Sunday, December 17, 2006
CLONING
Meet Little Nicky the cloned cat
A woman in the US has paid $50,000 (£26,000) for Little Nicky, the first ever cat cloned to be someone's pet.
He looks just like any other nine-week old kitten, but Little Nicky was created from the DNA of another much-loved pet, also called Nicky.
The original cat died last year aged 17 and his owner Julie decided she'd rather have a clone than a new one.
Julie says the new Nicky is just like the old one, both in the way he looks and his personality.
Click here to find out more about cloning
But some animal groups really aren't happy with Julie's decison to clone her cat, so much so that she doesn't want to be fully identified.
Vote
Would you clone your pet?
Yes
No
One expert said that for the amount of money Julie spent she could have given homes to lots of strays.
The company that made the cat, Genetic Savings and Clone, says it has orders for five more cats and plans to clone a dog too before the end of the year.
Scientists are also worried that cloned animals suffer more health problems than traditionally bred animals.
Sunday, December 03, 2006
Saturday, December 02, 2006
REPORT
By
OUTLINE TITLE
Introduction:
I. The first sub-topic
A. First supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
B. Second supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
II. The second sub-topic
A. First supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
B. Second supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
III. The third sub-topic
A. First supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
B. Second supporting information for the sub-topic
1. Detail of the information
2. Detail of the information
Conclusion:
TITLE
First paragraph. All paragraphs in the body of the report are indented and double-spaced.
Additional paragraphs.
Works Cited
First reference. The text begins at the left margin of the paper. Lines are double-spaced. When the entry is longer than one line, the second line is automatically indented.
Additional references.
Checklist
1 The outline
q The introduction states the main topic or idea of the outline, and the conclusion summarizes it.
q Each sub-topic describes the main idea for a paragraph.
q Supporting information and details for a sub-topic are listed under the sub-topic, with each piece of information listed separately.
q When supporting information is listed under a sub-topic, there are at least two pieces of information listed. If there is only one piece of information to support a sub-topic, the information is included in the sub-topic.
2 The paper
q The paper follows the organization of the outline.
q Each paragraph in the paper matches a sub-topic in the outline, and presents the information and details listed under the sub-topic.
q Each paragraph includes a topic sentence that summarizes the main idea of the paragraph.
q Every sentence begins with a capital letter.
q Every sentence ends with a period, question mark, or exclamation mark.
q All words are spelled correctly.
q There are no missing words.
3 Works cited
q Every source has a specific reference in the paper. Include only the sources that are mentioned in the paper.
q Each entry follows the correct format for the type of reference.
q Entries are listed in alphabetical order, according to the author’s last name.
Tips for Writing Your Report
1 Create a schedule
q Identify the tasks you need to do.
q Arrange the tasks in the order you’ll need to do them.
q Estimate how long each task will take. Be sure to allow enough time for editing and making changes.
q Identify the date the report is due, and then set a schedule showing what work you’ll need to do each day in order to have your report ready on time.
2 Add interest
q Use graphs and charts to illustrate an idea.
q Add a picture, photo, or drawing.
q Include a map.
q Find a quotation and use it to make your point.
3 Make every word count
q Choose words your reader will understand. Remember that you want to communicate your ideas to the person reading your paper.
q Avoid clichés.
q Use a thesaurus to replace overused words and find new ways to express your ideas.
Sunday, November 26, 2006
The seven new wonders around the world
01:00 AM EST on Sunday, November 26, 2006
By ELIANE ENGELER and ALEXANDER G. HIGGINSAssociated Press
Above, Castle Neuschwanstein, a 19th-century creation by Bavaria’s fairy tale king Ludwig II, and a world reknown tourist attraction. Below left, the Byzantine church of Hagia Sophia, one of Istanbul’s landmarks.
A global competition to name the new seven wonders of the world is attracting widespread interest, with more than 20 million people voting so far, organizers say.
Clearly it’s time for a new list: the Egyptian pyramids are the only surviving structures from the Seven Wonders of the Ancient World. Long gone are the Hanging Gardens of Babylon, the Statue of Zeus at Olympia, the Temple of Artemis at Ephesus, the Mausoleum of Halicarnassus, the Colossus of Rhodes and the Pharos lighthouse off Alexandria.
Candidates for the new list have been narrowed down to 21, including the Eiffel Tower, Statue of Liberty, Taj Mahal and Peru’s Machu Picchu. The public can vote until July 6, 2007, by Internet or phone. The seven winners will be announced July 7 in Lisbon, Portugal.
Choosing world wonders has been a continuing fascination over the centuries. The United Nations Educational, Scientific and Cultural Organization, or UNESCO, keeps updating its list of World Heritage Sites, which now totals 830. (Newport, R.I., is among the places seeking to become the 831st.)
The “New Seven Wonders of the World” campaign was begun in 1999 by Swiss adventurer Bernard Weber, with almost 200 nominations coming in from around the world.
Weber “felt it is time for something new to bring the world together” and to “symbolize a common pride in the global cultural heritage,” said Tia B. Viering, spokeswoman for the campaign.
Weber’s Switzerland-based foundation aims to promote cultural diversity by supporting, preserving and restoring monuments. It relies on private donations and revenue from selling broadcasting rights.
Nominations were whittled down by public votes to 77 last year. Then a panel of architectural experts, chaired by former UNESCO chief Federico Mayor, shortened the list to 21. Interest has grown as Weber and his 10-member team visit the 21 sites. Their final visit will be March 6 to New York’s Statue of Liberty.
In addition to the Statue of Liberty, Pyramids, Eiffel Tower, Taj Mahal and Machu Picchu, the finalists are the Acropolis; Turkey’s Haghia Sophia; the Kremlin and St. Basil’s Cathedral; the Colosseum; Germany’s Neuschwanstein Castle; Stonehenge; Spain’s Alhambra; the Great Wall; Japan’s Kiyomizu Temple; the Sydney Opera House; Cambodia’s Angkor; Timbuktu; Petra, Jordan; Brazil’s Statue of Christ Redeemer; Easter Island; and Chichen Itza, Mexico.
Here are descriptions of the 21 finalists. To vote for your favorites, go to www.new7wonders.com or call (011) 372-541-11738 or (011) 423-663-900299. (International phone rates apply.)
ACROPOLIS, GREECE: A million people come here each year to see the marble temples — including the ruins of the columned Parthenon — and statues of Greek gods and goddesses dating from the fifth century B.C.
ALHAMBRA, SPAIN: The palace and citadel, perched above Granada, was the residence of the Moorish caliphs who governed southern Spain in splendor until 1492, when the city was conquered by the Christian forces of King Ferdinand and Queen Isabella, ending 800 years of Muslim rule. Stunning features include mosaics, arabesques and mocarabe, or honeycomb work.
ANGKOR, CAMBODIA: The archaeological site in Siem Reap was the capital of the Khmer (Cambodian) empire from the ninth to 15th centuries. It served as administrative center and place of worship for a prosperous kingdom that stretched from Vietnam to China and the Bay of Bengal. The 12th-century ruins include Angkor Wat and Angkor Thom.
CHRIST REDEEMER STATUE, BRAZIL: The 125-foot statue of Christ the Redeemer with outstretched arms overlooks Rio de Janeiro from atop Mount Corcovado. The statue was built in pieces in France starting in 1926, and shipped to Brazil. A railway carried it up the 2,343-foot mountain for the 1931 inauguration.
COLOSSEUM, ITALY: The 50,000-seat amphitheater in Rome was inaugurated in A.D. 80. Thousands of gladiators dueled to the death here, and Christians were fed to the lions. The arena has influenced the design of modern stadiums.
EASTER ISLAND, CHILE: Hundreds of massive stone busts, or Moais, are all that remains from the prehistoric Rapa nui culture that crafted them between 400 and 1,000 years ago to represent deceased ancestors. Some statues are more than 70 feet tall. They gaze out on the South Pacific Ocean more than 1,000 miles off the Chilean mainland.
EIFFEL TOWER, FRANCE: The 985-foot tower, built in 1889 for the International Exposition, symbolizes Paris. Made almost entirely of open-lattice wrought iron and erected in only two years with a small labor force, the tower — Paris’ tallest structure — demonstrated advances in construction techniques, but some initially criticized it as unaesthetic.
GREAT WALL OF CHINA: The 4,160-mile barricade was built to protect various dynasties from invasion by Huns, Mongols, Turks and other nomadic tribes. Construction took place over hundreds of years, beginning in the seventh century B.C.
HAGIA SOPHIA, TURKEY: The soaring cathedral, also called the Church of Holy Wisdom, was built in 537 B.C. at Constantinople, today’s Istanbul. In 1453, when Constantinople fell to the Ottomans, it became a mosque with minarets. When Turkish President Kemal Ataturk turned it into a museum in 1935, Christian mosaics covered up by the Muslims were revealed.
KIYOMIZU TEMPLE, JAPAN: Kyoto’s Kiyomizu-dera, which means Clear Water Temple, was founded by a Buddhist sect in 798 and rebuilt in 1633 after a fire. Drinking from its three-stream waterfall is believed to confer health, longevity and success.
KREMLIN AND ST. BASIL’S CATHEDRAL, RUSSIA: Onion domes with golden cupolas surrounded by red brick walls are at the heart of Moscow’s Kremlin, a medieval fortress converted into the center of Russian government. The Kremlin once symbolized Soviet communism. The Cathedral of St. Basil the Blessed on adjacent Red Square features nine towers of different colors. It was built by Czar Ivan the Terrible in the mid-16th century.
MACHU PICCHU, PERU: Built by the Incan Empire in the 15th century, Machu Picchu’s walls, palaces, temples and dwellings are perched in the clouds at 8,000 feet above sea level in the Andes overlooking a lush valley 310 miles from Lima.
NEUSCHWANSTEIN CASTLE, GERMANY: The inspiration for the Sleeping Beauty Castle at Disneyland, Neuschwanstein is a creation of “Mad King” Ludwig II of Bavaria, who had it built in the 19th century to indulge his romantic fancies. Perched on a peak in the Bavarian Alps, the gray granite castle rises to towers, turrets and pinnacles and contains many paintings with scenes from Wagnerian operas admired by Ludwig.
PETRA, JORDAN: This ancient city in southwestern Jordan, built on a terrace around the Wadi Musa or Valley of Moses, was the capital of the Arab kingdom of the Nabateans, a center of caravan trade, and continued to flourish under Roman rule after the Nabateans’ defeat in A.D. 106. The city is famous for water tunnels and stone structures carved in the rock, including Ad-Dayr, “the Monastery,” an uncompleted tomb facade that served as a church during Byzantine times.
PYRAMID AT CHICHEN ITZA, MEXICO: This step pyramid surmounted by a temple was part of a sacred site in an important Mayan center on Mexico’s Yucatan peninsula. It is built according to the solar calendar. Shadows at the fall and spring equinoxes are said to look like a snake crawling down the steps, similar to the carved serpent at the top. An older pyramid inside features a jade-studded, red jaguar throne.
PYRAMIDS OF GIZA, EGYPT: The only surviving structures of the original seven wonders, the three pyramids were built as tombs for pharaohs 4,500 years ago. Nearby is the Great Sphinx statue, with a man’s face and a lion’s body.
STATUE OF LIBERTY, NEW YORK: The 305-foot statue in New York Harbor has welcomed immigrants and symbolized freedom since 1886, when it was dedicated as a gift of the French government.
STONEHENGE, BRITAIN: How and why this circular monument of massive rocks was created between 3,000 and 1,600 B.C. is unknown, but some experts say the stones were aligned as part of a sun-worshipping culture or astronomical calendar. Today it is a major tourist attraction. Druids and New Age followers gather here every June 21 to celebrate summer solstice.
SYDNEY OPERA HOUSE, AUSTRALIA: Situated on Bennelong Point reaching into Sydney’s harbor, the opera house was designed by Danish architect Jorn Utzon and opened in 1973 by Queen Elizabeth II. Its roof resembles a ship in full sail and is covered by more than a million white tiles. The building has 1,000 rooms.
TAJ MAHAL, INDIA: The white marble-domed mausoleum in Agra was built by a 17th-century Mogul emperor for his favorite wife, who died in childbirth. The architecture combines Indian, Persian, and Islamic styles. The complex houses the graves of the emperor, his wife, and other royalty.
TIMBUKTU, MALI: Two of West Africa’s oldest mosques, the Djingareyber, or Great Mosque, and the Sankore mosque built during the 14th and early 15th centuries can still be seen here in the northern Sahara Desert. Founded about A.D. 1,100, Timbuktu was a flourishing caravan center in the Arabic world and a leading spiritual and intellectual center in the 15th and 16th centuries, with one of the world’s first universities.
More headlines...
Time for new seven wonders of the world
The sweet smell of cider in Stonington
Travel Notes
Innkeeper of lovely auberge in Burgundy is the gracefully aging Leslie Caron
’Tis the seas for skipping choresMore...
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Friday, November 24, 2006
NIKOJ NE MOZE DA NAPRAVI VIE DA BIDETE USPESNI OSVEN VIE SAMITE
Ako treba da napravite reklama za nekoj vas sponzor a vie ste premnogu zafateni so nesto drugo, vie nema da uspeete zatoa DO IT! Zapomnete nikoj nema postojano da doaga kaj vas i da vi kazuva sto da pravite, imate sloboda, kako ke ja iskoristite id vas zavisi. Ako odlucite deka za vas e povazno da gledate televizija odkolku da rabotite na vasiot blog togas vie ne ste dovolno disciplinirani za rabota niti pak za zapocnuvawe na vas web biznis. Vie mora da se smenite. Vie mora da ja prevzemete kontrolata vrz samite sebe i vie mora da ja prevzemete odgovornosta za vaseto vreme. Vie mozete da bidete uspesni, na internet, no vie mora da mu kazete na vasiot mozok deka vie sakate da go napravite toa.
Toa e se za denes.
Sunday, November 05, 2006
QES
Discover the thrill of sailing an enduring legend. Whatever you choose to do onboard Queen Elizabeth 2, her glamorous ambience makes it special. From morning strolls on wrap-around decks to formal evenings brimming with laughter and champagne, diversions on the world's most famous ocean liner are endless.There are movies, auctions and the expert lecturers' programme to enjoy. Swim indoors or out, or indulge in a relaxing massage at the Cunard Royal Spa. Take a swing with a nine iron at the driving net, or shop stylishly in Queen Elizabeth 2's very own Harrods at sea. Or if you'd rather do nothing at all, simply recline in your deck chair and relish the unique atmosphere that distinguishes this special ship. You'll discover the ingredients for a great family holiday too. At the Nursery and Teens Club 2000, youngsters are superbly entertained, leaving you free to relax. Ready to sparkle tonight? Settle into the inviting splendour of the Grand Lounge for classical recitals and lively West-End-Style revues. And if you're a lady voyager travelling alone, our gentleman hosts are waiting to sweep you off your feet and dance the night away.
Saturday, October 21, 2006
What is this a picture of?
What do you think the real-life context is for this picture?
Why do you think it was taken?
What title would you give this photograph? Why?
How does the photograph capture the context?
What was happening when the picture was taken?
The little boy in this photo wears an expression and a hat that are both about 30 years too old for him. He looks directly into the camera, apparently unalarmed even though the camera and the photographer are obviously looming over him. The angle of the photograph, taken from an adult height, emphasizes the boy’s small size and his vulnerability. “By shooting this youngster without much environmental detail, I wanted to invite the viewer’s sympathetic interest in him, from his curious gaze to his gracefully crossed hands to the poverty betrayed by his cheaply made, broken shoes,” wrote photographer Jerome Liebling. (Documentary Photography, 1972)
Work into pairs.
Each pair will be creating a photo essay about a subject that, is the “truth.” This photo essay will include at least five photographs with captions.
What issue, event, location, person, movement, etc. is worth documenting?
What images would help to capture that issue, event, location, person, movement, etc.?
Choose a subject from poverty, race, politics, pollution, war, terrorism, education, farm life, various careers or jobs, coming of age, etc. or come up with your own.
Once you have agreed on the subjects, research existing photographs.
I encourage you to take notes on the kinds of images you find, and to answer the following guiding questions.
How has the issue, event, location, person, movement, etc. been captured to date?
Which images are most effective? Why?
Which images are least effective? Why?
Sunday, October 08, 2006
(sample)
Our class is conducting a survey to measure the factors that contribute to or detract from a person's happiness. Would you kindly answer the following questions and return the e-mail to [anicapetkoska@gmail.com].
Your answers will be kept anonymous." The deadline for returning the survey is October 20.
1. How much time in an average week do you spend with your friends?
a. none b. 1 to 5 hours c. 6 to 10 d. More than 10.
2. On a scale of 1 (Not At All) to 10(Very Much), how important is spending time with friends?
3. Would you describe the laws in our community as
a. Too relaxed b. Appropriate c. Too Strict?
4. In what ways, if at all, do the local laws affect your personal life?
5. How often do you go to the local park?
6. On a scale of 1 (Not At All) to 10 (Very Much), how would you rate the quality of the park?
7. How does your social status compare with that of your neighbors?
a. I Have More b. We Are About Equal c. I Have Less
d. I Don't Know e. It Doesn't Matter to Me
8. How would you describe the physical well being of your primary care-giver?
a. Perfect b. Normal c. Could Be Better d. Very Bad.
9. What are the top three things you enjoy doing in your leisure time?
a. _________________ b. _________________ c. ______________
10. What one additional activity might you take on if you have more a. time or b. money?
11. Do you consider yourself happy? On a scale of 1 (Least) to 10 (Most), how would you rate your happiness?
13. What two factors do you consider most important to your happiness?
14. What two factors detract most from your overall happiness?
Writning good survey questions
14 tips to help you improve your survey question writing
Survey items have two separate parts: the question and the answer. The distinction is important. A good question not only asks for information clearly, but elicits useful responses.
9 rules for writing good questions
Naturally, no question is "good" in all situations, but there are some general rules to follow. Using these rules and examples will help you write useful questions.
1. Remember your survey's purpose
All other rules and guidelines are based on this one. There was a reason you decided to spend your time and money to do your survey, and you should ensure that every question you ask supports that reason. If you start to get lost while writing your questions, refer back to this rule.
2. If in doubt, throw it out
This is another way of stating the first rule, but it is important enough to repeat. A question should never be included in a survey because you can't think of a good reason to discard it. If you cannot come up with a concrete research benefit that will result from the question, don't use it.
3. Keep your questions simple
Compound sentences force respondents to keep a lot of information in their heads, and are likely to produce unpredictable results. Example: "Imagine a situation where the production supervisor is away from the line, a series of defective parts is being manufactured, and you just heard that a new client requires ten thousand of these parts in order to make their production schedule. How empowered do you feel by your organization to stop the line and make the repairs to the manufacturing equipment?" This question is too complex for a clear, usable answer. Try breaking it down into component parts.
4. Stay focused - avoid vague issues
If you ask "When did you last see a movie?" you might get answers that refer to the last time your respondent rented a video, when you are really interested in the last time the respondent went out to a movie theater.
Consider too, "Please rate your satisfaction with the service you have received from this company." This is a fine general question, but will not likely lead to any specific action steps. Particular elements of service must be probed if responses are to result in specific recommendations.
5. If a question can be misinterpreted, it will be"What time do you normally eat dinner?" will be answered differently by people living in different regions; "dinner" can refer to either the midday or the evening meal. Be clear, concise, always beware of imprecise language and avoid double negatives.
6. Include only one topic per question (avoid "double-barreled" questions)How would you interpret the responses to "Please rate your satisfaction with the amount and kind of care you received while in the hospital." or, a question asking about speed and accuracy? If you want to be able to come up with specific recommended actions, you need specific questions.
7. Avoid leading questionsIt is easy, and incorrect, to write a question that the respondent believes has a "right" answer. "Most doctors believe that exercise is good for you. Do you agree?" is an example of a leading question. Even the most well-meaning researcher can slant results by including extraneous information in a question. Leading questions can be used to prejudice results.
8. Consider alternate ways to ask sensitive questions
Some questions are obviously sensitive. Income, drug or alcohol consumption and sexual habits are clear examples of topics that must be asked about carefully. The question: "Did you vote in the last election?" has an element of sensitivity in it as well. Respondents might be unwilling to admit that they did not vote, because of civic pride or embarrassment. To avoid respondent alienation, it can be useful to mitigate the cost of answering "No" by including a way out. For example: "There are many reasons why people don't get a chance to vote. Sometimes they have an emergency, or are ill, or simply can't get to the polls. Thinking about the last election, do you happen to remember if you voted?"
Also, people are less likely to lie about their age in face-to-face interviews if they are asked what year they were born, rather than how old they are.
9. Make sure the respondent has enough information
Asking respondents "How effective has this company's new distribution program been?" may not be as effective as "Recently, we implemented a new, centralized distribution system. Did you know this?" Followed by "Have you seen any positive benefits resulting from this change?" It can be beneficial to break down questions that require background information into two parts: a screening item describing the situation which asks if the respondent knows about it, and a follow-up question addressing attitudes the respondent has about the topic.
5 rules for obtaining usable answers
Useful answers are just as important as good questions. Here are some rules:
1. Response options need to be mutually exclusive and exhaustiveThis is the most important rule to follow when providing response options. If response options are not mutually exclusive, the respondent will have more than one legitimate place for their answer. The response choices, "1 to 2," "2 to 3" and "More than 3" pose a problem for someone whose answer is "2."
You must also ensure that the response options you provide cover every possibility. Asking "Which of the following beverages did you drink at least once during the past seven days?" and providing a list of coffee, soda and tea might be sufficient if you were doing a study on the consumption of caffeinated drinks. But, they would not work if you wanted to know about broader consumption habits. If you are unable to provide a complete list of options, at least provide an "Other" choice. If the list of choices is too long, an open ended-question might be a better option.
2. Keep open-ended questions to a minimumWhile open-ended (or verbatim) questions are a valuable tool, they should not be over-used. Not only can they result in respondent fatigue, but they pose problems in terms of coding and analysis.
3. People interpret things differently, particularly when it comes to timeTrouble-spots include responses such as "Always," "Sometimes" and "Never." You must build in a temporal frame of reference to ensure that all respondents are answering in the same way. As in this example from an interviewer-administered questionnaire, "I am going to read a list of publications. For each one, please tell me whether you read it regularly. By regularly I mean, at least three out of every four issues."
4. Consider a "Don't Know" responseIt is useful to allow people to say they simply do not have an opinion about a topic. However, some investigators worry that people will opt for that choice, reducing the ability to analyze responses. Evidence shows that this fear is largely unfounded. The goal of your research should help you decide if a "Don't Know" option would be wise. For example, if you only want information from those with an informed opinion or higher interest, offer a "Don't Know" choice.
5. Provide a meaningful scale
The end points of response scales must be anchored with meaningful labels. For example, "Please rate your satisfaction with customer service. Let's use a scale where 1 means 'Very Satisfied' and 5 means 'Very Dissatisfied.'" You could also give each point on the scale a label.
The number of scale points (3, 5 or 7) can have little effect on the conclusions you draw later. Choosing how many points, then, is often a matter of taste. There are three things to remember when constructing a response scale. First, an odd number of points provides a middle alternative. This is a good way to provide respondents with moderate opinions a way out (similar to the "Don't Know," choice above). Secondly, if measuring extreme opinions is critical, use a scale with a greater number of points. Finally, you generally gain nothing by having a scale with more than 7 points and will probably find that you will collapse larger scales when it comes time to analyze the data.
The price of poorly written questionsWell-written questions are critical. Participants must stay interested. If your respondents start to feel alienated by threatening, emotional or difficult questions, response rates are likely to go down and response bias will probably go up.
Also, respondents can get frustrated if your questions do not provide answer choices that match their opinions or experiences. The quality of your collected data will suffer; your analyses will be less meaningful; and the whole research process may prove useless or harmful. So think carefully about the questions you write, look at reputable examples of questions, and refer to the rules above. If you follow these guidelines, you'll do fine.
Saturday, October 07, 2006
What makes you happy?
"Activities," "Products/Goods," "Personal Relationships," and "Health."
Each poster should have a column titled "Positive" and another titled "Negative."
Fill out the "positives" (things that generate happiness) and "negatives" (things that take away from happiness) for one category listed on your poster. After a few minutes, report the results to the class. Identify the top three items or concepts from each category, and discuss how and why you chose as you did. Of your top three choices, which are related in some way to economics (having, acquiring or spending money)?
E- mail survey
PERSONAL RELATIONSHIPS -Nature of family -Nature of friendships -Time with family -Time with friends -Ties to community -Getting help or helping others (charity, volunteering, community activities or activism)
SOCIAL ENVIRONMENT -Government (laws, crime, politics)-Education (quality and availability of schools)-Work/employment -Living standards
NATURAL ENVIRONMENT -Quality of environment (air quality, cleanliness, traffic, noise)-Access to parks and playgrounds -Access to bodies of water -Access to wilderness (forests, mountains)-Conservation of natural resources (recycling, zoning, preservation of natural spaces)
CULTURE -Arts (access to art making and/or viewing)-Entertainment -Religion -Preserving cultural traditions -Vacation and travel -Exposure to other cultures
ECONOMY -Income -Possessions -Social status (absolute and relative)-Expenses (necessary and luxury) -Wealth and poverty
HEALTH -Health and physical well-being (of self and others)-Access to healthcare -Diet and availability of food -Community health -Illness -Mental health -Exercise and activity
COMMUNICATION AND TRANSPORTATION -Internet -Cell phones -Other technology -Public transportation -Personal transportation
EXAMPLES OF QUESTIONS -
1. How much time in an average week do you spend with your friends?
a. none b. 1 to 5 hours c. 6 to 10 d. More than 10. -
On a scale of 1 to 10, how important is spending time with friends?
-Would you describe the laws in your community as
a. Too Lenient b. Appropriate c. Too Strict?
In what ways, if at all, do the local laws affect your personal life? -
How often do you go to the local park?
On a scale of 1 (Not At All) to 10 (Very Much), how would you rate the quality of the park? -
How does your social status compare with that of your neighbors? a. I Have More b. We Are About Equal c. I Have Less d. I Don't Know e. It Doesn't Matter to Me -
How would you describe the physical well being of your primary care-giver? a. Perfect b. Normal c. Could Be Better d. Very Bad. -
What are the top three things you enjoy doing in your leisure time?
What one additional activity might you take on if you have more a. time or b. money?
Finally, include the following questions at the end of the survey: -Do you consider yourself happy? -On a scale of 1 (Least) to 10 (Most), how would you rate your happiness? -
What two factors do you consider most important to your happiness? -
What two factors detract most from your overall happiness?
an e-mail survey.
e-mail the survey to the entire school (teachers, students and administrators) to solicit responses.
You may want to include an introduction to the survey that states, for example, "Our class is conducting a survey to measure the factors that contribute to or detract from a person's happiness. Would you kindly answer the following questions and return the e-mail to [enter e-mail address].
Your answers will be kept anonymous." Also include a deadline for returning the survey. In a later class, tabulate the results and prepare a chart or graph that adequately represents the data.
Friday, April 21, 2006
Wednesday, April 19, 2006
Blogging
Over the five weeks that we do this you will be writing about the things you are learning in school.
How long you make your entries is up to you, just make sure you write once a week for the five weeks.
You can write at school or from home and you can also read your classmates’ blogs either way.
Good luck with your metacognition!
Wednesday, April 12, 2006
3rd year HOMEWORK
2. Design a poster and write about the similarities and differences,
3. Imagine, you are one of them.
Prepare to answer questions about your life.
a) How did the business idea first come about?
b) What were your immediate next steps to make it happen?
c) How did you identify your customers’ target?
d) What sales practice’s work best, in your experience?
e) What key piece of advice would you give to a start up entrepreneur?
4. Write three other questions you'd like to ask a successful business person. You could use these words to help you ask the questions: Employees, Customers, Product, Benefits, Achievement,
Here is a list of addresses to help you complete the task.
http://www.ey.com/global/content.nsf/Ireland/entrepreneur_of_the_year_press_centre
Click on link info on the right of the screen
http://www.ey.com/GLOBAL/content.nsf/Ireland/eoy_finalists04_daft http://www.woopidoo.com/biography/business-people.htm http://www.lifeskillsforsuccess.com/biography.html http://www.danceage.com/biography/Chamillionaire.html http://www.investni.com/index/start/st-events/entrepreneur_of_the_year_2006.htm http://www.investni.com/index/start/st-events/entrepreneur_of_the_year_2006.htm“Emerging Entrepreneur of the Year” 2006. http://www.ey.com/GLOBAL/content.nsf/Ireland/eoy_finalists04_daft
TENSES
He often goes fishing and catches nothing.
My friend works in London. She buys and sells cars.
She sits at the window and watches the traffic.
His little girl thanks him when he gives her presents.
He washes his hands and dries them on a towel.
Does this lady generally go to the theatre on Saturday evening or does she stay at home?
My friend doesn’t like fish.
She lives in a small house which has only three rooms.
She gets a new book from the library every day.
He has breakfast at 6 o’clock and eats his lunch at 12 o’clock.
This chair is very comfortable but it is too expensive.
She tells me that when she gets home every afternoon she cooks lunch.
This boy says that he always listens carefully but doesn’t always understand his teacher because she speaks very fast.
Present Simple (always, usually, often, sometimes)/ Present Continuous (now, at the moment, around now, planned future arrangement)
She goes to school every day.
We are learning English now.
The sun always shines in Egypt.
Bad students never work hard.
It is raining now. It rains in winter.
I wake up at 7 and have breakfast at 7.30.
He generally sings in English but today he is singing in French.
The teacher points at the blackboard when he wants to explain something.
Mother is cooking some food in the kitchen at present.
She always cooks in the morning.
The sun rises in the East. Now it’s setting and the night is falling.
That woman in the white hat who is walking past the window lives next door.
Architects make plans for buildings.
Where do you live?
VERBS SELDOM USED IN PRESENT CONTINUOUS: see, hear, notice, recognize, smell, taste, believe, feel (that), think (that), know, understand, remember, recollect, forget, suppose, mean, gather (that), want, wish, forgive, refuse, love, hate, like, dislike, care, seem, appear, belong to, contain, possess, matter, own…
Present Perfect/ (have/has+III/ed)
Since/for
I haven’t seen you since Christmas?
I haven’t seen you for three days.
We’ve been here since January.
We have been here for an hour and a half.
She hasn’t spoken to me for more than two years
I haven’t written French since I was ten.
It hasn’t rained here since January.
Present Perfect Continuous (have/has been +verb-ing)
The cat has been sitting in front of the fireplace since 9 o’clock.
I know you have been talking about grammar for the last half an hour but I’m afraid I haven’t been listening.
Have you been waiting long for me? Yes I have been standing here in the rain for half an hour.
He has been learning English for three years but he can’t even read a newspaper yet.
What have you been doing while I have been out?
We have been sitting here, writing our homework, but it’s not finished yet.
He has been working in the bank for 12 years.
Lunch is not ready yet, although I have been cooking all the morning.
Present Perfect/ (have/has + III/ed)
Present Perfect Continuous (have/has been +verb-ing)
I wonder where he has been living since then. We have been living here for the last six months and just have decided to move.
I have been trying to learn Spanish four years but I haven’t succeeded yet.
You have already drunk three cups of tea since I have been sitting here
That book has been lying on the piano for weeks.
You haven’t read it yet.
I have been waiting here for her since 7 o’clock and she hasn’t come yet.
He hasn’t had a holiday for five years because he has been too busy.
S/HE HAS GONE--------S/he has BEEN (gone=ne e tuka)/ (been=tuka e, se vrati)
John isn’t here. He’s gone to the pictures again, although he has already been twice this week.
They haven’t spoken to each other since they quarreled.
That grandfather’s clock has been standing as long as I can remember.
Bob has been trying to take me out to dinner for the last three weeks.
How long have you been learning Macedonian?
I have been waiting here nearly half an hour for Maggie.
He has been selling cars for 5 years.
I have been reading this book since last January.
He has been working since 5 o’clock this morning.
They’ve been living here since 2000.
That church has been standing here for centuries.
Past Simple Tense
Negative
I broke a cup. I didn’t break a cup.
It began to rain. It didn’t begin to rain.
We liked oranges. We didn’t like oranges.
She came early. She didn’t come early.
I lay on the bed. I didn’t lie on the bed.
He taught French. He didn’t teach English.
I knew his name. I didn’t know his name.
The prisoner ran away. He didn’t run away.
He tore his coat. He didn’t tear his coat.
I said no. I didn’t say no.
Someone stole the money. No one stole the money.
I chose a book. I didn’t choose a book.
I put the sandwich on the table. I didn’t put the sandwich on the table.
I bent my arm. I didn’t bend my arm.
We bought meat. We didn’t buy meat.
I wrote a letter on Saturday. I didn’t write a message on Monday.
Questions: Somebody found it. Did somebody find it?
Mr. Alan opened the door? Did he open the door?
He sat down and waited. Did he sit down and wait?
He took his hat and coat. Did he take his hat and coat?
It laid five eggs. Did it lay 5 eggs?
Mr. Bob knew Greek. Did he know Italian?
Tommy fell and hurt his leg. Did he hurt his arm?
Adverbs of Frequency
I have never seen an elephant.
I sometimes forget my homework.
We always try to work hard.
My mother often goes for a walk on Saturdays.
They have never heard of it.
The student on my left always makes mistakes.
The student on my right never answers correctly.
He has just come in.
Marry always knows what to say.
She scarcely knows what to say about it.
The receptionist was hardly able to carry my luggage.
He has almost finished this exercise.
The children often quarrel with each other.
Past Simple- IIk/ ed, did, didn’t (ago, last, yesterday, in 2004)
/ Present Perfect
have/has +III/ed (for, since, just, yet, recently..)
Columbus discovered America more than forty years ago.
I haven’t seen you for more than a week.
I haven’t eaten caviar since I was in Paris.
Since when have you known him?
How long ago was the last moon landing?
Old Michael hasn’t been here for years.
They came here a month ago.
He hasn’t spoken to me for the last three days.
You had a new one every day for the last six weeks.
How long ago did you arrive here?
We finished it last week.
She hasn’t had a holiday for four years.
My brother hasn’t written to me for months.
My roommate left me two weeks ago.
I bought one like it a month ago.
My youngest brother got a new job a week ago.
I haven’t seen you since we met a year ago.
I haven’t played the violin since I was a little girl.
PAST CONTINUOUS/ PAST SIMPLE
I was reading a book when he came in.
The sun was shining when we went out.
He was sitting in the garden when he came in.
I came in while he was writing.
I was working all day yesterday.
We were living in France when the shop opened.
When I arrived in his house he was still sleeping.
He jumped of the train while it was moving.
The fire was still burning at six o’clock this morning.
We were walking across the bridge when he heard the voice.
The children were doing their home work when their father came back from their office.
I took another cake when you weren’t looking.
The bus started while I was getting on.
She cut her finger while she was cutting bread.
Maggie was cooking fish when I first asked her to marry me.
I was speaking to her several times, but she was always reading and didn’t hear me.
I was opening the door just as Carol rang the bell.
He was leaning against the wall and listening to the radio when I first tried to speak to him.
Tense Revision PRESENT SIMPLE-PAST SIMPLE-PRESENT PERFECT
I always drink tea for breakfast.
I drank tea for breakfast yesterday.
The class usually begins at six o’clock.
His brother always lives in Italy.
His brother lived in Italy in 2003.
We sometimes go to Paris.
We were to Paris for our last holiday.
It rained here last week.
It has never rained here.
Carla often buys a new dress for her birthday.
That girl often eats too much. He ate too much at the party last night. The plane always starts very early.
The play started very early this morning.
Do you often write letters? Did you often write letters?
She usually learns quickly. She learnt quickly when she was at school.
These children often lose their handouts at school.
These children lost their handouts at school yesterday.
We seldom speak Japanese.
We spoke Japanese during Lee’s visit.
He sometimes sleeps in the garden. He slept in the garden last night.
PAST PERFECT (HAD+ III/ed) before/ after
He told me his name after he had left.
He had done nothing before he saw me.
My friend enjoyed his food as soon as he had tasted it.
He thanked me for what I had done. I was sorry that I had hurt him.
After they had gone I sat down and rested.
After you had gone I went to sleep.
Before he had arrived in Mexico, he forgot something.
The river became deeper after it had rained heavily.
It rained yesterday after it had been dry for many months.
He had already learned English before he left for England.
Tuesday, April 11, 2006
Elementary Grammar
We can read English.
We can’t read English.
Can we read English?
I mustn’t do it now
They haven’t time to do it.
Am I right?
Can we see from here?
He mustn’t eat it.
They aren’t French.
DO questions and negatives
Does he like tea?
He doesn’t like tea.
Does he sell good cakes?
Do you speak slowly?
Does it taste good?
It doesn’t taste good.
I don’t read well.
Does he take English lessons?
They often go to the pictures.
She doesn’t swim well.
They don’t try to understand.
Does he watch football?
Do I do it well?
Do they play football?
Does he love his wife?
He doesn’t love his wife.
Do I keep it in my pocket?
Do you write to them every day?
Does he live in his house?
He doesn’t feel well.
Possessives
MY, YOUR, HIS, HER, IT, OUR, YOUR, THEIR + SCHOOL (посвојни придавки затоа што после нив мора да има именка)
MINE, YOURS, HIS, HERS, ITS, OURS, YOURS, THEIRS (посвојни заменки, стојат на местото на именката, нема именка после нив)
This doesn’t look like my book.
Tell him not to forget his ticket.
Tell me isn’t that your old car over there. Oh no, it was mine last week but I sold it to my friend Betsy.
They have two of their houses in this street, and the house on the corner is also theirs.
Mine is very bad one. What’s yours like?
You can take mine, and give me yours.
Your father and mine were school friends.
HE’S A FRIEND OF MINE
A saw a cousin of mine in the street this morning
He wants you to return a book of his, you borrowed last week.
An uncle of his has just crashed his car on the motorway.
I think it was a good idea of theirs.
Let’s collect some friends of ours. (LET US)
My friend Bob met a friend of mine at the party.
She wants to know if you have seen a book of hers, lying about somewhere.
A great friend of mine has just told us that she is going to marry a millionaire.
MYSELF, YOURSELF, HIMSELF, HERSELF, ITSELF, OURSELVES, YOURSELVES, THEMSELVES, (САМА ЈАС,)
That’s not yours, it’s mine. I bought it myself.
It was given to me by the president herself.
She makes all her own clothes herself.
She has made herself very popular.
I don’t think we will be able to manage by ourselves.
You must all look after yourselves on your trip to England.
Bob says the hat is not his, although it’s just like the one he bought himself last week.
One must remember to behave oneself in her own house, just as well as in other people.
I always have to remind myself that this book is yours not mine. One day I’ll take it away with my own books by mistake.
Have we got to do it all by ourselves?
This book is mine. I wrote my name in it myself.
ADVERB ORDER (ред на прилози во реченица)
Прилози за честота- Always, usually, often, sometimes, frequently.
пред главниот глагол
после am/is/are
ГЛАГОЛ+ HOW, WHERE, WHEN(1)
Прилог за начин, место, време – Manner, Place, Time
Where (ОД НАЈМАЛО КОН НАЈГОЛЕМО)
When (ОД НАЈМАЛО КОН НАЈГОЛЕМО)
She went to school at ten o’clock.
He was born at 10 a.m. on June 14th, in the year 1920.
She drinks coffee at home every morning.
Our teacher spoke to us very rudely in class this morning.
I saw my friend off at the stadium at seven o’clock this morning.
He loved her passionately all his life.
Bob was working very hard at the office all day yesterday.
Maggie speaks English very well but she writes French badly.
They stayed quietly all day there.
I like tea very much in the morning.
The bus arrived late this morning.
He played beautifully in the concert, at the town hall last night.
I shall meet you outside your office tomorrow at two o’clock.
We are going to Switzerland for a week on Saturday.
Let’s go to the cinema, tonight.
PRONOUNS
JOHN GAVE THE BOOK TO HENRYJOHN GAVE THE BOOK TO HIM.
JANE BOUGHT SOME SWEETS FOR HER MOTHER.
Jane bought some sweets for her.
Tell the answer to him.
My sister and I told a story to him.
Alec and Maggie gave some chocolates to us.
You and I must give a present to him.
Bob will find her bag for her.
Henry and Alec gave a cake to us. They gave us a cake.
Give this one to it.
We told him about our journey last week.
We all went with them.
They knew all about my friend and me.
Mr. Jones and he came here last night.
He told Marry and me to go with him and his mother.
Let’s pretend for a moment. I’ll be her, and you’ll be me. Now imagine there is a quarrel between her and me. How would you settle it?
POSSESSIVE CASE (ПОСВОЈНОСТ- ЧИЈ/А/И ГЕНИТИВ) WHOSE
1. Именките во еднина и именките кои прават множина без –s- посвојност прават со додавање на апостроф и буквата ‘s
MOTHER’S JOB
CHILDREN’S SCHOOL
2. Именките кои се во множина и ја прават множината со наставката s, ДОБИВААТ САМО АПОСТРОФ ПОСЛЕ БУКВАТА S
BOYS’ TOYS
BABIES’ CLOTHES
3. Ако во реченицата има повеќе имиња, апострофот се додава на крајното име.
The father of James- James’s
The clothes of the boys- The boys’ clothes
The coat of the boy- the boy’s coat
The club of the women- The women’s club
The shop of Jones brothers- The Jones’s brothers’ shop
The glass of someone else- Someone else’s glass
The name of my sister in law- My sister in law’s name
The poems of Keats- The Keats’s poem
The park of St. James- The St. James’s park
WHO/ WHAT/ WHITCH
What is your name?
Who’s that pretty girl?
What is your telephone number?
Here are the books. Which is yours?
Who is coming to tea?
Which trees grow in Egypt?
Which is yours the orange or the banana?
What color is it?
Who makes your shoes?
What makes tea sweet?
Who wants a piece of bread?
Which piece of bread is yours?
What is the name of your banker?
TOO/ ENOUGH (ПРЕМНОГУ/ ДОВОЛНО)
She came very late. The lesson was over.
She came too late the lesson was over.
It’s too cold to go out.
This book is too difficult to read.
This hat is too big. He’s only a little boy.
It’s too far to walk.
He is too stupid to understand.
It’s too small for this big room.
It’s too good to be true.
It’s too dark to see anything.
This dress is too old to wear anymore.
It’s too wet to go out.
This grammar is too difficult for a child to understand it.
The music is too soft to hear it.
It’s too hot to go out.
You are clever enough to understand perfectly.
You are old enough now to know better.
I’m tired enough to sleep all night.
Are you tall enough to reach that picture?
The fruit is ripe enough to pick it.
The story is short enough to read it in one lesson.
The moon is bright enough to read a book by it.
The wind is strong enough to blow the roof of.
That man is stupid enough to believe me.
I have enough money to pay the bill.
SOME/ ANY (МАЛКУ, НЕКОЛКУ)
SOME-
a) позитивни реченици, пред небројни именки, именки во множина или
b) барања и понуди
ANY- прашални и негативни реченици со неброиви именки или множина
a/ едно/една= a се користи пред именки кои започнуваат со согласка при изговор.
An/ еден/ една- се користи пред броиви именки во еднина кои започнуваат со самогласка при изговор
I have some books.
I haven’t any books.
Have I any books?
He bought some ties.
He didn’t buy any ties.
Did he buy any ties?
There is some news.
There isn’t any news.
Is there any news?
They want some paper.
They don’t want any paper.
Do they want any paper?
You ate some apples.
You didn’t eat any apples.
Did you eat any apples?
You asked me some questions.
You didn’t ask me any questions.
Did you ask me any questions?
He told someone else.
He didn’t tell anyone else.
Did he tell anyone else?
I saw somebody at the window.
I didn’t see anybody at the window
Did you see anyone at the window?
She wants some more like that.
She doesn’t want anymore like that.
Does she want any more like that?
Some/ any/ one ones
You have some fine flowers in your garden.
Go and ask him for some paper. I haven’t any in my desk.
I have some more letters for you.
What a pity! There aren’t any red ones.
I don’t think there is anyone here who can speak French.
We had some tea, but there wasn’t any sugar to put in it.
I want some oranges. Give me these big ones.
Are there any more books? I’ve read all these old ones.
These loaves are stale; please give me some new ones.
I want some flour, but the grocer hasn’t any.
So this is your house. It’s a very pretty one.
Some/ any ( понуда и барање и позитивни реченици some; any прашални и негативни)
Will you have some more tea?
Won’t you have some more cake?
Did you go anywhere last night?
If you haven’t any money you can get some from the bank.
Have you some books? Would you give some?
Did you have any troubles with your car today?
I heard you had some yesterday.
Have you read any good books lately?
Are there any lemons in the cupboard?
We could make some lemonade.
No= not any
I have no time to help you. I haven’t any time to help you.
There is no more sugar.
There isn’t any more sugar.
I can’t see my hat nowhere. I can’t see my hat anywhere.
He likes no girls with red hair.
He doesn’t like any girls with red hair.
We haven’t seen anybody we know yet.
We had eaten no meat for four days. I hadn’t eaten any meat for four days.
They found nobody at home. They didn’t find anybody at home.
He gave his wife no money for her clothes. He didn’t give his wife any money for her clothes.
They went nowhere after supper.
They didn’t go anywhere after supper.
How odd! This door has no hinges.
I hove you’ve said nothing to Maggie. I hope you haven’t said anything to Maggie.
They are dirty. I want neither of them. They are dirty. I don’t want any of them.
My car needs no new tires.
My car doesn’t need any new tires.
Monday, April 10, 2006
COUNTABLE AND UNCOUNTABLE БРОЈНИ НЕБРОЈНИ ИМЕНКИ ЕДНИНА И МНОЖИНА
DOGS ARE ANIMALS.
A POTATO IS A VEGETABLE.
POTATOES ARE VEGETABLES.
Students are not always good.
Chairs are made of wood.
Husbands are men.
Pencils are like pens.
Eyes are blue or brown.
Fish can swim.
Cows give milk.
Airports are busy places.
Motorways are fast roads for motor cars.
Gardens have trees.
We drink tea out of cups.
Apples grow on trees.
Mothers are kind to little children.
Girls like sweets.
Teachers are men or women.
Flies are insects.
A novel is a book.
A boot is a kind of a shoe.
A watch is a small clock.
A table is a piece of furniture.
A rose is a beautiful flower.
A Frenchman is a European.
A girl wears a dress.
A child is not always good.
There is always a table in a dinning room.
A hungry eats a large dinner.
A soldier is a brave man.
A coat has a collar.
A noun is a word.
a/ an
A cigarette is made of tobacco and paper.
Milk comes from a cow.
We make butter and cheese from milk.
A window is made of glass.
A handkerchief is made of a piece of cloth.
Grass always grows in an English field.
A chair is made from wood.
A cat has a tail.
A man eats meat.
A ring is made of gold or silver.
Coffee is a drink.
A coat is made of wool.
A fish swims in water.
We can write a letter on a paper.
A piano makes music.
Iron is a metal.
Bread is made from flour and flour is made from wheat.
An orange grows on a tree.
A child must have food.
We use a spoon for soap.
A knife is made of metal.
I like jam on a piece of bread.
I can write a letter in ink, or with a pencil.
COMPARISONS СПОРЕДУВАЊЕ
THIS BOOK IS NOT AS BIG AS YOURS.
My mother is less old than you think she is.
My mother is not as old as you think.
Ken is not as short as his brother.
A donkey is not as beautiful as a horse.
She is not as ugly as you said she was.
I’m not as light as you.
The grass is not as short as in our garden.
A cigarette is not as short as a cigar.
Apples are not as cheap as oranges.
The garden is not as big as we hoped.
A tram is not as quick as a bus.
My brother is not as hard working as me.
Our house is not as low as yours.
This street is not as wide as the next one.
QUESTION TAGS
I WAS VERY QUICK, WASN’T I?
It could be done, couldn’t it?
You won’t be late, will you?
This winter hasn’t been cold, has it?
They ought not to be here, ought they?
You shouldn’t smoke, should you?
He has finished, hasn’t he?
I’m not so fat as you, am I?
They always work hard, don’t they?
He speaks English well, doesn’t he?
We can help him, can’t you?
You teach English, don’t you?
He has a lot of books, hasn’t he?
He is too young, isn’t he?
John drinks too much, doesn’t he?
He is greedy, isn’t he?
You have a new dress, haven’t you?
You broke the window, didn’t you?
They didn’t see you, did they?
That boy ran very fast, didn’t he?
They arrived yesterday, didn’t they?
PASSIVE VOICE- TO BE+ III/ED
Сите времиња од актив се прават во пасив така што помошниот глагол to be (да биде)
се става во соодветното време и се додава глаголот во Past Participle (3 колона nepravilen, а ако е правилен наставката - ed)
Present Simple
am/ is /are + III/ed
Past Simple
Was/were +III/ed
Future simple
Will be+ III/ed
Present Continuous
Am/is/are being + III/ ed
Past Continuous
Was/were being + III/ed
Present Perfect
Have/has been +III/ed
Past Perfect
Had been + III/ed
My little sister was given a ticket too.
The visitors will be shown the new buildings.
We are promised higher wages.
The electrician has already been paid for his work.
You will be told what time the train leaves.
The prisoners were ordered to stand up.
I was recommended to another doctor.
He was taught French and given a dictionary.
Each boy will be allowed with a second plate of ice cream.
Cyril was refused a passport.
We will be asked several questions.
When we first met, I had already been ordered a new job at the bank.
You will be read another chapter next time.
The stranger was requested to leave the meeting.
We have been written third time about this.
Women are still denied the right to vote in some countries.
My uncle has been made a captain.
The rest of us were asked to be there at eight o’clock.
The new students were told where to sit.
Mashie was shown how to bath a baby.
The student was asked a very difficult question.
This matter must be looked into.
My friend Cyril is spoken well.
She was told to be quick.
The old lady is read every evening.
The students were told to wait outside.
I was promised a bicycle if I passed my examination.
Success must be worked for.
She was given a box of chocolates for her birthday.
Sara was told never to come here.
I was given a ten pence change at the shop.
He was promised a book.
It is time the cows were brought in.
I was told to go away.
That room hasn’t been slept for years.
The little girl will be looked after well.
Our dog was run over by a car.
Mary was promised a prize if she worked well.
I was told the news this morning.
Mary is easily upset by unkind remarks.
The work must be finished.
This broken vase can not be paid.
What ought to be done about this?
What questions were set by the examiner?
Football is played all over the world.
Any mistakes have been made.
This piece was composed by Beethoven.
The pyramids were pointed to me by a guard.
The gate has been left open so the horses ran away.
The answer will be given to you the next week.
Empty bottles must not be thrown away.
This glass has not been drunk out.
The whistle was blown three times.
This picture is always admired.
His leg was hurt in an accident.
This exercise is being done very carefully.
The box hasn’t been opened for the last hundred years.
The tower of London was formerly used as a prison.
Two of my dinner plates have been broken.
A big bottle was found here 200 years ago.
You have been invited to lunch tomorrow.
This play will be forgotten in a few years time.
The bridge was built last year.
My brother has never been beaten.
English is spoken all over the world.
Were any questions asked about me?
The answers must be written on the side of the paper only.
These books must not be taken away.
I was punished for something I didn’t do.
Milk is used for making butter and cheese.
You are wanted to help lay the table.
The stolen car has been found in another town.
Hats and coats must be left in the cloakroom.
The piano was being played far too loudly.
The matter will be discussed tomorrow.
Progress is made every day in the world of science.
The chickens were not fed this morning.
Some ink has been spilled on the carpet.
Not a sound was heard.
This door can be easily mended.
What has been done for this matter?
The door has already been shut.
You question has been answered.
The book will be finished next month.
He saw that the table had been pushed into the corner.
The article has been beautifully written.
Sunday, April 09, 2006
MIXED TENSES
We sometimes go to Monte Carlo.
We went to Monte Carlo for our last holiday.
It has never rained here.
It rained last week here.
Ms. X often buys a new hat.
Ms. X bought a new hat on Monday.
Mr. Y has never paid his bills.
Mr. Y paid his bills last month.
That boy often eats too much.
That boy ate too much at the party last night.
He often makes himself ill with ice cream.
He made himself ill with ice cream yesterday.
The plane always starts very early.
The plane started very early this morning.
It usually arrives in the afternoon.
I arrived in the afternoon when you were out.
He has never smoked in bed.
He didn’t smoke in bed when he was ill.
Mother made a nice cake for tea yesterday.
She generally learns quickly.
She learned quickly when she was at school.
He cooked his own breakfast yesterday.
He has cooked his own breakfast every morning since his wife left home.
We lived in the country until 1987.
We have lived in the country since 1987.
The fat lady next door practiced singing for three hours yesterday.
The fat lady next door has practiced singing every day since we came to live here.
Cyril didn’t drink any beer at the party last night.
Cyril hasn’t drunk any beer since I first met him.
She goes away every weekend.
He went abroad last week.
No, he isn’t here. He’s just gone out.
He was going downstairs when I met him.
Where’s Mr. Bin? He went out ten minutes ago.
This boy has never seen the see.
Have you seen my bag? I’ve lost it.
I saw you yesterday. You were sitting outside a café.
You’ve already written a lot of letters but his sister hasn’t written many.
He’s busy now. He is writing a letter.
I hope he is getting better now. I heard he has had a bad cold all the week.
I usually don’t take sugar in my tea.
Have you seen a good film lately?
He has lived in England since 1970.
When I last saw him, he was living in London.
He was sitting in the garden when the storm broke.
Did you go to the cinema last night?
No, I haven’t been for three weeks.
PAST PERFECT/ PAST SIMPLE
PAST PERFECT – Предминато
Had + III/ed;
Had I/ you/ he/ she/ it/ we/ you/ they + III/ed?
I/ you/ he/ she/ it/ we/ you/ they hadn’t + III/ed
(before/ after)
PAST SIMPLE- Минато определено свршено
IIc./ed;
did + verb base form)?
didn’t + verb base form
(ago/ last/ yesterday/ in 2004)
She told me his name after he had left.
He had done nothing before he saw me.
My friend enjoyed his food as soon as he had tasted it.
He thanked me for what I had done.
I was sorry that I had hurt him.
After they had gone I sat down and had a rest.
Did you post the letter after you had written it.
As soon as you had gone I wanted to see you again.
They dressed after they had washed.
After I had heard the news I had hurried to see him.
She told me her name after I had asked her twice.
Before we had gone very far we found that we had lost our way.
After you had gone I went to sleep.
I read the book after I had finished my work.
When we arrived the dinner had already begun.
He died after he had been ill a long time.
My friend hadn’t seen me for many years when I met him last week.
He took the money after I had asked him not to do so.
I rained yesterday after it had been dry for many months.
Why did you go to the doctor after I had told you to.
He had already learned English before he had left for England.
But before he arrived in England he had forgotten something.
In England he soon remembered all he had learned.
The sun had set before I had been ready to go.
The river became deeper after it had rained heavily.
They went home after they had finished their work.
She said that she had already seen the pyramids.
She had just gone out when I called out at her house.
You ought to have brought her straight at home after she had fallen into the river.
They told him they hadn’t met him before.
He asked why we had come so early.
My small brother had eaten all the pie before we got back.
He told us he had been to the seaside for a holiday.
He wondered why I hadn’t visited him before.
Before help reached us one woman had collapsed.
We asked him what countries he had visited.
We heard that a fire had broken out in the neighboring house.
When the plane landed the pilot found that one of the wings had been damaged.
He told me he had caught a young lion and had shot two others.
The moment after we I had told her not to do it Massie did it again.
She told her teacher that her mother had helped her with her homework the previous evening and had told her the words she hadn’t known.
The fire had spread before the firemen arrived.
We were surprised that she had passed the examination at the age of 40.
Cyril was very angry and said that he had eaten two flies in his fruit salad. The waiter asked him why he had eaten them. Cyril said he was short- sighted and had already swallowed them when his friend told him what he had eaten.
IF SENTENCES- CONDITIONALS
Type
IF /MAIN CLAUSE
1 Present (real)
АКО/Ќе
Present Simple (V/VS)
Future Simple
Will/ shall+Verb
2
KOGA BI/ BI
Imaginary
Past Simple (II/ED)
Would+ verb
3
Past (real)
Dan e vrnese ke odevme
Past Perfect (had +III/ed
Would have+ III/ed
If I come I shall see you. I
You will spoil it if you aren’t careful. I
We would answer if we could. II
They will get wet if it rains. I
I would (should) be pleased if you came. II
If I had known that I should have not made mistake. III
If I were you I should go home immediately. II
Will you help me if I need you? I
He would have told you if you had asked him.
They would be silly if they did not take this opportunity.
If it is fine I shall go for a swim. I
If it rained I would stay at home.
I’ll help you if I can.
It would have broken if you hadn’t got it. III
If you had done as I told you we would have succeeded. III
If you did as I told you, you would succeed. II
You’ll succeed if you do as I tell you. I
If Maria had known English was so difficult she would never have taken it up. III
If the rain failed to come there would be famine. II
If you eat too much you’ll be ill. I
You would be ill if you ate too much. II
If I hadn’t told you he would never have known. III
You would catch the train if you left earlier. II
You’ll pass your examination if you work hard. I
If you had left earlier you would have caught the train. III
You’ll catch the train if you leave earlier. I
If I’d lost my spectacles I wouldn’t have been able to read. III
If I were an orange I should be spherical and juicy. II
Unless (ako ne)/ if (ako)
He wouldn’t have waited if you’d been late. III
He won’t speak French unless he goes to France. I
I will go to the door if I hear the bell. I
A shan’t go to the door unless I hear the bell. I
If you ring the bell the servant will come. I
He’ll come if you ring the bell.
If you don’t ring the bell the servant won’t come I
He won’t come unless you ring the bell. I
If he wrote to me I should write to him. II
I shan’t write to him unless he writes to me. I
If the clock had been right we would have caught the train. III
If my watch hadn’t been slow I wouldn’t have been late. III
He will not learn much unless he works harder. I
If you send a telegram now he’ll get it this evening. I
If he started immediately he’d arrive by midday. II
I should never have found the house if the police hadn’t helped me.
If you invited him he would come. II
He would come if you invited him. II
IF _____ (1)Verb/s_______ (2)II/ed_________(3) had +V.III/ ed
Main
Clause __ (1) will/+ v ____(2)would/ + V____(3)would have + V.III/ed
If you had invited him he would have come.
He’ll come if you wait. 2. He would come if you waited. 3. He would have come if you had waited.
If you ring the bell somebody will come. 2. If you rang the bell somebody would come. 3. If you had rung the bell somebody would have come.
You’ll catch the train if you take a taxi. 2. You would catch the train if you took the taxi. 3. You would have caught the train if you had taken the taxi.
If he writes to me I shall write to him. 2. If he wrote to me I should write to him. 3. If he had written to me I should have written to him.
You will find the book if you open the bag. 2. You would find the book if you opened the bag. 3. You would have found the book if you had opened the bag.
If he sees you he will speak to you. 2. If he saw you he would speak to you. 3. If he had seen you he would have spoken to you.
1. You’ll be ill if you drink that water. 2. You would be ill if you drank that water. 3. You would have been ill, if you had drunk that water.
What will you do if you meet Mr. Robinson? 2. What would you do if you met Mr. Robinson? 3. What would have you done if you had met Mr. Robinson?
If a beggar asks you for money will you give him any? 2. If a beggar asked you for money, would you give him any? 3. If a beggar had asked you for money, would you give him any?
1. What will happen if the bridge breaks? 2. What would happen if the bridge broke? 3. What would have happened if the bridge had broken?
Saturday, April 08, 2006
REPORTED SPEECH
Imperative TO/ NOT TO
She told me to clean it myself.
He told me to wrap it up in a piece of paper.
She told me to cut the corners off.
She told me to fasten my safety belts.
He told me not to sit on his bed.
She told me to wait there till she comes.
He told me not to speak until you’re spoken to.
He told me to leave it on the piano.
He told me not to try to be funny.
He told me to come and see him whenever I’ve a few hours to spare.
He told me not to wait for me to ask him every time I want to come.
He told me to hurry up if I want to go out with him.
He told me to tell him when it’s quarter past eight.
He told me to take a cold shower before breakfast if I want to keep feet.
He told me treat other people the way I’d like them to treat me.
He asked me to be a good girl and sit quietly for five minutes and Anita will give me a sweet.
STATEMENT REPORTED SPEECH
INTRODUCING VERB
PRESENT SIMPLE/ PRESENT PERFECT/ FUTURE SIMPLE
She says that she’s going to town with her sister.
He has just told me that he has bought himself a new hat.
He’ll tell me that we are very late.
He has just told me that he wants to speak to you.
He says that we have finished our work.
He says that he is ready to come with us.
He will tell you that they do not know.
She will tell me that she will answer the phone.
He says that he will answer the phone.
She has just told me that I can do it if I try.
He will tell me that they are leaving in another house.
He says that he has been shopping all the morning.
She says that she has not told me anything yet.
He tells me that I may see the photographs if I like.
She says that she has written me a long letter.
STATEMENT- INTRODUCING VERB PAST SIMPLE AND PAST PERFECT
He told me that he WAS giving a party this weekend to all his friends.
He told me that he was ill.
He told me that he had me t him the year before.
He told me that they would be there soon.
She had told me that he had finished then.
She had told me that she had lived in London.
She had told me that she had gone to Berlin the following day.
She told me that she has just been to the butcher’s.
She had told me that she could come the following week.
She had told me that she didn’t know what he would say.
She had told me that they had gone away the day before.
She told me to wait till she came.
She had told me that she thought he was married.
She had told me that she had fallen downstairs.
She told me that she would leave it on the table.
She had told me that she was sorry she was late.
She had told me that she was very stupid.
She had told me that she was quite charming but hadn’t much sense.
She told me that she could come in when I had finished my work.
She had told me that the clock would never work again if I tried to mend it.
She had told me that she lost her temper the morning before.
She had told me that she would come as soon as she could.
She had told me that she would sell all those she gave me the day before.
She told me that she had been very ill the day before.
She had told me that she had learnt all that nonsense a long time ago.
She had told me that she had never been there before.
She had told me that she hadn’t done her homework.
She had told me that she might have to stay in bed for a week.
She had told me that she would be there in half an hour if she wasn’t late.
She had told me that was last time she had seen him.
She had told me that she should try to be in time today.
She had told me that she was sorry she had forgotten to come the day before.
REPORTED SPEECH QUESTIONS
1. WH- question words –WH word
2. YES/ NO QUESTIONS IF
3. Word order changes into a sentence.
4. Present Simple and PRESENT Perfect, Future Simple NO CHANGE OF TENSE
5. PAST SIMPLE AND PAST PERFECT CHANGE OF TENSES: ALL PRESENT ANF FUTURE TENSES CHANGE INTO PAST. ALL PAST TENSES CHANGE INTO PAST PERFECT. (1kolona- 2kolona- had+ 3 kolona)
WH questions
He asked me where I was going.
They wanted to know how I did it.
He asked me who would come to the pictures.
She asked me when her dress would be finished.
She asked me why I was so sad.
She asked me what the matter was.
She asked me which book I was taking.
She asked me who had shown me her work.
She asked me how I could be so unkind.
She asked me when they had told me that.
She asked me why she had not eaten anything.
She asked me what I was to do.
She asked me what the time was.
She asked me how I knew that.
She asked me where he had put her pencil.
She asked me when I was beginning my holiday.
She asked me where she could go for it.
She asked me how I liked that cake.
We wondered why he had sung so loud.
MIXED TYPES
She told me that it was cold in there and asked if the window was open.
She asked me if I thought it would rain and that it was very cloudy.
She told me that she had to write some letters then.
She asked me what date it was.
Thursday, April 06, 2006
Do or Make
'Do' for Activities
Use the verb 'do' to express daily activities or jobs. Notice that these are usually activities that produce no physical object.
do homework
do housework
do the ironing
do the dishesdo a job
'Do' for General Ideas
Use the verb 'do' when speaking about things in general. In other words, when we do not exactly name an activity. This form is often used with the words 'something, nothing, anything, everything, etc.'
I'm not doing anything today.
He does everything for his mother.
She's doing nothing at the moment.
Important Expressions with 'Do'
There are a number of standard expressions that take the verb 'do'.
These are standard collocations (verb + noun combinations) that are used in English.
do one's best
do gooddo harm
do a favourdo business
'Make' for Constructing, Building, Creating
Use 'make' to express an activity that creates something that you can touch.
make food
make a cup of tea / coffeemake a mess
Important Expressions with 'Make'
There are a number of standard expressions that take the verb 'make'. In a number of cases the verb 'do' seems more appropriate. These are standard collocations (verb + noun combinations) that are used in English.
make plans
make an exception
make arrangements
make a telephone call
make a decision
make a mistake
make noise
make money
make an excuse
make an effort
Do or Make - Quiz
Use 'do' or 'make' in the following sentences. Be sure to conjugate the verb.
He ____ an excellent job at the meeting last week.
May I ____ a telephone call?
Please stop ___ so much noise!
She ____ her homework before she went to bed.
Would you like me ____ you a cup of tea?
I'm afraid you ____ (not) any good.
Look at your room! You ____ a mess!
It took him a long time ____ a decision.
Do you mind ____ the washing-up this evening?
We ____ plans for our next holiday at the moment.
What ____ you ____? - Oh, I ___ (not) anything at the moment.
I guess I can ____ an exception to the rule this time.
What ____ we ____ this evening?
I know you ____ your best last week.
I wish you ____ an effort on this exam.
Answer key:
He did an excellent job at the meeting last week.
May I make a telephone call?
Please stop making so much noise!
She did her homework before she went to bed.
Would you like me to make you a cup of tea?
I'm afraid you won't do OR aren't doing any good.
Look at your room! You made OR have made a mess!
It took him a long time to make a decision.
Do you mind doing the washing-up this evening?
We are making plans for our next holiday at the moment.
What are you doing? - Oh, I am not doing anything at the moment.
I guess I can make an exception to the rule this time.
What shall we do OR are we going to do this evening?
I know you did your best last week.
I wish you would make an effort on this exam.
EFL Describing Your Home Town a/an/the
1. Read the following description
I am from Seattle, Washington. Seattle is a city in the United States. It is near the border of Canada in the northwest corner of the USA. I live in a town called Olympia which is on the Puget Sound. I live in a house in a street in the countryside. The street is called "Bear Street" and the house is old - more than 100 years old! I am an English teacher at a school in the center of the town. I like books and taking photographs. I usually have lunch at school. I usually go home by car. We have all kinds of food in Olympia. I like Italian food very much. Sometimes, I go to an Italian restaurant in Seattle. The restaurant is called "Luigi's". Italian food is great!
2. Here are the rules for when to use "A, An or The":a = indefinite article (not a specific object, one of a number of the same objects) with consonants
She has a dog.
I work in a factory.
an = indefinite article (not a specific object, one of a number of the same objects) with vowels (a,e,i,o,u)
Can I have an apple?
She is an English teacher.
the = definite article (a specific object that both the person speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?
The first time you speak of something use "a or an", the next time you repeat that object use "the".
I live in a house.The house is quite old and has four bedrooms. I ate in a Chinese restaurant. The restaurant was very good.
DO NOT use an article with countries, states, counties or provinces, lakes and mountains except when the country is a collection of states such as "The United States".
He lives in Washington near Mount Rainier.
They live in northern British Columbia.
Use an article with bodies of water, oceans and seas
-My country borders on the Pacific Ocean
DO NOT use an article when you are speaking about things in general
I like Russian tea.
She likes reading books.
DO NOT use an article when you are speaking about meals, places, and transport
He has breakfast at home.
I go to university.
He comes to work by taxi.
3. Fill in the gaps
I am from Seattle, Washington. Seattle is -- city in -- United States. It is near -- border of --Canada in -- northwest corner of -- USA. I live in -- town called -- Olympia which is on -- Puget Sound. I live in -- house in --street in -- countryside. -- street is called "Bear Street" and --house is old - more than 100 years old! I am -- English teacher at -- school in -- center of -- town. I like -- books and taking -- photographs. I usually have -- lunch at school. I usually go --home by --car. We have all kinds of food in -- Olympia. I like -- Italian food very much. Sometimes, I go to -- Italian restaurant in Seattle. -- restaurant is called "Luigi's". --0Italian food is great!
4. Write a description of your home town