"thedoor"2 - courtneyannemurray
In E.B. White's “The Door”, an unnamed man struggles with the confusion and uncertainty of a capitalistic society. The man, who represents all of mankind, is aware of the unlimited number of options or “doors” available to him. In this context, White reveals the man’s thought process by literally allowing us to read his every idea; we are then able to glean White’s definition of capitalism as presented through the man’s exposed mind. I do not know whether to tell her about the door they substituted or not, he said, the one with the equation on it and the picture of the amoeba reproducing itself by division. From these observations, we learn that the man has a choice enter a financial door symbolized by the check for thirty-two dollars and fifty cents. First, although White mostly expresses his opinion of capitalism in a positive light, he does admit to a few failures present in the system.
Where Did the English Language Come From?: An Animated Introduction
If you've ever deliberately studied the English language — or, even worse, taught it — you know that bottomless aggravation awaits anyone foolish enough to try to explain its "rules." What makes English so apparently strange and different from other languages, and how could such a language go on to get so much traction all over the world? Whether you speak English natively (and thus haven't had much occasion to give the matter thought) or learned it as a second language, the five-minute TED-Ed lesson above, written by Yale linguistics professor Claire Bowern and animated by Patrick Smith, will give you a solid start on understanding the answer to those questions and others. "When we talk about ‘English,’ we often think of it as a single language," says the lesson's narrator, "but what do the dialects spoken in dozens of countries around the world have in common with each other, or with the writings of Chaucer? Related Content: Free English Lessons
Creating a collaborative classroom adventure
World Adventure Kids 2-1, like any reading text available out there, can be used in a variety of ways as part of a reading program. Aside from possibly the most obvious application (independent reading from individual children), I have been getting questions and suggestions from teachers of classes about how to best utilise WAK 2-1 for whole-class reading. I am happy to say that the interactive, reader-directed format of World Adventure Kids actually makes it an excellent resource to use with a whole class for those contexts or situations whereby a teacher would like to apply it in a way that all the learners progress through it at the same pace. In fact, the role of decision making in the progress of the overall narrative really enhances opportunities for classroom discussion and debate (more so even than with a standard linear narrative). To use WAK 2-1 with a whole class of learners aged 8-11, I would be inclined to apply it in the following way: - Print out one copy of the whole book.
The Secret Histories of 'Catastrophe', 'Debacle', and More
Definition: a breaking up of ice in a river Debacle was taken directly from the French débâcle, which is itself from débâcler (“to unbar, unbolt”). It began to be used in English near the end of the 18th century, and was initially used to refer either to the breaking up of ice in a river, or the subsequent rush of water that follows. By 1830, the word had already taken on an extended meaning, as seen in an article in the New York Evening Post: “In an instant a sudden panic seized the troops, a cry was heard that we were cut off, a complete “debacle” followed, the whole army quitting the field in the greatest confusion….” That the continents have likewise been exposed to similar revolutions; and, in short, that the last great débâcle, or bouleversement, is not, by several centuries, of so remote a date as has been generally supposed.
The countdown journal
How did English evolve? - Kate Gardoqui
This is a great story. But really, I made it sound way more simple than it really is. You probably have some questions already, if you’re a critical sort of person. Like: If the Angles, Saxons, Jutes, and Friesians all conquered areas of Celtic Britain, why is it that England is called England (which comes from Angle-land, the Land of the Angles) and not Saxonland or Juteland? If Old English has not been spoken since before the twelfth century, how do we know what it sounded like? When and how did Old English become the modern language that we speak today? Clearly, there is way more to it. The British Library has many great resources connected with the evolution of the English language and with the earliest complete work of literature in old English, the epic poem Beowulf. This link will bring you to an interactive timeline of the English language starting in the year 1000:
Changing Brains: Language | Profesorbaker's Blog: A Bit of Everything
Thomas Baker is the Past-President of TESOL Chile (2010-2011). He is the Coordinator of the English Department at Colegio Internacional SEK in Santiago, Chile. He is the Co-Founder and Co-Organiser of EdCamp Santiago 2012 & Edcamp Chile 2013, free, participant-driven, democratic, conversation based professional development for teachers, by teachers. EdCamp Santiago 2012 was held at Universidad Mayor in Santiago. Edcamp Chile 2013 was held at Universidad UCINF.
The Ghost Writer: Giving Directions - Imperative Forms
This movie is amazing. I love Roman Polanski's films and this one is no exception. This scene is great because of the clear instructions given by the car's GPS. I. You may repeat them. 1. __________ road when possible. 2. 3. __________ around when possible. 4. _____________ to the indicated route. 5. 6. You have reached your destination! II. Answers: 1. join, 2. turn, 3. turn, 4. proceed, 5. take, 6. make II.
