Thoughts of the day – Crazy English
If a vegetarian eats vegetables, what does a humanitarian eat?
If a weightlifter lifts weights, what does a shoplifter lift?
Why does your nose run, and your feet smell?
When I wind up my watch, I start it, but when I wind up my essay, I shall end it?
Why is it that a man with hair on this head has more hair than a man with hairs on his head?
Never get on a non-stop flight, you will never get off!
Can I have a ‘hot cup of coffee’? Surely, we mean a ‘cup of hot coffee’?
A Teacher: The fine art of listening
(847 Words)
I would like to reflect on the attitude of teachers as listeners with regard to the classroom. It has made me think more about the person (teacher) I am. When I think about how I am in the class, it makes me reflect on the attitude I should have towards students who are trying to speak in class, thus the essence of this essay is, am I a good listener and reciprocator?
I think when people speak ideas begin to grow. These ideas growing within us is thinking of the students in the class with something to say and the teacher letting them speak but encouraging those students to expand on their answers. Thus, the teacher is the listener to the students expanding their ideas and their second language. The proposition is, how do we listen to others? I think people listen, the fact is sometimes this may not be attentive. Referring to a classroom setting, I think there could be a moment where the teacher does not listen to the students as attentively as one should. This does not mean the teacher is being rude; he or she might have their mind on completing the lesson or the fact that the student has answered the question, so the teacher can move on. I think here is where the teacher should take a step back to think about their attitude. I think when the teacher has these moments in the class where the students have a chance to speak, they can expand on those junctures because they are courteous listeners who provokes the students to speak more.
It could be said there are lecturers (teachers) out there that love the sound of their voice and do stifle people’s thinking that stop them talking. They may be brilliant performers but by not giving the students a chance to talk, they do not let all involved express their thoughts and expand. I think that as a teacher one could get confused that they are doing a great job teaching, but why are the students not talking? As such the teacher never realizes that it could be them (the teachers) that are the problem. I think that this creative spark from the students has got to be given time, and some teachers may not give time to let this creativity start working. Students can be given too much work that they are not sure where to start. I think with clear and modeled instruction which specific objectives the students know what to do, they then have focus, thus they know what to speak about to which the teacher can listen with captivated attention.
The formulation of ideas has to be a task that most students find difficult to complete especially with their limited knowledge of second language vocabulary. Those that do have a wider knowledge, for them fluently remembering all this vocabulary is still a problem. For myself, I have had times when I know the word in a foreign language, but I just forget it only to find out later that, of course, I knew it. This goes along with sentences as well. I make this point because a student talking, although their language may be limited at first when they begin to think, speak and use their English language, can show their true self. For example, I had a situation in my class where a woman student was translating everything that I said. It was, I thought, stopping the students in the class from actually understanding me. Anyway, one break-time another female student wanted to tell me she was leaving after break time for some reason. As the student, who wanted to leave, was trying to tell me her problem this “translator” woman came over, translated, and tried to tell me the student’s problem. As diplomatic as I could, I explained to her that this was not her problem, and I wanted this student to tell me herself. Being a forceful woman as she was, she did not really listen, so as she was hearing the student having problems she again tried to help. Again, I said I wanted to hear the student. Well, the student took about a few minutes to tell me her problem and after trying really hard and me being an active listener, she got her point over. I think by me listening and understanding that she was not proficient in English and that I would have to take my time to let this student build up the confidence to tell me made for a more relaxed situation. Thus, she was able to speak English, and her vocabulary was enough for me to understand. I felt good because some students are not listened to because at that first moment they do not have the vocabulary or are a little nervous, but they can actually formulate what they want to say given time.
Finally, it just makes me think about what relationship the teacher has with each student. Hopefully, by writing this, it does make me think that we should be more attentive that leads to expansive language from the students.
Othello – success of influence
(243 words)
I think that Iago is more successful at influencing Othello. His methods are premeditated. He plans each step psychologically and is accurate in his delivery. There is a subliminal aspect about aspects to his work, with which he is able to convince Othello of Desdemona’s wrongdoing. He never admits his thoughts to Othello because he would be able to find an excuse or deny such direct implication. Instead, Iago makes Orthello think the worst, he is not able to deny his own heart.
Desdemona is much less successful in her attempt to influence Othello. She is straightforward and naïve. She takes it upon herself to get Cassio his job back. Believing that Othello will not resist her plea, she puts little strategy into her effort. Also, by not doing so she is forced to see him in a very childlike manner. This does not impress Othello, but Desdemona does not notice his displeasure or the fact that she is not having the right effect on him.
Iago is more successful because the plans each step. He makes Othello succumb to his own thoughts about Desdemona. It makes him so angry that he can no longer think rationally about the situation.
Desdemona is less successful because of her tactless approach. She is not aware of what Iago has said, and this plays into his hands when she is hassling Othello about Cassio. She only angers him more, which reinforces his suspicions about her.
Chunking and phrases
(300 words)
So, what is so important of moving from vocabulary to adverbial phrases, complements, and objects such as “on the way”, “one night”, “from outer space”, or even “a monster from outer space”. Here lie examples of chunking of words and the Lexical Approach. The principles of the Lexical Approach have been around since Michael Lewis published ‘The Lexical Approach’ in 1993. The principles of the Lexical Approach have [been around] since Michael Lewis published ‘The Lexical Approach’ [20 years ago]. [It seems, however, that] many teachers and researchers do not [have a clear idea of] what the Lexical Approach actually [looks like] [in practice].
All the parts in brackets are fixed or set phrases. Different commentators use different and overlapping terms – ‘prefabricated phrases’, ‘lexical phrases’, ‘formulaic language’, ‘frozen and semi-frozen phrases’, are just some of these terms. We use just two: ‘lexical chunks’ and ‘collocations’.
‘Lexical chunk’ is an umbrella term that includes all the other terms. We define a lexical chunk as any pair or group of words that are commonly found together, or in close proximity.
‘Collocation’ is also included in the term ‘lexical chunk’, but we refer to it separately from time to time, so we define it as a pair of lexical content words commonly found together. Following this definition, ‘basic’ + ‘principles’ is a collocation, but ‘look’ + ‘at’ is not because it combines a lexical content word and a grammar function word. Identifying chunks and collocations is often a question of intuition.
Here are some examples.
Lexical Chunks (that are not collocations)
by the way
up to now
upside down
If I were you
a long way off
out of my mind
Lexical Chunks (that are collocations)
totally convinced
strong accent
terrible accident
sense of humour
sounds exciting
brings good luck
Photograph of the day – Khon Khaen at dusk
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What can be more idyllic than walking around Thailand’s Khon Khaen city lake at dusk watching the sun go down past Nong Waeng Temple? The peace and tranquility of the moment was not hard to find. What was more was the Thai people all coming out from where they had been at twilight to create a communal spirit which seems hard to find these days. Couples, families, friends, and joggers made their way around the circumference of the lake all happily doing their own thing, making conversation with each other. I recommend a leisurely stroll. Hopefully, you build up a hunger as Khon Kaen night market will then deliver a culinary treat.
