Knew?]
Almost everyone on this planet wants to become successful, there is no doubt about it. You can't blame people for wanting this. Success in wealth can take you places you've always dreamed of going and buy you things you always wished for. Success in contribution allows you to feel the joy and happiness in others feeling fulfilled. Success in spirituality allows one to explore areas of their mind that bring them closer to enlightenment. Since there are several different areas of success that people want to indulge in, it's no surprise they're willing to do whatever it takes to get it.
Do you want to know what the secret to my success is? I talk to people every single day and persuade them to do business with me. Yes, to be successful you have to talk people! No you can't just sit on your computer all day confined in your room. I'm almost always have interaction with other people every single day. Whether I'm meeting potential business partners for lunch to pitching my new idea to a VC, I'm always selling myself. I truly believe that your communication is the key to your success. A friend of mine, AJ Kumar who blogs on Persuasive.net, a personal development blog, writes amazing articles a few times a week on how you can powerfully change the way you communicate. When I met AJ, we both almost instantly realized that way shared the same philosophy. AJ has finally released his highly anticipated book: 7 Day Persuasive Communication which he sent over to me a few days ago. It's a short read, very informative, and teaches you the core skills necessary to become a powerful communicator. The top 10 reasons you should learn persuasive communication are:
1. A person can double their income from $35,000 a year to $75,000
2. Obtain undivided attention with people you communicate with
3. Convince investors to give you $$$$Money$$$$ for your start-up company
4. Go from being laid off to successfully employed within a few interviews
5. Sell your product or service to someone right now to put cash in your pocket
6. Create a powerful network of millionaires and billionaires
7. Acquire that self confidence you have been searching for
8. Bring more readers to your website or blog
9. Sway your website visitors to stay longer on your site to allow the maximum conversion rate
10. Become an expert negotiator to find the best deals possible
For any entrepreneur, this book is definitely a must read and should be implemented right away. I like the way AJ incorporates assignments that easily integrate in your everyday life so you don't have to go out of your way to learn. For a person who can barley find time to breathe sometimes, this is perfect.
The cost of the eBook is less than $20 bucks so it nothing that will dent your wallet. If you, like me, considering your communication skills to be your "ammo", then this is something you should get right away. With the technology, information, and accessibility available to everyone on this planet, it's difficult to become successful. It seems as if everyone can do what you do and many times at a lower rate. The one thing that can separate you from everyone else is your unique ability to communicate. Instead of placing all your focus on small things like making your websites look pretty, invest in your communication skills and network your way to a successful future.
Almost everyone on this planet wants to become successful, there is no doubt about it. You can't blame people for wanting this. Success in wealth can take you places you've always dreamed of going and buy you things you always wished for. Success in contribution allows you to feel the joy and happiness in others feeling fulfilled. Success in spirituality allows one to explore areas of their mind that bring them closer to enlightenment. Since there are several different areas of success that people want to indulge in, it's no surprise they're willing to do whatever it takes to get it.
Do you want to know what the secret to my success is? I talk to people every single day and persuade them to do business with me. Yes, to be successful you have to talk people! No you can't just sit on your computer all day confined in your room. I'm almost always have interaction with other people every single day. Whether I'm meeting potential business partners for lunch to pitching my new idea to a VC, I'm always selling myself. I truly believe that your communication is the key to your success. A friend of mine, AJ Kumar who blogs on Persuasive.net, a personal development blog, writes amazing articles a few times a week on how you can powerfully change the way you communicate. When I met AJ, we both almost instantly realized that way shared the same philosophy. AJ has finally released his highly anticipated book: 7 Day Persuasive Communication which he sent over to me a few days ago. It's a short read, very informative, and teaches you the core skills necessary to become a powerful communicator. The top 10 reasons you should learn persuasive communication are:
1. A person can double their income from $35,000 a year to $75,000
2. Obtain undivided attention with people you communicate with
3. Convince investors to give you $$$$Money$$$$ for your start-up company
4. Go from being laid off to successfully employed within a few interviews
5. Sell your product or service to someone right now to put cash in your pocket
6. Create a powerful network of millionaires and billionaires
7. Acquire that self confidence you have been searching for
8. Bring more readers to your website or blog
9. Sway your website visitors to stay longer on your site to allow the maximum conversion rate
10. Become an expert negotiator to find the best deals possible
For any entrepreneur, this book is definitely a must read and should be implemented right away. I like the way AJ incorporates assignments that easily integrate in your everyday life so you don't have to go out of your way to learn. For a person who can barley find time to breathe sometimes, this is perfect.
The cost of the eBook is less than $20 bucks so it nothing that will dent your wallet. If you, like me, considering your communication skills to be your "ammo", then this is something you should get right away. With the technology, information, and accessibility available to everyone on this planet, it's difficult to become successful. It seems as if everyone can do what you do and many times at a lower rate. The one thing that can separate you from everyone else is your unique ability to communicate. Instead of placing all your focus on small things like making your websites look pretty, invest in your communication skills and network your way to a successful future.
Wednesday 12 August 2009
Programming Yourself for Success
Programming Yourself for Success
very focus on what you want to accomplish..
write it down once.
----------------------------------------------
get a note pad.
write your goals on it and read it aloud.
read that goal sheet of yours and tape into a file.
read and hear it again and again , every day every minute.
make yourself a little cd.
how to reach your goals.
play it again and again.
comment here....
I've never heard of this guy before, but what he's talking about is powerfull stuff. I've tired it and in a mysterious way it works. IT'S JUST TO SIMPLE NOT TOO TRY.
PS: your subconcious is at it,s most reseptive to programming right after you've woken up and right before you go to sleep.
very focus on what you want to accomplish..
write it down once.
----------------------------------------------
get a note pad.
write your goals on it and read it aloud.
read that goal sheet of yours and tape into a file.
read and hear it again and again , every day every minute.
make yourself a little cd.
how to reach your goals.
play it again and again.
comment here....
I've never heard of this guy before, but what he's talking about is powerfull stuff. I've tired it and in a mysterious way it works. IT'S JUST TO SIMPLE NOT TOO TRY.
PS: your subconcious is at it,s most reseptive to programming right after you've woken up and right before you go to sleep.
Tuesday 11 August 2009
Grey's Anatomy
"The early bird catches the worm. A stitch in time saves nine. He who hesitates is lost. We can't pretend we hadn't been told. We've all heard the proverbs, heard the philosophers, heard our grandparents warning us about wasted time, heard the damn poets urging us to seize the day. Still sometimes we have to see for ourselves. We have to make our own mistakes. We have to learn our own lessons. We have to sweep today's possibility under tomorrow's rug until we can't anymore. Until we finally understand for ourselves what Benjamin Franklin really meant. That knowing is better than wondering, that waking is better than sleeping, and even the biggest failure, even the worst, beat the hell out of never trying."
(Meredith Grey - Grey's Anatomy)
(Meredith Grey - Grey's Anatomy)
help our children learn to read
help our children learn to read
What are the essential tools to help our children learn to read, you ask? just some examples:
Parents,
* read to your children (indeed, both mom and dad). Show them that reading is important to you.
* make your home a place that values The Book as we[ I as many other books: books open worlds and minds.
* show the wonderful world of letters and sounds, of concepts and words, of ideas and sentences; language itself is such a tremendously fascinating gift.
* take your children to the local library; help them to broaden their reading horizon.
* most importantly, help them to discern between what is valuable and wasteful.
* talk to your children about interesting topics they have read about.
* prepare your vacation spots with some advance reading about interesting things to see and learn about. practise what you preach.
Teachers,
*
inform yourselves as fully as possible about that wonderful and awesome ability to read: how letters and sounds relate, how words and sentences are formed, how paragraphs connect, how stories work ....
*
make your classroom a place where reading is valued as a source of information as well as enjoyment, as a means by which we may be persuaded to another point of view.
*
make quality books readily available not just one hour per week during library period; textbooks are usually not the most exciting reading fare: use real books to learn about things.
*
read to your students on a daily basis, fiction as well as nonfiction; why not read out loud an article from Popular Science to your Grade 8 students?
*
practice what you preach.
Young people,
*
discover the marvellous world of books; become world travellers in your own home.
*
develop your own thinking abilities by reading; books contain the thoughts and experiences of other people and reading them brings you into contact with their authors; you can argue, debate, agree, disagree, even cry and swoon . . . you might discover something about yourself.
*
make use of the many resources available to you; never in the history of the world have so many different books been available.
*
learn to discern: not every book or article is equally wholesome; read at least one article from each issue of Reformed Perspective and Clarion
*
talk about a good book with your friends; give them a good book for their birthday.
What are the essential tools to help our children learn to read, you ask? just some examples:
Parents,
* read to your children (indeed, both mom and dad). Show them that reading is important to you.
* make your home a place that values The Book as we[ I as many other books: books open worlds and minds.
* show the wonderful world of letters and sounds, of concepts and words, of ideas and sentences; language itself is such a tremendously fascinating gift.
* take your children to the local library; help them to broaden their reading horizon.
* most importantly, help them to discern between what is valuable and wasteful.
* talk to your children about interesting topics they have read about.
* prepare your vacation spots with some advance reading about interesting things to see and learn about. practise what you preach.
Teachers,
*
inform yourselves as fully as possible about that wonderful and awesome ability to read: how letters and sounds relate, how words and sentences are formed, how paragraphs connect, how stories work ....
*
make your classroom a place where reading is valued as a source of information as well as enjoyment, as a means by which we may be persuaded to another point of view.
*
make quality books readily available not just one hour per week during library period; textbooks are usually not the most exciting reading fare: use real books to learn about things.
*
read to your students on a daily basis, fiction as well as nonfiction; why not read out loud an article from Popular Science to your Grade 8 students?
*
practice what you preach.
Young people,
*
discover the marvellous world of books; become world travellers in your own home.
*
develop your own thinking abilities by reading; books contain the thoughts and experiences of other people and reading them brings you into contact with their authors; you can argue, debate, agree, disagree, even cry and swoon . . . you might discover something about yourself.
*
make use of the many resources available to you; never in the history of the world have so many different books been available.
*
learn to discern: not every book or article is equally wholesome; read at least one article from each issue of Reformed Perspective and Clarion
*
talk about a good book with your friends; give them a good book for their birthday.
TEACH A CHILD TO READ WITHIN 90 DAYS
TEACH A CHILD TO READ WITHIN 90 DAYS!
may be something to think is it good for my kids.???
it's a truly amazing method that will surely aid a
preschooler learn reading in a fun, simple and effective way.
HERE'S HOW IT WORKS:
This proven phonetic method gives you step-by-step instruction to teach your child in a fun and informal way, with little time and effort- for only 7 minutes maximum time to teach... avoid tedious and boring reading lessons ... no memorization ... without any fuss, no pressure at all ... individualized. .. and yet, it's complete, easy and effective! New features: large-sized lower and upper-case letters, parent's/teacher' s guidelines, short and interesting lessons, colorful pictures, games and play ideas that you can combine with every lesson!
You can teach your preschooler to read- because studies show that he has much to gain and nothing to lose!
Just visit the site/s:
http://bookwagon.bravejournal.com
http://learntoreadin90days.multiply.com
http://www.geocities.com/book_wagon/teach_reading
may be something to think is it good for my kids.???
it's a truly amazing method that will surely aid a
preschooler learn reading in a fun, simple and effective way.
HERE'S HOW IT WORKS:
This proven phonetic method gives you step-by-step instruction to teach your child in a fun and informal way, with little time and effort- for only 7 minutes maximum time to teach... avoid tedious and boring reading lessons ... no memorization ... without any fuss, no pressure at all ... individualized. .. and yet, it's complete, easy and effective! New features: large-sized lower and upper-case letters, parent's/teacher' s guidelines, short and interesting lessons, colorful pictures, games and play ideas that you can combine with every lesson!
You can teach your preschooler to read- because studies show that he has much to gain and nothing to lose!
Just visit the site/s:
http://bookwagon.bravejournal.com
http://learntoreadin90days.multiply.com
http://www.geocities.com/book_wagon/teach_reading
Wednesday 29 July 2009
2 books i used at uni cumbria
Cutting Edge Advanced Student's Book
Author: Cunningham, Moor & Comyns Carr
Publisher: Longman
Format: Paperback
ISBN-10: 0582469430
ISBN-13: 9780582469433
Publication Date: 2003
Price: £20.90
Description: Cutting Edge is a multi-level course for adults and young adults. It combines rich international content,
comprehensive grammar, and real-life functional language within an easy to teach structure.
The advanced level is for students at FCE level and beyond who want to enrich their knowledge of the language. It contains clear and extensive grammar practice exercises and tasks and activities to develop competence in all four skills, particularly speaking.
It focuses on phrases and language 'chunks' to extend vocabulary quickly and effectively and the student's book contains a separate phrase builder booklet containing phrasal verbs, idioms and other useful expressions.
In addition the workbook also contains pronunciation work.
The Teacher's Resource Book includes teaching notes and extra suggestions, a large bank of photocopiable skills worksheets and tests.
CUTTING EDGE ADVANCED Components
| ISBN-13
Pack (Student's Book & Workbook with Key) £23.20 Qty 9781405883672
Student's Book £20.90 Qty 9780582469433
Student's Book with CD-ROM £21.80 Qty 9781405852319
Workbook with Answer Key £11.60 Qty 9780582469457
Workbook without Answer Key £11.60 Qty 9780582501744
Teacher's Resource Book with Test Master CD-ROM £25.90 Qty 9781405843645
Audio CDs (2) £33.60 Qty 9780582469570
Cassettes (2) £33.60 Qty 9780582469464
Student's Audio CD £17.00 Qty 9780582501737
Student's Cassette £17.00 Qty 9780582469587
==================================================================
and secondly,
Writing Academic English (Third Edition) (The Longman Academic Writing…
by Alice Oshima
# Writing Academic English
# (Third Edition) (The Longman Academic Writing Series)
# By Alice Oshima, Ann Hogue
Paperback 267 Pages
Edition: 3rd
ISBN-10: 0201340542
ISBN-13: 9780201340549
Publisher: Addison Wesley Publishing Company
Pub date: Oct 01, 1998
# Writing Academic English
# Answer Key: Intermediate-Advanced Level
# By Alice Oshima, Ann Hogue
Book Details
English Books
Paperback 56 Pages
Edition: 3rd
ISBN-10: 0201670283
ISBN-13: 9780201670288
Publisher: Addison Wesley
Pub date: Jan 24, 2001
Friday 24 July 2009
increase your feeling of self worth
Self worth comes from within, you won’t find it by having more money, having more friends, having a fancy car or a big house. It is something intrinsic and something we can’t gain extrinsically, meaning we won’t find self worth from external factors. Here are some things you can do to increase your feeling of self worth.
29 Ways to increase your feeling of self worth
1. Write down 7 minor goals for the week and tick one off each day as you achieve it.
2. Read a book a month. Reading a book is actually an achievement in this technology and media driven world and reading a full book is a great way to achieve a sense of accomplishment.
3. At the end of each day before falling asleep write down something you feel proud about, either on the day or in the past.
4. Tell someone else how much you appreciate them, being able to be open and honest is great for self worth.
5. Say no! Learn the skill of saying no without offending the person asking.
6. Everything you do, do to the best of your ability even if it cleaning the toilets or something equally as mundane, develop a reputation as someone who takes pride in their work.
7. Walk tall and proud. walk as if you’ve got somewhere to go and you need to be there now, never run just walk tall and quickly.
8. Dress as smart as you can for each occasion, whether it be work, meeting a friend, or going for an interview. Take pride in your appearance.
9. Do something for yourself every day.
10. Learn a new skill or take up something you’ve always wanted to and stick with it.
11. Speak up for yourself in every area of your life, this might be hard to do at first but the first time you do it will be immense and if you carry on your self esteem and feelings of self worth will soar.
12. Sing at the top of your voice, not outside but in the house and really give it loads (I love singing Free Fallin’ by Tom Petty and the Heartbreakers at the top of my voice, ah! such a good feeling.)
13. Forgive yourself! (You know what I mean)
14. Get rid of the people who are dragging you down (I don’t mean kill them, I mean just stop having them in your life.)
15. Work on your strengths. A lot of people focus on building up their weaknesses, instead get better at what you are good at.
16. Take a walk in the rain………..Why?………..because you have the power to decide!
17. Listen to other people and what they are saying.
18. Reward your successes. As soon as you achieve something reward yourself.
19. Never let anyone force you to break your core values.
20. Stop the gossiping!
21. Don’t read a newspaper for a week and gauge how you feel about yourself and the world around you.
22. Help other people who need it.
23. Always, Always, Always be honest with yourself and others. There is no need for lies and the energy it takes to continue a lie is unbelievable.
24. Take a chance and take a risk or two. You don’t have long to live so just get up and do it.
25. Listen to your self talk and slap the little person criticising you, I mean it, imagine there are two people one on each shoulder, the one who criticises you give them a slap or a punch in the mouth and start to pay attention to the one who is praising you.
26. Don’t be afraid to accept help from other people, it means they respect you enough to help you with something.
27. Start changing your thinking to be more optimistic about yourself, instead of ‘…I can’t do that….’ say ‘..I’ve never tried it, but I’ll give it a go…’
28. Face your fears. Nothing will send your self esteem soaring more so than facing your fears and eventually conquering them.
29. Always leave comments on a blog you like
29 Ways to increase your feeling of self worth
1. Write down 7 minor goals for the week and tick one off each day as you achieve it.
2. Read a book a month. Reading a book is actually an achievement in this technology and media driven world and reading a full book is a great way to achieve a sense of accomplishment.
3. At the end of each day before falling asleep write down something you feel proud about, either on the day or in the past.
4. Tell someone else how much you appreciate them, being able to be open and honest is great for self worth.
5. Say no! Learn the skill of saying no without offending the person asking.
6. Everything you do, do to the best of your ability even if it cleaning the toilets or something equally as mundane, develop a reputation as someone who takes pride in their work.
7. Walk tall and proud. walk as if you’ve got somewhere to go and you need to be there now, never run just walk tall and quickly.
8. Dress as smart as you can for each occasion, whether it be work, meeting a friend, or going for an interview. Take pride in your appearance.
9. Do something for yourself every day.
10. Learn a new skill or take up something you’ve always wanted to and stick with it.
11. Speak up for yourself in every area of your life, this might be hard to do at first but the first time you do it will be immense and if you carry on your self esteem and feelings of self worth will soar.
12. Sing at the top of your voice, not outside but in the house and really give it loads (I love singing Free Fallin’ by Tom Petty and the Heartbreakers at the top of my voice, ah! such a good feeling.)
13. Forgive yourself! (You know what I mean)
14. Get rid of the people who are dragging you down (I don’t mean kill them, I mean just stop having them in your life.)
15. Work on your strengths. A lot of people focus on building up their weaknesses, instead get better at what you are good at.
16. Take a walk in the rain………..Why?………..because you have the power to decide!
17. Listen to other people and what they are saying.
18. Reward your successes. As soon as you achieve something reward yourself.
19. Never let anyone force you to break your core values.
20. Stop the gossiping!
21. Don’t read a newspaper for a week and gauge how you feel about yourself and the world around you.
22. Help other people who need it.
23. Always, Always, Always be honest with yourself and others. There is no need for lies and the energy it takes to continue a lie is unbelievable.
24. Take a chance and take a risk or two. You don’t have long to live so just get up and do it.
25. Listen to your self talk and slap the little person criticising you, I mean it, imagine there are two people one on each shoulder, the one who criticises you give them a slap or a punch in the mouth and start to pay attention to the one who is praising you.
26. Don’t be afraid to accept help from other people, it means they respect you enough to help you with something.
27. Start changing your thinking to be more optimistic about yourself, instead of ‘…I can’t do that….’ say ‘..I’ve never tried it, but I’ll give it a go…’
28. Face your fears. Nothing will send your self esteem soaring more so than facing your fears and eventually conquering them.
29. Always leave comments on a blog you like
books i used at uni cumbria 2
Longman Academic Writing
Longman Academic Writing Series is a three-part series that teaches basic composition skills and helps ESL students improve their English-writing ability. Paragraph and essay forms are taught in simple, learnable steps through extensive models and writing practice. First Steps in Academic Writing is for high-beginning students; Introduction to Academic Writing is for intermediate students, and Writing Academic English is for Advanced students.
First Steps in Academic Writing is for high-beginning students;
Introduction to Academic Writing is for intermediate students, and
Writing Academic English is for Advanced students.
title: Writing Academic English 4 Book Paperback (limp)
series: Imprint unbekannt
author: Alice Oshima / Ann Hogue
publisher: Pearson Education
cover: Softcover
edition: 4
language: English
pub.-date: Dezember 2005
ISBN13: 9780131523593
ISBN10: 0-13-152359-7
Writing Academic English (Third Edition) (The Longman Academic Writing…
by Alice Oshima
# Writing Academic English
# (Third Edition) (The Longman Academic Writing Series)
# By Alice Oshima, Ann Hogue
Paperback 267 Pages
Edition: 3rd
ISBN-10: 0201340542
ISBN-13: 9780201340549
Publisher: Addison Wesley Publishing Company
Pub date: Oct 01, 1998
# Writing Academic English
# Answer Key: Intermediate-Advanced Level
# By Alice Oshima, Ann Hogue
Book Details
English Books
Paperback 56 Pages
Edition: 3rd
ISBN-10: 0201670283
ISBN-13: 9780201670288
Publisher: Addison Wesley
Pub date: Jan 24, 2001
books i used at uni cumbria
Cutting Edge Advanced Student's Book
Author: Cunningham, Moor & Comyns Carr
Publisher: Longman
Format: Paperback
ISBN-10: 0582469430
ISBN-13: 9780582469433
Publication Date: 2003
Price: £20.90
Description: Cutting Edge is a multi-level course for adults and young adults. It combines rich international content,
comprehensive grammar, and real-life functional language within an easy to teach structure.
The advanced level is for students at FCE level and beyond who want to enrich their knowledge of the language. It contains clear and extensive grammar practice exercises and tasks and activities to develop competence in all four skills, particularly speaking.
It focuses on phrases and language 'chunks' to extend vocabulary quickly and effectively and the student's book contains a separate phrase builder booklet containing phrasal verbs, idioms and other useful expressions.
In addition the workbook also contains pronunciation work.
The Teacher's Resource Book includes teaching notes and extra suggestions, a large bank of photocopiable skills worksheets and tests.
CUTTING EDGE ADVANCED Components
| ISBN-13
Pack (Student's Book & Workbook with Key) £23.20 Qty 9781405883672
Student's Book £20.90 Qty 9780582469433
Student's Book with CD-ROM £21.80 Qty 9781405852319
Workbook with Answer Key £11.60 Qty 9780582469457
Workbook without Answer Key £11.60 Qty 9780582501744
Teacher's Resource Book with Test Master CD-ROM £25.90 Qty 9781405843645
Audio CDs (2) £33.60 Qty 9780582469570
Cassettes (2) £33.60 Qty 9780582469464
Student's Audio CD £17.00 Qty 9780582501737
Student's Cassette £17.00 Qty 9780582469587
21 Success Quote By Anthony Robbins
#1 Success Quote By Anthony Robbins:
I've come to believe that all my past failure and
frustrations were actually laying the foundation for the
understandings that have created the new level of living I
now enjoy.
#2 Success Quote By Anthony Robbins:
The path to success is to take massive, determined action.
#3 Success Quote By Anthony Robbins:
It is not what we get. But who we become, what we
contribute... that gives meaning to our lives.
#4 Success Quote By Anthony Robbins:
Most people have no idea of the giant capacity we can
immediately command when we focus all of our resources on
mastering a single area of our lives.
#5 Success Quote By Anthony Robbins:
You see, in life, lots of people know what to do, but few
people actually do what they know. Knowing is not enough!
You must take action.
#6 Success Quote By Anthony Robbins:
It's not what's happening to you now or what has happened
in your past that determines who you become. Rather, it's
your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will
determine your ultimate destiny.
#7 Success Quote By Anthony Robbins:
Put yourself in a state of mind where you say to yourself,
'Here is an opportunity for you to celebrate like never
before, my own power, my own ability to get myself to do
whatever is necessary.'
#8 Success Quote By Anthony Robbins:
Quality questions create a quality life. Successful people
ask better questions, and as a result, they get better
answers.
#9 Success Quote By Anthony Robbins:
Success in life is the result of good judgment. Good
judgment is usually the result of experience. Experience is
usually the result of bad judgement.
#10 Success Quote By Anthony Robbins:
What we can or cannot do, what we consider possible or
impossible, is rarely a function of our true capability. It
is more likely a function of our beliefs about who we are.
#11 Success Quote By Anthony Robbins:
We are the only beings on the planet who lead such rich
internal lives that it's not the events that matter most to
us, but rather, it's how we interpret those events that
will determine how we think about ourselves and how we will
act in the future.
#12 Success Quote By Anthony Robbins:
You see, it's never the environment; it's never the events
of our lives, but the meaning we attach to the events --
how we interpret them -- that shapes who we are today and
who we'll become tomorrow.
#13 Success Quote By Anthony Robbins:
It's not the events of our lives that shape us, but our
beliefs as to what those events mean.
#14 Success Quote By Anthony Robbins:
One reason so few of us achieve what we truly want is that
we never direct our focus; we never concentrate our power.
Most people dabble their way through life, never deciding
to master anything in particular.
#15 Success Quote By Anthony Robbins:
Take control of your consistent emotions and begin to
consciously and deliberately reshape your daily experience
of life.
#16 Success Quote By Anthony Robbins:
You are now at a crossroads. This is your opportunity to
make the most important decision you will ever make. Forget
your past. Who are you now? Who have you decided you really
are now? Don't think about who you have been. Who are you
now? Who have you decided to become? Make this decision
consciously. Make it carefully. Make it powerfully.
#17 Success Quote By Anthony Robbins:
It is in your moments of decision that your destiny is
shaped.
#18 Success Quote By Anthony Robbins:
It's not what's happening to you now or what has happened
in your past that determines who you become. Rather, it's
your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will
determine your ultimate destiny.
#19 Success Quote By Anthony Robbins:
More than anything else, I believe it's our decisions, not
the conditions of our lives, that determine our destiny.
#20 Success Quote By Anthony Robbins:
The most important thing you can do to achieve your goals
is to make sure that as soon as you set them, you
immediately begin to create momentum. The most important
rules that I ever adopted to help me in achieving my goals
were those I learned from a very successful man who taught
me to first write down the goal, and then to never leave
the site of setting a goal without firs taking some form of
positive action toward its attainment.
#21 Success Quote By Anthony Robbins:
If you can't, you must. If you must, you can.
Take care and all the best.
I've come to believe that all my past failure and
frustrations were actually laying the foundation for the
understandings that have created the new level of living I
now enjoy.
#2 Success Quote By Anthony Robbins:
The path to success is to take massive, determined action.
#3 Success Quote By Anthony Robbins:
It is not what we get. But who we become, what we
contribute... that gives meaning to our lives.
#4 Success Quote By Anthony Robbins:
Most people have no idea of the giant capacity we can
immediately command when we focus all of our resources on
mastering a single area of our lives.
#5 Success Quote By Anthony Robbins:
You see, in life, lots of people know what to do, but few
people actually do what they know. Knowing is not enough!
You must take action.
#6 Success Quote By Anthony Robbins:
It's not what's happening to you now or what has happened
in your past that determines who you become. Rather, it's
your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will
determine your ultimate destiny.
#7 Success Quote By Anthony Robbins:
Put yourself in a state of mind where you say to yourself,
'Here is an opportunity for you to celebrate like never
before, my own power, my own ability to get myself to do
whatever is necessary.'
#8 Success Quote By Anthony Robbins:
Quality questions create a quality life. Successful people
ask better questions, and as a result, they get better
answers.
#9 Success Quote By Anthony Robbins:
Success in life is the result of good judgment. Good
judgment is usually the result of experience. Experience is
usually the result of bad judgement.
#10 Success Quote By Anthony Robbins:
What we can or cannot do, what we consider possible or
impossible, is rarely a function of our true capability. It
is more likely a function of our beliefs about who we are.
#11 Success Quote By Anthony Robbins:
We are the only beings on the planet who lead such rich
internal lives that it's not the events that matter most to
us, but rather, it's how we interpret those events that
will determine how we think about ourselves and how we will
act in the future.
#12 Success Quote By Anthony Robbins:
You see, it's never the environment; it's never the events
of our lives, but the meaning we attach to the events --
how we interpret them -- that shapes who we are today and
who we'll become tomorrow.
#13 Success Quote By Anthony Robbins:
It's not the events of our lives that shape us, but our
beliefs as to what those events mean.
#14 Success Quote By Anthony Robbins:
One reason so few of us achieve what we truly want is that
we never direct our focus; we never concentrate our power.
Most people dabble their way through life, never deciding
to master anything in particular.
#15 Success Quote By Anthony Robbins:
Take control of your consistent emotions and begin to
consciously and deliberately reshape your daily experience
of life.
#16 Success Quote By Anthony Robbins:
You are now at a crossroads. This is your opportunity to
make the most important decision you will ever make. Forget
your past. Who are you now? Who have you decided you really
are now? Don't think about who you have been. Who are you
now? Who have you decided to become? Make this decision
consciously. Make it carefully. Make it powerfully.
#17 Success Quote By Anthony Robbins:
It is in your moments of decision that your destiny is
shaped.
#18 Success Quote By Anthony Robbins:
It's not what's happening to you now or what has happened
in your past that determines who you become. Rather, it's
your decisions about what to focus on, what things mean to
you, and what you're going to do about them that will
determine your ultimate destiny.
#19 Success Quote By Anthony Robbins:
More than anything else, I believe it's our decisions, not
the conditions of our lives, that determine our destiny.
#20 Success Quote By Anthony Robbins:
The most important thing you can do to achieve your goals
is to make sure that as soon as you set them, you
immediately begin to create momentum. The most important
rules that I ever adopted to help me in achieving my goals
were those I learned from a very successful man who taught
me to first write down the goal, and then to never leave
the site of setting a goal without firs taking some form of
positive action toward its attainment.
#21 Success Quote By Anthony Robbins:
If you can't, you must. If you must, you can.
Take care and all the best.
tips for success. Believe in you can do it. !
If Success was Easy, Everyone Would do it
Success is a favorable or desirable outcome, the attainment of wealth or favor, as defined Webster’s Dictionary. Success is different for everyone, but it is definitely not an easy thing to accomplish, otherwise, everyone would do what it takes for success.
Success is a feeling and can be created and recreated again and again. Here are some tips to create success in your life:
Tip #1: Enjoy and celebrate each moment on the way to success. Success doesn’t have to be associated with wealth attainment. In fact, most people have achieved a level of success in some part of their lives, achieving a “desirable outcome.” Reminisce the feeling associated with your success achievement. You must have been very happy, inspired to achieve more, and desired to repeat your success. You may have thought that it wasn’t really that difficult to achieve success or maybe it was the hardest thing you did, enjoying in the feeling of accomplishment. As you reach for your next goal, focus on progress only, rewarding yourself every small step of the way. Each daily accomplishment is a small success story on the way to the bigger success story.
Tip #2: Keep the end in mind, always. If you have been striving for success in an area of your life, wealth or other, and are not reaching success, you might have lost sight of the end goal. You might have given up because it was too hard, too much work, or maybe you think that you don’t deserve your goal in the first place. Maybe someone convinced you that you can’t do what you set out to do and you folded and listened to them. You may think that you don’t know enough to be successful. If you focus on the end result as you defined success, you will keep striving for it and no one, not even you, will convince you otherwise.
Tip #3: Create, evaluate, and recreate. Life is about recreating yourself. If something doesn’t work, rather than fold, find a way to recreate. Troubleshoot or recreating is very similar. You create, evaluate and then refine. Keep up this pattern, with rewards for each step of the way on your path to success.
Tip #4: Success can be for anyone. Get out of your head that the successful are gifted or that they were handed their success on a silver platter. If that were the case, they really haven’t achieved success. Success takes work, perseverance, and determination. It doesn’t matter your education, height, knowledge or other factors. It can be for anyone that wants it bad enough.
Tip #5: Success is all about mindset. Know that you can, and you will achieve your goal. Visualize your goal, and you will be even closer. You will remain on the path and you will achieve your success. Be positive and remain on the path to success!
When you see “If Success was Easy, Everyone Would do it,” you may think that it’s too hard to achieve and you might just give up. Follow every tip given here, focus on your end result and you will enjoy success!
Success is a favorable or desirable outcome, the attainment of wealth or favor, as defined Webster’s Dictionary. Success is different for everyone, but it is definitely not an easy thing to accomplish, otherwise, everyone would do what it takes for success.
Success is a feeling and can be created and recreated again and again. Here are some tips to create success in your life:
Tip #1: Enjoy and celebrate each moment on the way to success. Success doesn’t have to be associated with wealth attainment. In fact, most people have achieved a level of success in some part of their lives, achieving a “desirable outcome.” Reminisce the feeling associated with your success achievement. You must have been very happy, inspired to achieve more, and desired to repeat your success. You may have thought that it wasn’t really that difficult to achieve success or maybe it was the hardest thing you did, enjoying in the feeling of accomplishment. As you reach for your next goal, focus on progress only, rewarding yourself every small step of the way. Each daily accomplishment is a small success story on the way to the bigger success story.
Tip #2: Keep the end in mind, always. If you have been striving for success in an area of your life, wealth or other, and are not reaching success, you might have lost sight of the end goal. You might have given up because it was too hard, too much work, or maybe you think that you don’t deserve your goal in the first place. Maybe someone convinced you that you can’t do what you set out to do and you folded and listened to them. You may think that you don’t know enough to be successful. If you focus on the end result as you defined success, you will keep striving for it and no one, not even you, will convince you otherwise.
Tip #3: Create, evaluate, and recreate. Life is about recreating yourself. If something doesn’t work, rather than fold, find a way to recreate. Troubleshoot or recreating is very similar. You create, evaluate and then refine. Keep up this pattern, with rewards for each step of the way on your path to success.
Tip #4: Success can be for anyone. Get out of your head that the successful are gifted or that they were handed their success on a silver platter. If that were the case, they really haven’t achieved success. Success takes work, perseverance, and determination. It doesn’t matter your education, height, knowledge or other factors. It can be for anyone that wants it bad enough.
Tip #5: Success is all about mindset. Know that you can, and you will achieve your goal. Visualize your goal, and you will be even closer. You will remain on the path and you will achieve your success. Be positive and remain on the path to success!
When you see “If Success was Easy, Everyone Would do it,” you may think that it’s too hard to achieve and you might just give up. Follow every tip given here, focus on your end result and you will enjoy success!
Subscribe to:
Posts (Atom)