I had to look up "paraprosdokian". Here is the definition: A paraprosdokian is a figure of speech in which the latter part of a sentence or phrase is surprising or unexpected in a way that causes the reader or listener to re-frame or re-interpret the first part. It is frequently used for humorous or dramatic effect. For this reason, it is extremely popular among comedians and satirists.
"Figure of speech in which the latter part of a sentence or phrase is surprising or unexpected; frequently used in a humorous situation." Eg … "Where there's a will, I want to be in it," is a type of paraprosdokian.
1. Do not argue with an idiot. He will drag you down to his level and beat you with experience.
2. The last thing I want to do is hurt you. But it's still on my list.
3. Light travels faster than sound. This is why some people appear bright until you hear them speak.
4. If I agreed with you, we'd both be wrong.
5. We never really grow up, we only learn how to act in public.
6. War does not determine who is right - only who is left.
7. Knowledge is knowing a tomato is a fruit. Wisdom is not putting it in a fruit salad.
8. Evening news is where they begin with 'Good Evening,' and then proceed to tell you why it isn't.
9. To steal ideas from one person is plagiarism. To steal from many is research.
10. A bus station is where a bus stops. A train station is where a train stops. On my desk, I have a work station.
11. I thought I wanted a career. Turns out I just wanted paychecks.
12. Whenever I fill out an application, in the part that says, 'In case of emergency, notify:' I put 'DOCTOR.'
13. I didn't say it was your fault, I said I was blaming you.
14. Women will never be equal to men until they can walk down the street with a bald head and a beer gut, and still think they are sexy.
15. Behind every successful man is his woman. Behind the fall of a successful man is usually another woman.
16. A clear conscience is the sign of a fuzzy memory.
17. I asked God for a bike, but I know God doesn't work that way. So I stole a bike and asked for forgiveness.
18. You do not need a parachute to skydive. You only need a parachute to skydive twice.
19. Money can't buy happiness, but it sure makes misery easier to live with.
20. There's a fine line between cuddling and holding someone down so they can't get away.
21. I used to be indecisive. Now I'm not so sure.
22. You're never too old to learn something stupid.
23.. To be sure of hitting the target, shoot first and call whatever you hit the target.
24. Nostalgia isn't what it used to be.
25. Change is inevitable, except from a vending machine.
26. Going to church doesn't make you a Christian any more than standing in a garage makes you a car.
27. A diplomat is someone who tells you to go to hell in such a way that you look forward to the trip.
28. Hospitality is making your guests feel at home even when you wish they were.
29. I always take life with a grain of salt. Plus a slice of lemon, and a shot of tequila.
30. When tempted to fight fire with fire, remember that the Fire Department usually uses water.
Source: Internet
Showing posts with label Reading. Show all posts
Showing posts with label Reading. Show all posts
Saturday, July 9, 2011
Saturday, February 27, 2010
學習英語
How to Learn English Well?
Please let me begin with "How Not to Learn English Well?", then we may all see more clearly why English has not been learned that well, at least for most of the English language learners.
We all know that English is not Chinese. Do we all know that? I believe we do. So, English cannot, for one thing, be learned in the same way as Chinese has been learned. Secondly, English should not be turned into Chinese, but into English, and English only. Only when we can turn hard English into easy English can we say we have learned English, at least some English. If we can turn English into Chinese, hard or easy, we are only reviewing Chinese.
Let us look at how our English has been learned since 1949, or perhaps, since 1900.
1. Grammar: When we talk about English grammar, we use Chinese, do we? A good example is the article in English grammar. Do we have any articles in Chinese? Yes, but not in Chinese grammar. Why do we use a Chinese word for the article in talking about English grammar? Isn't that a waste of time and a waste of English? I think so. If we want to learn English grammar, we need to use English words to learn English grammar, to talk about English grammar, so that at the same time, we are able to learn, at least, some English.
2. Vocabulary: How have we been learning English words? We turn all of them into Chinese, right? Is that called learning English? I don't think so. That is called "reviewing Chinese". We are using English to review our Chinese, in fact. When we learn an English word, we should be able to remember that English word, should be able to translated English into English, not Chinese, not even remember its Chinese equivalent. You know why? Translation is very difficult and can wait until we have learned English so well that we are able to think, speak, write, hear, read, and dream English like a native English speaker. Here is my question for all of you to ponder. All of you can translate any English you have learned so far into Chinese. Can you also translate all the Chinese you are able to use into English? The answer is, you cannot, and I cannot, either. Then, my conclusion is, we are not learning English, but reviewing Chinese by turning anything English into Chinese. When we speak English, we are not speaking English but "speaking Chinese with English words and some grammatical English sentences". And a grammatical English sentence does not mean it is really English. Am I not right?
3. Practice: We need to learn and use English. We all know that. But, how do we use English? If we think in Chinese and speak English, can we speak good English? I think not. English people think in English all the time and sometimes, also, make mistakes. If we think in Chinese, we even make mistakes in Chinese. How can we not make mistakes in English? If we want to use English, we have to think in English. That means when we read English, we do not translate into Chinese any more, but we remember the English, and translate English into simpler English we already know. That means when we hear English, we never turn it into Chinese in our Chinese brains, but remember the English, and only turn it into the little English we know. When we speak and write English, we, first of all, think in English, and think in English whatsoever we want to say or write about. That is what I call practice.
If we think in English, we will speak and write English. If we think in correct English, we will speak and write correct English. If we think in Chinese, we will speak and write Chinese, only after we have learned how to write Chinese characters. Can you all see what I am driving at? If we want to learn English well, English should come from mind to mouth, from man to manuscript.
We all learned something about physics and biology. We all know that thinking takes time. Can any of you think twice as fast as a native English speaker so that when he or she speaks English to you, you can translate into Chinese to understand, then think in Chinese what you want to say, then translate Chinese into English, and then say it? Do you think your listener has the time to wait for you?
In a nutshell, if we all want to learn English well, we have to use English, instead of Chinese, to learn English well, and never turn English into anything else that is not English. That is the only way to learn English well in a place where Chinese is the dominant language.
by Sinosophy (Adapted)
新加坡3类院校入学申请条件：
1.政府大学：高考分数1本录取分数线以上（如：清华，北大，复旦类大学录取分数线左右），雅思6分以上。
2.政府理工学院：高考500分左右，雅思5.5
3.私立学院：至少完成初中学业（如果非高中毕业学生则需读预科），雅思6分（如果没有雅思6分或不到6分，则需先读学校英文课程）
到新加坡怎么读O LEVEL
新加坡日常生活中的常用英文 Every Day English
"A man has no future if he does not read books, nor does a nation." Chinese Premier Wen Jia Bao
Wednesday, March 4, 2009
Reading, Writing and Understanding
"An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you do know and what you don't." Anatole France
READING
Students learn and practice beginning reading skills through building their knowledge about language and letter-sound relationships and developing fluency in their reading and must then begin to use these developing reading skills to learn – to make meaning, solve problems, and understanding something new. They need to comprehend what they read through a three-stage meaning-making process.
Stage One: Prereading
It's not uncommon for a struggling secondary reader to declare, "I read last night's homework, but I don't remember anything about it (let alone understand it)!" Therefore, asking such questions as, "What do I already know and what do I need to know before reading?" or "What do I think this passage will be about, given the headings, graphs, or pictures?" helps students anticipate the text, make personal connections with the text, and help to promote engagement and motivation. Brainstorming and graphic organizers also serve to strengthen students' vocabulary knowledge and study skills.
Stage Two: Guided Reading
The ability to monitor one's own reading often distinguishes effective and struggling readers. Thus, guided-reading activities should provide students with the opportunity to reflect on the reading process itself – recording in a log how their background knowledge and experience influenced their understanding of text, identifying where they may have gotten lost during reading and why, and asking any questions they have about the text.
Stage Three: Postreading
During postreading, students test their understanding of the text by comparing it with that of their classmates. In doing so, they help one another revise and strengthen their arguments while reflecting and improving on their own.
WRITING
Writing is often used as a means of evaluating students' understanding of a certain topic, but it is also a powerful tool for engaging students in the act of learning itself. Writing allows students to organize their thoughts and provides a means by which students can form and extend their thinking, thus deepening understanding.
Research suggests that the most effective way to improve students' writing is a process called inquiry. This process allows students to define and test what they would like to write before drafting.
The three stages of writing-based inquiry:
1) stating specific, relevant details from personal experience;
2) proposing observations or interpretations of the text; and
3) testing these assertions by predicting and countering potential opposing arguments.
Through inquiry, students discover and refine something worth writing about.
Writing-to-learn activities can include freewriting (writing, without editing, what comes to mind), narrative writing (drawing on personal experience), response writing (writing thoughts on a specific issue); loop writing (writing on one idea from different perspectives) and dialogue writing (for example, with an author or a character.)
"Not surprisingly, writing-to learn activities are also known as 'writing-to-read' strategies – means by which students can engage with text in order to understand it." Vicki Jacobs
UNDERSTANDING
The relationship among reading, writing, and understanding is clear. Students engaged in reading-to-learn will also be prepared to write well. In turn, students who are engaged in writing-to-learn will become more effective readers. Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.
Critical Thinking framework - Using Tamblin and Ward’s (2006) Triple A approach
1. Acquaint yourself with the topic
Do you have enough information to proceed? Reading lists, Your own literature search, Internet, etc. What else might you want to find out?
2. Analyse the information
Logic e.g.:Are all the claims backed up by evidence? Is the theory or information consistent? Are all the claims justified or are assumptions being made? Are the points relevant to the overall argument?
a) Emotion e.g.:Does the author use emotional language? Is the argument overly emotional? Does the author have a vested interest in persuading the reader? Is there bias in the argument?
b) Omission e.g.: Is the information lacking in detail or precision? What is omitted? What is included? What sway? Why?
c) Research e.g.: Why was the research undertaken? What was the aim? Where was the research carried out? When did the research occur? Who took part? Who presented the research?
3. Advance the argument e.g. Why is this an important topic? What are the implications and applications of the arguments presented? What's the bigger picture.
Then use your critical analysis of the sources to create your argument in your assignment.
Useful phrases when writing
In order to show that you have thought about information in a critical way, you will need to demonstrate your critical analysis in your writing. The following phrases (adapted from Gillet 2006) are examples of language that can be used when writing about your own critical analysis.
Presenting your point of view
a) There are many reasons why.....
It is important to point out that....
Presenting another point of view
In a study of X, Y claims that.....
It has been suggested that.....
According to X......
b) Commenting on another point of view - negatively
These views are open to doubt.....
Reservations can be raised against this.....
One objection to this argument is......
c) Commenting on another point of view - positively.
One of the main arguments in favour of X is that....
Another point in favour of X is that..
Indicating a lack of knowledge in a particular area
Little research has been done...
Research has tended to focus on A, rather less attention has been
paid to B...
Drawing conclusions
In short....
On the whole...
Altogether...
It may be concluded that....
Comparing and contrasting
Similarly
Likewise
Correspondingly
Whereas
by HGSE Lecturer Vicki Jacobs, (adapted).
10 Characteristics of Good, Effective Writing
"Be careful the environment you choose for it will shape you; be careful the friends you choose for you will become like them." W. Clement Stone 1902-2002, Author and Businessman
READING
Students learn and practice beginning reading skills through building their knowledge about language and letter-sound relationships and developing fluency in their reading and must then begin to use these developing reading skills to learn – to make meaning, solve problems, and understanding something new. They need to comprehend what they read through a three-stage meaning-making process.
Stage One: Prereading
It's not uncommon for a struggling secondary reader to declare, "I read last night's homework, but I don't remember anything about it (let alone understand it)!" Therefore, asking such questions as, "What do I already know and what do I need to know before reading?" or "What do I think this passage will be about, given the headings, graphs, or pictures?" helps students anticipate the text, make personal connections with the text, and help to promote engagement and motivation. Brainstorming and graphic organizers also serve to strengthen students' vocabulary knowledge and study skills.
Stage Two: Guided Reading
The ability to monitor one's own reading often distinguishes effective and struggling readers. Thus, guided-reading activities should provide students with the opportunity to reflect on the reading process itself – recording in a log how their background knowledge and experience influenced their understanding of text, identifying where they may have gotten lost during reading and why, and asking any questions they have about the text.
Stage Three: Postreading
During postreading, students test their understanding of the text by comparing it with that of their classmates. In doing so, they help one another revise and strengthen their arguments while reflecting and improving on their own.
WRITING
Writing is often used as a means of evaluating students' understanding of a certain topic, but it is also a powerful tool for engaging students in the act of learning itself. Writing allows students to organize their thoughts and provides a means by which students can form and extend their thinking, thus deepening understanding.
Research suggests that the most effective way to improve students' writing is a process called inquiry. This process allows students to define and test what they would like to write before drafting.
The three stages of writing-based inquiry:
1) stating specific, relevant details from personal experience;
2) proposing observations or interpretations of the text; and
3) testing these assertions by predicting and countering potential opposing arguments.
Through inquiry, students discover and refine something worth writing about.
Writing-to-learn activities can include freewriting (writing, without editing, what comes to mind), narrative writing (drawing on personal experience), response writing (writing thoughts on a specific issue); loop writing (writing on one idea from different perspectives) and dialogue writing (for example, with an author or a character.) "Not surprisingly, writing-to learn activities are also known as 'writing-to-read' strategies – means by which students can engage with text in order to understand it." Vicki Jacobs
UNDERSTANDING
The relationship among reading, writing, and understanding is clear. Students engaged in reading-to-learn will also be prepared to write well. In turn, students who are engaged in writing-to-learn will become more effective readers. Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.
Critical Thinking framework - Using Tamblin and Ward’s (2006) Triple A approach
1. Acquaint yourself with the topic
Do you have enough information to proceed? Reading lists, Your own literature search, Internet, etc. What else might you want to find out?
2. Analyse the information
Logic e.g.:Are all the claims backed up by evidence? Is the theory or information consistent? Are all the claims justified or are assumptions being made? Are the points relevant to the overall argument?
a) Emotion e.g.:Does the author use emotional language? Is the argument overly emotional? Does the author have a vested interest in persuading the reader? Is there bias in the argument?
b) Omission e.g.: Is the information lacking in detail or precision? What is omitted? What is included? What sway? Why?
c) Research e.g.: Why was the research undertaken? What was the aim? Where was the research carried out? When did the research occur? Who took part? Who presented the research?
3. Advance the argument e.g. Why is this an important topic? What are the implications and applications of the arguments presented? What's the bigger picture.
Then use your critical analysis of the sources to create your argument in your assignment.
Useful phrases when writing
In order to show that you have thought about information in a critical way, you will need to demonstrate your critical analysis in your writing. The following phrases (adapted from Gillet 2006) are examples of language that can be used when writing about your own critical analysis.
Presenting your point of view
a) There are many reasons why.....
It is important to point out that....
Presenting another point of view
In a study of X, Y claims that.....
It has been suggested that.....
According to X......
b) Commenting on another point of view - negatively
These views are open to doubt.....
Reservations can be raised against this.....
One objection to this argument is......
c) Commenting on another point of view - positively.
One of the main arguments in favour of X is that....
Another point in favour of X is that..
Indicating a lack of knowledge in a particular area
Little research has been done...
Research has tended to focus on A, rather less attention has been
paid to B...
Drawing conclusions
In short....
On the whole...
Altogether...
It may be concluded that....
Comparing and contrasting
Similarly
Likewise
Correspondingly
Whereas
by HGSE Lecturer Vicki Jacobs, (adapted).
10 Characteristics of Good, Effective Writing
"Be careful the environment you choose for it will shape you; be careful the friends you choose for you will become like them." W. Clement Stone 1902-2002, Author and Businessman
Tuesday, January 20, 2009
Japan learns English from Obama speech textbook
TOKYO - President-elect Barack Obama's speeches are proving a best-seller in Japan - as an aid to learning English.
Obama's Speech: 'A More Perfect Union'
An English-language textbook, "The Speeches of Barack Obama" (website), has sold more than 400,000 copies in two months, a big hit in a country where few hit novels sell more than a million copies a year.
Japanese have a fervor for learning English and many bookstores have a corner dedicated to dozens of journals in the language, many of them now featuring the new U.S. leader's face.
"Speeches by presidents and presidential candidates are excellent as listening tools to learn English, because their contents are good and their words are easy to catch," said Yuzo Yamamoto of Asahi Press, which produced the best-selling text book.
"Obama's is especially so. His speeches are so moving, and he also uses words such as 'yes, we can,' 'change' and 'hope' that even Japanese people can memorize," he said.
Speeches by President George W. Bush and former nominee John Kerry's four years ago did not have the same appeal, however, and nor do those made by Japanese politicians, Yamamoto said.
"In Japan, we don't have politicians who have such a positive influence. That's why we have to turn to a foreign president for someone in whom to place our hopes."
The 95-page paperback features Obama's speeches in English from the 2004 Democratic National Convention and during the Democratic Party primaries, in which he defeated Hillary Clinton. They are accompanied by Japanese translations.
The 1,050 yen (S$17) book, which includes a CD of the speeches, tops the bestseller list on bookseller Amazon's Japanese Website.
"Readers have sent in postcards saying that when they heard the speeches, they were so moved and cried even though they don't understand English very well," Yamamoto said.
He said lawmakers from Japan's main opposition Democratic Party had bought the book to study Obama's speeches.
Following Obama's inauguration on Tuesday, Asahi Press plans to issue a sequel that includes his inaugural address, as well as President John F. Kennedy's 1961 inaugural speech. It will also feature a reading of President Abraham Lincoln's Gettysburg address of 1863.
By Yoko Kubota (Adapted)
"If you're walking down the right path and you're willing to keep walking, eventually you'll make progress." Barack Obama
"We need to internalize this idea of excellence. Not many folks spend a lot of time trying to be excellent." Barack Obama
"Focusing your life solely on making a buck shows a certain poverty of ambition. It asks too little of yourself. Because it's only when you hitch your wagon to something larger than yourself that you realize your true potential." Barack Obama
Obama's Speech: 'A More Perfect Union'
An English-language textbook, "The Speeches of Barack Obama" (website), has sold more than 400,000 copies in two months, a big hit in a country where few hit novels sell more than a million copies a year.
Japanese have a fervor for learning English and many bookstores have a corner dedicated to dozens of journals in the language, many of them now featuring the new U.S. leader's face.
"Speeches by presidents and presidential candidates are excellent as listening tools to learn English, because their contents are good and their words are easy to catch," said Yuzo Yamamoto of Asahi Press, which produced the best-selling text book.
"Obama's is especially so. His speeches are so moving, and he also uses words such as 'yes, we can,' 'change' and 'hope' that even Japanese people can memorize," he said.
Speeches by President George W. Bush and former nominee John Kerry's four years ago did not have the same appeal, however, and nor do those made by Japanese politicians, Yamamoto said.
"In Japan, we don't have politicians who have such a positive influence. That's why we have to turn to a foreign president for someone in whom to place our hopes."
The 95-page paperback features Obama's speeches in English from the 2004 Democratic National Convention and during the Democratic Party primaries, in which he defeated Hillary Clinton. They are accompanied by Japanese translations.
The 1,050 yen (S$17) book, which includes a CD of the speeches, tops the bestseller list on bookseller Amazon's Japanese Website.
"Readers have sent in postcards saying that when they heard the speeches, they were so moved and cried even though they don't understand English very well," Yamamoto said.
He said lawmakers from Japan's main opposition Democratic Party had bought the book to study Obama's speeches.
Following Obama's inauguration on Tuesday, Asahi Press plans to issue a sequel that includes his inaugural address, as well as President John F. Kennedy's 1961 inaugural speech. It will also feature a reading of President Abraham Lincoln's Gettysburg address of 1863.
By Yoko Kubota (Adapted)
"If you're walking down the right path and you're willing to keep walking, eventually you'll make progress." Barack Obama
"We need to internalize this idea of excellence. Not many folks spend a lot of time trying to be excellent." Barack Obama
"Focusing your life solely on making a buck shows a certain poverty of ambition. It asks too little of yourself. Because it's only when you hitch your wagon to something larger than yourself that you realize your true potential." Barack Obama
Saturday, December 27, 2008
Read, Learn, and Think Your Way to Success
Ten Thinking and Dreaming Exercises for Creativity and Innovation
1) Read with pen and notebook in hand; jot down any idea that comes into your consciousness.
2) Keep a notebook in which you can keep track of ideas, by your bed and in your car.
3) Write one idea down on a piece of paper and brainstorm any thought that comes from it: how to accomplish the idea, what to do about the idea, where to use the idea, who can help you implement the idea, and any other thought that enters your mind.
4) Read a non-fiction book every week. Read magazines, journals, online articles... all the time.
5) Clip articles and place them in a folder of related articles or ideas. Periodically, glance through the folder.
6) Create “idea files” in most folders in your computer. Create an idea or to-do file in your email program. Add ideas as they come to you.
7) Take time to stare out your window (if your setting deserves attention), play with a desk toy, take a quiet walk. Do any rote activity that allows thoughts to swirl through your mind.
8) Encourage your staff and coworkers to do all of the above and share ideas with each other at “think” or brainstorm sessions. Schedule annual retreats or off-site meetings to plan and generate ideas.
9) Develop an employee suggestion process.
10) Schedule think weeks, think days, or think hours for yourself or your work group.
Thinking time and learning time are both critical to creativity and innovation. The old adage: “stop to smell the roses” is true for both your current work and your career. Take time to plant and harvest the ideas that fuel your progress and success.
By Susan M. Heathfield (Adapted)
"An entrepreneur assumes the risk and is dedicated and committed to the success of whatever he or she undertakes." Victor Kiam
1) Read with pen and notebook in hand; jot down any idea that comes into your consciousness.
2) Keep a notebook in which you can keep track of ideas, by your bed and in your car.
3) Write one idea down on a piece of paper and brainstorm any thought that comes from it: how to accomplish the idea, what to do about the idea, where to use the idea, who can help you implement the idea, and any other thought that enters your mind.
4) Read a non-fiction book every week. Read magazines, journals, online articles... all the time.
5) Clip articles and place them in a folder of related articles or ideas. Periodically, glance through the folder.
6) Create “idea files” in most folders in your computer. Create an idea or to-do file in your email program. Add ideas as they come to you.
7) Take time to stare out your window (if your setting deserves attention), play with a desk toy, take a quiet walk. Do any rote activity that allows thoughts to swirl through your mind.
8) Encourage your staff and coworkers to do all of the above and share ideas with each other at “think” or brainstorm sessions. Schedule annual retreats or off-site meetings to plan and generate ideas.
9) Develop an employee suggestion process.
10) Schedule think weeks, think days, or think hours for yourself or your work group.
Thinking time and learning time are both critical to creativity and innovation. The old adage: “stop to smell the roses” is true for both your current work and your career. Take time to plant and harvest the ideas that fuel your progress and success.By Susan M. Heathfield (Adapted)
"An entrepreneur assumes the risk and is dedicated and committed to the success of whatever he or she undertakes." Victor Kiam
Friday, December 19, 2008
Learn, Unlearn, Relearn.
"Learning becomes hard because experience with our first language 'warps' perception. We see things through the lens of our native language and that 'warps' the way we see foreign languages." Dr Paul Iverson
Thursday, September 18, 2008
Reading Comprehension Skills
No matter what line of work you are in, a large part of your life may be spent reading. Between newspapers, email, websites, textbooks, user manuals, novels, and magazines there are so many words out there needing to be read. This is why reading comprehension studies are essential, especially for children. It is important to hone your skills so that you can more efficiently do your job and be informed.
For many people, too, reading can be a struggle and even intimidating. This is an obstacle that can impact everyday life. Without the ability to comprehend and assess the written word, performance can be compromised and potential for job advancement is limited. It is important to pursue reading comprehension studies to develop new skills and improve existing ones. Building confidence in reading can improve job performance and leisure time. There are many websites that present strategies for reading comprehension studies, and here is the profile of one remarkable website for people who need to improve their skills for free.
(Adapted)
(Adapted)
http://wps.ablongman.com/long_mcwhorter_rad_2/0,9205,1401687-,00.html
http://www.justreadnow.com/strategies/active.htm
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