Learning a second language is not only studying it... It is experiencing, reading, thinking, singing, laughing...

Sunday, April 21, 2013

Ways of Looking

Hello again!
Here's an interactive activity to learn and practise verbs that describe ways of looking.
I hope you'll like it!

CLICK HERE

Source:  http://www.tolearnenglish.com/

Friday, April 19, 2013

Language and Arms

Here's a New York Times article about how expressions connected to guns and shooting are entrenched in American speech.


In Gun Debate, Even Language Can Be Loaded



Multimedia
When Vice President Joseph R. Biden Jr. promised ideas for responding to the massacre, he said he was “shooting for Tuesday” — even as he warned that there is “no silver bullet” for stopping gun violence. When President Obama noted that he was reviewing those ideas, he said on a different topic that he would not negotiate “with a gun at the head.”
No wonder it is hard to get rid of gun violence when Washington cannot even get rid of gun vocabulary. The vernacular of guns suffuses the political and media conversation in ways that politicians and journalists are often not even conscious of, underscoring the historical power of guns in the American experience. Candidates “target” their opponents, lawmakers “stick to their guns,” advocacy groups “take aim” at hostile legislation and reporters write about a White House “under fire.”
The ubiquitous nature of such language has caused people on both sides of the emotional debate in recent weeks to take back, or at least think twice about the phrases they use, lest they inadvertently cause offense in a moment of heightened sensitivity.
“It’s almost second nature,” said Andrew Arulanandam, director of public affairs for the National Rifle Association. “They’re such mainstream phrases, you almost have to check yourself and double-check yourself.”
But it also says something about the long American romance with guns and the nation’s self image. “All of that ties into the frontier tradition, rugged individualism, a single American with a flintlock or a gun of some kind holding off the Indians or fighting off the British,” said Robert Spitzer, a scholar of gun control at the State University of New York at Cortland.
While Mr. Spitzer called that more mythology than reality, even he found himself using such references in a recent speech responding to comments by Wayne LaPierre, the N.R.A.’s vice president, after the Sandy Hook Elementary School attack. “My opening line was, his speech was a misfire; he missed the target,” Mr. Spitzer recalled. “I liked using the gun metaphor because I think it’s doubly appropriate for him.”
In that case, of course, he was doing it deliberately. And others use double entendre purposefully. The National Shooting Sports Foundation says on its Web site that it is “always shooting for more” to promote the future of sport shooting. For an editorial last week criticizing Senator Harry Reid of Nevada, the Democratic leader, for his past solidarity with the N.R.A., The New York Times used the headline, “Senator Reid Takes Fresh Aim.”
But much of the time, such phrases come spilling out without apparent irony. Candy Crowley, the CNN anchor, introduced an interview by highlighting “our conversation with N.R.A. point man Asa Hutchinson.” Christiane Amanpour on the same network featured a story about a Tennessee lawmaker known for supporting gun rights. “So why did the N.R.A. take aim at her?” she asked.
After Alex Jones, a gun rights advocate, erupted during an interview with Piers Morgan, the Internet lit up. As of Tuesday, the phrase “Alex Jones goes ballistic” drew 357,000 hits on Google.
The Brady Campaign found itself in the awkward position of using a firm called Point Blank when it needed help last month. Point Blank, named for the Bruce Springsteen song, had an archery bull’s-eye on its Web site. But it has since dissolved and one of its principals, Debra DeShong Reed, has founded a new firm, called Five by Five Public Affairs, that is now working for the Brady Campaign.
The Brady Campaign’s own name attests to the sensitivity of language in the gun debate. Gun control advocates these days generally do not use the term gun control; instead, they talk about curbing gun violence, recognizing that “control” stirs opposition among legal gun owners who fear their rights being trampled.
The use of gun symbolism has at times provoked controversy. After Representative Gabrielle Giffords of Arizona was shot in the head by a gunman in 2011, many criticized Sarah Palin, the former vice-presidential nominee, for using cross hairs on her Web site to identify Democrats like Ms. Giffords who she said should be defeated for re-election.
Gun control advocates like Mr. Obama and Mr. Biden tend to draw less criticism when they use the language of guns. “We know that there is no silver bullet,” Mr. Biden said last week about stemming gun violence. But he said he planned to present an array of ideas to Mr. Obama that he hoped would make a difference. “I’m shooting for Tuesday,” he said.
At a news conference on Monday, Mr. Obama said he would review those ideas. But during a discussion on fiscal talks, he too used the terminology of firearms. “What I will not do is have that negotiation with a gun at the head of the American people,” he said.
Gun control advocates said such lapses are not surprising. “We do it, too,” said Mark Glaze, director of Mayors Against Illegal Guns, an advocacy group co-founded by Mayor Michael R. Bloomberg of New York. “We notice and laugh, and we don’t think it goes to our core motivations. We kind of accept that there’s a piece of us that will always be based in the Old West.”
Mr. Glaze said he had slipped plenty of times. “I stopped feeling guilty about it a while ago when one of the survivors we work with somehow managed to squeeze in at least four gun references into a sentence that had nothing to do with guns,” he said. “Since then, I’ve let it go.”

Friday, February 8, 2013

The Fun They Had


    I have found this REALLY SHORT short story by science fiction genious writer Isaac Asimov. It would make a great first class reading. It is set in the future, when two children find a book and start learning what schools were like back in he XX century. They are especially astonished to learn that the teachers back then were PEOPLE, not machines!!!!

     


    Isaac Asimov

    Margie even wrote about it that night in her diary. On the page headed May 17, 2157, she wrote, "Today, Tommy found a real book!"
    It was a very old book. Margie's grandfather once said that when he was a little boy his grandfather told him that there was a time when all stories were printed on paper.
    They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving the way they were supposed to--on a screen, you know. And then, when they turned back to the page before, it had the same words on it that it had had when they read it the first time.
    "Gee," said Tommy, "what a waste. When you're through with the book, you just throw it away, I guess. Our television screen must have had a million books on it and it's good for plenty more. I wouldn't throw it away."
    "Same with mine," said Margie. She was eleven and hadn't seen as many telebooks as Tommy had. He was thirteen. She said, "Where did you find it?"
    "In my house." He pointed without looking, because he was busy reading. "In the attic." "What's it about?" "School."
    Margie was scornful. "School? What's there to write about school? I hate school."
    Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County Inspector.
    He was a round little man with a red face and a whole box of tools with dials and wires. He smiled at Margie and gave her an apple, then took the teacher apart. Margie had hoped he wouldn't know how to put it together again, but he knew how all right, and, after an hour or so, there it was again, large and black and ugly, with a big screen on which all the lessons were shown and the questions were asked. That wasn't so bad. The part Margie hated most was the slot where she had to put homework and test papers. She always had to write them out in a punch code they made her learn when she was six years old, and the mechanical teacher calculated the mark in no time.
    The Inspector had smiled after he was finished and patted Margie's head. He said to her mother, "It's not the little girl's fault, Mrs. Jones. I think the geography sector was geared a little too quick. Those things happen sometimes. I've slowed it up to an average ten-year level. Actually, the over-all pattern of her progress is quite satisfactory." And he parted Margie's head again.
    Margie was disappointed. She had been hoping they would take the teacher away altogether. They had once taken Tommy's teacher away for nearly a month because the history sector had blanked out completely.
    So she said to Tommy, "Why would anyone write about school?"
    Tommy looked at her with very superior eyes. "Because it's not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago." He added loftily, pronouncing the word carefully, "Centuries ago."
    Margie was hurt. "Well, I don't know what kind of school they had all that time ago." She read the book over his shoulder for a while, then said, "Anyway, they had a teacher."
    "Sure they had a teacher, but it wasn't a regular teacher. It was a man." "A man? How could a man be a teacher?" "Well, he just told the boys and girls things and gave them homework and asked them questions." "A man isn't smart enough." "Sure he is. My father knows as much as my teacher." "He can't. A man can't know as much as a teacher." "He knows almost as much, I betcha."
    Margie wasn't prepared to dispute that. She said, "1 wouldn't want a strange man in my house to teach me."
    Tommy screamed with laughter. "You don't know much, Margie. The teachers didn't live in the house. They had a special building and all the kids went there." "And all the kids learned the same thing?" "Sure, if they were the same age."
    "But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently."
    "Just the same they didn't do it that way then. If you don't like it, you don't have to read the book."
    "I didn't say I didn't like it," Margie said quickly. She wanted to read about those funny schools.
    They weren't even half-finished when Margie's mother called, "Margie! School!" Margie looked up. "Not yet, Mamma."
    "Now!" said Mrs. Jones. "And it's probably time for Tommy, too."
    Margie said to Tommy, "Can I read the book some more with you after school?"
    "Maybe," he said nonchalantly. He walked away whistling, the dusty old book tucked beneath his arm.
    Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her. It was always on at the same time every day except Saturday and Sunday, because her mother said little girls learned better if they learned at regular hours.
    The screen was lit up, and it said: "Today's arithmetic lesson is on the addition of proper fractions. Please insert yesterday's homework in the proper slot."
    Margie did so with a sigh. She was thinking about the old schools they had when her grandfather's grandfather was a little boy. All the kids from the whole neighborhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together at the end of the day. They learned the same things, so they could help one another on the homework and talk about it.
    And the teachers were people...
    The mechanical teacher was flashing on the screen: "When we add the fractions 1/2 and 1/4..."
    Margie was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had.


    Written in 1951 for a syndicated newspaper page, 'The Fun They Had' was later published in Fantasy and Science Fiction Magazine.

Wednesday, January 9, 2013

Manhattan (opening scene)






MANHATTAN – Opening scene

A. How are the following expressions used in the scene?


tunes

thrive

hustle and bustle

know all the angles

corny

preachy

decay

desensitised

coiled




B. Fill in the gaps with words from the scene.


_____________ : repeated too often to be interesting or funny, too sentimental

______________: to grow very well, or to become very healthy or successful:

_______________: Inclined or given to tedious and excessive moralizing; didactic.

____________: to know all the tricks and artifices of dealing with someone or something.

_____________ : busy movement and noise, especially where there are a lot of people:

_____________: something wound in a continuous series of loops.

_____________:To render insensitive or less sensitive

_______________: Inclined or given to tedious and excessive moralizing; didactic.


C. Complete the sentences with one of the words from A.


1. He wanted to escape the ________________of city life.

2. How do you address social issues without being _______________?

3. Seeing too much violence on television can _________________people to it.

4. Her hair was ________________in a bun on top of her head.

5. The movie was okay, but the love scene was really ___________. He sent a bouquet with a card that read ‘Would you marry me?’

6. Ask my accountant about taxes. He ____________________.So he will know how to get you out of that tricky problem of yours.

7. put your business on the fast track to success! Read our book and make your Business ______________________!