How to turn on Microsoft Word readability function:
1. On the Tools menu, click Options, and then click the Spelling & Grammar tab.
2. Select the Check grammar with spelling check box.
3. Select the Show readability statistics check box, and then click OK.
4. On the Standard toolbar, click Spelling and Grammar.
When Microsoft Word finishes checking spelling and grammar, it displays information about the reading level of the document.
How to translate reading grade into age (from Janice Harayda’s blog):
American children typically begin grades at these ages: kindergarten, 5; first grade, 6; second grade, 7; third grade, 8; fourth grade, 9; fifth grade, 10; sixth grade, 11; seventh grade, 12; eighth grade, 13; 9th grade (freshman year,high school), 14; 10th grade (sophomore year high school), 15; 11th grade (junior year high school), 16; 12th grade (senior year high school), 17.
source
...
This is a very interesting subject.
much is implied by ascribing a reading age to the population at large.
If as you say the above represents the reading ages of an 8 year old and a fourteen year old respectively, it opens up some interesting questions about other works.
What do you suppose is the reading age of newton’s principia for example?
If your snippet above is a benchmark for a 14 year old, the principia might arguably be written for those with a reading age of a 200 year old?
let’s take things a step further, and look at numeracy in the general population. There are professionals, lawyers etc who are unable to perform long division, very few ever master algebra, and only a handful progress to calculus.
most of the supposedly adult population will poo poo this idea, and dismiss mathematicians, of even some who are functionally numerate as a sub species rather than admit to being innumerate themselves, and accept the implications.
So think on…!
...
Tuesday, 22 December 2009
NVQ literacy english level Two
i pass my exam.
will write more on the exam.
panic. difficult and learn something new on the exam day.
For the first time using the Flag button.
Taught before exam and decided to use it.
I flag about twenty questions and start to panic.
I say the test is hard.
I took twenty minutes average to do test before BUT
on the exam day i really use up the one hour. with thinking of
not enough time.
luckily, I PASS.
ALSO there is an EXHIBIT button that i think makes me think
the exam is difficult.
ho ho ho if i think it is difficult with new button on the test date,
i bet there will be many also think like me. unless you are not strike with panic like me. and stay calm no matter what happen or what changes..
good luck for those trying it later.
adios.,
will write more on the exam.
panic. difficult and learn something new on the exam day.
For the first time using the Flag button.
Taught before exam and decided to use it.
I flag about twenty questions and start to panic.
I say the test is hard.
I took twenty minutes average to do test before BUT
on the exam day i really use up the one hour. with thinking of
not enough time.
luckily, I PASS.
ALSO there is an EXHIBIT button that i think makes me think
the exam is difficult.
ho ho ho if i think it is difficult with new button on the test date,
i bet there will be many also think like me. unless you are not strike with panic like me. and stay calm no matter what happen or what changes..
good luck for those trying it later.
adios.,
Monday, 21 December 2009
english exam for me level two literacy : National Certificate in Adult Literacy
english exam for me level two literacy
National Certificate in Adult Literacy
at 9 am
adult college
lancaster
how to study : www.move-on.org.uk
National Certificate in Adult Literacy
at 9 am
adult college
lancaster
how to study : www.move-on.org.uk
Improve My Spoken English Conversation by Listening, Responding and Asking
Improve My Spoken English Conversation by Listening, Responding and Asking
Posted: Aug 7th, 2009
source
by Ryan Kent-Temple from WorldEnglishClub.com
There are three parts to any conversation. Whether it is on the phone, over coffee with your friend, or at a business meeting with your boss and your colleagues; Listening, Responding, and Asking.
Listening
Anywhere you go, and by this I mean anywhere you go to try and learn a language, they will tell you to listen. There are many reasons for this. For one, listening is such an important aspect in any language, that you would be at a disadvantage in life if you didn't listen. It is what makes a language. A language needs listeners. That's where you come in.
Listening is a skill. It is something that needs to be practiced a lot. If you are fluent in a language, for example your native language, then the skills you need to work on are different from the skills of someone listening in their second language. I will be speaking briefly on listening in a second language.
If you are just starting out or having a difficult time learning your second language, there is something that you can do to drastically enhance your knowledge of it. It's not studying from a book. And it's not learning how to write it. It's LISTENING to it!
Just listening to a new language can train our brain to the sounds, speech patterns and pronunciations of your new desired language. Take a minute and think about when you first learned how to speak. A baby isn't born KNOWING their language. So how does it learn the language that it eventually speaks?
You're right! It listens. And at first, that's all babies do is listen. But what eventually happens with the baby? That's right! It finally says a word. Odds are that it will say something that has been repeated to it a lot. It does take a long time for a baby to finally grasp a language.
Usually around 3-5 years the child has an understanding of the simple ways that sentences are put together. And passing through the years, eventually has a good grasp of the language around 10-12 years. Minus, of course, the vocabulary.
I am not saying it will take you that long to learn a new language. Clearly you are more sophisticated than a child. I am merely saying that if you listen, you will learn.
Responding
Responding is a very simple skill. But there is one important aspect that you must consider before applying the lessons taught here. And that is LISTEN. You must listen to know how to respond. If you were not listening to what your conversation partner had to say, how will you know what follow up questions to ask.
Responding can show your conversation partner that you are interested in what they are talking about. Not just by the way you were using your non-verbal listening skills. Responding shows that you are actively engaged in this conversation. Remember, just because you are not doing the talking, does not mean you are not a part of the conversation.
This part of the conversation may seem minor, but it is very important in keeping the two-way activity going. Because if you are only nodding and smiling, the other person might just think you are a robot. So you must use this little but important aspect in your conversations.
Responding to what someone has said can be very easy. Especially if you would rather have them keep talking or if you are sincerely interested in what they are saying. You can simply ask what they meant when they were talking about a certain point in their story.
Asking
Asking is part of the responding process. But it is also a key role. Perhaps THE key to active listening. This part of a conversation is a key role because it provides you with the knowledge and understanding of the conversation.
When you are actively engaged in a conversation, you should be getting something out of it. You're goals should be: learning from the person you are speaking with, and creating a friend or partner for the future.
Asking questions will also take the conversation where you want it to go. If your conversation partner is talking about something that offends you (and this can happen) be polite, wait until they finish their thought, and ask a question that directs the conversation away from the previous subject.
Remember now that you have them talking about something of interest to them, they will know if you are listening to what they are saying.
If you want to continue your studies to a university or college level in a country that speaks English then you will have to continue your online studies. During the time you are learning English online you will get the direction that you need for all the classes that you will pursue.
by Ryan Kent-Temple from WorldEnglishClub.com
...
Posted: Aug 7th, 2009
source
by Ryan Kent-Temple from WorldEnglishClub.com
There are three parts to any conversation. Whether it is on the phone, over coffee with your friend, or at a business meeting with your boss and your colleagues; Listening, Responding, and Asking.
Listening
Anywhere you go, and by this I mean anywhere you go to try and learn a language, they will tell you to listen. There are many reasons for this. For one, listening is such an important aspect in any language, that you would be at a disadvantage in life if you didn't listen. It is what makes a language. A language needs listeners. That's where you come in.
Listening is a skill. It is something that needs to be practiced a lot. If you are fluent in a language, for example your native language, then the skills you need to work on are different from the skills of someone listening in their second language. I will be speaking briefly on listening in a second language.
If you are just starting out or having a difficult time learning your second language, there is something that you can do to drastically enhance your knowledge of it. It's not studying from a book. And it's not learning how to write it. It's LISTENING to it!
Just listening to a new language can train our brain to the sounds, speech patterns and pronunciations of your new desired language. Take a minute and think about when you first learned how to speak. A baby isn't born KNOWING their language. So how does it learn the language that it eventually speaks?
You're right! It listens. And at first, that's all babies do is listen. But what eventually happens with the baby? That's right! It finally says a word. Odds are that it will say something that has been repeated to it a lot. It does take a long time for a baby to finally grasp a language.
Usually around 3-5 years the child has an understanding of the simple ways that sentences are put together. And passing through the years, eventually has a good grasp of the language around 10-12 years. Minus, of course, the vocabulary.
I am not saying it will take you that long to learn a new language. Clearly you are more sophisticated than a child. I am merely saying that if you listen, you will learn.
Responding
Responding is a very simple skill. But there is one important aspect that you must consider before applying the lessons taught here. And that is LISTEN. You must listen to know how to respond. If you were not listening to what your conversation partner had to say, how will you know what follow up questions to ask.
Responding can show your conversation partner that you are interested in what they are talking about. Not just by the way you were using your non-verbal listening skills. Responding shows that you are actively engaged in this conversation. Remember, just because you are not doing the talking, does not mean you are not a part of the conversation.
This part of the conversation may seem minor, but it is very important in keeping the two-way activity going. Because if you are only nodding and smiling, the other person might just think you are a robot. So you must use this little but important aspect in your conversations.
Responding to what someone has said can be very easy. Especially if you would rather have them keep talking or if you are sincerely interested in what they are saying. You can simply ask what they meant when they were talking about a certain point in their story.
Asking
Asking is part of the responding process. But it is also a key role. Perhaps THE key to active listening. This part of a conversation is a key role because it provides you with the knowledge and understanding of the conversation.
When you are actively engaged in a conversation, you should be getting something out of it. You're goals should be: learning from the person you are speaking with, and creating a friend or partner for the future.
Asking questions will also take the conversation where you want it to go. If your conversation partner is talking about something that offends you (and this can happen) be polite, wait until they finish their thought, and ask a question that directs the conversation away from the previous subject.
Remember now that you have them talking about something of interest to them, they will know if you are listening to what they are saying.
If you want to continue your studies to a university or college level in a country that speaks English then you will have to continue your online studies. During the time you are learning English online you will get the direction that you need for all the classes that you will pursue.
by Ryan Kent-Temple from WorldEnglishClub.com
...
HOW YOUNG CHILDREN LEARN ENGLISH
HOW YOUNG CHILDREN LEARN ENGLISH AS ANOTHER LANGUAGE
Opal Dunn, educational consultant and author
The advantages of beginning early
Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.
..
Opal Dunn, educational consultant and author
The advantages of beginning early
Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.
Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.
Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.
Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.
..
children english target
End of YEAR Target level
year 11 (daughter)= A*
year 10 (son) = B
Question:
how do i improve my son learning english target???
year 11 (daughter)= A*
year 10 (son) = B
Question:
how do i improve my son learning english target???
Stages in picking up English
Stages in picking up English
Spoken language comes naturally before reading and writing.
Silent period
When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.
During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.
Beginning to talk
After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.
Building up English language
Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.
Mistakes
Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.
Gender differences
Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.
Language-learning environments
Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.
Young children need to feel secure and know that there is some obvious reason for using English.
Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.
Reading
Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.
Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,
Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.
Parental support
Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.
By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine.
...
Spoken language comes naturally before reading and writing.
Silent period
When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.
During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.
Beginning to talk
After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.
Building up English language
Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.
Understanding
Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.
Frustration
After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.
Mistakes
Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.
Gender differences
Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.
Language-learning environments
Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.
Young children need to feel secure and know that there is some obvious reason for using English.
Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.
Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.
English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.
Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.
Reading
Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.
Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,
Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.
Parental support
Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.
By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine.
...
Saturday, 19 December 2009
Getting to know Jennifer ESL
Getting to know Jennifer ESL
ABOUT ME
Jennifer Recio Lebedev
Originally certified to teach Russian as a foreign language by the state of Pennsylvania, I later discovered my true calling as an English language teacher while living and studying in Moscow, Russia. My undergraduate degree from Bryn Mawr College and graduate degree from Middlebury College are in Russian Studies, and I joke with my husband today that I did not major in Russian Studies, but simply took an intensive preparation course for marriage to a native Russian.
I began teaching English in 1996, first as a private instructor and later in the classroom. My teaching experience broadened when I returned to the U.S. in 2001, and subsequently I moved from the EFL classroom to the ESL classroom. At a private IEP in Boston, I joined the teaching staff and earned my TESL certificate. The small size of the school afforded many opportunities for professional growth. In time I coordinated and taught the teacher training program, established a literary magazine, and even wrote a 4-level series for the school’s writing curriculum. The many responsibilities I took on greatly aided my growth as a teacher, but by the end of 2005 I opted to leave my position as a classroom teacher and ESL program coordinator and move in another direction.
It was Pearson Longman that built a bridge for me between my work in an IEP and my work as a materials writer. Vocabulary Power was a labor of love, completed after two years, and it was my debut on the international scene. Prior to this textbook series, I had written only small works for EFL students and teachers in Russia.
Not ready to return to traditional classroom teaching (two reasons: two children!), I experimented with online instruction in the late summer of 2007. I made a tentative entrance on the YouTube scene as “JenniferESL”, but soon became bolder and more committed as the response among viewers grew.
Here I am today, with vodcasts, podcasts, books, and plenty of ideas I am eager to share with the international community of English language learners and teachers. I hope you will continue to welcome my contributions.
GO HERE TO LEARN ENGLISH
YouTube - JenniferESL's Channel
===
i like her humbly and sincere remarks in her blog.
http://englishwithjennifer.wordpress.com/about-me/
Hello!
By all means, please feel free to use my videos in your classroom. I’m pleased they can be of use to you and your students. I’ve given my permission for this kind of use on my YouTube channel. As long as it’s not for profit, I’m happy to share my work through others like yourself. I thank you for helping me to reach more language learners. Best of luck in your teaching!
Regards,
Jennifer
Comment by englishwithjennifer March 2, 2009 @ 2:24 am
ABOUT ME
Jennifer Recio Lebedev
Originally certified to teach Russian as a foreign language by the state of Pennsylvania, I later discovered my true calling as an English language teacher while living and studying in Moscow, Russia. My undergraduate degree from Bryn Mawr College and graduate degree from Middlebury College are in Russian Studies, and I joke with my husband today that I did not major in Russian Studies, but simply took an intensive preparation course for marriage to a native Russian.
I began teaching English in 1996, first as a private instructor and later in the classroom. My teaching experience broadened when I returned to the U.S. in 2001, and subsequently I moved from the EFL classroom to the ESL classroom. At a private IEP in Boston, I joined the teaching staff and earned my TESL certificate. The small size of the school afforded many opportunities for professional growth. In time I coordinated and taught the teacher training program, established a literary magazine, and even wrote a 4-level series for the school’s writing curriculum. The many responsibilities I took on greatly aided my growth as a teacher, but by the end of 2005 I opted to leave my position as a classroom teacher and ESL program coordinator and move in another direction.
It was Pearson Longman that built a bridge for me between my work in an IEP and my work as a materials writer. Vocabulary Power was a labor of love, completed after two years, and it was my debut on the international scene. Prior to this textbook series, I had written only small works for EFL students and teachers in Russia.
Not ready to return to traditional classroom teaching (two reasons: two children!), I experimented with online instruction in the late summer of 2007. I made a tentative entrance on the YouTube scene as “JenniferESL”, but soon became bolder and more committed as the response among viewers grew.
Here I am today, with vodcasts, podcasts, books, and plenty of ideas I am eager to share with the international community of English language learners and teachers. I hope you will continue to welcome my contributions.
GO HERE TO LEARN ENGLISH
YouTube - JenniferESL's Channel
===
i like her humbly and sincere remarks in her blog.
http://englishwithjennifer.wordpress.com/about-me/
Hello!
By all means, please feel free to use my videos in your classroom. I’m pleased they can be of use to you and your students. I’ve given my permission for this kind of use on my YouTube channel. As long as it’s not for profit, I’m happy to share my work through others like yourself. I thank you for helping me to reach more language learners. Best of luck in your teaching!
Regards,
Jennifer
Comment by englishwithjennifer March 2, 2009 @ 2:24 am
Improve your English and maths with Brain Games
Improve your English and maths with Brain Games
http://www.braingames.org.uk/
http://www.braingames.org.uk/
http://www.braingames.org.uk/
http://www.braingames.org.uk/
====
Brain Games is a new software engine, developed by LSIS, which gives learners a quick and easy way to practise their literacy and numeracy skills.
Brain Games is fun! It aims to engage and motivate learners to succeed by building their skills and confidence as they progress through the game, and tackle incrementally harder challenges. The resource is built round the backdrop of a competitive sporting event, and takes the addictive gameplay of ‘Brain Training’ and applies this to literacy and numeracy, using sound pedagogic principles.
In the Words section, learners can choose from: Getting it? – Understanding; Spell it – Spelling; Scribe – Writing; What’s the use? – Grammar; Full stop – Punctuation; and Word! – Vocabulary.
In Numbers, they can choose from Work it out … Numbers, Bits and pieces – Fractions; How big? – Measures; and More than likely – Statistics. All categories are available at three levels – easy, medium and hard.
In the Stats Centre, learners can view their performance charts, high scores and medals tables, and issue challenges to their training buddies. As they practise core technical skills of literacy and numeracy through the game learners are signposted towards more context-rich learning challenges at www.move-on.org.uk as well as the mini tests supporting the National Literacy and Numeracy tests.
Brain Games is an ideal resource that practitioners can use to help reinforce specific skills taught and the game can also be used by learners to practise their skills independently. LSIS is currently developing further functionality in Brain Games which will enable practitioners to set up and manage learner groups, and track learner progress by subject, category and level. This will be available from early summer 2010.
Brain Games is currently available free of charge to play online and, as Brain Games Lite, it can be installed on a range of mobile phones. In early 2010 a downloadable version of Brain Games will be available to run from a hard disc, or memory stick .
====
Why not try Brain Games Lite on your mobile?
Check the links to see which installer will work with your phone.
Nokia
View supported phones
Sony Ericsson
View supported phones
Manual Installer
View details
Lesson 1-Advise/Recommend/Suggest-Common Mistakes in English
Lesson 1-Advise/Recommend/Suggest-Common Mistakes in English
Advise
Recommend
Suggest
Advise
Recommend
Suggest
American Slang - Lesson 1 2 3 4
American Slang - Lesson 1
American Slang - Lesson 2
American Slang - Lesson 3
American Slang - Lesson 4
source
American Slang - Lesson 2
American Slang - Lesson 3
American Slang - Lesson 4
source
Lesson 2 and 3 - English Vocabulary
Lesson 2 - "Easy" - English Vocabulary
Lesson 3 - "Kitchen" - English Vocabulary
:)
Lesson 3 - "Kitchen" - English Vocabulary
:)
"TH" - English Pronunciation
Lesson 1a - "TH" - English Pronunciation
Lesson 1b - "TH" - English Pronunciation
===
Lesson 2 - "TH" - English Pronunciation
Lesson 1b - "TH" - English Pronunciation
===
Lesson 2 - "TH" - English Pronunciation
English Vocabulary
Lesson 1 - "Outdoors" - English Vocabulary
out of the woods...
to come out of difficult situations.
(to have) a green thumb)....
a talent of gardening
(no) bed of roses .....
a life of ease and comfort
25 July 2007
http://www.youtube.com/user/JenniferESL
out of the woods...
to come out of difficult situations.
(to have) a green thumb)....
a talent of gardening
(no) bed of roses .....
a life of ease and comfort
25 July 2007
http://www.youtube.com/user/JenniferESL
Preferences - English Grammar ...BRILLIANT
Lesson 1 - Preferences - English Grammar
prefer ( general)
i prefer to drink oranges only at breakfast.
(specific for these 2 expressions below)...
Would you prefer drinking tea or coffee?
or
Would you prefer tea or coffee?
===
i rather have coffee please.
would prefer
would rather
infinitive, gerund or noun
based verb
----
FREE online lesson with a native speaker. Lesson 1 topic: preferences. Level: Intermediate to Advanced.
25 July 2007
http://www.youtube.com/user/JenniferESL
prefer ( general)
i prefer to drink oranges only at breakfast.
(specific for these 2 expressions below)...
Would you prefer drinking tea or coffee?
or
Would you prefer tea or coffee?
===
i rather have coffee please.
would prefer
would rather
infinitive, gerund or noun
based verb
----
FREE online lesson with a native speaker. Lesson 1 topic: preferences. Level: Intermediate to Advanced.
25 July 2007
http://www.youtube.com/user/JenniferESL
Thursday, 17 December 2009
Afraid To Read- Dawud Wharnsby
Afraid To Read- Dawud Wharnsby
One of my favourite nasheeds by Dawud Wharnsby.
How many words shes read before, shes consumed two thousand books or more.
Musty pulp and glue soundproof her tiny room.
She cannot understand why this book in her hand
Fascinates her now so much that shes almost shy to touch.
Dont think about the words its just a book - paper and ink
She reaffirms, reminds herself, a book cant dictate what to think.
It invites, intrigues her more than others on her shelf
Is it just another book? - She sits questioning herself.
Oh Allah, shes so afraid to read,
The wisdom thats revealed may burrow in her mind
Shell be obliged to admit,
Shell be obliged to submit
But will she be strong enough to live the truth she finds?
Oh Allah, shes so afraid to read.
The hall light is always on every night that he is gone.
He hears his mother toss in bed when he slips in at dawn.
In the book case by the stair, he can see it sitting there
Like a waiting watchful wise-man scolding him with care.
In the morning will they fight about him being out all night?
Will he resent their gift of love and not admit that they are right?
All he wants is to fit in some place, but must he compromise his faith?
He cant look himself or his parents in the face.
He takes the book upstairs unread and sets it closed next to his head
Then counts the prayers hes missed and lays so hopelessly in bed.
Oh Allah, hes so afraid to read,
The wisdom thats revealed may burrow in his mind
Hell be obliged to admit,
Hell be obliged to submit
But will he be strong enough to live the truth he finds?
Oh Allah, hes so afraid to read.
I sent an email to my loved one, just the other day
Its sad communication has evolved this way.
We use so many words but have so little to relay
As angels scribble down every letter that we say.
All the viral attachments sent and passionate insults we vent
Its easy to be arrogant behind user passwords we invent.
But on the day the scrolls are laid, with every word and deed displayed,
When we read our accounts, I know, for one, Ill be afraid.
That day Ill be so afraid to read,
Every harsh word that Ive spoken - and every time I have lied.
Ill be obliged to admit,
Ill be obliged to submit
Will I have strength owning up to each deed Ive tried to hide?
Oh Allah, Im so afraid to read.
Afraid To Read- Dawud Wharnsby
One of my favourite nasheeds by Dawud Wharnsby.
How many words shes read before, shes consumed two thousand books or more.
Musty pulp and glue soundproof her tiny room.
She cannot understand why this book in her hand
Fascinates her now so much that shes almost shy to touch.
Dont think about the words its just a book - paper and ink
She reaffirms, reminds herself, a book cant dictate what to think.
It invites, intrigues her more than others on her shelf
Is it just another book? - She sits questioning herself.
Oh Allah, shes so afraid to read,
The wisdom thats revealed may burrow in her mind
Shell be obliged to admit,
Shell be obliged to submit
But will she be strong enough to live the truth she finds?
Oh Allah, shes so afraid to read.
The hall light is always on every night that he is gone.
He hears his mother toss in bed when he slips in at dawn.
In the book case by the stair, he can see it sitting there
Like a waiting watchful wise-man scolding him with care.
In the morning will they fight about him being out all night?
Will he resent their gift of love and not admit that they are right?
All he wants is to fit in some place, but must he compromise his faith?
He cant look himself or his parents in the face.
He takes the book upstairs unread and sets it closed next to his head
Then counts the prayers hes missed and lays so hopelessly in bed.
Oh Allah, hes so afraid to read,
The wisdom thats revealed may burrow in his mind
Hell be obliged to admit,
Hell be obliged to submit
But will he be strong enough to live the truth he finds?
Oh Allah, hes so afraid to read.
I sent an email to my loved one, just the other day
Its sad communication has evolved this way.
We use so many words but have so little to relay
As angels scribble down every letter that we say.
All the viral attachments sent and passionate insults we vent
Its easy to be arrogant behind user passwords we invent.
But on the day the scrolls are laid, with every word and deed displayed,
When we read our accounts, I know, for one, Ill be afraid.
That day Ill be so afraid to read,
Every harsh word that Ive spoken - and every time I have lied.
Ill be obliged to admit,
Ill be obliged to submit
Will I have strength owning up to each deed Ive tried to hide?
Oh Allah, Im so afraid to read.
Afraid To Read- Dawud Wharnsby
Sunday, 13 December 2009
Take Responsibility to guarantee your success
Speak Excellent English Fast
“How To Learn English 3-5 Times Faster”
You are the only person who can guarantee your success. Teachers can help. I can help. But ultimately, you must take action. Imagine– you are a strong, happy, successful English learner. You, not a teacher, is the cause of your success. You did it. Imagine that you are now an excellent English speaker. Make that dream real!
http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking
“Powerful English Speaking” & “The Key”. These e-books will teach you more about the Effortless English System. Download the e-books now:
Download “Powerful English Speaking” E-book
Download “The Key To Excellent English Speaking” Free Report
If you like what you read, Join my FREE email course now and get 7 Free videos about learning English faster and speaking it better.
My name is A.J Hoge and I will teach you 7 rules for speaking Excellent English.
=========
hmmmm,, anyone or anybody had tried and would like to leave a comment???
i would appreciate that. thanks....
:)
“How To Learn English 3-5 Times Faster”
You are the only person who can guarantee your success. Teachers can help. I can help. But ultimately, you must take action. Imagine– you are a strong, happy, successful English learner. You, not a teacher, is the cause of your success. You did it. Imagine that you are now an excellent English speaker. Make that dream real!
http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking
“Powerful English Speaking” & “The Key”. These e-books will teach you more about the Effortless English System. Download the e-books now:
Download “Powerful English Speaking” E-book
Download “The Key To Excellent English Speaking” Free Report
If you like what you read, Join my FREE email course now and get 7 Free videos about learning English faster and speaking it better.
My name is A.J Hoge and I will teach you 7 rules for speaking Excellent English.
=========
hmmmm,, anyone or anybody had tried and would like to leave a comment???
i would appreciate that. thanks....
:)
how improve english or How to improve your English skills
how improve english? i like this advice.
especially about doing it for fun. the more you enjoy the more you learn !!!!
===================
source
How to improve your English skills
=====
My most important piece of advice is: "Do something (anything). If you don't do anything, you won't get anywhere. Make it your hobby, not a chore, but above all have fun!"
Don't be in too much of a hurry. You're setting off on a long journey and there'll be delays and frustrations along the way. Sometimes you'll be in the fast lane and other times you'll be stuck in traffic, but there will also be lots of interesting things and interesting people along the way. Take your time to really enjoy the experience.
There are many ways to improve your level of English, but only you can find the right way for you. Here are a few tips that might help:-
Improve your Learning Skills
Learning is a skill and it can be improved.
Your path to learning effectively is through knowing
•yourself
•your capacity to learn
•processes you have successfully used in the past
•your interest, and knowledge of what you wish to learn
Motivate yourself
If you are not motivated to learn English you will become frustrated and give up. Ask yourself the following questions, and be honest:-
•Why do you need to learn/improve English?
•Where will you need to use English?
•What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
•How soon do you need to see results?
•How much time can you afford to devote to learning English.
•How much money can you afford to devote to learning English.
•Do you have a plan or learning strategy?
Set yourself achievable goals
You know how much time you can dedicate to learning English, but a short time each day will produce better, longer-term results than a full day on the weekend and then nothing for two weeks.
Joining a short intensive course could produce better results than joining a course that takes place once a week for six months.
Here are some goals you could set yourself:-
•Join an English course (and attend regularly).
•Do your homework.
•Read a book a month.
•Learn a new word every day.
•Visit an English speaking forum every day.
•Read a news article on the net every day.
•Do 10 minutes listening practice every day.
•Watch an English film at least once a month.
•Follow a soap, comedy or radio or TV drama.
A good way to meet your goals is to establish a system of rewards and punishments.
Decide on a reward you will give yourself for fulfilling your goals for a month.
•A bottle of your favourite drink
•A meal out / or a nice meal at home
•A new outfit
•A manicure or massage
Understanding how you learn best may also help you.
There are different ways to learn. Find out what kind of learner you are in order to better understand how to learn more effectively..
The visual learner
Do you need to see your teacher during lessons in order to fully understand the content of a lesson?
Do you prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?
Do you think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs?
During a lecture or classroom discussion, do you prefer to take detailed notes to absorb the information?
!Learning Tip - you may benefit from taking part in traditional English lessons, but maybe private lessons would be better.
The auditory learner
Do you learn best through verbal lectures, discussions, talking things through and listening to what others have to say?
Do you interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?
Does written information have little meaning until you hear it?
!Learning Tip - you may benefit from listening to the radio or listening to text as you read it. You could try reading text aloud and using a tape recorder to play it back to yourself.
The Tactile/Kinesthetic learner
Do you learn best through a hands-on approach, actively exploring the physical world around you?
Do you find it hard to sit still for long periods?
Do you become distracted easily?
!Learning Tip - you may benefit from taking an active part in role plays or drama activities.
Other English Learning Tips
Travel to an English speaking country:-
•England is only a few hours flight away.
•Specialist holidays are available to improve your English.
•Take an English speaking tour or activity holiday.
Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practise following the recipes. You'll soon know if you have made a mistake!
Keep something English on you (book, newspaper or magazine, cd or cassette, set of flashcards) all day and every day, you never know when you might have 5 spare minutes.
If you are too tired to actively practice just relax and listen to an English pop song or talk radio station.
especially about doing it for fun. the more you enjoy the more you learn !!!!
===================
source
How to improve your English skills
=====
My most important piece of advice is: "Do something (anything). If you don't do anything, you won't get anywhere. Make it your hobby, not a chore, but above all have fun!"
Don't be in too much of a hurry. You're setting off on a long journey and there'll be delays and frustrations along the way. Sometimes you'll be in the fast lane and other times you'll be stuck in traffic, but there will also be lots of interesting things and interesting people along the way. Take your time to really enjoy the experience.
There are many ways to improve your level of English, but only you can find the right way for you. Here are a few tips that might help:-
Improve your Learning Skills
Learning is a skill and it can be improved.
Your path to learning effectively is through knowing
•yourself
•your capacity to learn
•processes you have successfully used in the past
•your interest, and knowledge of what you wish to learn
Motivate yourself
If you are not motivated to learn English you will become frustrated and give up. Ask yourself the following questions, and be honest:-
•Why do you need to learn/improve English?
•Where will you need to use English?
•What skills do you need to learn/improve? (Reading/Writing/Listening/Speaking)
•How soon do you need to see results?
•How much time can you afford to devote to learning English.
•How much money can you afford to devote to learning English.
•Do you have a plan or learning strategy?
Set yourself achievable goals
You know how much time you can dedicate to learning English, but a short time each day will produce better, longer-term results than a full day on the weekend and then nothing for two weeks.
Joining a short intensive course could produce better results than joining a course that takes place once a week for six months.
Here are some goals you could set yourself:-
•Join an English course (and attend regularly).
•Do your homework.
•Read a book a month.
•Learn a new word every day.
•Visit an English speaking forum every day.
•Read a news article on the net every day.
•Do 10 minutes listening practice every day.
•Watch an English film at least once a month.
•Follow a soap, comedy or radio or TV drama.
A good way to meet your goals is to establish a system of rewards and punishments.
Decide on a reward you will give yourself for fulfilling your goals for a month.
•A bottle of your favourite drink
•A meal out / or a nice meal at home
•A new outfit
•A manicure or massage
Understanding how you learn best may also help you.
There are different ways to learn. Find out what kind of learner you are in order to better understand how to learn more effectively..
The visual learner
Do you need to see your teacher during lessons in order to fully understand the content of a lesson?
Do you prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?
Do you think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs?
During a lecture or classroom discussion, do you prefer to take detailed notes to absorb the information?
!Learning Tip - you may benefit from taking part in traditional English lessons, but maybe private lessons would be better.
The auditory learner
Do you learn best through verbal lectures, discussions, talking things through and listening to what others have to say?
Do you interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?
Does written information have little meaning until you hear it?
!Learning Tip - you may benefit from listening to the radio or listening to text as you read it. You could try reading text aloud and using a tape recorder to play it back to yourself.
The Tactile/Kinesthetic learner
Do you learn best through a hands-on approach, actively exploring the physical world around you?
Do you find it hard to sit still for long periods?
Do you become distracted easily?
!Learning Tip - you may benefit from taking an active part in role plays or drama activities.
Other English Learning Tips
Travel to an English speaking country:-
•England is only a few hours flight away.
•Specialist holidays are available to improve your English.
•Take an English speaking tour or activity holiday.
Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practise following the recipes. You'll soon know if you have made a mistake!
Keep something English on you (book, newspaper or magazine, cd or cassette, set of flashcards) all day and every day, you never know when you might have 5 spare minutes.
If you are too tired to actively practice just relax and listen to an English pop song or talk radio station.
Saturday, 12 December 2009
http://www.move-on.org.uk/practicetests.asp on google
http://www.move-on.org.uk/practicetests.asp on google
result as on the screen now............
result as on the screen now............
The Five Rules of Happiness
source
http://www.ofspirit.com/burtgoldman1.htm
The Five Rules of Happiness
by Burt Goldman
Are You Happy When You’re Happy?
You know when you’re happy, and certainly no one has to tell you when you’re sad. But what is it that makes a person happy?
It is important to realize, however, that what makes you happy might depress another person. There are people, because of guilt, a feeling they do not deserve what they have, or a feeling they will lose what they have that makes them unhappy when they should be happy. Possessions are a poor measure of happiness. Possessions are subjective and relative to the individual and the individual’s viewpoint. Instead, we will use a philosophy as an example.
This philosophy is about enjoying things you like, avoiding or changing things you do not like, and accepting what you cannot avoid or change by the skillful use of your viewpoint. The use of this philosophy, as embodied in the five rules, will allow you to test many problem areas in your life and find solutions. With this philosophy, you will be well on your way on your pursuit of happiness.
The Rules of Happiness
Pursuit of Happiness - Rule Number One: If You Like a Thing, Enjoy It.
Now that seems outrageously simple. At first you might say, “That’s ridiculous, of course if I like something I’m going to enjoy it.” But when you stop to think about it you’ll probably agree that there are many things in life that we like but don’t enjoy. The reasons we don’t enjoy things we like are (a) guilt, and (b) fear. You will not enjoy something you like if you feel guilty after having done the thing, or if you are fearful of the consequences of doing it.
Pursuit of Happiness - Rule Number Two: If You Don’t Like a Thing, Avoid It.
The second rule seems simple enough, but reflect for a moment on how many people are involved with things they do not like — a job, a person, a vehicle, a type of food, any one of a thousand things — and for some reason they don’t avoid those things. “Well, I can’t avoid it. I have to work there because I need the money.” Or, “I have to be involved with this person for many valid reasons.” How many justifications can you think of for not avoiding the things you do not like to do?
Pursuit of Happiness - Rule Number Three: If You Don’t Like a Thing, and You Cannot Avoid It, Change It.
Here again, the answer is simple: change it. But just as in avoidance we rationalize that we need something about it — the money, the time, the security — something is holding you to that particular thing if you don’t like it, cannot avoid it, won’t change it, but are still involved with it.
Pursuit of Happiness - Rule Number Four: If You Don’t Like a Thing, Cannot Avoid It, and Cannot or will Not Change It, Accept It.
Acceptance — now there is a catch. How can you accept something you don’t like? How in the world do you accept something that is 'unacceptable'? How do you accept a situation that you’re not happy with? How do you accept a person that you’re not happy with? Well, you really don’t have to accept anything; you can, of course, be unhappy. If you don’t like it, won’t change it, cannot avoid it, and will not accept it, I guarantee that you will be unhappy. There are, however, five rules to the secret of happiness, and within the fifth lies the key.
Rule Number Five: You Accept a Thing By Changing Your Attitude Towards It.
You are the result of your viewpoints and attitudes. Everything is relative to the person experiencing it. There are no absolutes — nothing is good, nothing bad, except as it relates to you. Nor is life good or bad. Life simply is. You change those things you wish by changing your viewpoint about them.
How easy!
How difficult!
Your attitudes and viewpoints are all part of your mind and once you develop the power of self mind control you will be the master of your own attitudes and viewpoints. The Power of Self Mind Control will show you how to go to the meditative level and using these five rules, you’ll find yourself on the right path on the pursuit of happiness. You’ll realize why people are unhappy. Eventually it will become automatic, and you’ll find happiness a predominant state of mind. Once you realize the ease of acquiring this emotion, you develop an entirely new scale of highs and lows.
Unremitting happiness, of course, is not a possible or desirable state. According to the principle of rhythm, there is always an inflow and outflow, an ebb tide and a flood tide. You’ll always have highs and lows — there’s no way to avoid that. However, your highs will be higher and your lows will be higher. You’ll then find that what is a happy state for you might be a state of depression for someone unaware of the Five Rules of Happiness.
____________________
The above article is a beautiful chapter from Burt Goldman's latest book, "The Power of Self Mind Control." You can learn more about his latest book at http://www.SelfMindControl.com Burt Goldman has also been a Silva Mind instructor teaching techniques to make the rest of your life the best of your life. To learn about Silva seminars near you just visit http://www.silvaultramindsystem.com
http://www.ofspirit.com/burtgoldman1.htm
The Five Rules of Happiness
by Burt Goldman
Are You Happy When You’re Happy?
You know when you’re happy, and certainly no one has to tell you when you’re sad. But what is it that makes a person happy?
It is important to realize, however, that what makes you happy might depress another person. There are people, because of guilt, a feeling they do not deserve what they have, or a feeling they will lose what they have that makes them unhappy when they should be happy. Possessions are a poor measure of happiness. Possessions are subjective and relative to the individual and the individual’s viewpoint. Instead, we will use a philosophy as an example.
This philosophy is about enjoying things you like, avoiding or changing things you do not like, and accepting what you cannot avoid or change by the skillful use of your viewpoint. The use of this philosophy, as embodied in the five rules, will allow you to test many problem areas in your life and find solutions. With this philosophy, you will be well on your way on your pursuit of happiness.
The Rules of Happiness
Pursuit of Happiness - Rule Number One: If You Like a Thing, Enjoy It.
Now that seems outrageously simple. At first you might say, “That’s ridiculous, of course if I like something I’m going to enjoy it.” But when you stop to think about it you’ll probably agree that there are many things in life that we like but don’t enjoy. The reasons we don’t enjoy things we like are (a) guilt, and (b) fear. You will not enjoy something you like if you feel guilty after having done the thing, or if you are fearful of the consequences of doing it.
Pursuit of Happiness - Rule Number Two: If You Don’t Like a Thing, Avoid It.
The second rule seems simple enough, but reflect for a moment on how many people are involved with things they do not like — a job, a person, a vehicle, a type of food, any one of a thousand things — and for some reason they don’t avoid those things. “Well, I can’t avoid it. I have to work there because I need the money.” Or, “I have to be involved with this person for many valid reasons.” How many justifications can you think of for not avoiding the things you do not like to do?
Pursuit of Happiness - Rule Number Three: If You Don’t Like a Thing, and You Cannot Avoid It, Change It.
Here again, the answer is simple: change it. But just as in avoidance we rationalize that we need something about it — the money, the time, the security — something is holding you to that particular thing if you don’t like it, cannot avoid it, won’t change it, but are still involved with it.
Pursuit of Happiness - Rule Number Four: If You Don’t Like a Thing, Cannot Avoid It, and Cannot or will Not Change It, Accept It.
Acceptance — now there is a catch. How can you accept something you don’t like? How in the world do you accept something that is 'unacceptable'? How do you accept a situation that you’re not happy with? How do you accept a person that you’re not happy with? Well, you really don’t have to accept anything; you can, of course, be unhappy. If you don’t like it, won’t change it, cannot avoid it, and will not accept it, I guarantee that you will be unhappy. There are, however, five rules to the secret of happiness, and within the fifth lies the key.
Rule Number Five: You Accept a Thing By Changing Your Attitude Towards It.
You are the result of your viewpoints and attitudes. Everything is relative to the person experiencing it. There are no absolutes — nothing is good, nothing bad, except as it relates to you. Nor is life good or bad. Life simply is. You change those things you wish by changing your viewpoint about them.
How easy!
How difficult!
Your attitudes and viewpoints are all part of your mind and once you develop the power of self mind control you will be the master of your own attitudes and viewpoints. The Power of Self Mind Control will show you how to go to the meditative level and using these five rules, you’ll find yourself on the right path on the pursuit of happiness. You’ll realize why people are unhappy. Eventually it will become automatic, and you’ll find happiness a predominant state of mind. Once you realize the ease of acquiring this emotion, you develop an entirely new scale of highs and lows.
Unremitting happiness, of course, is not a possible or desirable state. According to the principle of rhythm, there is always an inflow and outflow, an ebb tide and a flood tide. You’ll always have highs and lows — there’s no way to avoid that. However, your highs will be higher and your lows will be higher. You’ll then find that what is a happy state for you might be a state of depression for someone unaware of the Five Rules of Happiness.
____________________
The above article is a beautiful chapter from Burt Goldman's latest book, "The Power of Self Mind Control." You can learn more about his latest book at http://www.SelfMindControl.com Burt Goldman has also been a Silva Mind instructor teaching techniques to make the rest of your life the best of your life. To learn about Silva seminars near you just visit http://www.silvaultramindsystem.com
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