Author Archive

For you…

Romantic Poem

To You

By: Michaela Tatualla

 

To you I give the whole me
For I believe that you’re my destiny
To you I offer every best of my heart
For I believe that you will value it

I want to share my whole life with you
For me to show that my love is true
I want to hold you in my arms
And sing you songs and lullabies

Loving you is what I want to do
Although I know that it can make me blue
Cause tears in my eyes has nothing to do
If I’m with a man that is you

 

(Made for someone, who became very special to me)                                            

Source: To Someone Special, To You, Romantic Poem http://www.familyfriendpoems.com/poem/to-someone-special#ixzz2TG9x1dtt
www.FamilyFriendPoems.com

Thank’s..

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History of English Language?

What is English?

History of the English Language

A short history of the origins and development of English

The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders – mainly into what is now Wales, Scotland and Ireland. The Angles came from “Englaland” [sic] and their language was called “Englisc” – from which the words “England” and “English” are derived.

Germanic invaders entered Britain on the east and south coasts in the 5th century.

 

 

 

 

 

Old English (450-1100 AD)

Part of Beowulf, a poem written in Old English.

The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words be, strong and water, for example, derive from Old English. Old English was spoken until around 1100.

Middle English (1100-1500)

An example of Middle English by Chaucer.

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England. The new conquerors (called the Normans) brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added. This language is called Middle English. It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today.

Modern English

Early Modern English (1500-1800)

Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and shorter. From the 16th century the British had contact with many peoples from around the world.

This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language. The invention of printing also meant that there was now a common

Hamlet’s famous “To be, or not to be” lines, written in Early Modern English by Shakespeare.

 

language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published.

 

Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth’s surface, and the English language adopted foreign words from many countries.

 

Varieties of English

From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words “froze” when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call “Americanisms” are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English).

Today, American English is particularly influential, due to the USA’s dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.

The Germanic Family of Languages

English is a member of the Germanic family of languages.
Germanic is a branch of the Indo-European language family.

A brief chronology of English

55 BC

Roman invasion of Britain by Julius Caesar.

Local inhabitants speak Celtish

AD 43

Roman invasion and occupation. Beginning of Roman rule of Britain.

436

Roman withdrawal from Britain complete.

449

Settlement of Britain by Germanic invaders begins

450-480

Earliest known Old English inscriptions.

Old English

1066

William the Conqueror, Duke of Normandy, invades and conquers England.

c1150

Earliest surviving manuscripts in Middle English.

Middle English

1348

English replaces Latin as the language of instruction in most schools.

1362

English replaces French as the language of law. English is used in Parliament for the first time.

c1388

Chaucer starts writing The Canterbury Tales.

c1400

The Great Vowel Shift begins.

1476

William Caxton establishes the first English printing press.

Early Modern English

1564

Shakespeare is born.

1604

Table Alphabeticall, the first English dictionary, is published.

1607

The first permanent English settlement in the New World (Jamestown) is established.

1616

Shakespeare dies.

1623

Shakespeare’s First Folio is published

1702

The first daily English-language newspaper, The Daily Courant, is published in London.

1755

Samuel Johnson publishes his English dictionary.

1776

Thomas Jefferson writes the American Declaration of Independence.

1782

Britain abandons its colonies in what is later to become the USA.

1828

Webster publishes his American English dictionary.

Late Modern English

1922

The British Broadcasting Corporation is founded.

1928

The Oxford English Dictionary is published.

Ok Thank…

The teacher is good?

Good Teaching:

By: Richard Leblanc, Ph.D.
York University
  

  1. GOOD TEACHING is as much about passion as it is about reason. It’s about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.
  2. GOOD TEACHING is about substance and training students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaising with their communities.
  3. GOOD TEACHING is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel; at the same time, it’s about being human, respecting others, and being professional at all times.
  4. GOOD TEACHING is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It’s about getting only 10 percent of what you wanted to do in a class done and still feeling good. It’s about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other. Good teachers migrate between these poles at all times, depending on the circumstances. They know where they need to be and when.
  5. GOOD TEACHING is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are conductors and the class is their orchestra. All students play different instruments and at varying proficiencies. A teacher’s job is to develop skills and make these instruments come to life as a coherent whole to make music.
  6. GOOD TEACHING is about humor. This is very important. It’s about being self-deprecating and not taking yourself too seriously. It’s often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
  7. GOOD TEACHING is about caring, nurturing, and developing minds and talents. It’s about devoting time, often invisible, to every student. It’s also about the thankless hours of grading, designing or redesigning courses, and preparing materials to further enhance instruction.
  8. GOOD TEACHING is supported by strong and visionary leadership, and very tangible instructional support resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization from full professors to part-time instructors and is reflected in what is said, but more importantly by what is done.
  9. GOOD TEACHING is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.
  10. AT THE END OF THE DAY, good teaching is about having fun, experiencing pleasure and intrinsic rewards…like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. It’s about the former student who says your course changed her life. It’s about another telling you that your course was the best one he’s ever taken. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else.

 
THE CORE
Association for Experiential Education
Schools & Colleges Professional Group Newsletter
Spring 1999, Vol. 2, # 1

Editor’s note: In 1998, professor Leblanc was awarded the Seymous Schulich Award for Teaching Excellence. His top ten requirements for good teaching was originally published in The Teaching Professor, Vol. 12, # 6, 1998.

So Far,So good,So Nice

 Good bay…!

English for Specific Purposes: What does it mean? Why is it different?

1. Growth of ESP

From the early 1960’s, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries. There is now a well-established international journal dedicated to ESP discussion, “English for Specific Purposes: An international journal”, and the ESP SIG groups of the IATEFL and TESOL are always active at their national conferences.
In Japan too, the ESP movement has shown a slow but definite growth over the past few years. In particular, increased interest has been spurred as a result of the Mombusho’s decision in 1994 to largely hand over control of university curriculums to the universities themselves. This has led to a rapid growth in English courses aimed at specific disciplines, e.g. English for Chemists, in place of the more traditional ‘General English’ courses. The ESP community in Japan has also become more defined, with the JACET ESP SIG set up in 1996 (currently with 28 members) and the JALT N-SIG to be formed shortly. Finally, on November 8th this year the ESP community came together as a whole at the first Japan Conference on English for Specific Purposes, held on the campus of Aizu University, Fukushima Prefecture.

2. What is ESP?

As described above, ESP has had a relatively long time to mature and so we would expect the ESP community to have a clear idea about what ESP means. Strangely, however, this does not seem to be the case. In October this year, for example, a very heated debate took place on the TESP-L e-mail discussion list about whether or not English for Academic Purposes (EAP) could be considered part of ESP in general. At the Japan Conference on ESP also, clear differences in how people interpreted the meaning of ESP could be seen. Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise, describing it as the teaching of English used in academic studies or the teaching of English for vocational or professional purposes.
At the conference, guests were honored to have as the main speaker, Tony Dudley-Evans, co-editor of the ESP Journal mentioned above. Very aware of the current confusion amongst the ESP community in Japan, Dudley-Evans set out in his one hour speech to clarify the meaning of ESP, giving an extended definition of ESP in terms of ‘absolute’ and ‘variable’ characteristics (see below).

Definition of ESP (Dudley-Evans, 1997)

 

Absolute Characteristics
1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the discipline it serves
3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

Variable Characteristics
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology from that of General English
3. ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. It could, however, be for learners at secondary school level
4. ESP is generally designed for intermediate or advanced students.
5. Most ESP courses assume some basic knowledge of the language systems

The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although he has improved it substantially by removing the absolute characteristic that ESP is “in contrast with ‘General English'” (Johns et al., 1991: 298), and has included more variable characteristics. The division of ESP into absolute and variable characteristics, in particular, is very helpful in resolving arguments about what is and is not ESP. From the definition, we can see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to be aimed at a certain age group or ability range. ESP should be seen simple as an ‘approach’ to teaching, or what Dudley-Evans describes as an ‘attitude of mind’. This is a similar conclusion to that made by Hutchinson et al. (1987:19) who state, “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning”.

3. Is ESP different to General English?

If we agree with this definition,, we begin to see how broad ESP really is. In fact, one may ask ‘What is the difference between the ESP and General English approach?’ Hutchinson et al. (1987:53) answer this quite simply, “in theory nothing, in practice a great deal”. When their book was written, of course, the last statement was quite true. At the time, teachers of General English courses, while acknowledging that students had a specific purpose for studying English, would rarely conduct a needs analysis to find out what was necessary to actually achieve it. Teachers nowadays, however, are much more aware of the importance of needs analysis, and certainly materials writers think very carefully about the goals of learners at all stages of materials production. Perhaps this demonstrates the influence that the ESP approach has had on English teaching in general.

Clearly the line between where General English courses stop and ESP courses start has become very vague indeed.

Rather ironically, while many General English teachers can be described as using an ESP approach, basing their syllabi on a learner needs analysis and their own specialist knowledge of using English for real communication, it is the majority of so-called ESP teachers that are using an approach furthest from that described above. Instead of conducting interviews with specialists in the field, analyzing the language that is required in the profession, or even conducting students’ needs analysis, many ESP teachers have become slaves of the published textbooks available, unable to evaluate their suitability based on personal experience, and unwilling to do the necessary analysis of difficult specialist texts to verify their contents.

4. The Future of ESP

If the ESP community hopes to grow and flourish in the future, it is vital that the community as a whole understands what ESP actually represents. Only then, can new members join with confidence, and existing members carry on the practices which have brought ESP to the position it has in EFL teaching today. In Japan in particular, ESP is still in its infancy and so now is the ideal time to form such a consensus. Perhaps this can stem from the Dudley-Evans’ definition given in this article but I suspect a more rigorous version will be coming soon, in his book on ESP to be published in 1998. Of course, interested parties are also strongly urged to attend the next Japan Conference on ESP, which is certain to focus again on this topic.

5. References

Dudley-Evans, Tony (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. (Forthcoming)

Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press.

Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 25:2, 297-314.

Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional Language Centre.

                                          Laurence Anthony

Dept. of Information and Computer Engineering, Faculty of Engineering

Okayama University of Science, 1-1 Ridai-cho, Okayama 700, Japan

anthony ‘at’ ice.ous.ac.jp

Paramore

Last hope

I don’t even know my

self at all I thought I would be happy but now

But the more I try to push it I realize gotta let go of control

Gotta let it happen Gotta let it happen Gotta let it happen So let it happen
It’s just a spark But it’s enough to keep me going

And when it’s dark out, no one’s around It keeps glowing
Every night I try my best to dream

Tomorrow makes it better And I wake up to the cold reality

And not a thing is changed
But it will happen Gotta let it happen

Gotta let it happen Gotta let it happen
It’s just a spark But it’s enough to keep me going

And when it’s dark out, no one’s around

It keeps glowing It’s just a spark

But it’s enough to keep me going

 

And when it’s dark out, no one’s around It keeps glowing
And the salt in my wounds isn’t burning any more than it

used to It’s not that I don’t feel the pain It’s just I’m not afraid of hurting anymore
And the blood of these veins isn’t pumping any less than it ever has

And that’s the hope

I have The only thing

I know is keeping me alive Alive!
Gotta let it happen Gotta let it happen

Gotta let it happen Gotta let it happen

Gotta let it happen Gotta let it happen

Gotta let it happen Gotta let it happen
It’s just a spark

But it’s enough to keep me going

(So if I let go of control now, I can be strong)

And when it’s dark out, no one’s around It keeps glowing

It’s just a spark

But it’s enough to keep me going

(So if I keep my eyes closed, with a blind hope)

And when it’s dark out, no one’s around It keeps glowing

 

 

BRUNO MARS

Just The Way You Are

Oh her eyes, her eyes
Make the stars look like they’re not shining
Her hair, her hair
Falls perfectly without her trying
She’s so beautiful
And I tell her every day
Yeah I know, I know
When I compliment her
She wont believe me

And its so, its so
Sad to think she don’t see what I see
But every time she asks me do I look okay
I say
When I see your face
There’s not a thing that I would change
Cause you’re amazing
Just the way you are
And when you smile,
The whole world stops and stares for awhile
Cause girl you’re amazing
lyricsalls.blogspot.com
Just the way you are
Her lips, her lips
I could kiss them all day if she’d let me
Her laugh, her laugh
She hates but I think its so sexy
She’s so beautiful
And I tell her every day
Oh you know, you know, you know
Id never ask you to change
If perfect is what you’re searching for
Then just stay the same
So don’t even bother asking
If you look okay
You know I say

When I see your face
There’s not a thing that I would change
Cause you’re amazing
Just the way you are
And when you smile,
The whole world stops and stares for awhile
Cause girl you’re amazing
Just the way you are
The way you are
The way you are
Girl you’re amazing
Just the way you are
When I see your face
There’s not a thing that I would change
Cause you’re amazing
Just the way you are

And when you smile,
The whole world stops and stares for awhile
Cause girl you’re amazing
Just the way you are

…For someone…

Avenged Sevenfold

So Far Away

Image

 

Never feared for anything

Never shamed but never free

A life that healed a broken heart with all that it could
Lived a life so endlessly

Saw beyond what others seeI

tried to heal your broken heart with all that I could
Will you stay ?Will you stay away forever ?
How do I live without the ones I love ?

Time still turns the pages of the book its burned

Place and time always on my mind

I have so much to say but you’re so far away
Plans of what our futures hold

Foolish lies of growing old

It seems we’re so invincibleThe truth is so cold

 

A final song, a last request

A perfect chapter laid to rest

Now and then I try to find a place in my mind
Where you can stay

You can stay awake forever
How do I live without the ones I love ?

Time still turns the pages of the book its burned

Place and time always on my mind

I have so much to say but you’re so far away
Sleep tight, I’m not afraid

The ones that we love are here with me

Lay away a place for me

Cause as soon as I’m done I’ll be on my way

To live eternally

How do I live without the ones I love ?

Time still turns the pages of the book its burned

Place and time always on my mind

And the light you left remains but it’s so hard to stay

When I have so much to say and you’re so far away

I love you

You were ready

The pain is strong enough despite

But I’ll see you

When He lets me

Your pain is gone, your hands are tied
So far away

And I need you to know

So far away

And I need you toNeed you to know

see you…