اصغر طفل يدخن The youngest child smokes
الاثنين، 4 أغسطس 2014
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اختر 4 مجلات .
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Overload of screen time ‘causes depression in children
Overload of screen time ‘causes depression in children
Every other Saturday we are publishing a reading comprehension activity. We intend to present current, attention-grabbing articles to intermediate students while helping them improve their English.
At the same time, we want to expose them to authentic texts of the same type they might come across in the exam, and give them the opportunity to do reading comprehension activities similar to those they might have to do in the exam.
Today's article, Overload of screen time ‘causes depression in children’, revolves about the influence of TV and computer games on teenagers' low self-esteem.
It gives us a chance of practising a type of reading comprehension activity which actually hides a grammar and vocabulary test.
We have just posted the parts of the text that deal with the reading comprehension activity.
1 British children who spend (1) … time in front of televisions and computer screens have lower self-esteem and greater emotional problems
a) most of b) most c) the most of
2 excessive “screen time” (2) was responsible … limiting a child’s opportunity for social interaction and physical activity.
a) that b) of c) for
3 The greater the time spent in front of the screen, (3) … the negative impact on both behavioural and emotional issues relating to the child’s development.
a) much more (b) the greater c) the biggest
4 Professor Fenton said that too much screen time limited a child’s opportunities for physical activity and face-to-face social interaction with friends and family, (4) … are key factors in reducing childhood anxiety.
a) what b) that c) which
5 British children spend disproportionately large (5) … of time in front of screens, compared to counterparts in other Western European countries, the report observed.
a) quantities b) amounts c) numbers
6 each additional hour of viewing (6) …children’s likelihood of experiencing socio-emotional problems and lower self-esteem.
a) increases b) rises c) puts up
7 Higher levels of TV viewing are having a negative effect (7) … children’s well-being.
a) to b) in c) on
8 The study was based on (8) … conducted by the Children’s Society among 42,000 eight to 15 year olds, and on other data.
a) investigation b) research c) study
9 But the television industry last night (9) … the idea that it impacts negatively on children.
a) rejected b) denied c) turned around
10 She added that TV is “one of the main sources of learning (10) … exactly constitutes a healthy lifestyle."
a) what b) that c) which
11 ... being kind to class mates and attempting to resolve disputes, and children feeling liked by (11) … and that they have enough friends.
a) peers b) pairs c) partners
12 Eating breakfast compared to (12) … it has a positive impact on short-term cognition and memory.
a) jumping b) skipping c) sliding
10 old letter-writing tips that work for emails
10 old letter-writing tips that work for emails
In our reading comprehension activity we are going to do a heading matching activity , a kind of reading task very much favoured in all kinds of exams these days.
It is based on the BBC article 10 old letter-writing tips that work for emails by Simon Garfield. I have had to simplify the original text a little bit to adapt it to the rubric (as a matter of fact, there's just nine tips on the activity), so make a point of reading the full article once you have done the activity.
Read 10 old letter-writing tips that work for emails below and match paragraphs 1-8 with the headings A-J. There is one heading you don't need to use and 0 is an example.
A - Be more polite than you really want to be
B - Be spontaneous, be free
C - Don't be afraid to adulate
D - Don't forget the paper clip
E - Emotional blackmail may work with your progenitors
F - Keep it brief
G - Tell it like it is
H - The young get all the blame
I - Write as you speak
J - Write back swiftly, but carefully
Before email, letter-writing guides were best sellers, the faddy self-help books of their day. There are still many things that we can learn from them before pressing "send", says Simon Garfield.
0. Heading G
In the guide Cupids Messenger of 1629, the anonymous author told his readers how to write to an unfaithful partner. There was really no point being polite. Far better to be bilious and vengeful. "Leprosie compared to thee is all health... neither thy bodie nor thy soule are free from the disease of shame and disgrace of the world." Try this ancient advice first, and only then revert to the more modern solution of a letter from a solicitor.
1.
This advice first appeared in a Latin tract somewhere between the 4th Century BC and 4th Century AD. A letter should be "restricted", it advised. "Those that are too long, not to mention too inflated in style, are not in any true sense letters at all but treatises." Correspondents were told to be both graceful and plain. "A letter's aim is to express friendship concisely and set out a simple subject in simple terms. The man who utters sententious maxims and exhortations seems to be no longer chatting in a letter but preaching from the pulpit."
2.
This advice, much favoured by Jane Austen, is believed to have been initially promoted by Aristotle in about 360BC. His precise instructions do not survive, but Artemon, the editor of Aristotle's letters, maintained that "a letter should be written in the same manner as a dialogue".
Aristotle carrying the morning's post.
3.
Want to say thanks for dinner? Look to the writing manual by Hugh of Bologna from the 12th Century. One of Europe's epistolary masters, Hugh's compliments knew no ceiling. In a letter to another scribe, he observes how, under his guidance, "the uneducated are immediately cultivated, the stutterers are immediately eloquent, the dull-witted are immediately enlightened, the twisted are immediately made straight". May also do the trick when applying for a job or a loan.
4.
In 1686, Philip, second Earl of Chesterfield, wrote a book of instruction for his eldest daughter. Some of it concerned the layout of a letter ("If you write to a Queen, begin your first line within three fingers breadth of the bottom of the paper"), but there was also advice we may heed today. He advised his daughter to carefully re-read what she had written before sending it, checking her spelling with a dictionary and making sure not to repeat words. But above all be prompt. "It is a very great incivilitie not to answer all the letters we do receive, except they come from our servants or very mean persons."
5.
The Ladies Complete Letter-Writer of 1763 offered "polite and improving" advice on all matters "that usually interest the Fair Sex". There were template letters about the lasting impact of scandal and the dangers of over-flirtatious behaviour, and details of how to write to a woman who had lost her beauty to smallpox. But within the 275 pages there was also something that may be emailed today (albeit with slightly modified language) to an overbearing parent determined to match-make. "Punish me by any other means provoked authority can invent," an unidentified daughter pleads with her mother. "Condemn me to pass the whole remainder of my days in lonely solitude; shut me from all society, or banish me where only lions and tigers dwell. Fate cannot reach me in any shape so horrid as the embraces of Andrugio."
6.
Lewis Carroll loved letter-writing so much that in 1888 he patented something called The Wonderland, a special case with a pocket to house every denomination of postage stamp. You bought the case and you got a free booklet entitled Eight or Nine Wise Words About Letter-Writing, some of it concerned with not missing the last post. But there was also something we can use today - advice on showing restraint. Carroll warned his readers to think very carefully before getting involved in a Trollopian war. "If you have written anything that may offend, put the letter aside for a day and then read it as if you were the recipient," he wrote. "This will often lead to your writing it all over again, taking out a lot of the vinegar and pepper, and putting in honey instead." Carroll's other rules:
• if your correspondent makes a severe remark, either ignore it or soften your response
• if your friend is friendly, make your reply ever friendlier
7.
Carroll had one more piece of wisdom, as applicable now as 125 years ago. If you write that you're enclosing a cheque or someone else's letter, "leave off writing for a moment - go and get the document referred to - and put it into the envelope. Otherwise, you are pretty certain to find it lying about, after the post has gone!" For "cheque" read "email attachment".
8.
In All The Year Round, the Victorian journal "conducted" by Charles Dickens, a contributor wrote a letter-writing guide that contained the one nugget common to almost all the guides that had preceded it - write legibly. But what of those who can write but don't? "This is more generally the fault of young people, and arises chiefly from thoughtless selfishness. Their thoughts and their time are engrossed with their own pleasures and pursuits. It is more amusing and interesting to write to young people of their own age than to write duty letters to parents and relatives." Do these terrible people not write at all? "A shabby, ill-considered, stilted letter is written at wide intervals to those whose whole life has been spent in their service, while folios of trash are lavished on bosom friends to whom they owe no duty whatsoever." Texting was only a century away…
Can baking make you happier ?
? Can baking make you happier
Today's reading activity revolves around the topic of food and health, mental health. It is based on the BBC's article Can baking make you happier? by Farhana Dawood.
Read the article on the BBC's webpage and then answer the multiple choice questions below.
1 Comfort food…
a) is a fashionable diet these days.
b) cures depression.
c) is supposed to be healing.
2 For John Whaite,…
a) baking makes him more erratic.
b) feeling in control is important.
c) prescribed medication has been useful.
3 The Depressed Cake Shop…
a) sells grey cakes in London.
b) helped people with mental health problems.
c) has its headquarters in Brick Lane.
4 Denyer...
a) was a good cook when she fell ill.
b) has feared for her life on occasion.
c) found out what her illness was 15 years ago.
5 Which statement is correct, according to the text?
a) The East London NHS Foundation Trust has published a book about healthy cooking.
b) Mental illness increases the patient’s short memory.
c) Baking has positive associations in our culture.
6 For Dr Cosmo Hallstrom...
a) the therapeutical effects of baking are unknown.
b) any structured non-stressful activity will cure depression.
c) artists with mental health problems understand their condition better.
7 Which statement is correct, according to the text?
a) Denyer finds sharing fulfilling.
b) Baking might give you a sugar high.
c) It’s not advisable to have sugar if a person has a depression.
Why tough teachers get good results
Why tough teachers get good results
This is an adaptation to the Wall Street Journal article Why Tough Teachers get good results, by Joanna Lipman published on 23 September 2013 and which I came across through
The Prop Rom
We are going to do a multiple matching reading comprehension activity based on the article. You will be given a number of headings and you will have to match each heading with the corresponding paragraph. There is one heading you don’t need to use and another heading is used as an example.
A) A little pain is good for you. – 0
B) Creativity can be learned.
C) Drill, baby, drill.
D) Failure is an option.
E) Praise makes you weak.
F) Resolve and determination trump talent.
G) stress makes you strong.
H) Strict is better than nice.
WHY TOUGH TEACHERS GET GOOD RESULTS
The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization are dismissed as a surefire way to suck young minds dry of creativity and motivation.
But the conventional wisdom is wrong. And the following eight principles explain why.
0.
True expertise requires teachers who give "constructive, even disturbing, feedback," as Dr. Ericsson put it in a 2007 Harvard Business Review article. He assessed research on top performers in fields ranging from violin performance to surgery to computer programming to chess. And he found that all of them "deliberately picked unsentimental coaches who would challenge them and drive them to higher levels of performance."
1.
Rote learning, long discredited, is now recognized as one reason that children whose families come from India (where memorization is still prized) are creaming their peers in the National Spelling Bee Championship. This cultural difference also helps to explain why students in China (and Chinese families in the U.S.) are better at math. Meanwhile, American students struggle with complex math problems because, as research makes abundantly clear, they lack fluency in basic addition and subtraction—and few of them were made to memorize their times tables.
2.
Kids who understand that not succeeding is a necessary aspect of learning actually perform better. In a 2012 study, 111 French sixth-graders were given anagram problems that were too difficult for them to solve. One group was then told that not getting the problems right and trying again are part of the learning process. On subsequent tests, those children consistently outperformed their peers.
3.
What makes a teacher successful? To find out, starting in 2005 a team of researchers led by Claremont Graduate University education professor Mary Poplin spent five years observing 31 of the most highly effective teachers (measured by student test scores) in the worst schools of Los Angeles, in neighborhoods like South Central and Watts. Their No. 1 finding: "They were tough," she says. "None of us expected that."
The researchers had assumed that the most effective teachers would lead students to knowledge through collaborative learning and discussion. Instead, they found disciplinarians who relied on traditional methods of explicit instruction, like lectures.
4.
The rap on traditional education is that it kills children's' imagination. But Temple University psychology professor Robert W. Weisberg's research suggests just the opposite. Prof. Weisberg has studied inventive geniuses including Thomas Edison, Frank Lloyd Wright and Picasso—and has concluded that there is no such thing as a born genius. Most geniuses work ferociously hard and, through a series of incremental steps, achieve things that appear (to the outside world) like epiphanies and breakthroughs.
The bottom line, Prof. Weisberg told me, is that originality goes back in many ways to the basics. "You have to immerse yourself in a discipline before you innovate in that discipline. It is built on a foundation of learning the discipline, which is what your music teacher was requiring of you."
5.
In recent years, University of Pennsylvania psychology professor Angela Duckworth has studied spelling bee champs, Ivy League undergrads and cadets at the U.S. Military Academy in West Point, N.Y.—all together, over 2,800 subjects. In all of them, she found that grit—defined as passion and perseverance for long-term goals—is the best predictor of success.
Prof. Duckworth believes that grit can be taught. One surprisingly simple factor, she says, is optimism—the belief among both teachers and students that they have the ability to change and thus to improve. In a 2009 study of newly minted teachers, she rated each for optimism (as measured by a questionnaire) before the school year began. At the end of the year, the students whose teachers were optimists had made greater academic gains.
6.
Stanford psychology professor Carol Dweck has found that 10-year-olds being complimented became less confident. But kids told that they were "hard workers" became more confident and better performers.
"The whole point of intelligence recognition is to boost confidence and motivation, but both were gone in a flash," wrote Prof. Dweck in a 2007 article in the journal Educational Leadership. "If success meant they were smart, then struggling meant they were not."
I was trapped in my car hanging off a motorway bridge
I was trapped in my car hanging off a motorway bridge
I was trapped in my car hanging off a motorway bridge is The Guardian article from the series Experience for our reading test.
Today we are going to practise the covert grammar and vocabulary type of task, which is very much favoured in the EOI exam.
The sentences below have been taken out of I was trapped in my car hanging off a motorway bridge. Choose the option a, b or c which best completes each sentence.
1 It was early November, and it had been raining hard the previous day and night. As we drove along the M6, it was ................. raining solidly.
a) already b) yet c) still
2 Three and a half hours into the journey we ........................ Haydock, Merseyside.
a) arrived to b) reached c) got at
3 The car then continued sliding and spinning, as the front and sides sheared off the vertical posts. Then it swivelled until my wife's side impacted on one of the posts. I shut my eyes and then realised we ......................... . "Thank God that's over," I thought.
a) have stopped b) stopped c) had stopped
4 I checked Olivia. She said she was OK but ................. sleepy.
a) sounded b) sounded like c) sounded as if
5 A guy ran towards the car and started pushing down on the bonnet. I thought that was strange: why wasn't he trying ...................... us out?
a) to get b) getting c) get
6 We could feel the vibrations created by the lorries .................... they drove over the flyover.
a) since b) as c) because
7 There were strong winds and I worried that something big ................ drive past while the wind blew and buffet us backwards off the bridge.
a) will b) would c) was going to
8 ........................ the way the car had impacted, they couldn't just drag us forwards on to the road,
a) Because b) Because of c) Given
9 About an hour later they cut me out, using hydraulic cutters that ......................... huge lobster claws.
a) looked b) looked like c) looked as if
10 I was desperate to walk around, but the ambulance crew wanted ................... on a stretcher quickly
a) that I lay b) me lying c) me to lie
11 I wasn't aware of any pain, ..................... it turned out I'd shattered my collarbone.
a) despite b) even though c) in spite of
12 I realised that ...................... had been spent creating the illusion of security and safety.
a) the most of my life b) most of my life c) most my life
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