Thursday, 19 January 2012

Reading in the Garden - Lesson 3

What is SOPA and how does it work? The Stop Online Piracy Act explained

By Nilay Patel on December 22, 2011 04:27 pm

1. I walk by a pretty good bootleg DVD stand a few times a month — the proprietor sets up at irregular intervals in Union Square just a few blocks away from The Verge offices in New York. Instead of just offering up ripped DVDs with handwritten titles in paper sleeves, he sells meticulous copies of the entire package from sleeve to disc label, and there are a few legitimate used DVDs thrown in for flavor. If not for the suspiciously low prices and the occasional printing error, you might not ever know the entire operation was operating in brazen defiance of the law.

2. Stands like these are an important touchpoint when you read or hear about the Stop Online Piracy Act, or SOPA, and its sister bill in the Senate, the Protect IP Act, or PIPA. Both bills attempt to deal with online sites that traffic in illegally copied content, but at extreme cost of remaking the architecture of the internet itself. That’s a high price to pay, especially since neither bill will actually curb real piracy: SOPA and PIPA are the effective equivalent of blowing up every road, bridge, and tunnel in New York to keep people from getting to one bootleg stand in Union Square — but leaving the stand itself alone.

Let's dig in.


3. What SOPA and PIPA do

Here's what the government can do to foreign websites under even the most narrow reading of SOPA section 102 and PIPA section 3:

    Order internet service providers to alter their DNS servers from resolving the domain names of websites in foreign countries that host illegal copies of videos, songs, and photos.
    Order search engines like Google to modify search results to exclude foreign websites that host illegally copied material.
    Order payment providers like PayPal to shut down the payment accounts of foreign websites that host illegally copied material.
    Order ad services like Google's AdSense to refuse any ads or payment from foreign sites that host illegally copied content.

4. (These rules don't apply to domains that end in .com, .net, and .org, which fall under US law — the government has been seizing US domains used for piracy since 2010, and just seized 150 domains last month.)

That's just the first part. SOPA section 103 and PIPA section 4 require payment processors and ad networks to shut down accounts if they receive the right kind of letter from a copyright owner — a system modeled on the heavily criticized notice-and-takedown provisions of the current Digital Millenium Copyright Act that requires a service like YouTube to pull down infringing content after the copyright owner complains. That system has been abused on occasion, but it ultimately works because it allows YouTube to avoid direct responsibility for the actions of its users — it would have been otherwise sued out of existence.

5. There's no such balance of interests for the payment processors or ad networks under SOPA or PIPA: they simply have to block their accounts within five days of getting a letter, unless their accused customer writes back with a letter promising to come to a US court. A site like YouTube would remain protected under copyright law, but become extremely vulnerable to having its finances choked off by overzealous copyright owners under SOPA — imposing a huge additional cost on new startups that host user content and effectively undoing the flawed but effective protections for those services currently in copyright law.
SOPA is a law borne of the blind logic of revenge: the movie studios can't punish foreign pirates, so they are attacking the internet instead

6. Oh, but it gets worse. Much worse. SOPA section 104 offers legal immunity to ISPs that independently block websites that host illegally copied material without any prompting from the government. That's a major conflict of interest for a huge ISP like Comcast, which also owns NBC — there would be nothing stopping Comcast from blocking a foreign video service that competes with NBC if it could claim it had a "reasonable belief" it was "dedicated to the theft of US property." And indeed, Comcast is among the companies that support SOPA.

7. Now, you may have noticed that while all these rules are totally insane, they're all at least theoretically restricted to foreign sites — defined by SOPA as sites with servers located outside the US. That's important to know: at its simplest level, SOPA is a kneejerk reaction to the fundamental nature of the internet, which was explicitly designed to ignore outmoded and inconvenient concepts like the continuing existence of the United States. Because US copyright holders generally can't drag a foreign web site into US courts to get them to stop stealing and distributing their work, SOPA allows them to go after the ISPs, ad networks, and payment processors that are in the United States. It is a law borne of the blind logic of revenge: the movie studios can't punish the real pirates, so they are attacking the network instead.

8. SOPA's proponents argue that the bill will protect US citizens and corporations from the ongoing theft of property outside our borders; that the law is narrowly tailored to only punish those who profit from illegal content. Indeed, it's possible the notice-and-takedown system for payment providers could potentially resist abuse: unlike YouTube's reflexive takedowns, it's hard to see a credit card processor turning off a paying account just because it gets an angry letter in the mail. But that's just one piece of the puzzle, and the deep concerns about tinkering with the DNS system have never been adequately addressed by any of SOPA's sponsors or supporters.

9. Last week saw a flurry of activity around SOPA as the House Judiciary Committee opened "markup" hearings, during which amendments are debated and the committee votes whether to bring the bill to the full House of Representatives. For a moment, it appeared as though SOPA co-sponsor (and Judiciary Committee chairman) Rep. Lamar Smith (R-Texas) would breeze through the markup process and hold an easy vote, but SOPA opponents demanded that the committee first bring in technical experts to testify about the impact of the law on the internet — the committee has only heard from content industry representatives until now. The hearings lasted for nearly 12 hours on Thursday and for several more on Friday until they were abruptly adjourned, with Smith promising that they would re-open as soon as possible.

10. That now looks like it'll happen in early January, but don't expect the controversy to die down in the meantime — SOPA has been deeply criticized by nearly every company that does serious business online, but I'd expect the content industry to push back just as hard as we get closer to the second set of hearings. At the same time, outspoken SOPA opponents like Rep. Darrell Issa (R-Ca.) will be taking the opportunity to promote the rival OPEN Act, which does away with the DNS redirect provisions of SOPA but still attempts to cut off payments to foreign infringing sites after hearings at the US International Trade Commission. And we'll go through all of this again when PIPA comes up for debate in the full Senate after being unanimously approved in the Senate Judiciary Committee. This battle is far from over.

Questions:
1. What measurements do you think as adequate to combat online piracy?
2. Do you think SOMA is a good idea?
3. How is your country combating piracy?

Source: www.theverge.com/2011/12/22/2648219/stop-online-piracy-act-sopa-what-is-it

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Wednesday, 18 January 2012

How should my English sound? - Lesson 5

Saturday, September 13th – Introducing word stress.

In words with two or more syllables we give stress to one of the syllables. We do it in the following ways: Making it longer, making louder or making it higher.

We can show stress using circles. Each circle is a syllable and the bigger circle shows where the stress is. For example 'Saturday' is Ooo (SATurday).

Let's analyse the following conversation:
A: When do you 'begin' (oO) your 'holidays'? (Ooo)
B: On the 'thirtieth' (Ooo) of 'August'. (Oo)
A: That's next 'Saturday'. (Ooo)
B: We're leaving in the 'afternoon'. (ooO)
A: And when are you coming back?
B: Saturday 'September' (oOo) the 'thirteenth' (oO)
A: 'Thirtieth'? (Ooo)
B: No, 'thirteenth' (oO).

Different words have different stress patterns (Oo, oO, Ooo, oOo and ooO). Let's see these examples:
Oo – April, thirty, morning, Sunday.
oO – July, thirteen, Brazil, today
Ooo – Saturday, thirtieth, yesterday
oOo – Remember, tomorrow, twenty
ooO – afternoon, seventeen, tycoon

Stress patterns can help you to notice differences in similar words as those ones ended in 'teen' and 'ty'. For example – thirty (Oo), thirteen (oO); sixty (Oo), sixteen (oO).

Exercise 1: Put the words in the right group according to their stress pattern.

Monday, Tuesday, Thursday, Saturday, today, tomorrow, April, July, August, September, October, November, holiday, 2nd, 11th, 13, 30, 13th, 30th, 17, 70,afternoon.

Oo -
oO -
Ooo -
oOo -
ooO -

Exercise 2: Choose a word from Exercise one to complete the following sentences:
1. I'm going to have a party on _________.(Ooo)
2. My grandfather is _______ (Ooo) years old.
3. In Europe the weather is warm in _______ (oO)
4. Goodnight. See you ________ (oOo)
5. I often sleep one hour in the __________(ooO)

Bibliography: HANKOK, Mark. English Pronunciation in Use. Cambridge: Cambridge University Press, 2007.

The answers to the questions may be sent to:
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Tuesday, 8 November 2011

How should my English sound - Lesson 4

Plane - Plan: Learning the /eɪ/ and the /æ/ sounds.

When we say the letters of the alphabet the letter A has the long vowel sound /eɪ/, we say this sound when we pronounce the word 'plane'. But A can also be pronounced as the short vowel /æ/, as in the word 'plan'.

Let's compare the sound /eɪ/ with other sounds and realise the differences:
meat - mate - met
come - came - calm
white - wait - wet

In spelling: We frequently have /eɪ/ with the following letter combinations:
1. a-consonant-e: mate
2. ey: grey
3. ai - wait
4. ea - great

Now let's compare the sound /æ/ with other sounds.
mud - mad - made
sing - sang - sung
pen - pan - pain

In spelling: We frequently have /æ/ with the following letter combinations:
1. a-consonant: cat (But if there is an 'R' after 'A' and this 'R' has no vowel sound after it, the sound of this 'A' will be /ɑː/)

Important observation: In most English accents, these words have the vowel /æ/: ask, dance, task, castle, bath, fast among others, but in South East England, speakers replace the sound /æ/ to /ɑː/.

Exercise:

1. These words all have the vowel sound /æ/. Change them to /eɪ/ using the same consonants.

1. at
2. mad
3. man
4. pan
5. tap
6. ran
7. hat
8. plan

2.  Listen and decide which vowel sound is different.

a. sad - mad- fade - jab
b. far - fat - fag - bag
c. watch - catch - patch - land
d. rain - said - maid- paid
e. case -name - care - fake
f. break - great - heat - weight

Bibliography: HANKOK, Mark. English Pronunciation in Use. Cambridge: Cambridge University Press, 2007.

he answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
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Friday, 21 October 2011

English Clockwork - Demystifying Grammar - Lesson 2

English Clockwork – Demystifying English Grammar – Lesson 2

Study Block 1: The verb and its characteristics
Part 1: Nice to meet you, I'm a verb.

2 – Seeing the time inside the tenses: The Present Simple vs the present continuous

In our last lesson we studied how the verbs can be classified as stative or dynamic verbs according to their duration. We also studied that stative verbs can't be used with continuous tenses because we can't establish their duration. Today we'll go a little deeper and we'll see how the duration has its influence over sentences in the present simple and the present continuous.

The present simple - He, she, it + s - Interrogative Do/Does;
Negative Don't/Doesn´t.

The main characteristic the present simple shows us when we consider the duration of the verbs is the fact that this verbal tense talks about a 'wide present', that is, we can't precise when the action or the state the subject has got started and we can't also precise when it will finish. The only thing we know it that the information provided by the verb happens in a moment of time we call present, and this 'present' is flexible. We can consider the period of time we want in our minds. For this reason the present simple have the following uses:

We use the present simple for:

*thoughts and feelings - I think so. I like it.

* states, things staying the same, facts and things that are true for a long time: We live quite near

* repeated action: We come here every year.

* Meaning future when we're talking about a time, usually a public one such as a train timetable: The train leaves at seven thirty-three tomorrow morning.

The present continuous - am/are/is + main verb + ING

While the present simple talks about a 'wide present', the present continuous does the opposite.
The main characteristic of the present continuous is to point a specific point inside this 'wide present' and thus establish much more precisely when the information provided by the verb took place. Contrarily to the present continuous we can't consider the time freely because the moment when the action happens is at least considered as the moment of speaking. Another important thing we must remember is that stative verbs are never used in the present continuous once these kinds of verbs, by definition, provide information that we can regard as outside an established time.
For this reason it is extremely important to be aware about the context you provide to the person you are sharing information.
We use the present continuous:
* When we are in the middle of an action - I'm waiting for the train.

* When things are changing after a long period of time: The number of cars in the road is increasing

* Meaning future for what someone has arranged to do in the future: - I'm meeting Harriet at six o'clock.
At work Alan is talking to Mark in the corridor. Complete their conversation using present simple or present continuous.
Mark: Are you looking (you/look) for someone?
Alan: Yes I need to speak to Neil (I/speak). He is'nt in his office.
Mark: (1) _______________(he/talk) to the boss at the moment.

(2) _____________(you/think) (3) ___________(they/be) discussing money at the moment?
Alan: Oh, right! How about you? (4) ________________(you/look) for someone too?
Mark: Yes. Linda (5) ________________ (you/know) where she is?
Alan: Oh! She isn't here today. She only (6) ___________(work) six days a week. (7) ______________(she/not/work) on Fridays. She'll be here on Monday.
Mark: Thank you! (8) _______________(you/know) a lot of things about Linda.
Alan: Well, most days (9) __________________(I/give) her a lift, or (10)___________________(she/give) me some. (11)_________ (she/live) quite close to me. (12) ____________ (it/save) petrol.
Mark: Yes, of course! Good idea (13) ______________(I/agree).
Well,(14) ______________(I/waste) my time here. I'll get back to my computer.

The answers to the questions may be sent to:
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Thursday, 20 October 2011

Reading in the Garden - Lesson 2

Part 1

 a ) Look at the title and the picture. What kind of story is it? Does it interest you?




b) Read the back cover. Can you understand the story? What's it about?

c) What's White Death?


Back Cover:

WHITE DEATH

Sarah Harland is nineteen and she's in prison. At the airport they find h... in her bag. So now she's waiting to go to court. If the court decides that it was her h..., then she must die.
She says she did not do it. But if she did not, who did? Only two people can help Sarah: her mother and an old boyfriend who does not love her now. Can they find the real criminal before it is too late?

Part 2

Read Extract 1 once. Answer the questions.
1. What do you know about the woman?
2. Which country is she in?
3. What does she want to do?

EXTRACT 1

The woman (stood) in front of the (prison). The woman was very (hot), and she did not like the (noise) from all the cars in the road. She was an English woman and she did not like hot countries or a lot of noise. She was tall, about fifty years old, with blue eyes and a long (face). Her face was red, and she looked tired and (angry). She (knocked) at the door of the prison. For a long time nothing happened. Then a little window opened in the door, and a man looked at her.

Part 3

1. Read Extract 1 again. Are the words in round brackets nouns, adjectives, or verbs?
2. Guess the meaning of the words.

Part 4

Read Extract 2. Who are the woman, the man and the girl?

EXTRACT 2

'Yes? What do you want?'
'I want to see my daughter. It's very important.'
'Name'
'Anne Harland'
'Wait a minute.'
After twenty minutes the door opened. 'Come with (me)', the man said. She walked a long time, past hundreds of doors. Then the man opened one of (them). 'In here´, he said. 'You can have ten minutes'. Anne Harland walked into the room and the man went in after (her). He closed the door behind (him). There was a table in the room, and two chairs. On one of the chairs sat her daughter. (She) was a tall girl, about nineteen years old, with big blue eyes.
'Mother!' she said. 'I'm so happy to see (you).'
Part 5

1. What do the pronouns in round brackets mean?


Part 6

Read Extract 3. Answer the questions

1. When and where did the police arrest Sarah?
2. Was she alone?
3. What did the police find in her toothpaste?
4. How does the story end?

EXTRACT 3

'Sarah, what happened?' she said. 'When did they bring you to this prison?'
'Last week, I think. Yes, last week. At the airport, when we arrived ... The police stopped us, and looked in our bags. They said there were drugs in my bag. Then they brought me here'.
'I see. Where were the drugs, then? Where did they find them?'
'Didn't they tell you?' Sarah looked up, and there was a smile in her face, but it was not a happy smile. 'The drugs were in a tube of toothpaste.'
'And you didn't know about it?'
'No, mother, of course not. Do you think I clean my teeth with heroin?'

VOCABULARY

court; noun = a place where judges and lawyers work.
death; noun = end of life
toothpaste; noun = stuff for cleaning your teeth
brought; verb = bring (past simple)
sat; verb = sit (past simple)
stood; verb = stand (past simple)


Source: English File Book 1 by Clive Oxeden & Paul Seligson - Oxford Universty Press - 19th Edition 2003

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Tuesday, 18 October 2011

How should my English sound? Lesson 3

How should my English sound? Lesson 3
Pardon me? Could you say that again? - Understanding conversation

Let's check this conversation:

A: I've just got this one bag.
B: Wow! Do you always travel so light?
A: Yeah. I can't stand the wait, you know at the airport...
B: Yeah. I know. My bag's really heavy. But it's got wheels, so I don't have to carry it.
A: No, I mean the waiting, you know, waiting for your cases to come out on the belt.

It seems we have a little misunderstanding here. What is the cause of it?

Though the speaker may pronounce the words clearly when they speak there can be a misunderstanding if in the context there are words with the same pronunciation.

Another good example is when you ask a Londoner the time and he answers: It's 'free' forty-four. In this case we can understand that 'free' actually is 'three' from the context.

Look at this video: Can you get all the misunderstandings in the video? Sometimes it's difficult to understand what people say due to their accent.



Exercise:

In each of the sentences below there is one word misspelt because it reproduces a different kind of accent. Guess from the context which word is wrong.

  1. She is a very famous rider of romantic novels.
  2. I read about it in the noos paper.
  3. She went to the casualty because she suffered a art attack.
  4. We watched the film and den we went to bed.
  5. We want to tank you.
  6. With a bit of look we can win the game.


Bibliography: HANKOK, Mark. English Pronunciation in Use. Cambridge: Cambridge University Press, 2007.

he answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the prgramme.
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Tuesday, 4 October 2011

How should my English sound? Lesson 2


How my English should sound? Lesson 2

Eye, my, mine – Introducing syllables.

We can divide a word in one or more syllables. For example 'mum' has only one syllable, 'mother' has two syllables and 'grandmother' has three. A syllable is a group of one or more sounds. The essential part of a syllable is the vowel (V). Some syllables are just one vowel sounds as in eye /aɪ/ and owe /əʊ/.
Syllables can have consonant sounds (C) before the V (CV), after the V (VC) and before and after the V (CVC). Here are some examples. All the words has only one syllable.

CV – go /gəʊ/; my /maɪ/; know /nəʊ/; weigh /weɪ/.
VC – if /ɪf/; egg /eg/; ice /aɪs/; eight /eɪt/.
CVC – ten /ten/; nose/nəʊz/; mouse /maʊs/; knife /naɪf/.

Remember! Letters are not the same as sounds. For example the consonant letters 'w' and 'y' are not consonant sounds if the come after the vowel in words like 'law' /lɔː/ and 'pay' /peɪ/. They are part of the vowel sound, that is, 'aw' = /ɔː/ and 'ay' = /eɪ/. It can also happen in some southern English accents with the letter 'r', for example: car /kɑː/, hair /heə/ and poor /pɔː/.

It is common to call syllable the number of parts in a written word. In phonetics, syllable is the number of times we need to emit a sound to pronounce a word. For example we can divide the word chocolate as cho-co-late, but when we say it, we only pronounce two syllables /ˈtʃɒk.lət/. The dot shows the syllabic division. Here are some other examples. Some words may be pronounced with fewer syllables than in writing: different /dɪf.ər.ənt ; comfortable /kʌm .fə.tə.bl/; interesting /ɪn.trəs.tɪŋ/; *secretary /ˈsek.rə.tri/. (* In American English this word is pronounced /ˈsek.rə.ter.i/).

The first syllable in these words has the same sounds, but in the opposite order: chicken /ˈtʃɪk.ɪn/; kitchen /ˈkɪtʃ.ən/. When we build a sentence with similar words like these, it may be difficult to say. It is called 'tongue-twisters' like in: Richard checked the chicken in the kitchen.

Now it's time to exercise:

  1. Organise the words according to the groups below:

    aunt, cook, dad, doctor, grandfather, officer, passenger, sister, teacher, uncle

    1 syllable:
    2 syllables:
    3 syllables:

  2. The spelling changes if you change the order of sounds in these one-syllable words from CV to VC.
    a) /lɔː/ /ɔːl/
    b) /deɪ/ /eɪd/
    c) /n
    əʊ/ /əʊn/
    d) /peɪ/ /eɪp/
    e) /tiː/ /iːt/
    f) /meɪ/ /eɪm/

Bibliography: HANKOK, Mark.
English Pronunciation in Use. Cambridge: Cambridge University Press, 2007.

The answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
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Please comment and give suggestion about the lessons and the prgramme.
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Friday, 30 September 2011

English Clockworking - Demystifying English Grammar


Study Block 1: The verb and its characteristics
Part 1: Nice to meet you, I am a verb.

In this first block we will discover the verb is a mate full of special powers and weaknesses. We will see they have conjugation characteristics, duration, meaning, voice, mood, etc.

  1. Duration of a verb: Stative verbs vs dynamic verbs:

    The verbs according to its duration, that is the meaning period of time described by the verb, can be stative or dynamic.

    Stative verbs are those ones who have no duration and no distinguished endpoint because they describe states, characteristics about something or someone and states and characteristics can't be considered over time Let's see some examples:

    Jeff has red hair. ('has' shows a characteristic about Jeff).
    Nimlot likes his students very much. ('likes' shows Nimlot's feelings).
    Julia wants a computer. ('wants' shows Julia's desire about a computer).

    One important thing about the stative verb is the fact they can't be used in the continuous tenses because of their indefinite duration. So we can never say 'Jeff is having red hair' because his hair is always red.

    Here are some important verbs that deserve our attention once they are stative: Like, know, belong, love, realise, fit, hate, suppose, contain, want, mean, consist, need, understand, seem, prefer, believe, depend, agree, remember, matter, mind, recognise, see, own, appear, look (=seem), sound, taste, smell, hear, astonish, deny, disagree, please, impress, satisfy, promise, surprise, doubt, think (=have an opinion), feel (=have an opinion), wish, imagine, concern, dislike, be, have, deserve, involve, include, lack, measure (=have length etc), possess, owe, weigh (=have weight). These verbs CAN'T be used in continuous tenses.

    Dynamic verbs ave duration, that is, they occur over time. This time may or may not have a defined endpoit and may or may not have ocurred. Let's see some examples:

    Jeff teaches French with CEM. ('teaches' show an action Jeff performs as a routine).
    Linda travels to her parents' house every year. ('travels' shows an action linda performs every year). Dynamic verbs can either be simple or continuous
    once they express actions over time. So, we can also say 'Jeff is teaching French with CEM at the moment' and 'Linda is travelling to her mother house'.
    *** Observation***

    Some verbs can be either stative or dynamic depending on the meaning.
    The main verbs in this category are: be, have, see, taste, think. Let's some examples with more details.

    You are stupid! (stative – 'are' shows a personality trace).
    You are being stupid” (dynamic – 'are being' in this case means behaving or acting)

    I have a car. (stative – 'have' shows something which is mine).
    I'm having lunch. (dynamic – 'have lunch is an expression which has the meaning of eating).

    I see two red birds there. (stative – 'see' is an ability you have).
    I'm seeing the doctor tomorrow. (dynamic – 'seeing' has the meaning of meeting).
  2. Exercise: Decide if the verb is stative or dynamic.
    a) I have lunch with my family most evenings.
    b) I own two cats.
    c)I think orange juice is healthy.
    d) I'm thinking about moving to a new place.
    e)The new dish you prepared tastes great!
    f)I'm tasting the soup to see if it is too salty.
The answers to the questions may be sent to:
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Reading in the garden - Activity 1


Reading in the garden – Activity 1


Alliteration

Even notice how many cartoon characters have alliterated monikers. Woody Woodpecker. KO KO the Klown. Betty Boop. Duffy Duck. Tom Terrific. Pepe Le Pew. Mickey Mouse. Clyde Crashcup. TinTin Dudley Do-Right Count Chocolate, Tony the Tiger, Captain Crunch (boy I loved that stuff, three bowl in the morning a good time was to be had by all) Superman’s girlfriends were all alliteraty. Lana Lang from Smallville, Lois Lane reporter for the Daily Planet, Lori Lemaris, a mermaid from the sunken city of Atlantis Lyla Llerol, an actress from the bottle-city of Kandor, and Lena Luthor, Lex Luthor's sib. Sufferin' succotash.

Drip

Drip.
Drip.
Drip.
The faucet on the bathroom sink is leaking.
I get out of bed, walk to the bathroom, and tighten the knob.
And then go back to bed.
The water company will probably charge us more this month.
Not because of the wasted water, mind you. They have plenty of water.
Too much water, and it's gone to their heads.
Now, instead of charging people for the water they use, they hold everybody ransom with the threat of opening the valves at night and drowning you in your sleep.
It starts with a drip, I hear.
Drip.
Drip.

Glass beads

When you're done working a glass bead in the torch, you can't just drop it in a cooling blanket.
You need to cool it slowly so it doesn't cool too quickly.
If the bead cools too quickly, it'll break as it cools or weaken it so it will eventually break from stress fractures.
You need to cool it gradually to relieve those stresses.
That is why we must anneal it in the kiln.
It's kinda like life, really. Taking time to cool down properly.
Now put down that knife and get off the ledge slowly, please. You're making a scene.


Source: 100 world stories http://podcasting.isfullofcrap.com/

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Tuesday, 27 September 2011

How should my English sound? Lesson 1

How my English should sound? Lesson 1

Part 1: Introduction to letters and sounds.

In writing words are made of letters. In speaking words are made of sounds. But letters are not always the same as sounds. For example the words 'car' and 'key' begin with the same sound /k/, but they are spelt different. If we see them in using phonemic symbols, that are a kind of special alphabet for writing sounds, they would be /kɑː/ and /kiː/.

The following group of words have use different letters (spelling) but they have the same sound.

Buy – Bye
Week – Weak
Two – To – Too
Sun – Son
Weigh – Way
Write – Write

The modern English alphabet consists of 26 letters. In this alphabet we can find vowels (a,e,i,o and u) and consonants (b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y and z) and we use all of them to write any word in English. If we consider speaking, we also have vowel sounds and consonant sounds. The number of spelling consonants and vowels are not always the same number of phonetic consonants and vowels. A good example is the word 'calf': It is composed of 4 consonant and 1 vowel in spelling, but it has only 3 sounds – a consonant, a vowel and a consonant (CVC). If we compare the spelling with the sound we'll have: calf – /kɑːf/.

Let's practise a little bit:
1 – How many sounds are there in each word? Remember that in English the number of letter is not always the number of sounds.
1. dog
2. rabbit
3. frog
4. gorilla
5. snake
6. bee

2 – Now let's analyse the sounds according to the rhymes. Do they have the same first sounds? Do they rhyme? A rhyme happens when we group two or more words together and they have similar sounds. It is widely used to create, for example, cartoon names.

1. Phil the fox
2. Mary the canary
3. Ida the spider
4. Claire the bear
5. Polly the parrot
6. Deborah the zebra
7. Myrtle the turtle
8. Kitty the cat

Bibliography: HANKOK, Mark. English Pronunciation in Use. Cambridge: Cambridge University Press, 2007.

This blog is a non commercial, non profit educational website.

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Wednesday, 3 August 2011

English for Today News

Dear English for Today Friends.

After some time without any new activities on both blog and Facebook, I glady announce that English for Today is back to activity with news.

1. The webpage www.sites.google.com/site/eng4today is officially cancelled. All written stuff will be posted on English for Today blog - www.eng4today.blogspot.com, and the links for the activities can be found on English for Today Facebook page - www.facebook.com/eng4today,  and on English for Today twitter - www.twitter.com/eng4today (Feel more than invited to follow it :D) and also by English for Today Friends group message on Second Life.

2. Now English for Today also has a profile on Youtube - www.youtube.com/eng4today. The videos are still being prepared. The links for the videos will also be shared on Facebook, Twitter and SL English for Today Friends group.

3. Finally, we now also have a space on Skype. It is the English for Today Conference Centre - www.skype.com/eng.4.today . There we can have chats whose subjects can be chosen by the participants, English grammar doubt solutions, pronunciation tips and English lessons. But to make it possible I need your help. I would ask to all English for Today Friends who are interested in this model of acticity and already have a Skype profile to send me an e-mail on eng.4.today@gmail.com with your Skype profile name and the best time for the activities according to your time zone and free time. After analysing an suitable time to all participants a schedule will be made and shared will you. If you don't have a Skype account you can create a profile on www.skype.com .

Feel free to ask about the activities or give suggestions to improve them. Send a e-mail to eng.4.today@gmail.com or if you are a Second Life member send a notecard titled 'Doubt about English for Today' or 'Suggestion for English for Today'.

Thank you very much for being an English for Today Friend

Nimlot Logan

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Saturday, 5 February 2011

Writing: Description

Today we'll see our first text modality, description. Through description we can share with people what we see and feel about the world. When we use description we make them imagine what we saw and experienced. To make it possible we use a very special kind of word: the adjective. So, let's learn how to use the adjective in our descriptions?

Order of the adjectives

When using more than one adjective to describe a noun we must pay attention to some rules:

a) Adjectives expressing opinion come first than adjectives meaning fact in word order
Ex: What a beautiful (opinion, that is, it is what you think about the rose) red (fact, the rose is red) rose.
b) Adjectives which describe general qualities come before those ones describing particular qualities.
Ex: John has a fast (general quality, that is, other cars can be fast) grey (more particular quality, that is, among all the cars we are talking about a grey one) car.

Exercise: Now we will practise a little our description skills. It'll be presented to you a painting named 'casinha nas montanhas' (little house by the mountains) by the Brazilian painter Antonia B.S. Faria.
Try to extract the most details you can from this painting using the tips above.

 Casinha nas montanhas. © 2011 Antonia B.S. Faria. This painting was used in this page with the prior consent of the author.

The answers to the questions may be sent to:
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Sunday, 16 January 2011

Word Classes 3: The Object (Direct and Indirect)

As we saw in the last lesson: The object can be a noun or a pronoun and is responsible for giving information about the subject.
Ex: I have a car. ('a car' is the object because it informs what 'I' (the subject) 'have' (verb).
Ex: Andrew loves her. ('her' is the object because it informs who 'Andrew' (subject) 'loves' (verb).

But before talking about the objects themselves, let's talk about transitivity. Transitivity happens when the action expressed by a verb 'transits' to an object making the sentence make sense.

When the subject performs an action expressed in a verb, this action can or cannot 'transit' to an object. If the verb needs an object to make the sentence make sense it is called transitive verb, but if the verb doesn't need an object to make the sentence make sense, it is called intransitive verb.

Ex: Sarah washes her hair. In this case 'washes' is a transitive verb because it needs the object 'her hair' to make the sentence make sense.
     My father died six years ago. In this case 'died' in an intransitive verb because it does not need anything else to make the sentence make sense. If the sentence was 'My father died', it would make sense.

Therefore, transitive verbs need objects to compliment the sentence meaning. If you use a transitive verb without an object the sentence won't make any sense.

But how can a verb action transit to the object?
The action expressed by a verb can transit to the object in two ways: Directly (generating a direct object) and indirectly (generating an indirect object). So, in English we have two kinds of objects: The Direct Object and The Indirect Object.
Let's see them individually.
1. The object direct is the one whose action expressed by the verb transits directly to it. In other words, the direct object is 'what' the verb performed.
In the example: 'Sarah washes her hair', 'her hair' is a direct object because the action of washing transits directly to it. 'Her hair' is what Sarah 'washes'.

2. The indirect object, in English, always come in a sentence with a direct object and is the one whose action expressed by the verb transits indirectly to it. In other words the indirect object is 'who received' the action perfomed by the verb through the direct object and it can appear in the sentence in two ways. Confusing? Let me give an example of each case.

1. Andy bought some chocolate for Paula. In this example 'some chocolate' is the direct object because the action of buying transits directly to it.'Some chocolate' is 'what' Andy 'bought'. But, for Paula is the indirect object because the action of buying transits indirectly to her. 'Paula' is 'who receives' some chocolate', the chocolate Andy bought, that is, the action transits indirectly through the direct object (some chocolate) to the indirect object (for Paula). In this case the indirect object comes with a preposition (for)
2. Andy bought Paula some chocolate. In this case the indirect object comes just after the verb and it's the most common two-object construction in English. To discover which object is the direct you can ask 'what' the verb performed and to discover which is the indirect you can ask 'to whom' the action was performed.
For making indirect objects using prepositions we usually use to or for. Use to with the following verbs: bring, feed, give, hand, lend, offer, owe, pass, pay, post, promise, read, sell, send, show, take, teach, tell, throw, write and use for with the following verbs: book, bring, build, buy, choose, cook, fetch, find, get, leave, make, order, pick, reserve, save
Exercises: 
1. Write the information in one sentence. Use the underlined part in the end of the sentence. Sometimes you'll need to use to.
a) Jack lent something to David. It was his watch.
b) Steve bought something to his girlfriend. It was a necklace.
c) Andrew ordered something to her daughter. It was some apple juice.
d) John helped someone. It was his aunt.

2. Decide if the sentence should be completed with to or for:
a) Book a flight ____ me, could you?
b) Don't show these papers ______ my boss, ok?
c) Write a letter _______ my customers.
d) Could you make some coffe ____ us?

The answers to the questions may be sent to:
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the blog.
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Tuesday, 4 January 2011

Word Classes 2: Parts of the sentence. (The subject, the verb and the predicate)

Sentence Structure

A sentence is compound basically of three elements: The subject, the verb and the predicate.

The subject is the element which the verb makes reference. For example:

I have a car. In this sentence, 'I' is the subject because the action expressed by 'have' is related to 'I'.

John is a teacher. In this example, the subject is 'John' because the state expressed by 'is' is related to 'John'.

A good way of finding the subject in a sentence is asking the verb who is performing the action or being the state the verb expresses.

Let's take the examples above:

I have a car. Q: Who has the car? A: I ('I' is the subject)
John is a teacher. Q: Who is a teacher? A: John ('John' is the subject)

The subject is a noun or a pronoun, that is any person or being (Peter, John, Ralph, a cat, the birds) and all subject pronouns (I, you, he, she, it, we, you and they).

The verb is a really important part of the sentence, because if you don't have a verb you can't make a sentence.

The predicate is the part responsible for giving additional information about the subject, that is, it is responsible for telling the hearer or the reader what exactly the subject is doing (action) or what it is (state)
It is composed by the following structures: The object and the complement (predicative and adverbial).

  1. The object can be a noun or a pronoun and is responsible for giving information about the subject.
    Ex: I have a car. ('a car' is the object because it informs what 'I' (the subject) 'have' (verb).
    Ex: Andrew loves her. ('her' is the object because it informs who 'Andrew' (subject) 'loves' (verb).
    1. The predicative can be found in two types: The predicative of the subject and the predicative of the object.
      a) The predicative of the subject is responsible for giving a quality to the subject in a static verb sentence:
      Ex: The car is red. ('red' is the predicative of the subject because it shows the colour the car is. Car is the subject of the sentence and 'is' is an static verb (it doesn't express an action)
      b) The predicative of the object is responsible for giving a quality to the object in an action verb sentence.
      Ex: Michael painted his wall blue. ('blue' is the predicative of the object because it shows what colour Michael painted his wall. Wall is the object of the sentence and 'paint' is an action verb.
    2. The adverbial complement is responsible for attributing a manner, a time, a position to the sentenceEx: The garage is near. ('near' is the adverbial complement because it shows 'how far' the garage is.

      Exercise:

      1. Identify in the following sentences which part of the sentence is underlined. For the parts of the predicate, specify if it is the object, the predicative or the adverbial.

      a) We're having a bad time.
      b) Mary really enjoys playing tennis.
      c) Steve works in a company.
      d) Dan often goes to the cinema.
      e) We're painting the roses red.
      f) Garry has gone to Australia last year.
      g) The scenery is very beautiful.
      h) Gabriel is sad very rarely.

      The answers to the questions may be sent to:
      e-mail: eng.4.today@gmail.com
      Orkut: http://www.orkut.com.br/Main#Profile?uid=13978883568364259345
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      All the answers will commented by the teacher and sent back by email.
      Please comment and give suggestion about the lessons and the blog.
      This blog is a non commercial, non profit educational website.

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      English for Today by Nimlot Logan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 23 December 2010

Do you know who is Father Christmas?

Before we read:
1. What do you know about Father Christmas (Santa Claus)?

2. Is Father Christmas famous where you live?

3. Is there any other celebrations similar to Christmas in your country?

Now let's discover something about the real Father Christmas.

The ikon you see is St. Nicholas of Myra. He is also known as St. Nicholas of Bari. Bari is a city in Italy in which he is believed to be buried.
St. Nicholas is acknowledged as being the patron saint of Russia, Greece and Norway. He is the patron of night watchmen in Armenia and the acolyte children in Bari.
It is accepted that St. Nicholas, bishop of Myra, is probably from Petara, in Asia Minor, also known as Anatolia in Turkey where he would be born in the middle of the 3rd Century and would died on 3rd of December 342.
Under Diocletian empire, Nicholas was imprisoned for refusing to deny his faith in Jesus Christ. After the rise to power of Constantine, Nicholas had to face opposition again, this time inside the Church itself. During a debate with other church leaders, Nicholas stands up and slaps one of his antagonists. This prevents him from being a church leader. Nicholas, however, does not allow himself to be defeated and stands active, providing help to children and others in need.
Several miracles were attributed to him, being from these his popularity all around Europe and his designation as sailormen and tradesmen protector,matchmaker and, mainly friend of children. From St. Nicholas, bishop of Myra (Lycia) in the 4th Century, we have a great number of reports and stories, but it´s difficult to distinguish the authentic from the abundant legends that germinated about this very popular saint, whose image was lately related and changed into Father Christmas (Santa Claus in the USA) icon, an old man crowned with a white beard, bringing in his back a bag full of gifts.
He's considered as welcoming to the poor and mainly with poor children, the first saint of the church to concern about education and moral of both children and their mothers.
Some Orthodox Churches honour him with the last Sunday of the Julian calendar. The coptic and byzantine rites (catholic and orthodox) dedicate him great importance and the celebration of his pastoral life is very remarkable. The Roman Liturgical Calendar, as well as the Byzantine rite churches, catholic and orthodox, that follow the Gregorian calendar celebrates his memory on 6th of December.
The devotion for this saint spread across Europe when his relics, stolen from Myra by 62 soldiers from Bari (Italy), and brought save subtracting them from the Turkish invaders, were placed with great honours in the Cathedral of Bari on 9th of May 1807. The relics were preceded by the fame of the supposed thaumaturge and the colourful legends which rounded his figure.
These religious legends, such as ressurecting people from the grave in Myra, today Demre in Turkey and providing food after a rigorous winter in Spain and also his iconisation as Father Christmas that make St. Nicholas a very known person, but they are also the reason for not having a clear notion about his life.

Article adapted from the original in Portuguese at: http://pt.wikipedia.org/wiki/Nicolau_de_Mira and is licensed under Creative Commons Attribution-Share Alike 3.0 Unported


St. Nicholas ikon extracted from: http://en.wikipedia.org/wiki/File:Nikola_from_1294.jpg and is in public domain because its copyright has expired

After reading:

1. Using your own words, how can you compare St. Nicholas and today's Father Christmas?

2. What could be your dream Christmas?

The answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the blog.
This blog is a non commercial, non profit educational website.
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English for Today by Nimlot Logan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Wednesday, 17 November 2010

Word classes: nouns, verbs, adjectives, etc.

Look at these sentences:

My mum is driving to work today.


I have an important meeting at work tomorrow. So I'm rather busy.


Would you like to go out for a dinner tonight, Monica?


This dish is really delicious!


But it's quite expensive!

Let's take one sentence as an example and analyse it. There are different kinds of word in it.

"I have an important meeting at work tonight, so I'm rather busy"

I - pronoun; have - verb; an - indefinite article (determiner); important - adjective; meeting - noun; at - preposition; work - noun; tonight - adverb of time; so - conjuction (linking word); I - pronoun; am - verb; rather - adverb of manner; busy - adjective.

As you can see in a simple sentence there are many different types of words involved. The English grammar traditionally classifies these words in 8 parts of speech or words classes. They are:
1. Noun: Any concrete or abstract being.

2. Pronoun: Any substitute for a noun or noun phrase.

3. Adjective: Any qualifier of a noun

4. Verb: Any action or state of an entity
5. Adverb: Any qualifier of a verb, adjective or another adverb.
6. Preposition: Any establisher of relation between two words.
7. Conjuction: Any syntatical connector, connecting two phrases.
8. Interjection: Any emotional exclamation.

Some words can belong to different word classes depending on the role they have in a sentence. Look:
Can I look at your pictures? - In this case look is a verb
I like the look of that jacket. - In this case look is a noun


Now let's practise
1. Look at the examples given and put in a list the word class the words according to their word class.
2. See this paragraph and say what word class the words in bold belong to.

Michael thinks Michelle is amazing. He loves her madly, and he dreams of having her as his wife. But unfortunately she is rather young for him. Today they are at a very famous night club enjoying the night with their friends Frank and Sandy, so Michael thinks it's difficult to talk about his feelings to Michelle. But maybe he can buy her some flowers. Is it a good idea?

The answers to the questions may be sent to:
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the blog.
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Creative Commons Licence
English for Today by Nimlot Logan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 2 November 2010

Grammar - Intermediate - Present Simple and Present Continuous

The Present Simple and the Present Continuous:

Both the present simple and the present continuous are used to talk about actions and states in the present time but each one has its own peculiarity. Let's see what are they?


1. The Present Simple. - (I, you, we and they = verb; he, she, it = verb+s)

 The Present simple talks is used when we want to tell things that are:

a) Permanent states, that is, states that hardly ever change or never change at all.

Ex: I'm Brazilian (And I'll be forever)
John works in a University. (Unless John decides to quit his job, he will work there for a long time)

b) Habits and routines, that is, things that happen frequently.

Ex: Mary walks to work. (It is something she does frequently)
I repair my own car. (It is something I usually do)

c) Permanent facts and truths, that is, things that NEVER change.

Ex: The desert is very hot during the day. (And it'll always be)
Earth is the third planet of the Solar System (And it'll always be)

There are some words called adverbs of time that usually come with the present simple: They are:
usually, today, every day, often, frequently, seldom. rarely, among others.

2. Present Continuous. - Form: (to be + verb + ing) 

Before we start talking about the Present Continuous, let's remember the verb to be in the Present Simple, once it is used to form the Present Continuous.
I am - I'm
You are - You're
He is - He's
She is - She's 
It is - It's 
We are - we're
You are - You're
They are - They're


Basically the present continuous are used when we want to talk about things that are:


a) Actions happening at the moment of speaking, that is, the action happens while the speaker is speaking.

Ex: Look! Fernando Alonso is overtaking Mark Webber.(He is overtaking right now!)

b) For temporary situations, that is, things that are not happening while someone is speaking, but in situations which the speaker hopes to be temporary. Remember! For permanent situations we use the Present Simple)

Ex: I'm having trouble finding a new house to let. (I'm not having this trouble necessarily now, but in a period of time I hope to be temporary).

There are also time adverbs that follow the present continuous and they are:
at the moment, now, at the present, today among others.

Now let's practise all we have seen today:

1. Peter ____________ (work) in a big company.
2. Jennifer's new car ___________(be) very expensive.
3. Michael _______________(talk) to his girlfriend now.
4. Steve _______________(look) for a new flat.
5. I _______________(wear) a raincoat because it might rain.
6. Be quiet! I ___________(think) my mum _____________(sleep) upstairs.
7. I ______________(look) for a new car. Mine _________(be) very old.
8. Look! The police _______________(chase) that motorbike.
9. I ____________(paint) a picture of my brother.
10. We ________________(building) a new robot for the company at the moment.

The answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
Orkut: http://www.orkut.com.br/Main#Profile?uid=13978883568364259345
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the blog.
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English for Today by Nimlot Logan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Sunday, 31 October 2010

Reading: Anoka, MN: The Halloween Capital of the World (American English - Beginner)

Before you read:

1. Is Halloween celebrated in your country?

2. Is there any National celebration in your country? What is it?


Anoka, Minnesota: The Halloween Capital of the World
A Local Legacy

Did you know that Halloween has a capital? Anoka, Minnesota, calls itself the "Halloween Capital of the World," as it is one of the first cities in the United States to put on a Halloween celebration that discourages people from playing tricks or causing trouble.
In 1920, a weeklong celebration was started in Anoka in an effort to take the trick out of trick-or-treat. The Grand Day Parade includes a Mass Band, made up of bands from four high schools. Another featured event is the Gray Ghost 5K Run, inspired by sightings of Bill Andberg, a marathon runner in his 70s whose gray-clad ghostly figure can often be seen running through a local cemetery.
There are many competitions during the week, including a pumpkin bake-off and one for best Halloween house decorations. Most participants wear their Halloween costumes. Do you suppose people wear the same costumes all week long?

Text extracted from America's Story from America's Library website: http://www.americaslibrary.gov/es/mn/es_mn_hallown_1.html and has no copyright mention in the source. This text is used under fair use.


Now that you read it:


1. What happens during the Grand Day Parade?


2. What are the competitions that happen during the week in which Anoka celebrates Halloween?


The answers to the questions may be sent to:
e-mail: eng.4.today@gmail.com
Orkut: http://www.orkut.com.br/Main#Profile?uid=13978883568364259345
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All the answers will commented by the teacher and sent back by email.
Please comment and give suggestion about the lessons and the blog.
This blog is a non commercial, non profit educational website.

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English for Today by Nimlot Logan is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Saturday, 30 October 2010

Reading: The Scottish Independence (British English - Intermediate)

 Before reading the text answer these questions. Use your own words.

a) What do you know about Scotland?

b) Do you know any other countries that conquered or are still fighting for its independence?

Now let's read the text.

Scotland (dark blue) inside Great Britain
The Scottish Independence


The Scottish independence is a political ambition of political parties, groups pressure and individuals in order to make Scotland separated from the United Kingdom.

The Kingdom of Scotland was an independent state from his unification in 843 to 1707 when the Treaty of Union was passed by the Parliament of Scotland and led to the formation of the United Kingdom of Great Britain. The Acts of Union made the Treaty valid by fusing the two nations through the dissolution of the English and the Scottish Parliaments, and their replacement by the new Great Britain Parliament. As a result of provisions in the Treaty, as well as a much of Scotland's relative isolation, many Scottish institutions remained separate, and the Scottish national identity has remained strong and distinct.

At the period of the parliament union, the measurement was deeply impopular both in Scotland and England. The Scottish treaty signatories were forced to sign the documents in secrecy because the popular revolt and the unrest in the Scottish capital, Endinburgh.

The ones who opposed to the Scottish independence and approved the continuity of a sort of union made a distinction between patriotism and nationalism, believing that being a part of the United Kingdom would be Scotland's national interest, and articulating that cultural, social, political, diplomatic and economic influence and benefits, without compromising its distinctive national identity, outweighed the total loss of Scottish independent sovereignty. Scottish independence supporters argues that the loss of Scottish independent representation is internationally prejudicial for Scottish interests, and, as the British Government acts chiefly at the interests of the whole United Kingdom, they argue that it can be, in specific cases, prejudicial to the specific interests of Scotland.


Article adapted from the original in Portuguese at: htpp://pt.wikipedia.org/wiki/Independência_da_Escócia and is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported

Map of Scotland inside the United Kingdom extracted from: http://pt.wikipedia.org/wiki/Ficheiro:Map_of_Scotland_within_the_United_Kingdom.png and is licensed under the Creative Commons
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After reading the text: Please answer the questions:

1. How long had Scotland been an independent country before forming the Great Britain in 1707?

2. Was the union of the Scottish and the English Parliaments well accepted? Why?

3. At the period of the Union. Scotland was divided in two groups, one was in favour of the union and the other against it. What each group argued about the union. Answer using your own words.


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