1) The bandage was wound around the wound.
2) The farm was used to produce produce.
3) The dump was so full that it had to refuse more refuse.
4) We must polish the Polish furniture.
5) He could lead if he would get the lead out.
6) The soldier decided to desert his dessert in the desert.
7) Since there is no time like the present, he thought it was time to present the present.
8) A bass was painted on the head of the bass drum.
9) When shot at, the dove dove into the bushes.
10) I did not object to the object.
11) The insurance was invalid for the invalid.
12) There was a row among the oarsmen about how to row.
13) They were too close to the door to close it.
14) The buck does funny things when the does are present.
15) A seamstress and a sewer fell down into a sewer line.
16) To help with planting, the farmer taught his sow to sow.
17) The wind was too strong to wind the sail.
18) After a number of injections my jaw got number.
19) Upon seeing the tear in the painting I shed a tear.
20) I had to subject the subject to a series of tests.
21) How can I intimate this to my most intimate friend.
Showing posts with label english. Show all posts
Showing posts with label english. Show all posts
Sunday, August 03, 2008
Friday, March 14, 2008
Linguistic Congruence within the European Union
1. Due to its widespread use on the so-called 'Information Superhighway', and so that growing anti-European sentiments in Britain may be reassured about the importance of Britain's role in the European Union, the European Parliament has taken the unprecedented step of selecting one language - English - to become the preferred common language of the European Union.
2. In order to expedite this process and to speed congruence, the European Parliament has commissioned a feasability study of ways in which communications between departments of member governments can be made more effective. Its main recommendations are summarised below.
3. European officials have often pointed out that English spelling is unnecessarily complicated and illogical - for example, the different sounds of cough, plough and rough, or heard and beard. There is a clear need for a phased programme of changes to eliminate these anomalies. The programme would, of course, require administration by a committee whose members would be supplied by participating nations.
4. During the first year of implementation, it is envisaged that the soft "c" will be replaced by the more phonetically correct letter "s". This will sertainly be resieved favourably by sivil servants in many European sities, and will insidentally render the "i" before "e" exsept after "c" rule unnesessary. The logical replasement of the hard "c" by the letter "k" will follow, due to the similarity in pronunsiation. This konkomitant step will, insidentally, not only klear up konfusion in the minds of klerikal workers, but also klarify word prosessing sinse it kompletely removes the need for one of the letters on the keyboard.
5. The sekond stage will see the digraph "ph" written as "f". In addition to the fonetik logik of this move, words such as "fotograf" will be twenty per sent shorter.
6. The third fase will involve the removal of double letters in words. In many instanses, double leters do not afekt the aktual pronunsiation of a word. They are, however, a comon deterent to akurate speling.
7. The fourth element will be the elimination of silent "e"s from the languag. Thes ar often stal reliks of past spelings. They do litl to enhans writen English and it is antisipated that they kould be droped with eas.
8. By this point, the Komision antisipats that publik akseptans of the changes will be at a high level. It wil thus be posibl to promot som other, smaler, but stil posibly kontentious, changes. For exampl, the unesesary "o" kan be droped from words kontaining the "ou" digraf. A similar proses kuld then be aplid to other vowel and konsonant kombinashuns.
9. However, no konseshun wuld yet hav ben mad to Uropean sensibilitis. To tak kar of som of the komon difikultis enkountered by non-nativ spekers, it wuld be sensibl for the "th" digraf to be replased by "z". Ze funkshun of ze "w" kan zen be taken by ze letter "v", vich is, of kors, half a "w" in any kas.
10. Zis proses vil kontinu, in a kumulativ fashun. Eventuli English vil be ze komon languag ov ze Komuniti, vich vil no longer be merly an ekonomik sifer, but a kominashun ov fre pepls. Ve shal kontinu to red and rit as zo nuzing has hapend. Evrivun vil no vot ze uzer sitizens ar saying and komunkashun vil be mutch ezier. Ze Komuniti vil hav achevd its objektivs ov congrewents and ze drems ov ze pepls of Urop vil finali hav kum tru. It is hopd zat zes signifikant konseshuns vil finaly reashor ze "Uroskeptiks"!
2. In order to expedite this process and to speed congruence, the European Parliament has commissioned a feasability study of ways in which communications between departments of member governments can be made more effective. Its main recommendations are summarised below.
3. European officials have often pointed out that English spelling is unnecessarily complicated and illogical - for example, the different sounds of cough, plough and rough, or heard and beard. There is a clear need for a phased programme of changes to eliminate these anomalies. The programme would, of course, require administration by a committee whose members would be supplied by participating nations.
4. During the first year of implementation, it is envisaged that the soft "c" will be replaced by the more phonetically correct letter "s". This will sertainly be resieved favourably by sivil servants in many European sities, and will insidentally render the "i" before "e" exsept after "c" rule unnesessary. The logical replasement of the hard "c" by the letter "k" will follow, due to the similarity in pronunsiation. This konkomitant step will, insidentally, not only klear up konfusion in the minds of klerikal workers, but also klarify word prosessing sinse it kompletely removes the need for one of the letters on the keyboard.
5. The sekond stage will see the digraph "ph" written as "f". In addition to the fonetik logik of this move, words such as "fotograf" will be twenty per sent shorter.
6. The third fase will involve the removal of double letters in words. In many instanses, double leters do not afekt the aktual pronunsiation of a word. They are, however, a comon deterent to akurate speling.
7. The fourth element will be the elimination of silent "e"s from the languag. Thes ar often stal reliks of past spelings. They do litl to enhans writen English and it is antisipated that they kould be droped with eas.
8. By this point, the Komision antisipats that publik akseptans of the changes will be at a high level. It wil thus be posibl to promot som other, smaler, but stil posibly kontentious, changes. For exampl, the unesesary "o" kan be droped from words kontaining the "ou" digraf. A similar proses kuld then be aplid to other vowel and konsonant kombinashuns.
9. However, no konseshun wuld yet hav ben mad to Uropean sensibilitis. To tak kar of som of the komon difikultis enkountered by non-nativ spekers, it wuld be sensibl for the "th" digraf to be replased by "z". Ze funkshun of ze "w" kan zen be taken by ze letter "v", vich is, of kors, half a "w" in any kas.
10. Zis proses vil kontinu, in a kumulativ fashun. Eventuli English vil be ze komon languag ov ze Komuniti, vich vil no longer be merly an ekonomik sifer, but a kominashun ov fre pepls. Ve shal kontinu to red and rit as zo nuzing has hapend. Evrivun vil no vot ze uzer sitizens ar saying and komunkashun vil be mutch ezier. Ze Komuniti vil hav achevd its objektivs ov congrewents and ze drems ov ze pepls of Urop vil finali hav kum tru. It is hopd zat zes signifikant konseshuns vil finaly reashor ze "Uroskeptiks"!
Sunday, October 14, 2007
Vita est Laborem: Procrastination revisited
Have you ever managed to find the time to visit a seminar on time-management? Have you found an empty space in your life which you filled with reading a book on a similar subject? Please, please, please let me know that it was not worth its while, just for my comfort ;-) Until then I can only agree with my good old mate Father Guido Sarducci: Life is a job!
You may possible be looking for a review on the mini challenge weekend, after all it was announced with the last post some weeks ago. Stand by; I will post something on that eventually.
Did you notice who left a comment on my last post on preference reversal? I am thrilled! Someone claiming to be ‘the man of procrastination’ himself: the right honourable Prof. Piers Steel. Wow! To all the hoaxers out their, just let me continue to believe that.
Here’s the valuable part of today’s blog. I am reading a book, once again recommended to me by my dad, he’s my personal literature critic: ‘Instead of wasting your time with what you would normally be doing, read this.’ ;-)
You will have to stick around to find out more on the book, because I intend to share some of the delightful vocabulary and writing styles with you. To make it just a ‘little’ challenge to you, OK call it a ‘mini’ challenge if you wish, here’s my contest: The first person to post the title of the book with the author’s name in a comment to this blog will receive a complementary issue from me. Go for it!
Here’s the vocabulary for today:
‘These vicarious second-order believers are often more zealous than the real thing, …’
vicarious
/vikairi ss/
• adjective 1 experienced in the imagination through the feelings or actions of another person. 2 acting or done for another.
- DERIVATIVES vicariously adverb.
- ORIGIN from Latin vicarius ‘substitute’.
zealous
/zell ss/
• adjective having or showing zeal.
— DERIVATIVES zealously adverb zealousness noun.
zeal
/zeel/
• noun great energy or enthusiasm for a cause or objective.
— ORIGIN Greek zelos.
***
You may possible be looking for a review on the mini challenge weekend, after all it was announced with the last post some weeks ago. Stand by; I will post something on that eventually.
Did you notice who left a comment on my last post on preference reversal? I am thrilled! Someone claiming to be ‘the man of procrastination’ himself: the right honourable Prof. Piers Steel. Wow! To all the hoaxers out their, just let me continue to believe that.
Here’s the valuable part of today’s blog. I am reading a book, once again recommended to me by my dad, he’s my personal literature critic: ‘Instead of wasting your time with what you would normally be doing, read this.’ ;-)
You will have to stick around to find out more on the book, because I intend to share some of the delightful vocabulary and writing styles with you. To make it just a ‘little’ challenge to you, OK call it a ‘mini’ challenge if you wish, here’s my contest: The first person to post the title of the book with the author’s name in a comment to this blog will receive a complementary issue from me. Go for it!
Here’s the vocabulary for today:
‘These vicarious second-order believers are often more zealous than the real thing, …’
vicarious
/vikairi ss/
• adjective 1 experienced in the imagination through the feelings or actions of another person. 2 acting or done for another.
- DERIVATIVES vicariously adverb.
- ORIGIN from Latin vicarius ‘substitute’.
zealous
/zell ss/
• adjective having or showing zeal.
— DERIVATIVES zealously adverb zealousness noun.
zeal
/zeel/
• noun great energy or enthusiasm for a cause or objective.
— ORIGIN Greek zelos.
***
Thursday, September 06, 2007
English for Runaways #273
The misuse of “I” and “myself” for “me” is caused by nervousness about “me.” Educated people know that “Jim and me is goin’ down to slop the hogs,” is not elegant speech, not “correct.” It should be “Jim and I” because if I were slopping the hogs alone I would never say “Me is going. . . .” If you refer to yourself first, the same rule applies: It’s not “Me and Jim are going” but “I and Jim are going.”
So far so good. But the notion that there is something wrong with “me” leads people to overcorrect and avoid it where it is perfectly appropriate. People will say “The document had to be signed by both Susan and I” when the correct statement would be, “The document had to be signed by both Susan and me.” Trying even harder to avoid the lowly “me,” many people will substitute “myself,” as in “The suspect uttered epithets at Officer O’Leary and myself.”
“Myself” is no better than “I” as an object. “Myself” is not a sort of all-purpose intensive form of “me” or “I.” Use “myself” only when you have used “I” earlier in the same sentence: “I am not particularly fond of goat cheese myself.” “I kept half the loot for myself.” All this confusion can easily be avoided if you just remove the second party from the sentences where you feel tempted to use “myself” as an object or feel nervous about “me.” You wouldn’t say, “The IRS sent the refund check to I,” so you shouldn’t say “The IRS sent the refund check to my wife and I” either. And you shouldn’t say “to my wife and myself.” The only correct way to say this is, “The IRS sent the refund check to my wife and me.” Still sounds too casual? Get over it.
On a related point, those who continue to announce “It is I” have traditional grammatical correctness on their side, but they are vastly outnumbered by those who proudly boast “it’s me!” There’s not much that can be done about this now. Similarly, if a caller asks for Susan and Susan answers “This is she,” her somewhat antiquated correctness is likely to startle the questioner into confusion.
More errors from Paul Brians can be found here
***
So far so good. But the notion that there is something wrong with “me” leads people to overcorrect and avoid it where it is perfectly appropriate. People will say “The document had to be signed by both Susan and I” when the correct statement would be, “The document had to be signed by both Susan and me.” Trying even harder to avoid the lowly “me,” many people will substitute “myself,” as in “The suspect uttered epithets at Officer O’Leary and myself.”
“Myself” is no better than “I” as an object. “Myself” is not a sort of all-purpose intensive form of “me” or “I.” Use “myself” only when you have used “I” earlier in the same sentence: “I am not particularly fond of goat cheese myself.” “I kept half the loot for myself.” All this confusion can easily be avoided if you just remove the second party from the sentences where you feel tempted to use “myself” as an object or feel nervous about “me.” You wouldn’t say, “The IRS sent the refund check to I,” so you shouldn’t say “The IRS sent the refund check to my wife and I” either. And you shouldn’t say “to my wife and myself.” The only correct way to say this is, “The IRS sent the refund check to my wife and me.” Still sounds too casual? Get over it.
On a related point, those who continue to announce “It is I” have traditional grammatical correctness on their side, but they are vastly outnumbered by those who proudly boast “it’s me!” There’s not much that can be done about this now. Similarly, if a caller asks for Susan and Susan answers “This is she,” her somewhat antiquated correctness is likely to startle the questioner into confusion.
More errors from Paul Brians can be found here
***
Tuesday, September 04, 2007
Elignsh for Ryawnuas #272
Tihs is not new, but it's aaylws fun, jsut rgnardieg the apcest of slinlpeg, I gesus the gmmarar's crecort ;-)
cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
***
cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
***
Friday, August 31, 2007
English for Runaways #271
Writing Dates in English
There is still frequent confusion on how to correctly write dates in English. Don't let be confused by differences in British English and American English:
In British English the day is put before the month. You only put a comma before the year, if the date is part of a sentence: The conference takes place 10-12 December, 2007.
Example: 5 October 2007
In American English the month is put before the day. It is common to write a comma before the year.
Example: October 5, 2007
You can also write the date by using numbers only. The most common forms are:
Example: 5/10/07 or 5-10-07
Note, however, that 5/10/07 usually means 5 October 2007 in British English and May 10, 2007 in American English. To avoid any possible confusion, you should spell out the month or use the abbreviation.
Example: 5/May/07 or Oct-10-07
***
There is still frequent confusion on how to correctly write dates in English. Don't let be confused by differences in British English and American English:
In British English the day is put before the month. You only put a comma before the year, if the date is part of a sentence: The conference takes place 10-12 December, 2007.
Example: 5 October 2007
In American English the month is put before the day. It is common to write a comma before the year.
Example: October 5, 2007
You can also write the date by using numbers only. The most common forms are:
Example: 5/10/07 or 5-10-07
Note, however, that 5/10/07 usually means 5 October 2007 in British English and May 10, 2007 in American English. To avoid any possible confusion, you should spell out the month or use the abbreviation.
Example: 5/May/07 or Oct-10-07
***
Thursday, August 30, 2007
English for Runaways #270
I like the book which Jack is reading.
This is a tricky one! Simply remember 'which' introduces a non-restrictive (non-defining) clause or phrase and 'that' introduces a restrictive (defining) clause or phrase. In other words whatever follows 'that' is essential to the meaning of the sentence. Generaly you will also use commas with 'witch'.
I like Jack's book, which I have read myself. (non-restrictive)
I like the book that Jack is reading. (restrictive)
***
This is a tricky one! Simply remember 'which' introduces a non-restrictive (non-defining) clause or phrase and 'that' introduces a restrictive (defining) clause or phrase. In other words whatever follows 'that' is essential to the meaning of the sentence. Generaly you will also use commas with 'witch'.
I like Jack's book, which I have read myself. (non-restrictive)
I like the book that Jack is reading. (restrictive)
***
Wednesday, August 29, 2007
Task-based Approach to English Training
There have been many recounts on the traditional PPP approach to language training and comparing it to a task-based approach. In summary, the PPP approach involves a certain aspect of the language to be presented by the teacher. The students then practise and in the production they combine it with already learnt aspects and elaborate on the usage.
In a task-based lesson the teacher doesn't pre-determine what aspect of the language will be studied in terms of today's tense, preposition of the day, grammar subject of the week, etc.. Instead, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. In a school scenario there would still be a lesson plan consisting of the following sequences.
In a task-based lesson the teacher doesn't pre-determine what aspect of the language will be studied in terms of today's tense, preposition of the day, grammar subject of the week, etc.. Instead, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. In a school scenario there would still be a lesson plan consisting of the following sequences.
- Pre-task // Introduction of a topic with a clear understanding of what is expected. Students take notes and prepare the task.
- Task // Students complete the task in pairs or groups as the teacher monitors and offers support where needed.
- Planning // Students prepare a report and then practice what they are going to say in. The teacher is available to ask for advice.
- Report // Students report back and the teacher gives quick feedback.
- Analysis // The teacher highlights parts for analysis.
- Practice // Finally, the teacher selects language areas and the students then practice activities.
Task-based learning has some clear advantages
- Unlike a PPP approach, it is free of language control. All language resources available must be used rather than just practising one pre-selected item.
- A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP context is created and it is often very unnatural.
- There's a much more varied exposure to language, a wider range of lexical phrases, collocations and patterns as well as language forms.
- The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
- It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.
- It is enjoyable and motivating.
Conclusion
PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural.
***
Tuesday, August 28, 2007
English for Runaways #269
We English never miss an opportunity to (try to) be funny. But we should never do it at the 'cost' (sic.) of somebody. Even if you may say 'auf Kosten von jemanden' in German, you should say 'at the expense of someone or something' in English.
'Opportunity costs' are an economic term and defined as what must be given up (the next best alternative) as a result of a decision made. Any decision that involves a choice between two or more options has an 'opportunity cost'. In German: 'Opportunitätskosten'.
***
'Opportunity costs' are an economic term and defined as what must be given up (the next best alternative) as a result of a decision made. Any decision that involves a choice between two or more options has an 'opportunity cost'. In German: 'Opportunitätskosten'.
***
Monday, August 27, 2007
English for Runaways #268
So your company publishes a catalogue or a brochure regularly? Maybe you do it every year? This doesn't mean you have a 'yearly' (sic.) catalogue. What you have is an 'annual' catalogue.
You may read a 'daily' newspaper, a 'weekly' magazine. Publications may appear every fortnight (every fourteen nights), which in English is the term used for every two weeks. If something happens every other month we say it is 'bi-monthly'. 'Quarterly' would be once every quarter. There is however no English for the German 'halbjährlich', we revert by saying 'twice a year'.
***
You may read a 'daily' newspaper, a 'weekly' magazine. Publications may appear every fortnight (every fourteen nights), which in English is the term used for every two weeks. If something happens every other month we say it is 'bi-monthly'. 'Quarterly' would be once every quarter. There is however no English for the German 'halbjährlich', we revert by saying 'twice a year'.
***
Sunday, August 26, 2007
English for Runaways #267
I often hear Germans say that their English is something they need to 'exercise'. Now when we exercise, we go to a gym, it's more physical. On the other hand we may refer to our home-work as exercises. Nevertheless in English we 'practise' a task to become better and more proficient.
The German 'Übung macht den Meister' translates into 'practise makes perfect'.
***
The German 'Übung macht den Meister' translates into 'practise makes perfect'.
***
Saturday, August 25, 2007
English for Runaways #266
Here’s a not so obvious one but I’ve heard it many times, especially from lawyers. If you are guilty then you have been caught, charged and possibly fined for breaking the law or a rule. If you have a good lawyer then he will prove you innocent, which does not mean that you really are. The German word 'gültig' may have a similar phonetic ring to 'guilty', but 'gültig'means valid, justifiable or legitimate.
***
***
Friday, August 24, 2007
English for Runaways #265
It's always a real challenge getting a translation for educational degrees and academic titles. So even if university seems to be a universal term in both English and German, what do we make of a Fachhochschule in English? There used to be something called a Polytechnic. Today it seems that University for Applied Sciences has become more popular also referred to as specialised colleges of higher education.
Good Wiki: Institutes of technology versus polytechnics
Should you have studied “Betriebswirtschaftslehre” in Germany it would be appropriate to refer to having a degree in Business Administration, the equivalent of an MBA (Master of Business Administration) elsewhere. “Volkswirtschaftslehre” would refer to a university degree in economics.
It is difficult to translate terms for things that simply do not exist in another language. So in Germany before going to a university or any other higher education, you will have had to complete the Oberstufe at the Gymnasium with your Abitur. In England you complete your A-levels in the sixth form at a secondary school.
Link: A-levels
Remember, the German Gymnasium is not a gym in English. The word gymnasium comes from Greek. A gymnasion was originally a place for physical training and education. English chose the physical meaning whilst Germans went for the educational aspect. In German das Gymnasium is an academic secondary school.
***
Good Wiki: Institutes of technology versus polytechnics
Should you have studied “Betriebswirtschaftslehre” in Germany it would be appropriate to refer to having a degree in Business Administration, the equivalent of an MBA (Master of Business Administration) elsewhere. “Volkswirtschaftslehre” would refer to a university degree in economics.
It is difficult to translate terms for things that simply do not exist in another language. So in Germany before going to a university or any other higher education, you will have had to complete the Oberstufe at the Gymnasium with your Abitur. In England you complete your A-levels in the sixth form at a secondary school.
Link: A-levels
Remember, the German Gymnasium is not a gym in English. The word gymnasium comes from Greek. A gymnasion was originally a place for physical training and education. English chose the physical meaning whilst Germans went for the educational aspect. In German das Gymnasium is an academic secondary school.
***
Thursday, August 23, 2007
English for Runaways #264
Let me start this little series with a popular false friend. This is the name given to words that look like a German word, but have a different meaning, sometimes funny, sometimes embarrassing.
Look at the word actual which in English means something exists in act and not only potentially.
"Google Video to refund actual money, not just credits."
It is not to be confused with the German aktuell which translates to 'currently' or 'presently'.
***
Look at the word actual which in English means something exists in act and not only potentially.
"Google Video to refund actual money, not just credits."
It is not to be confused with the German aktuell which translates to 'currently' or 'presently'.
***
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