Humanizing Human Beings, To Be Little Candles for Others
Many modern fables tell stories about non-animal characters. Their characters are personification of toys, cars, appliances, or modern/ futurisctic things as if they talked, felt, acted like human.
Brave Little Toaster is an example of Appliance's story. According to Wikipedia, The Brave Little Toaster is written by Thomas M. Disch intended for children, A Bedtime Story for Small Appliances. The story was written in the style of a children's fable.
Another examples of non-animal fable story are Wall-E, Toy Story, Cars, and Black Battery and His Role. Fable stories give motivation and inspiration to the readers or audiences.
Black Battery and His Role, written by Purnomosidhi AKA Mas Didik, is presented in one of Short Stories with morals.
Read Fable Story: Black Battery and His Role
Showing posts with label english. Show all posts
Showing posts with label english. Show all posts
Thursday, April 28, 2011
Friday, April 8, 2011
Modern Lovecraftian Works on Horror Fictions
Lovecraftian horror is a kind of horror fiction which presents the cosmic horror of the unknown over gore, life, trouble or other elements of shock. It is named after American author H. P. Lovecraft (1890–1937) in which supernatural and horror colors Lovecraft stories.
Lovecraft wrote with his story-telling style, manifested in his mythos that involved supernatural, pre-human, and extraterrestrial elements. Previous authors such as Edgar Allan Poe and Algernon Blackwood inpired him.
Lovecraaft used several themes found as the component of a "Lovecraftian" work, namely:
- Anti-anthropocentrism, misanthropy in general. Human is not central and not significant entities in the universe. Misanthropy is ascribed to a number of writers of satire.Misanthropy means to disgust with, distaste for, and general dislike of human beings. it can be also intrepreted as no interest in fellow man, distrust toward the intent and value of humanity.
- Antiquarian writing style. Although dealing with technology, Lovecraft used anachronisms as well as old-fashioned words to describe such things. Anachronism is an inconsistency in some chronological arrangement, especially a chronological misplacing of persons, events, objects, or customs in regard to each other.
- Detachment. Lovecraftian heroes are usually isolated individuals.
- Heroes' victory is temporary and they ussualy pay back for it or there is possibility of problem or antagonist to raise.
- Forbidden knowledge. Characters in Lovecraft do not understand what happened to them. There us unanswered question and there is something beyond their mind capacity. It's about mystery.
Lovecraft quotes state:
The most merciful thing in the world... is the inability of the human mind to correlate all its contents.
- Non-human influences on humanity
- Fate
- Civilization under threat
- Risks of a scientific era
His works ( in lovecraft books and short stories) has influenced to modern horror stories in literature (novel, shosrt stories), games (mystery games and horror games), and horror movie (lovecraft movies, and other horror movies list ).
Lovecraftians put fear, supernatural things, and mystery in their mysterious and scary short stories.
Modern Lovecraftian writers present 26 dark stories of tales of horror in The Anthology Historical Lovecraft: Tales of Horros Through Time by Innsmouth Free Press, 2011. This book put horror stories in historical setting. Stalin’s Russia, 10th century Rome, ancient Kingdom in Asia, and Neolithic Mesopotamia are just some of the backdrops before which madness and history collide.
Lovecraft wrote with his story-telling style, manifested in his mythos that involved supernatural, pre-human, and extraterrestrial elements. Previous authors such as Edgar Allan Poe and Algernon Blackwood inpired him.
Lovecraaft used several themes found as the component of a "Lovecraftian" work, namely:
- Anti-anthropocentrism, misanthropy in general. Human is not central and not significant entities in the universe. Misanthropy is ascribed to a number of writers of satire.Misanthropy means to disgust with, distaste for, and general dislike of human beings. it can be also intrepreted as no interest in fellow man, distrust toward the intent and value of humanity.
- Antiquarian writing style. Although dealing with technology, Lovecraft used anachronisms as well as old-fashioned words to describe such things. Anachronism is an inconsistency in some chronological arrangement, especially a chronological misplacing of persons, events, objects, or customs in regard to each other.
- Detachment. Lovecraftian heroes are usually isolated individuals.
- Heroes' victory is temporary and they ussualy pay back for it or there is possibility of problem or antagonist to raise.
- Forbidden knowledge. Characters in Lovecraft do not understand what happened to them. There us unanswered question and there is something beyond their mind capacity. It's about mystery.
Lovecraft quotes state:
The most merciful thing in the world... is the inability of the human mind to correlate all its contents.
- Non-human influences on humanity
- Fate
- Civilization under threat
- Risks of a scientific era
His works ( in lovecraft books and short stories) has influenced to modern horror stories in literature (novel, shosrt stories), games (mystery games and horror games), and horror movie (lovecraft movies, and other horror movies list ).
Lovecraftians put fear, supernatural things, and mystery in their mysterious and scary short stories.
Modern Lovecraftian writers present 26 dark stories of tales of horror in The Anthology Historical Lovecraft: Tales of Horros Through Time by Innsmouth Free Press, 2011. This book put horror stories in historical setting. Stalin’s Russia, 10th century Rome, ancient Kingdom in Asia, and Neolithic Mesopotamia are just some of the backdrops before which madness and history collide.
Friday, October 29, 2010
Joke, Joke, Joke in English
Humanizing Human Beings, To Be Little Candles for Others
When your read Joke in English, sometimes, you should understand the linguistic aspects of the language. They can be homophones, homonym, semantic (meaning) or some wisecrack.
Read following Jokes!
Read Also: Blade Looking for His Soulmate
When your read Joke in English, sometimes, you should understand the linguistic aspects of the language. They can be homophones, homonym, semantic (meaning) or some wisecrack.
Read following Jokes!
Read Also: Blade Looking for His Soulmate
Monday, October 25, 2010
Joke or Humor in Class Activity for English Language Teachers
Humanizing Human Beings, To Be Little Candles for Others
Humor or Joke can become effective ice breaker in class. It is good for teachers to give some joke when teaching in the classroom. Humor or Joke can minimize the student's stress. Joke or Humor can also become teaching materials in English language learning.
You can see how you can use humor in class activity as well as teaching material.
- Joke for Teachers
- Lesson Plan of Homophone Joke
- Homonym Lesson Plan
- Halloween Jokes Lesson Plan for ESL Students
Read also Joke of Wisecrack or Homophone
* No Pain No Gain
* Kiss and Ice Cream
Humor or Joke can become effective ice breaker in class. It is good for teachers to give some joke when teaching in the classroom. Humor or Joke can minimize the student's stress. Joke or Humor can also become teaching materials in English language learning.
You can see how you can use humor in class activity as well as teaching material.
- Joke for Teachers
- Lesson Plan of Homophone Joke
- Homonym Lesson Plan
- Halloween Jokes Lesson Plan for ESL Students
Read also Joke of Wisecrack or Homophone
* No Pain No Gain
* Kiss and Ice Cream
Monday, October 18, 2010
English Lesson Plan and Worksheet: Superheroes
Humanizing Human Beings, To Be Little Candles for Others
Are you looking for topic for your English Language lesson plan or teaching materials?
Superhero can be interesting topic for students. Not only can the topic develop their language skill but also stimulate their imagination.
You can adopt or just try following links of worksheet and lesson plan.
Are you looking for topic for your English Language lesson plan or teaching materials?
Superhero can be interesting topic for students. Not only can the topic develop their language skill but also stimulate their imagination.
You can adopt or just try following links of worksheet and lesson plan.
Monday, February 8, 2010
How to Use Google as Translator Engine | Bukisa.com
How to Use Google as Translator Engine | Bukisa.com
Humanizing Human Beings, To Be Little Candles for Others
Understanding foreign language is important in education and study. Sometimes, we need Translator Tool in Translation Process.
I found that Google is really helpful.
To get the tips to use Google as free translator, click here
Humanizing Human Beings, To Be Little Candles for Others
Understanding foreign language is important in education and study. Sometimes, we need Translator Tool in Translation Process.
I found that Google is really helpful.
To get the tips to use Google as free translator, click here
Monday, September 7, 2009
Writing Skills: Overcoming Mind Block
Humanizing Human Beings, To Be Little Candles for Others
When starting to learn writing, you face the block inside you. It can be laziness. It can be self over-criticism by your mind.
To overcome the inner block in writing, you can do Warming Up in Writing.
To read the article in Writinghood, click here
When starting to learn writing, you face the block inside you. It can be laziness. It can be self over-criticism by your mind.
To overcome the inner block in writing, you can do Warming Up in Writing.
To read the article in Writinghood, click here
Wednesday, November 26, 2008
Articles about English Language Learning, Translating, and Learning Attitude
Humanizing Human Beings, To Be Little Candles for Others
Beside My Job in HR Consultant, I am freelance translator and I l also had experience as language teacher. That is why education, language, and translation are interesting subjects for me to write in www.triond.com in 2008.
"Google Translate"Tool
Self English Language Learning: An Idea
Be An Empty Cup
How to Translate
Beside My Job in HR Consultant, I am freelance translator and I l also had experience as language teacher. That is why education, language, and translation are interesting subjects for me to write in www.triond.com in 2008.
"Google Translate"Tool
Self English Language Learning: An Idea
Be An Empty Cup
How to Translate
Thursday, March 1, 2007
Class Activites, Teaching Aids, Tricks and Tools Employing "Whole Brain Learning
Class Activites, Teaching Aids, Tricks and Tools Employing "Whole Brain Learning
I-Most of the classroom activities and learning techniques are based on the concept of whole brain learning. The core concept of whole brain learning and related teaching concepts, such as Neuro Linguistic Programming, Suggestopedia, Brain Friendly, Mind Mapping and more, is that effective long term learning is facilitated when the whole brain is involved. In traditional learning methods, we tend to focus on the use of the left brain only, i.e. charts, logic, mathematical forumulas etc. In the concepts and activities discussed here, not only right and left hemisphere learning is requried, but also other areas such as the reflex brain, the limbic brain and the "new" brain.The concepts referred to will be put into the context of ESL and EFL teaching. However, these concepts are equally valid for any learning situation.
a)Using Music in the Classroom
Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. You would be surprised at how much music can also help English learners. The use of music in the classroom can make the entire learning process more enjoyable and can stimulate "right" brain learning. Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. Other tests soon followed: Rats raised on Mozart run through mazes faster and more accurately. People with Alzheimer's disease function more normally if they listen to Mozart and the music even reduces the severity of epileptic seizures. Just think of all the times you have used music to help you study for tests, think clearly about something, relax from daily stress, etc. If you think about it, using music in the ESL EFL classroom is a pretty logical thing to do considering how helpful it can be to the learning process.
Setting the scene Musically
Using music to introduce an exercise is a great way to activate vocabulary and get students thinking in the right direction. Take a piece of music or song which you associate with a certain activity or place ("New York, New York" sung by Frank Sinatra) and play the first 30 seconds of the piece. You will be surprised at how quickly associations come to students' minds - many more than if you introduced the lesson by saying, "Today we are going to talk about New York City".
A wonderful example of this can be found in any broadcast of "Morning Edition" by National Public Radio. Each story is ended with a selection of music which in some way relates to that story. This music is repeated after a commercial and before the next story. In this way, listeners are subtly encouraged to reflect on the story they have just heard.
"Headway Intermediate", a popular EFL student's book published by Oxford Press, gives another great example of setting the scene musically. Every extended listening is preceded and followed by a short snippet of related music - usually the beginning bars and the final tones of a given piece. These little touches do wonders to add atmosphere to an otherwise familiar classroom setting.
Using Music Selectively To Enhance Concentration
The most important point to remember when using music to accompany learning is that it be an aid to learning and not a distraction. Let me give an example, if your class is doing a grammar exercise and you want to use some music in the background to help students concentrate, choose music which employs regular periods (repeated phrases and patterns) - something like Hayden or Mozart, maybe Bach. Choosing abrasive, disharmonic music will distract students while their brains try to make sense of the disharmony. Choosing something melodic which employs musical patterns will not distract. Not only will this type of music not distract, the regular patterns of the music also help to underline the repetetive nature of grammar.
Another example of using music selectively would be written descriptive exercises in which students need to use their imaginations. You can set the scene musically which will help stimulate their imagination. Let's say students need to describe their life as young children. Ravel's "Mother Goose Suite" playing softly in the background will help them return to those simpler times through its sweet harmonies and simple structures. Listening to Shostokovitch, on the other hand, would put them right off!
Here are some suggestions for appropriate music for different activities:
Grammar - Mozart, Haydn, Bach, Handel, Vivaldi
Imagination exercises (descriptive writing, speaking) - Ravel, Debussy, Satie
Current Situation, News in the World - Rap (for inner cities and their problems), Ethnic Music from the discussed countries (you would be surprised at how many people quickly associate the type of music with a part of the world)
Making Future Plans - Fun upbeat jazz ("Take Five" by Dave Brubeck)
Discussing "Serious" issues - the "serious" Germans: Beethoven, Brahms - even Mahler if you are adventurous!
Use your imagination and you will quickly find that your students will be using their imaginations to improve their English - usually without being aware of it.
b)The Brain: An overview
A visual explanation of the different parts of the brain, how they work and an example ESL EFL exercise employing the specific area.
c)Brain Gym
The brain is an organ and can be physically stimulated to improve learning. Use these simple exercises to help your students concentrate better and improve their learning abilities.
d)Using Colored Pens
The use of colored pens to help the right brain remember patterns. Each time you use the pen it reinforces the learning process.
e)Helpful Drawing Hints
"A picture paints a thousand words" - Easy techniques to make quick sketches that will help any artistically challenged teacher - like myself! - use drawings on the board to encourage and stimulate class discussions.
f)Suggestopedia: Lesson Plan
Introduction and lesson plan to a "concert" using the suggestopedia approach to effective/affective learning.
FELT CALL FOR PAPERS FOR THE INTERNATIONAL CONFERENCE:WHY TEACH AND LEARN A FOREIGN LANGUAGE ?
Please, send your contribution to the following address: Hay El Mers 1 Imm 213,Apt 4 Casablanca,Morocco
Or e.mail to:felt@netcourrier.com
Are you satisfied with its content? What about the Highway; activity Book 1?
Please send your feedback to FELT:
Email:felt@netcourrier.com
www.wazaha.5z.com.4mg.com
I-Most of the classroom activities and learning techniques are based on the concept of whole brain learning. The core concept of whole brain learning and related teaching concepts, such as Neuro Linguistic Programming, Suggestopedia, Brain Friendly, Mind Mapping and more, is that effective long term learning is facilitated when the whole brain is involved. In traditional learning methods, we tend to focus on the use of the left brain only, i.e. charts, logic, mathematical forumulas etc. In the concepts and activities discussed here, not only right and left hemisphere learning is requried, but also other areas such as the reflex brain, the limbic brain and the "new" brain.The concepts referred to will be put into the context of ESL and EFL teaching. However, these concepts are equally valid for any learning situation.
a)Using Music in the Classroom
Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. You would be surprised at how much music can also help English learners. The use of music in the classroom can make the entire learning process more enjoyable and can stimulate "right" brain learning. Six years ago researchers reported that people scored better on a standard IQ test after listening to Mozart. Other tests soon followed: Rats raised on Mozart run through mazes faster and more accurately. People with Alzheimer's disease function more normally if they listen to Mozart and the music even reduces the severity of epileptic seizures. Just think of all the times you have used music to help you study for tests, think clearly about something, relax from daily stress, etc. If you think about it, using music in the ESL EFL classroom is a pretty logical thing to do considering how helpful it can be to the learning process.
Setting the scene Musically
Using music to introduce an exercise is a great way to activate vocabulary and get students thinking in the right direction. Take a piece of music or song which you associate with a certain activity or place ("New York, New York" sung by Frank Sinatra) and play the first 30 seconds of the piece. You will be surprised at how quickly associations come to students' minds - many more than if you introduced the lesson by saying, "Today we are going to talk about New York City".
A wonderful example of this can be found in any broadcast of "Morning Edition" by National Public Radio. Each story is ended with a selection of music which in some way relates to that story. This music is repeated after a commercial and before the next story. In this way, listeners are subtly encouraged to reflect on the story they have just heard.
"Headway Intermediate", a popular EFL student's book published by Oxford Press, gives another great example of setting the scene musically. Every extended listening is preceded and followed by a short snippet of related music - usually the beginning bars and the final tones of a given piece. These little touches do wonders to add atmosphere to an otherwise familiar classroom setting.
Using Music Selectively To Enhance Concentration
The most important point to remember when using music to accompany learning is that it be an aid to learning and not a distraction. Let me give an example, if your class is doing a grammar exercise and you want to use some music in the background to help students concentrate, choose music which employs regular periods (repeated phrases and patterns) - something like Hayden or Mozart, maybe Bach. Choosing abrasive, disharmonic music will distract students while their brains try to make sense of the disharmony. Choosing something melodic which employs musical patterns will not distract. Not only will this type of music not distract, the regular patterns of the music also help to underline the repetetive nature of grammar.
Another example of using music selectively would be written descriptive exercises in which students need to use their imaginations. You can set the scene musically which will help stimulate their imagination. Let's say students need to describe their life as young children. Ravel's "Mother Goose Suite" playing softly in the background will help them return to those simpler times through its sweet harmonies and simple structures. Listening to Shostokovitch, on the other hand, would put them right off!
Here are some suggestions for appropriate music for different activities:
Grammar - Mozart, Haydn, Bach, Handel, Vivaldi
Imagination exercises (descriptive writing, speaking) - Ravel, Debussy, Satie
Current Situation, News in the World - Rap (for inner cities and their problems), Ethnic Music from the discussed countries (you would be surprised at how many people quickly associate the type of music with a part of the world)
Making Future Plans - Fun upbeat jazz ("Take Five" by Dave Brubeck)
Discussing "Serious" issues - the "serious" Germans: Beethoven, Brahms - even Mahler if you are adventurous!
Use your imagination and you will quickly find that your students will be using their imaginations to improve their English - usually without being aware of it.
b)The Brain: An overview
A visual explanation of the different parts of the brain, how they work and an example ESL EFL exercise employing the specific area.
c)Brain Gym
The brain is an organ and can be physically stimulated to improve learning. Use these simple exercises to help your students concentrate better and improve their learning abilities.
d)Using Colored Pens
The use of colored pens to help the right brain remember patterns. Each time you use the pen it reinforces the learning process.
e)Helpful Drawing Hints
"A picture paints a thousand words" - Easy techniques to make quick sketches that will help any artistically challenged teacher - like myself! - use drawings on the board to encourage and stimulate class discussions.
f)Suggestopedia: Lesson Plan
Introduction and lesson plan to a "concert" using the suggestopedia approach to effective/affective learning.
FELT CALL FOR PAPERS FOR THE INTERNATIONAL CONFERENCE:WHY TEACH AND LEARN A FOREIGN LANGUAGE ?
Please, send your contribution to the following address: Hay El Mers 1 Imm 213,Apt 4 Casablanca,Morocco
Or e.mail to:felt@netcourrier.com
Are you satisfied with its content? What about the Highway; activity Book 1?
Please send your feedback to FELT:
Email:felt@netcourrier.com
www.wazaha.5z.com.4mg.com
Thursday, February 22, 2007
How to improve your pronunciation
This week ESL Pro Systems is offering our readers a number of tips and strategies for improving one of the most difficult areas of the English language- pronunciation. Here are some self-study tips and strategies you may want to try.
Word stress is the key to understanding spoken English. English is considered a stress-timed language, which means certain syllables receive more stress than others while the other non-stressed words are quickly glided over. Native speakers of English use word stress naturally. It’s so natural for them that they don't even know they use it. Word stress is not used in all languages. Some languages, Japanese or French for example, pronounce each syllable with e-qual em-pha-sis. So, non-native speakers who don’t use correct word stress often encounter two problems:
1.They find it difficult to understand native speakers, especially those speaking fast.
2.The native speakers may, in turn, find it difficult to understand the non-native speakers.
So, what exactly is ‘word stress’? Native speakers of English do not say each syllable with the same force or strength. In one word, they accentuate ONE syllable. They say one syllable loudly and clearly and all the other syllables more quietly.
Let's take 3 words: photograph, photographer, and photographic. Do they sound the same when spoken? No. Here’s why:
PHO to graph
pho TO graph er
pho to GRA phic
ONE syllable in each word is stressed more than the others. And it is not always the same syllable. This happens in ALL words with 2 or more syllables: TEAcher, JaPAN, CAnada, aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETera.
The syllables that are not stressed are ‘weak’ or ‘small’ or ‘quiet’. Native speakers of English listen for the STRESSED syllables, not the weak syllables. If you use accurate word stress in your speech, you will instantly improve both your pronunciation and your comprehension.
Try to hear the stress in individual words each time you listen to English - on the radio, or in films for example. Your first step is to HEAR and recognize it. After that, you can USE it!
When you learn a new word, you should also learn its stress pattern. If you keep a vocabulary book, make a note to show which syllable is stressed. If you do not know, you can look in a learner’s dictionary. All good learner dictionaries give the phonetic spelling of a word. This is where they show which syllable is stressed, usually with an apostrophe (') just before or just after the stressed syllable.
In addition to word stress, you also have to use correct sentence stress to sound like a native speaker.
As a general rule,
▪ stressed words in a sentence are considered content words. These include nouns (e.g. kitchen, Peter), (most) main verbs (e.g. visit, construct), adjectives (e.g. beautiful, interesting), and adverbs (e.g. often, carefully).
▪ non-stressed words are considered function words. These include determiners (e.g.: the, a, an), auxiliary verbs (e.g.: is, am, were), prepositions( e.g.: before, of, in), conjunctions (e.g.: but, and, so), and pronouns (e.g.: they, she, he)
Read the following sentence aloud:
The beautiful mountain appeared transfixed in the distance.
Now read this sentence aloud:
He can come on Saturdays as long as he doesn't have to do any homework in the evening.
Notice that the first sentence actually takes about the same time to speak well! Even though the second sentence is approximately 30% longer than the first, the sentences take the same time to speak. This is because there are five stressed words in each sentence.
Try this simple activity to practice using correct sentence stress:
Write down a few sentences, or take a few example sentences from a book or exercise. First, mark the word stress (check a good learner’s dictionary if you’re unsure), and then underline the stressed words in each sentence. After that, read aloud focusing on stressing the underlined words and gliding over the non-stressed words. If you do this regularly you’ll be surprised at how quickly your pronunciation will improve! By focusing on stressed words, non-stressed words and syllables take on their more muted nature.
When listening to native speakers, pay particular attention to how those speakers stress certain words and try to copy this when you speak.
Tips:
1.Remember that non-stressed words and syllables are often "swallowed" in English.
2.Always focus on pronouncing stressed words well. Non-stressed words can be glided over.
3.Don't focus on pronouncing each word in a sentence with equal stress. Focus on the stressed words only.
For more great ESL, TOEFL® test, TOEIC® test, and teaching resources, just go to
www.esl-pro.com
Wednesday, January 24, 2007
TPR Warm Up Game!
Humanizing Human Beings, To Be Little Candles for Others
Target English: Greetings, verbs
This is a game that is great do at the beginning of nearly every lesson. Its gets the kids lively and active and helps their listening skills, and if they can learn to stand up and sit down quickly you won't be wasting time later on in the lesson! From then on you add in new words each week, and is really effective. It's basically TPR, total physical response, although with limited class time it's usually better to get the kids repeating the words as soon as you can.
At the beginning you simply shout out commands at the kids. First of all simple things like "Stand Up" or "Sit Down" are OK
As you meet the kids more you can add words such as JUMP, SPIN (a big favourite), EAT, DRINK, CHEER, CLAP,
Later BOY, GIRL can be added (much laughter when boys stand up when you say "GIRLS STAND UP"). Also BIG, SMALL e.g. BIG JUMP, LITTLE JUMP and QUIET, LOUD e.g. QUIET CLAP, LOUD CHEER.
Or try using "PLAY" e.g. "Play Piano, Play Tennis" or things like "Watch TV"
For "Clap" or "Cheer" get them to vary the volume as you raise or lower your arm - it's a great "volume control" for the moments when you do want them to be quiet!!!
http://gengkienglish.net
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