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srijeda, 15.06.2011.

quality considered characteristi

words expressing some quality considered characteristic or descriptive of a person or a thing, often expressing approval or disapproval". Note well "approval or disapproval". For better or worse, qualities such as friendliness or reserve, plainness or charm may be suggested by your name and conveyed to other people before they even meet you. Names become attached to specific images, as anyone who's been called "a plain Jane" or "just an average Joe" can show. The latter name particularly bothers stage light me since my name is Joe, which some think makes me more qualified to be a baseball player than, say, an art critic. Yet, despite this disadvantage, I did manage to become an art critic for a time. Even so, one pronunent magazine consistently refused to print "Joe"in my using my first initials, J. S., in'stead.
I suspect that ifl were a more refined Arthur or Adrian, the namelaser lightwould have appeared complete. Of course, names with a positive sense can work for you, even encourage new acquaintances. A recent survey showed that American men thought Susan to be the most attractive female name, while women believed Richard and David were the most attractive for men. One woman Iknow turned down a blind date ŔIo with a man named Harry because "he sounded dull". Several evenings later, she came up to me at a party, pressing for an introduction to a very impressive man; they'd been exchanging glances all evening. "Oh vsaid. You mean laser stage light Harry.n She was ill at ease Though most of us would like to think ourselves free from such prejudiced notions, we're all guilty of name stereotyping to some extent. Confess: Wouldn't you be surprised to meet a carpenter named Nigel?
A physicist called Bertha? A Pope Mel? Often, we project name-based stereotypes on people, as one woman friend discovered while taking charge of a nursery-school's group of four-year-olds. "There I was, trying to get a little active boy named Julian to sit quietly and read a book - and pushing a thoughtful creature named Rory to play ball. I had their personalities confused because of their names ! Apparently, such prejudices can affect classroom achievement as well. In a study conducted by Herbert Harari of San Diego State University, and John McDavid of Georgia State University, teachers gave consistently lower grades on essays apparently written by boys named Elmer and Hubert than they awarded to the same papers when the writer's names were given as Michael and David. However, teacher prejudice isn't the only source of classroom difference. Dr. Thomas V. Busse and Louisa Seraydarian of Temple' University found those girls with names such as Linda, Diane, Barbara, Carol, and Cindy

unlimited generosity

the children begin to sense that a parent's unlimited generosity is not right. The contradiction as a result may be that these children, conversely, will push further, unconsciously hoping that, if they push too hard, they will force their parents into setting limitations. Also, spoiled children are not as challenged to be more creative in their ŔIoplay as children with fewer toys. They have fewer opportunities to learn the value of money, and have less experience in learning to deal with delay in satisfaction, when ever}r requested object is given on demand.The real purpose of this discussion laser light is not to tell parents how much or how little to give to their children. Rather, my intention is to help those parents who have already sensed that they might be spoiling their children but don't know how to stop. Sometimes you may feel uncertain about whether to give in to many of your children's requests.
That doesn't mean you can't change. First, you should try to determine what makes you subnut or feel guilty. Then, even if you haven't uncovered the reason, you should begin to make firm decisions and practice responding to your children's requests in a prompt, defirute manner. Once you turn over a new leaf, you can't expect to changestage light completely right away You are bound to fluctuate at times. The key is to be satisfied with gradualimprovement, expecting and accepting the occasional slips that come with any change. And even after you are handling these decisions in a firmer and more confident manner, you can't expect your children to respond immediately. For a while they'll keep on applying the old pressures that used to work so well. But they'll eventually come to respect your decisions once they learn that and arguing no longer work. In the end, both you and your children will be happier for it. NEW WORDS Words harm the character of (esp.a child) by lack of strictness or too much generosity, attention, praise, etc

petak, 20.05.2011.

associated with Virginia Woolf

associated with Virginia Woolf, although they were not particularly close, and their writing is very di~ferent. Mansfield is one of the greatest of modern short story writers, catching in a scene, a glimpse, or a description of a day, as in The Garden. Party , the essence of a relationship, the underlying sadness and solitude of the post-war era. Her earliest stories date from before the First World War (In a German Pension ! but she pref'erred her later work, such as PreZude (1918). Mansfield died young, of tuberculosis, and her husband, the critic John Middleton Murry, built up her reputation as something of a tragic doomed young genius, publishing her stories, letters and journals after her death.
Her best work appearecl in Bliss and Other Stories (1920) and The Garden Party and Other hair Stories. Her distinguishing feature is brevity, shot through with tragic humor. Mansfield's stories are impressionistic, witty, and, despite being very clearly set in her own times, they transcend their period and their social setting and provide an accessible, vivid introduction to several of the modes of modern writing.
Many of her stories suggest the way in which Europe assumes increasing importance in almost every aspect of life in the early decades of the twentieth century: a wider world has displaced the olcl sense of domestic security and the insular convictions of English life. There is, consequently, something profoundly symbolic about a story such as The Daughters o f the Late C.olon,el (1922) , where two daughters watch their father ciie. On the surface, it seems slight enough, the story of a man dying, but the details imply that the old order is dying. The death of the colonel signals .the death of a whole way of life which, looked back Lipon, now seems absurd in

srijeda, 18.05.2011.

economic and colonial.

European imperialism, both economic and colonial. Unlike Kipling, Conrad deals not with the multiple confrontations of India, but with the intrusion and interference of Europeans in stage light the Pacific,in the East Indies, in South America, and in Africa. His colonizers are drawn from a variety of national backgrounds, and most of them disreputable, uncomprehending, intolerant, and exploitative.
The title ciaracter in Lord Jim may have proved himself a successful colonial agent and have earned himself the title "lord" from his grateful subjects, but his organizing virtues laser light are seen as countered by the lasting memory of the corruption of his predecessors and by the deception and ruthless of European piracy of Gentleman Brown. In C,onrad's works such as An Out- post Progress and Nostromo, colonialism generally emerges as both brutal and brutalizing, alienating native and settler alike, and imperialism is initially expounded as a variety of brutish idealism. Having been born unwilling subject of the Russian Tsar, and having accepted exile from nationalistic politics and ŔIo his native language, Conrad steadily explores and interrelates themes of alienation and dislocation, which make him the first major modern writer of the twentieth century.
In the works of novelists before Conrad there is always a sense that a community used to exist, and that people used to belong to a place and to a family, but in Conrad there is a new, and far more extreme, sense of dislocated individuals in an unrelentinglY cruel world. His heroes, as in the case with Jim, might have a place of origin and a family, but there is never any sense of their roots or connections offering them any strength or help. In his most explicitly politi-

A Brief Introduction to English Literature 2

cal novels Nostrom.o, The Secret Agent, and Un.der We.stern Eyes, Conrad depicts human isolation, the conflict between different parts of one's personality and external fate as well as the difficulties of human communication. Conracl writes with a deep pessimism, hair extensions reminiscent of Thomas Hardy.
Style In order to present an instable, frail world without any shared set of moral values, Conrad develops the techniques of multiple points of view. A hero like Lord Jim is not judged directly by Conrad but his behavior is seen from different narrative viewpoints, including the viewpoint of a narrator, Marlow, who provides a commentary on the action. Conrad's narrative technique is also characterized by a skillful use of breaks in time-se-quence, which prevents a reader from adopting too simplistic an interpretation of events. Conrad has been called an Impressionist, and the movement of the stories, of the images and emotions, is portrayed through each character's private vision of realit y. Major Works
Lord Jim : Jim is chief mate on board the Patna, an ill-rnanned ship carrying a party of pilgrims in Eastern waters. He is young, idealistic, and a dreamer of heroic deeds. When the Patna threatens to sink and the cowardly officers escape in the few lifeboats, Jim despises them, but dazed by the horror of the moment he joins them. hair The Patna does not sink and the pilgrims are rescued. What happens to Jim thereafter is related by an oberver. Marlow. Jim, alone among the crew, remains to face the court of enquiry. Condemned by the court, he tries to disappear. Through Marlow's intervention Jim is sent to a remote trading

ponedjeljak, 16.05.2011.

English came out

English came out. His ideas were developed by H. E. Palmer and A. S Hornby. The latter published in 1959 his huge works ot 4 volumes The Teaching of Structural Words and Sentence Patterns. This booming approach hair extensions was first designed by Leonard Bloomfield for the Army Specialized Traning Program (ASTP) iri the United States and then developed by Charles Fries and his colleagues. Theorietically, structualistic linguists maintain that language is made by sentence patterns which reflect the language struecture. stage light Therefore, it is considered a good way to learn language through sentence pattems. Practically, however, sentence pattems are illustrations of granunatical rules.
The approach is, in essence, identical with those introduced by their forerunners centuries ago. An integrated coursebook for Chinese students co-compiled by Fries and Yao Lan is an example of this approach. Basic skill trainin.g approach This approach suggests a shortening process of learning in which students are trained the abilities of self-study to acquire basicskills so as to be able to use English as soon as possible. From a historical point of view, there are two subdivisions. One is that the whole process of EL learning is carried out thr-ough phonetics as Paul Edward Passy did the teaching of reading. And laser light Sapir adopted the hair teaching method of phonetic symbols. The other is a well-selected list of words for the students to have fundamental knowledge to use English.
For example, H. Palmer and A. S. Iiornby devised the One-thousand Word English and relevant frequency ievels and C K. Ogderi designed a Basic English program of 850 words National-functional approach The approach, advocating the sequence from meaning to form, proposes that linguistic form shoulcl be selected according to the function and notion, what the students need to comprehend .

This traditional approach

This traditional approach had dominated the field of ELT for so long a time that, to a certain degree, it exercised influence on all the other approaches. Translation approach According to this approach, English or any foreign language is learnt by back translation and comparison between mother tongue and the target language. Though it places stress also on grammar and linguistic form, comparison through translation was claimed to be the best way to lealm the target language. hair This approach was first put forward by Royer Aschan, an English humanist educator. His theory of back translation and the direct translation method designed and adopted by James Hamilton between 1815 and 1816 gave impetus to its formalization.
Moreover greatly influenced by historical and comparative linguists, the modern grammar translation method employes translation as an approach and grammar as content to learn the language. Following the principle of relying on mother tongue in teaching self-conscious comparison method employed in the former Scnnet Umon is a real presentation of the approach. (3) SentenceaPProach This approach was first proposed by two Germen: Johann Hemich Philiph Seidestucker and J. V. Meidinger who claimed sentence-analysis a foundation of learning thus introduced modern method of grammar translation.
Then Johnan George Christian Fick applied the sentence method system to English language teaching and wrote the first English coursebook on grammar translation method. -During the late 19th centur}7, an Englishman, Thomas Prendergast belie.ved that structures could illustrate the complexities of grammar and a mastery of structure could create sentences'thus formed a method of memorizing separated structures. Then his book written especially for foreigners to learn English, The Mastery of

petak, 13.05.2011.

Treatment of Various

Relations in English Language Teaching 1. Student-teacher Relationship Whether or not to accomplish teaching and learning tasks depends largely on student-teacher relationship. To a certain degree, English teaching is a process of interaction between teachers and students through Pygmalion Effect, they influence each other with confidence, accomplishment, success or failure, enjof/nent or sorrow both in teaching and learning. The students' personality factors, such as their varied aptitude, motivation, personal taste or even their choice of learning methods are decisive and detrimental to student-teacher relationship.
By saying interaction, we mean from the point of perceptual projection that the teacher based on his personal experience, likes and dislikes, classifies students into groups of promising or nonpromising, emotional or indifferent and non-enthusiastic. On the other hand students by their personal taste group the teacher into respected, beloved, or detested. Practically, English teaching requires the teacher to observe the principle of less teacher-centered to manipulative cLassroom. Teachers are mere medium of the teaching. It is teacher's responsibility to organize the classroom as a setting for classroom activities. Guidelines for classroom practice suggest that during an activity the teacher monitors, encourages and organizes the students and provides them with information of each particular

Highlighting Phrasal Structure

taught, reading will also be trained so as to help the students pronounce tl:ie laser light written words correcdy. This technique enables students to accumulate their vocabulary from its phonetic sound anci linguistic form. The incongruity of sound and writing systems remain a big problem for Chinese learners who feel insecure about learning and think that "the language is easy to learn, but the vocabulary is hard to remember" . (3) Highlighting Phrasal Structure
Any use of language, of course, is not static. Since the English language is an analytic one, the same word in different structures may differ in meaning. A word in the same grammatical structure may function differently in case the worci order or the form word is changed, so an emphasis on English teaching must include idiomatic usages, ŔIo meaning-transfer, parts of speech, verbal phrases or phrasal verbs, etc. which are called pl:irasal structure, though a detailed ex planation is not always necessary. (4) Principle of Contrastive Analysis
The contrastive analysis hypothesis claims that the principal barrier to second language acquisition is the interference of the first language system with the second language one, and that stage light a scientific, structural analysis of the two languages would yield a taxonomy of linguistic contrasts between them which in turn would enable teachers to predict the difficulties a learner would encounter.
Besides in translation or in the cLassroom instruction, the linguistic comparison between Chinese and English is also involved in a free learning situation of the higher teaching stage, and in compiling teaching materials, lesson preparation, doing assignments as well with an emphasis on structural forms and meanings.

ponedjeljak, 09.05.2011.

Britain in the 20th CenturyŚ

States into the Korean War in 1951. Meanwhile, it refused to join the European Community when it was founded in the 1950s, and concentrated its trade with the British Commonwealth nations. However, in the 1960s, British trade with European nations became more and more important.In 1968, 37% of British export went to West Europe and only 28% went to Commonwealth countries. As a result, Britain began to change the focus of its foreign policy and applied to join the European Community. But its application was twice etoed by French President Charles de Gaulle in 1963 and 1967. It was not until 1973 when Charles de Gaulle retired, did Britain finally gain its membership in the European Community.
After Britain joined the European Community, it was more and more involved in European affairs. At the same time, Britain still tried to assert its independence of continental constraint. The British government still felt closer to the United States than to the European Continent. It was especially so after Thatcher became the Prime Minister. Thatcher told President Reagan on her first visit to the United States that //Your problems are our problems, and when you look for friends, we shall be there."
Even when America invaded Grenada, a Commonwealth country, against British opposition, Thatcher still believed that the friendship between America and Britain should not be jeopardized. In 1989, the British government actively participated in the war against Iraq. At the same time, Thatcher resisted European integration vehemently even against her own Cabinet members' advise, which led to the resignation of several important Cabinet members and finally contributed to her downfall. Prime Minister John Major changed the government's policy toward European integration and vowed to put Britain at the heart of Europe, although he also maintained very close relationship with the United States. He supported the European Union and fought a difficult battle for the Treaty of European Union in the 'referendum of 1993 because the British people worried about the potential loss of national sovereignty to Pan-European policy-making institutions. Major won a narrow victor}r and brought Britain into the European Union.

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