Unit 5: Weather vocabulary

Link: http://www.englishclub.com/vocabulary/weather-vocabulary.htm

6.26.2007Unit 5: Weather Vocabulary from http://www.bom.gov.au/info/wwords/
Description of Phenomena

Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.

Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.

Mist: Similar to fog, but visibility remains more than a kilometre.

Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.

Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)

Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.

Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.

Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.

Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.

Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface. A severe thunderstorm produces one or more of hail at the ground with diameter of 2 cm or more; wind gusts at the ground of 90 km/h or more; tornadoes; or very heavy rain likely to cause flash flooding.

Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.

Unit 3: Workaholics

from http://en.wikipedia.org/wiki/Workaholic

Workaholic
From Wikipedia, the free encyclopedia
• Learn more about citing Wikipedia •Jump to: navigation, search
Colloquially, a workaholic is a person who is addicted to work. This phrase does not always imply that the person actually enjoys their work, but rather simply feels compelled to do it. There is no generally accepted medical definition of such a condition, although some forms of stress, obsessive-compulsive personality disorder and obsessive-compulsive disorder can be work-related. Although the term "workaholic" usually has a negative connotation, it is sometimes used by people wishing to express their devotion to one's career in positive terms. The "work" in question is usually associated with a paying job, but it may also refer to independent pursuits such as sports, music, art, or blogging.

A "workaholic" in the negative sense is popularly characterized by a neglect of family and other social relations. The term has no clinical definition, however.

Workaholism in Japan is considered a serious social problem leading to early death, often on the job, a phenomenon dubbed karōshi. Overwork was popularly blamed for the fatal stroke of Prime Minister of Japan Keizo Obuchi, in the year 2000.[1]

The name itself is a play on "alcoholic". The term was coined in 1968 by psychologist Wayne Oates and popularized by his 1971 book Confessions of a Workaholic (Oates's coinage also prompted the widespread use of the -holism suffix for popular compulsions).[2] It gained more widespread use in the 1990s, as the result of a wave of the self-help movement that centered on addiction, forming an analogy between harmful social behaviors such as over-work and drug addiction, including addiction to alcohol. Although "workaholic" is not an official medical or psychological term, it remains in widespread usage to refer to those whose expenditure of time on work and work-related issues leads to the detriment of their bodily health, social lives, family and domestic life, or leisure time.


See also
Work-life balance

[edit] Further reading
Bryan Robinson (2007). Chained to the Desk: A Guidebook for Workaholics, Their Partners and Children, and the Clinicians Who Treat Them. New York University Press. ISBN 0814775977.
Barbara Killinger (2004). Workaholics: the Respectable Addicts. Key Porter Books Ltd. ISBN 1552635856.
Beth Sawi (2000). Coming Up for Air: How to Build A Balanced Life in A Workaholic World. Hyperion Books. ISBN 0786865490.
Jonathon Lazear (2001). The Man Who Mistook His Job for a Life: A Chronic Overachiever Finds the Way Home. Crown Books. ISBN 0609608460.

References
^ Daniel Griffiths. "Japan's workaholic culture", BBC News Online, 4 April 2000. Retrieved on 2007-10-12.
^ America in So Many Words. Houghton Mifflin (1997). Retrieved on 2007-10-12. Original publication in "On Being a 'Workaholic' (A Serious Jest)" in the journal Pastoral Psychology.

External links
Workaholics Anonymous - self-help organization
This psychology-related article is a stub. You can help Wikipedia by expanding it.

General Sports Vocabulary

Vocabulary: Sport
General

applause
beginner
centre-forward (Fußball: striker)
champion
championship
competition
contestant
defeat
defender
disqualify
entry fee
fan
final
finish
finish line
football field
forward (Fußball: striker)
free kick
free ticket
game, match
goal
goalkeeper
golf course
gymnasium
Olympic Games
penalty
Penalty
player
pool
prize
prize
Ready, steady, go!
On your marks, get set, go!
record (world record)
referee, umpire
result
rider
rule
score
set
spectator
sportsman (Pl. sportsmen)
sportwoman (Pl. sportswomen)
stadium
start
stopwatch
success
supporter
ticket
to beat (a team)
to commit a foul
to lose
to take a break
to take part
to take place
to win
to win a medal
tournament
track
trainer, coach
trainers
victory
whistle
winner
world record

Unit 4: Sports

Do, Play, or Go Sports Vocabulary:

http://esl.about.com/library/vocabulary/blsport_doplaygo1.htm

word form link

http://www.athabascau.ca/courses/engl/155/support/word_forms.htm

Important Work Vocabulary Words

Important Work Vocabulary Words
From: http://www.mtstcil.org/skills/job-6.html
An easy way to be better prepared for a job is to understand many of the common words people use when discussing jobs. Below are some words that you may come across when searching for a job, interviewing, or on the job and examples of how they may be used.

Application
Attitude
Benefits
Career
Classifieds
Deductions
Experience
Goal
Gross Wages
Interest
Internal Revenue Service (IRS)
Job
Net Wages
Network/Networking
Occupation
Opportunity
Qualifications
Reference
Resume
Skill
Tax/Taxes
Value
Application
A form used to apply for a job

Have you answered all the questions on the application form?
Attitude
A feeling or opinion about something or someone; a mental position with regard to a state (a "negative" or "positive" attitude)

Have you answered all the questions on the application form?
What is your attitude toward working in large groups? (feeling/opinion)
You are more likely to succeed if you have a positive attitude. (mental position)
Benefits
Things that employers may offer you in addition to your wages; for example, health insurance, annual or sick leave, holidays, paid vacation, parking space or monthly reimbursement for parking space area, mileage for travel, and tuition reimbursement

Have you answered all the questions on the application form?
Although the salary was less than I wanted, I took the job because it had excellent benefits.
Career
A profession for which one trains; a job or series of job that you do during your working life He wants a career in social work.

Have you answered all the questions on the application form?
Her career as a computer technician is very rewarding.
What are your career goals?
Classified Ads/Classified Section/Classifieds
Advertisements in a newspaper, magazine, or online, regarding job opportunities; the section of a newspaper, magazine or Web site devoted to advertisements about job opportunities

Have you answered all the questions on the application form?
The job will be listed in this Sunday's Classified Section.
I saw your advertisement for an assistant in the classifieds.
Deductions
An amount of money taken from your paycheck every payday (usually for things such as federal and state income taxes, employment taxes, social security taxes, workers compensation coverage, and health insurance payments)

Have you answered all the questions on the application form?
Her paycheck was $178 after deductions.
Experience
Knowledge or skill that one gets from doing, seeing or feeling something; the experience a person already has of working

Have you answered all the questions on the application form?
Do you have any experience working in a restaurant or serving food?
I have experience working in an office, filing, typing, and answering phones.
Goal
Aim or purpose; the end toward which effort is directed

Have you answered all the questions on the application form?
The department's goal is to provide better customer service.
My goal is to find a job where I can work with children.
Gross Wages
The total amount of your pay or wages before any deductions are taken out of your paycheck

Have you answered all the questions on the application form?
Your gross wages are $200, but your net wages are $150.
Interest
The desire to learn about and/or be involved in a particular field or topic; activities that you enjoy doing or subjects that you like to learn about and spend time studying

Have you answered all the questions on the application form?
She has always had an interest in healthcare.
His interests include politics, computers, and exercise.
Internal Revenue Service (IRS)
A department of the U.S. government that collects taxes

Have you answered all the questions on the application form?
You must file your taxes with the IRS by April 15.
Job
Employment; the regular work a person does to earn money; a specific task or piece of work; a specific task or project that is one's responsibility

Have you answered all the questions on the application form?
I am looking for a job as a teacher's aide. (employment)
We hope to have the job done by next week. (piece of work)
It will be your job to answer the phone and file papers. (responsibility)
Net Wages
The amount of pay or wages you take home after all your deductions are taken out of your paycheck

Have you answered all the questions on the application form?
Your gross wages are $200, but your net wages are $150.
Network/Networking
Using friends, family, and people in organizations that you know to help you find a job

Have you answered all the questions on the application form?
One of the most successful ways to find a job is through networking.
Occupation
A person's job

Have you answered all the questions on the application form?
The application asks you to list your occupation.
He answered "teacher" when they asked his occupation.
Opportunity
The chance to do something you want to do, advance, or progress; the chance to get a job

Have you answered all the questions on the application form?
I had the opportunity to learn computer skills at my last job. (chance)
Will there be the opportunity to advance in this job? (advance/progress)
There are many opportunities for people who have gone to technical school. (job)
Qualifications
An ability, characteristic or experience that makes you suitable for a particular job or activity

Have you answered all the questions on the application form?
Nursing experience is a necessary qualification for this job.
Reference
A person who knows you and is willing to describe and usually praise you to support you when you are trying to get a job; a statement as to a person's character or ability

Have you answered all the questions on the application form?
She used her computer teacher as a reference for the job.
Resume
A short written description of your education, qualifications, and previous employment, which you send to an employer when you are trying to get a job; also sometimes called a curriculum vitae or CV

Have you answered all the questions on the application form?
People interested in applying for the job should send their resume by mail.
Skill
The ability to do an activity or job well, especially because you have practiced it

Have you answered all the questions on the application form?
Helping raise my younger brothers gave me great skills with children.
I learned my office skills while volunteering in the school office.
What skills does the job require?
Tax/Taxes
An amount of money that is paid to the government, which is based on your income

Have you answered all the questions on the application form?
Every person in the United States is required to pay state, federal, and social security tax.
Value
How important or useful something is; "value" can be used to describe something's basic worth (how important or useful people find it) or monetary worth (how much something costs)

Have you answered all the questions on the application form?
The company places a lot of value on honesty. (basic worth)
What is the value of the prize? (monetary worth)

Unit 3: Work Vocabulary

Work - What do they do? Where do they work?
from: http://www.learnenglish.de/vocabulary/jobs.htm
Job What do they do? Where do they work?
Accountants Look after the finances in an organisastion. They work in an office.
Bakers Bake bread. They work in a bakery.
Barbers Shave men's beards and cut men's hair. They work in a barbers.
Barmen/women Serve drinks. They work in a bar, pub or restaurant.
Butchers Prepare and sell meat. They work in a butchers.
Chambermaids Clean and tidy rooms. They work in a hotel.
Chefs Prepare and cook food. They work in a kitchen.
Dentists Look after people's teeth. They work in a dentists.
Doctors Look after people's health. They work in a hospital or surgery.
Fishmongers Prepare and sell fish. They work in a fishmongers.
Flight attendants Look after passengers. They work in an airplane.
Hair dressers Cut and style people's hair. They work in a hair salon.
Judges Judge and sentence people. They work in a law court.
Lawyers Defend and prosecute people. They work in a law court and in a lawyers office.
Nurses Look after patients . They work in a hospital or doctor's surgery.
Opticians Look after people's eye sight. They work in an opticians.
Porters Carry other people's bags and luggage. They work in a hotel or train station.
Receptionists Meet and greet visitors. They work in reception.
Sales Assistants Sell goods and look after customers. They work in a shop.
Secretaries Arrange appointments, type letters and organise meetings. They work in an office.
Surgeons Operate on people who are sick. They work in a hospital.
Vets Look after people's animals. They work in a veterinary surgery or vets.
Waiters/Waitresses Serve people food and drink. They work in a restaurant.

Leaving or Losing your job
There are many different ways to express leaving or losing a job.

To Leave Your Job:-
To resign | To quit | To leave your job = to give up a job or position by telling your employer that you are leaving.

To retire = to leave your job or stop working because of old age or ill health.

To Lose Your Job:-
To be dismissed | To be fired | To get fired | To be sacked | To get the sack | To get the chop | To get your P45 | To lose your job = to be asked to leave a job, usually because you have done something wrong or badly, or sometimes as a way of saving the cost of employing you.

To be made redundant = to lose your job because your employer no longer needs you.

Dialogue - Naturally Speaking
The job interview
John has a job interview for a Saturday job
Interviewer: So, you've applied for the Saturday position, right?
John: Yes, I have.
Interviewer: Can you tell me what made you reply to our advertisement?
John: Well, I was looking for a part-time job to help me through college. And I think that I'd be really good at this kind of work.
Interviewer: Do you know exactly what you would be doing as a shop assistant?
John: Well I imagine I would be helping customers, keeping a check on the supplies in the store, and preparing the shop for business.
Interviewer: That about covers it, you would also be responsible for keeping the front of the store tidy. What sort of student do you regard yourself as . . . did you enjoy studying while you were at school?
John: I suppose I'm a reasonable student. I passed all my exams and I enjoy studying subjects that interest me.
Interviewer: Have you any previous work experience?
John: Yes. I worked part-time at a take-away in the summer holidays.
Interviewer: Now, do you have any questions you'd like to ask me about the position?
John: Yes. Could you tell me what hours I'd have to work?
Interviewer: We open at 9.00, but you would be expected to arrive at 8.30 and we close at 6.00 pm. You would be able to leave then.

I think I have asked you everything I wanted to. Thank you for coming along to the interview.


John: Thank you. When will I know if I have been successful?
Interviewer: We'll be making our decision next Monday, we'll give you a call.

Unit 2: Lottery Winners Links

http://money.cnn.com/2007/02/20/magazines/fortune/lottery_winnings.fortune/index.htm

http://lottoreport.com/sadbuttrue19.htm

Reading Unit: Millionaire -- Wiki Link

http://en.wikipedia.org/wiki/Millionaire

Questioning Strategies

Questioning Strategies
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
from: http://depts.gallaudet.edu/englishworks/reading/queststrategy.html
Memory Questions:
Who? What? Where? When? Why? How?


Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?


Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?


Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?


Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?


Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?


Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?


Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?


Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?


Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?

Reading Links

Reading Links List from TESOL:
http://iteslj.org/links/ESL/Reading/

Takako's Great Adventure

http://international.ouc.bc.ca/takako/

Voice of America:

Chimp http://www.voanews.com/specialenglish/2007-11-19-voa1.cfm

Parts of speech

n. (noun) - a name word; name of a person, place, thing, or idea
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word

HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.

ADJECTIVES AND ADVERBS

As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.

THE SENTENCE PLAN
Subject	Verb	Object
Adjective	Adverb	Adjective
Adverb	Adverb	Adverb

Two Positions of the Adjective

Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.

Freemind tutorial link

http://www.geocities.com/shaila_kishore/Freemind

SQ3R Reading System

SQ3R - A Reading and Study Skill System
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html

SURVEY - gather the information necessary to focus and formulate goals.
Read the title - help your mind prepare to receive the subject at hand.
Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.

READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.

RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.

REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.

REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!

Reading Vowels

Reading Unit 1, Chapter 1: On Music

Link to vocabulary of music: http://www.eslgold.com/vocabulary/musical_instruments.html

Week / Dates

Week	Sun	Mon	Tu	W	Th	Fri	Sat
1	26-Aug-07	27-Aug-07	28-Aug-07	29-Aug-07	30-Aug-07	31-Aug-07	1-Sep-07
2	2-Sep-07	3-Sep-07	4-Sep-07	5-Sep-07	6-Sep-07	7-Sep-07	8-Sep-07	Labor day 9/3
3	9-Sep-07	10-Sep-07	11-Sep-07	12-Sep-07	13-Sep-07	14-Sep-07	15-Sep-07	Last add/drop day 9/14
4	16-Sep-07	17-Sep-07	18-Sep-07	19-Sep-07	20-Sep-07	21-Sep-07	22-Sep-07
5	23-Sep-07	24-Sep-07	25-Sep-07	26-Sep-07	27-Sep-07	28-Sep-07	29-Sep-07
6	30-Sep-07	1-Oct-07	2-Oct-07	3-Oct-07	4-Oct-07	5-Oct-07	6-Oct-07
7	7-Oct-07	8-Oct-07	9-Oct-07	10-Oct-07	11-Oct-07	12-Oct-07	13-Oct-07
8	14-Oct-07	15-Oct-07	16-Oct-07	17-Oct-07	18-Oct-07	19-Oct-07	20-Oct-07	Midterms
9	21-Oct-07	22-Oct-07	23-Oct-07	24-Oct-07	25-Oct-07	26-Oct-07	27-Oct-07
10	28-Oct-07	29-Oct-07	30-Oct-07	31-Oct-07	1-Nov-07	2-Nov-07	3-Nov-07
11	4-Nov-07	5-Nov-07	6-Nov-07	7-Nov-07	8-Nov-07	9-Nov-07	10-Nov-07
12	11-Nov-07	12-Nov-07	13-Nov-07	14-Nov-07	15-Nov-07	16-Nov-07	17-Nov-07	Verteran's day holiday 11/12
13	18-Nov-07	19-Nov-07	20-Nov-07	21-Nov-07	22-Nov-07	23-Nov-07	24-Nov-07	Thanksgiving recess 21-25
14	25-Nov-07	26-Nov-07	27-Nov-07	28-Nov-07	29-Nov-07	30-Nov-07	1-Dec-07
15	2-Dec-07	3-Dec-07	4-Dec-07	5-Dec-07	6-Dec-07	7-Dec-07	8-Dec-07
16	9-Dec-07	10-Dec-07	11-Dec-07	12-Dec-07	13-Dec-07	14-Dec-07	15-Dec-07	Finals
17	16-Dec-07	17-Dec-07	18-Dec-07	19-Dec-07	20-Dec-07	21-Dec-07	22-Dec-07	Semester ends

Fall 2007 Calendar

Required and Recommeded Texts

Required Text
Title: Strategic Reading 1 Building Effective Reading Skills 2003
Author: Richards, Jack C and Samuela Eckstut-Didier
Publisher: Cambridge
ISBN: 0521555809

Recommended Text:

Title: Interactions 1 -- Reading (Silver Edition) 2007
Author: Kirn, Elaine and Pamela Hartmann
Publisher: McGraw Hill
ISBN-13: 9780073138114

Welcome

Welcome to rcomp2007.blogspot.com

Reading Video

Links -- Prepositions

http://www.english-the-easy-way.com/Prepositions/In_On_At_Place_Quiz.htm

Prepositions: Spaptial Relationships

pre-position
post-position
re-position

Prepositions of Position
at the back of
at the bottom of
at the top of
behind
between
in the corner of
in the middle of
next to
to the left of
on the other side of
to the right of
on the side of
on top of
opposite

Unit 5: Weather Vocabulary

from http://www.bom.gov.au/info/wwords/

Description of Phenomena
Fog: Suspension of very small water droplets in the air, reducing visibility at ground level to less than a kilometer.

Smog: Smog ( contraction for 'smoke fog') is a fog in which smoke or other forms of atmospheric pollutant have an important part in causing the fog to thicken, and have unpleasant and dangerous physiological effects.

Mist: Similar to fog, but visibility remains more than a kilometre.

Frost: Deposit of soft white ice crystals or frozen dew drops on objects near the ground; formed when surface temperature falls below freezing point.

Precipitation: Any or all of the forms of water particles, whether liquid (e.g. rain, drizzle) or solid (e.g. hail, snow), that fall from a cloud or group of clouds and reach the ground. (See Drizzle, Rain)

Drizzle: Fairly uniform precipitation composed exclusively of very small water droplets (less than 0.5 mm in diameter) very close to one another.

Rain: Precipitation of liquid water drops greater than 0.5 mm in diameter. In contrast to showers, it is steadier and normally falls from stratiform (layer) cloud.

Showers: Usually begin and end suddenly. Relatively short-lived, but may last half an hour. Often, but not always, separated by blue sky.

Blizzard: Violent and very cold wind which is laden with snow, some part, at least, of which has been raised from snow covered ground.

Thunderstorms: Thunderstorms are one or more convective clouds in which electrical discharge can be seen as lightning and heard as thunder by a person on the earth's surface.
A severe thunderstorm produces one or more of :-

hail at the ground with diameter of 2 cm or more;
wind gusts at the ground of 90 km/h or more;
tornadoes; or
very heavy rain likely to cause flash flooding.
Tornado: A tall, rapidly rotating column of air between 5 and 1000 metres in diameter which is attached to the base of a cumulonimbus or large cumulus cloud and which is capable of producing damage at the earth's surface.

Precipitation
Duration
Brief: Short duration.

Intermittent: Precipitation which ceases at times.

Occasional: Precipitation which while not frequent, is recurrent.

Frequent: Showers occurring regularly and often.

Continuous: Precipitation which does not cease, or ceases only briefly.

Periods of Rain: Rain is expected to fall most of the time, but there will be breaks.

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Intensity
Slight or Light:

Rain: Individual drops easily identified, puddles form slowly, small streams may flow in gutters.

Drizzle: Can be felt on the face but is not visible. Produces little run off from roads or roofs. Generally visibility is reduced, but not less than 1000 m.

Snow: Small sparse flakes. Visibility generally reduced but not less than 1000 m.

Hail: Sparse hailstones of small size, often mixed with rain.

Moderate:

Rain: Rapidly forming puddles, down pipes flowing freely, some spray visible over hard surfaces.

Drizzle: Window and road surfaces streaming with moisture. Visibility generally between 400 and 1000 m.

Snow: Large numerous flakes and visibility generally between 400-1000 m.

Hail: Particles numerous enough to whiten the ground.

Heavy:

Rain: Falls in sheets, misty spray over hard surfaces, may cause roaring noise on roof.

Drizzle: Visibility reduced to less than 400 m.

Snow: Numerous flakes of all sizes. Visibility generally reduced below 400 m.

Hail: A proportion of the hailstones exceed 6 mm diameter.

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Distribution of Showers(or other weather phenomena)
Few: Indicating timing, not an area.

Isolated: Showers which are well separated in space during a given period.

Local: Restricted to relatively small areas.

Patchy: Occurring irregularly over an area.

Scattered: Irregularly distributed over an area. Showers which, while not widespread, can occur anywhere in an area. Implies a slightly greater incidence than isolated.

Sporadic: Scattered or dispersed in respect of locality or local distribution. Characterised by occasional or isolated occurrence.

Widespread: Occurring extensively throughout an area.

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Wind Terms
The wind is a continuous succession of gusts and lulls associated with equally rapid changes of direction over a range which may exceed 30°. The mean wind speed over a period of time is therefore the mean of many gusts and lulls. Usually only the mean wind is forecast, unless the gusts are expected to be a significant feature. For instance, Fresh, gusty southwest winds indicates that the mean wind speed will be between 17 and 21 knots and the mean wind direction will be from the southwest, but that there will also be gusts to speeds significantly higher than the mean.

Gust: A gust is any sudden increase of wind of short duration, usually a few seconds.

Squall: A squall comprises a rather sudden increase of the mean wind speed which lasts for several minutes at least before the mean wind returns to near its previous value. A squall may include many gusts.

Wind descriptions (derived from the Beaufort Wind Scale) Wind speeds are given as the equivalent speed at a standard height of 10 metres above open flat ground

Student Blogs

Mathew's Blog for Reading Comprehension:
http://4rc.blogspot.com

Eve's Blog for Reading Comprehension:
http://eve4rc.blogspot.com/

SQ3R - A Reading and Study Skill System

SQ3R - A Reading and Study Skill System

Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html

SURVEY - gather the information necessary to focus and formulate goals.

1. Read the title - help your mind prepare to receive the subject at hand.
2. Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
3. Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
4. Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
5. Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.

QUESTION - help your mind engage and concentrate.

One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.

READ - fill in the information around the mental structures you've been building.

Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.

RECITE - retrain your mind to concentrate and learn as it reads.

After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.

REVIEW - refine your mental organization and begin building memory.

Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.

REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!

Extreme Sports

Definitions of extreme sports on the Web:

Extreme sports (now also known as action sports) is a general, somewhat hazily-defined term for a collection of newer sports involving adrenaline-inducing action. They often feature a combination of speed, height, danger and spectacular stunts. Levels of danger vary widely, but there is always an element — an "extreme" factor — that causes an adrenaline rush which keeps participants loyal to their sport. ...
en.wikipedia.org/wiki/Extreme_Sports

Links

To get Freemind:
http://freemind.sourceforge.net/wiki/index.php/Main_Page

Links for getting Java Runtime:
From Sun -- http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1
From Download -- http://java.sun.com/j2se/1.4.2/download.html

Link for prepositions: http://www2.actden.com/writ_den/tips/sentence/preposit.htm:

Link for Freemind tutorial: http://www.geocities.com/shaila_kishore/Freemind

Prepositions Link

http://www2.actden.com/writ_den/tips/sentence/preposit.htm

Freemind tutorial link

http://www.geocities.com/shaila_kishore/Freemind

Java 2 Runtime Environment Download Link

http://www.download.com/Java-2-Platform-Standard-Edition-J2SE-Runtime-Environment-JRE-5-0/3000-2417_4-10495818.html?tag=lst-0-1

Java Link

http://java.sun.com/j2se/1.4.2/download.html

Work Ethic

The Protestant work ethic, or sometimes called the Puritan work ethic, is a Calvinist value emphasizing the necessity of constant labor in a person's calling as a sign of personal salvation. Protestants beginning with Martin Luther had reconceptualised work as a duty in the world for the benefit of the individual and society as a whole. The Catholic idea of good works was transformed into an obligation to work diligently as a sign of grace.

from: http://en.wikipedia.org/wiki/Protestant_work_ethic

Unit 3: Work

work

NOUN: 1. Something done: act, action, deed, doing, thing. See DO. 2. Activity pursued as a livelihood: art, business, calling, career, craft, employment, job, line, métier, occupation, profession, pursuit, trade, vocation. Slang : racket. Archaic : employ. See ACTION. 3. Something that is the result of creative effort: composition, opus, piece, production. See MAKE. 4. Physical exertion that is usually difficult and exhausting: drudgery, labor, moil, toil, travail. Informal : sweat. Chiefly British : fag. Idioms: sweat of one's brow. See WORK. 5. An issue of printed material offered for sale or distribution: opus, publication, title, volume. See WORDS. 6. Informal. An amount or quantity from which nothing is left out or held back. Used in plural: aggregate, all, entirety, everything, gross, sum, total, totality, whole. Idioms: everything but (or except) the kitchen sink, lock, stock, and barrel, the whole ball of wax (or kit and caboodle) (or megillah) (or nine yards) (or shebang) . See PART. 7. A building or complex in which an industry is located. Used in plural: factory, mill, plant. See MAKE, PLACE. 8. The technique, style, and quality of working: craftsmanship, workmanship. See WORK.
VERB: 1. To react in a specified way: act, behave, function, operate, perform. See ACTION. 2. To introduce gradually and slyly: edge, foist, infiltrate, insinuate, wind2, worm. See ENTER. 3. To exert one's mental or physical powers, usually under difficulty and to the point of exhaustion: drive, fag, labor, moil, strain1, strive, sweat, toil, travail, tug. Idioms: break one's back (or neck) . See WORK. 4. To control or direct the functioning of: manage, operate, run, use. See CONTROL. 5. To turn out well: come off, go, go over, pan out, succeed, work out. Slang : click. See THRIVE. 6. To prepare (soil) for the planting and raising of crops: cultivate, culture, dress, tend2, till. See PREPARED, TOUCH. 7. To arrive at an answer to (a mathematical problem): solve, work out. Informal : figure out. See REASON. 8. To force to work: drive, task, tax. Idioms: crack the whip. See WORK. 9. To handle in a way so as to mix, form, and shape: knead, manipulate. See TOUCH. 10. To perform a function effectively: function, go, operate, run, take. See THRIVE.
PHRASAL VERB: work out To plan the details or arrangements of: arrange, lay out, prepare, schedule. See PLANNED. work out 1. To form a strategy for: blueprint, cast, chart, conceive, contrive, design, devise, formulate, frame, lay1, plan, project, scheme, strategize. Informal : dope out. Idioms: lay plans. See PLANNED. 2. To subject to or engage in forms of exertion in order to train, strengthen, or condition: drill, exercise, practice, train. See WORK. 3. To turn out well: come off, go, go over, pan out, succeed, work. Slang : click. See THRIVE. 4. To arrive at an answer to (a mathematical problem): solve, work. Informal : figure out. See REASON. work up To stir to action or feeling: egg on, excite, foment, galvanize, goad, impel, incite, inflame, inspire, instigate, motivate, move, pique, prick, prod, prompt, propel, provoke, set off, spur, stimulate, touch off, trigger. See CAUSE, EXCITE.


Roget’s II: The New Thesaurus, Third Edition. Copyright © 1995 by Houghton Mifflin Company. Published by the Houghton Mifflin Company. All rights reserved.

Spelling and Pronunciation

	Spelling Rules
syllables	Every syllable has one vowel sound.
c	C can be pronounced as /k/ or /s/.
c	C is pronounced as /s/ before an e, i, or y (cent, city, cycle).
c	It is pronounced as /k/ before everything else (cat, clip).
g	G is pronounced as /g/ or /j/.
g	G may be pronounced as /j/ before an e, i, or y (gem, giant, gym).
g	It is pronounced as /g/ before everything else (garden, glad).
q	Q is always followed by a u (queen).
f, l,s	Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass).
k	To spell the sound of /k/ at the end of a word, we use ck or k. Use ck after a short vowel (sick). After everything else, use a k (milk).
a,e,o,u	A, e, o, and u usually say their name at the end of a syllable (a-pron, me, go, u-nit).
v, j	Words do not end in v or j. We add a silent-e at the end of the word (have).
I,o	I and o may be pronounced as /i/ and /o/ before two consonants (kind, sold).
j	/J/ is spelled dge after a short vowel (edge).

Freemind link

http://freemind.sourceforge.net/wiki/index.php/Main_Page

Musical Instrument Vocabulary

From http://www.manythings.org/vocabulary/lists/c/words.php?f=musical_instruments
accordion
agogo bells
bagpipes
banjo
baritone
bass drum
bassoon
bell lyre
bongos
bugle
castanets
celeste
cello
chimes
clarinet
claves
conga
cornet
cowbell
crash cymbal
cymbal
drum
drum set
electric guitar
euphonium
flugelhorn
flute
French horn
glockenspiel
gong
grand piano
guitar
harmonica
harp
kettledrum
lute
mandolin
maracas
marimba
oboe
orchestra bells
piano
piccolo
recorder
ride cymbal
saxophone
scraper
sizzle cymbal
snare drum
sousaphone
splash cymbal
steel drums
tenor drum
timbales
timpani
tom-tom
triangle
trombone
trumpet
tuba
vibraphone
violin
xylophone

Required text for class

Required text:
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ISBN: 0521555809.

Where do you stand?

Where do you stand

FEET: What do I stand for as a foundation of reading comprehension?

STOMACH: What upsets me about reading comprehension?

HEART: What do I love about reading comprehension?

HANDS: What do I feel about reading comprehension?

EARS: What do I hear about reading comprehension?

EYES: What do I see about reading comprehension?

BRAIN: What do I think about reading comprehension?

Dreams

from http://www.dreams.ca/

Dreams - Do they have Meaning?
Every person on earth dreams every night – every mammal in fact. It follows then that something extremely important must be going on while we sleep and dream, yet in the industrialized world, the majority of people pay little attention to dreams, and sometimes shortchange themselves on sleep because it is perceived as lost time, or at best unproductive.
How astonishing that we generally ignore this third (and possibly far more) of ourselves. An appropriate analogy to the grandeur of this mass misunderstanding is the incredible inertia in the middle ages against the idea of earth being other than flat until repeated point-blank evidence like Galileo’s observation of other planets and their moons and the journeys of Columbus and other explorers across the ocean proved conclusively otherwise. The challenge was that people’s everyday experience contradicted the idea of a spherical earth because nobody had yet gained perspective from outside of the system. Airplanes and especially photographs from space were not yet available, so there was little first hand evidence of a new paradigm that was quite a great leap beyond the old. Fortunately, people eventually began to come around, and the shift triggered an ensuing surge of exploration as the realization and acceptance finally dawned that our world really isn't flat after all.
Dreams, in the same way, encompass yet another entire dimension of experience, a world as yet unexplored by most, where a fascinating sphere of activity awaits investigation and possible harvest for greater fulfillment in waking life. The challenge is again the same — common daily experience for the average person offers little proof of this other reality, let alone the possible value of this other dimension of experience, unless one can gain perspective from outside the 9-to-5 work day framework and a scientific purely-objective system.
Dream related mental skills such as dream recall or dream interpretation and information on subjects such as the meaning of nightmares or precognitive dreams isn’t often taught in our schools, and the majority of our parents knew or passed on little about the value of dreams as we grew up. So it's no big surprise that many adults remember few or no dreams, and even more rarely contemplate or set out to interpret the guidance and mine the jewels of creative inspiration hidden just below the surface of consciousness in dreams. Basically, nobody told us or showed us how dreams can be extremely practical.
The result of where this long-standing trend of disregarding dreams has brought society is that the current misguided concepts about the value of dreams are not only crucial misunderstandings, but also represent and even bring about a lack of connection with the subconscious and our own deeper nature. This artificial rift may indirectly, or even rather directly be the source for many of our current personal, cultural and planetary social, political, and environmental challenges.
One solution towards rebalancing and integration on a personal and eventually a planetary level, is for each of us to realize and begin to investigate how our personal dreams, at very least, each night offer a direct means to explore inner reality and gain unique, undeniable experiences of deep personal value. Further, there is overwhelming evidence that they can be applied in many ways to improve waking life, supporting Shakespeare's age-old claim by MacBeth that sleep and dreams are the "chief nourishers in life's feast". Dreams do indeed offer opportunities for fun, adventure, wish fulfillment, creativity, deep personal insight and healing — and dreams offer all this at no cost and with no line-ups!

Chocolate and Health, Facts and Myths

Miscellaneous Chocolate Facts...
Creative Chocolates

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Many of the old myths about chocolate and health and crumbling under the weight of scientific fact. The once-prevalent believe that something that tastes so good just can't be good for you has given way to a more balanced picture of chocolate and cocoa products and their relation to health and nutrition. Here are brief reviews of recent findings that correct common misperceptions of the effects of chocolate on health.

Myth: Confectionery is a major cause of tooth decay.
Truth: Tooth decay is primarily the result of poor oral hygiene. Dental caries (another word for cavities) are caused by any foods containing fermentable carbohydrates that are left on the teeth for too long. In fact, there are ingredients found in chocolate products that may retard the tooth decaying process.

Myth: Chocolate is high in caffeine.
Truth: The amount of caffeine in a piece of chocolate candy is significantly lower than that in coffee, tea or cola drinks. For instance, a 5 oz cup of instant coffee has between 40 and 108 mg of caffeine, while a one oz milk chocolate bar contains only 6 mg and many confectionery items have no caffeine at all.

Myth: Confectionery has a high fat content and will lead to weight gain.
Truth: "Candy, in moderation, can be part of low-fat eating. In fact, an occasional sweet treat helps you stick to a healthy eating plan." - Annette B. Natow, Ph.D., R.D., author of The Fat Counter and The Fat Attack Plan.

Cholesterol
Q. What is the level of cholesterol in a 1.65 oz. bar of milk chocolate?
A. The American Heart Association recommends that daily cholesterol intake not exceed 300 mg. A chocolate bar is actually low in cholesterol. A 1.65 oz. bar contains only 12 mg! A one oz piece of cheddar cheese contains 30 mg of cholesterol - more than double the amount found in a chocolate bar.

Sodium
Q. What is the level of sodium in a one oz milk chocolate bar?
A. According to the National Research Council of the National Academy of Sciences, the maximum Recommended Daily Allowance (RDA) for sodium is 1,100 to 3,300 mg daily. A 1.5 oz milk chocolate bar contains 41 mg, while the same size dark chocolate bar contains only 5 mg On the other hand, a 1.5 oz serving of iced devil's food cake has a whopping 241 mg - many times more than chocolate bars.

Fat
Q. How much fat is there in a 1.5 oz. chocolate bar?
A. Health professionals and nutritionists suggest that calories from fat should account for no more than 30% of your daily caloric intake. A 1.5 oz. milk chocolate bar contains 13 grams of fat; a dark chocolate bar of the same weight contains 12.

Acne: No Link to Chocolate
Over the past two decades, clinical studies have exonerated chocolate as a cause or exacerbating factor in the development or persistence of acne. In fact, many dermatologists doubt that diet plays any significant role in acne.

At the University of Missouri, student volunteers with mild to moderate acne each consumed nearly 20 ounces of chocolate over a 48 hour period. Examination of lesions on the fifth day of the test and again on the seventh day showed no new lesions other than those that might be expected based upon the usual variations the subjects had exhibited during several weeks of observation prior to the test.

In a research study at the University of Pennsylvania School of Medicine, a group of 65 subjects were fed chocolate bars containing nearly ten times the amount of chocolate liquor as a normal 1.5 oz commercially available chocolate bar. A control group ate a bar that tasted like chocolate, but actually contained no chocolate liquor. At the conclusion of the test, the average acne condition of those eating the chocolate was virtually identical to that of the controls, who had eaten the imitation bars.

Chocolate and Allergy
It is possible for a person to be allergic to any food, including chocolate. But recent evidence suggests that allergy to chocolate may be relatively rare.

The actual incidence of allergic sensitivity to chocolate is far less common than positive reactions to skin scratch tests would seem to indicate. In at least one double-blind study to determine the correlation positive skin tests for chocolate allergy and the manifestation of clinically observable symptoms, researchers could find only one patient out of a possible 500 who showed both a positive response to the skin test and an objective clinical reaction after eating chocolate.

To confirm food allergy or food sensitivity, a "challenge" of the food in question is administered. To yield accurate results, the challenge should be conducted under double-blind conditions; that is, neither the investigator nor the patient knows in advance whether the food administered is the suspected substance or a placebo. This allows for objective evaluation of clinical symptoms.

According to S. Allan Bock, M.D., a researcher in food allergy at the National Jewish Center for Immunology and Respiratory Medicine, evaluation of hundreds of patients at that institution has shown no confirmed allergic reaction to chocolate during double-blind challenges.

Caffeine and Theobromine
Caffeine and theobromine belong to a group of substances known as methylxanthines. Caffeine occurs naturally in coffee, tea, cola and, to some degree, cocoa beans. It may also be added to cola drinks and is a component of certain over-the- counter and prescription medications. Theobromine is found in cocoa beans; tea contains trace amounts.

Caffeine
The amount of caffeine ingested when people eat chocolate in normal quantities is very small. One ounce of milk chocolate, for example, contains 6 mg of caffeine, little more than the amount found in a cup of decaffeinated coffee. Moreover, there have been no reports in the scientific literature of any health problems among children or adults as a result of the caffeine consumed in chocolate.

Theobromine
Although theobromine is chemically related to caffeine, it lacks caffeine's stimulant effect on the central nervous system (CNS). In fact, theobromine is virtually inert as a CNS stimulant.

Despite the weakness of theobromine's effect on the brain, many people have mistakenly assumed that it is effective in warding off fatigue and sleep, especially when it is consumed in combination with caffeine, as in chocolate.

To test this assumption, researchers compared the effect of caffeine, theobromine and a placebo in a clinical study. They found that theobromine administered in a dose of 500 mg (the amount of theobromine in approximately 11 oz of milk chocolate consumed in one sitting) did not increase pulse rate significantly more than the placebo. Caffeine, when compared to theobromine and the placebo, produced significant CNS stimulation.

In a double-blind clinical study, subjects ingested measured quantities of caffeine and theobromine, separately and together, at random. Caffeine altered the subjects' own estimates of the time it took to fall asleep, as well as the soundness of sleep, in a dose-dependent fashion. A dose of 300 mg. of theobromine, however, had no detectable effect on sleep. When administered in combination with caffeine, theobromine neither increased nor decreased the sleep effects of caffeine.

Dental Caries
Tooth decay has become less of a problem for American children over the last 25 years. Between 1960 and 1980 the incidence of cavities dropped by 50%. Today, one-third of all Americans of college age have never had a single cavity, thanks largely to fluoride delivered in water systems, toothpastes and professional fluoride treatments.

Fluoride, good oral hygiene, and professional check-ups and prophylactic treatments are keys to minimizing the incidence of tooth decay. Diet is another factor.

It is widely accepted that all foods containing "fermentable carbohydrate" have the potential to contribute to caries formation. Fermentable carbohydrate is present in most starches and all sugars, including those that occur naturally in foods and those added in processed foods. The frequency and duration of tooth exposure to fermentable carbohydrate have been identified as a factor in caries.

Although chocolate contains fermentable carbohydrates, a number of dental research studies suggest that chocolate may be less apt to promote tooth decay than has been traditionally believed.

Research at the Forsyth Dental Center in Boston has shown that chocolate has the ability to offset the acid-producing potential of the sugar it contains. Acid, produced by certain oral bacteria that digest, or "ferment", sugars, may damage tooth enamel and cause decay.

Other theories have been advanced to explain the fact that chocolate appears to be less cariogenic (cavity-producing) than its fermentable carbohydrate content would seem to indicate. In a study conducted at the Eastman Dental Center, certain chocolate products tested were found to be among the snack foods contributing least to tooth decay. The researchers reported that milk chocolate's protein, calcium and phosphate content may provide protective effects on tooth enamel. In addition, because of its natural fat content, chocolate clears the mouth relatively faster than other confections; this is important because the time fermentable carbohydrate remains n contact with tooth surfaces has a bearing on the food's cariogenic potential.

Weight Control
Contrary to popular stereotype, most overweight people do not eat excessive amounts of cake, cookies, confections or other foods containing sugar. Their sugar intake tends, in fact, to be below average.

More important in controlling weight is the total number of calories consumed each day and the amount of energy expended in physical activity. Overweight children, for example, are generally less active than those of normal weight; thus, they may remain obese even when their caloric intake is reasonable or even limited.

Moreover, many people overestimate the calories in chocolate. A 1.5 oz milk chocolate bar contains approximately 220 calories, low enough to incorporate into a weight control diet. The occasional chocolate confection may also reduce the possibility of severe bingeing, which can occur as a result of feeling deprived of highly satisfying foods such as chocolate.

From Chocolate Facts on Health and Nutrition for Educators and Health Professionals, published by the Chocolate Manufacturers Association, and The Sweet Truth About Confectionery, published by the National Confectioners Association.

Homophones/Homonyms

From: http://www.basic-learning.com/wbwt/homophones-or-homonyms.htm

ale - ail
currant - current
knows - nose
scene - seen
all - awl
cymbal - symbol
lain - lane
sea - see
allowed - aloud
dear - deer
lead - led
seam - seem
altar - alter
degrees - degrease
lessen - lesson
seine -sane
ant - aunt
desert - dessert
lie - lye
sent - scent -cent
arc - ark
dew - due - do
load - lode
sew - sow - so
ascent - assent
die - dye
loan - lone
sheer - shear
assistance - assistants
done - dun
made - maid
shone - shown
ate - eight
dough - doe
mail - male
shoot - chute
aught - ought
duel - dual
main-mane- Maine
side - sighed
bail - bale
earn - urn
manner - manor
sight - site - cite
bait - bate
eye - I
mantel - mantle
slay - sleigh
ball - bawl
fair - fare
maze - maize
sleight - slight
band - banned
faint - feint
meat - meet
slew -slue -slough
bare - bear
feat - feet
medal - meddle
soar - sore
base - bass
fined - find
might - mite
sole - soul
be - bee
fir - fur
miner - minor
some - sum
beach - beech
flea - flee
mist - missed
son - sun
beat - beet
flew - flue - flu
moan - mown
stake - steak
beau - bow
flour - flower
morn - mourn
stair - stare
been - bin
fore - four - for
muscle - mussel
stationary - stationery
bell - belle
formal, former
nap - knap
staid - stayed
berry - bury
fourth - forth
night - knight
steal - steel
berth - birth
foul - fowl
none - nun
stile - style
bier - beer
freeze - frieze
not - knot
straight - strait
billed - build
gait - gate
one -won
suite - sweet
blew - blue
gamble - gambol
pail - pale - pal
tail - tale
boar - bore
great - grate
passed - past
team - teem
board - bored
groan - grown
pause - paws
their -there- they're
born - borne
guaranty - guarantee
pair - pear - pare
there's - theirs
bough - bow
guest - guessed
peace - piece
threw - through
boulder, bolder
guilt - gilt
peal - peel
throne - thrown
brake - break
hair - hare
peer - pier
tide - tied
bread - bred
hall - haul
plain - plane
to - too - two
bridal - bridle
hale - hail
pore - pour - poor
toe - tow
buy - by
hart - heart
praise -prays
vail - veil - vale
cannon - canon
heal - heel
pray - prey
vain - vane - vein
canvas - canvass
hear - here
pride - pried
vary - very
capital - capitol
heard - herd
principal - principle
vial - vile
carrot - carat - caret
heir - air
profit - prophet
vice - vise
cast - caste
hew - hue
rain - rein - reign
wade - weighed
caught - cot
high - hi
raise - raze - rays
wail - whale
cede - seed
higher - hire
rap -wrap
waist - waste
ceiling - sealing
him - hymn
read -reed
wait - weight
cell - sell
hoard, horde
read - red
ware - wear - where
cellar - seller
hoarse - horse
real - reel
wave - waive
cent - sent- scent
hoes - hose
respectively - respectfully
way - weigh
cereal - serial
hole - whole
rest -wrest
weather - whether
choir - quire
holy-wholly-holey
rhyme - rime
week - weak
chord - cord
hour - our
right-write-wright-rite
which - witch
clause - claws
I'll - owl
ring - wring
whine - wine
climb - clime
idol - idle
road-rode-rowed
whole - hole
clothes - close
in - inn
role - roll
who's - whose
coarse - course
incite - insight
root - route
wood - would
complement - compliment
jam - jamb
rose - rows
wrote - rote
cord - chord
kernel - colonel
rough - ruff
yoke - yolk
core - corps
knead - need
rye - wry
you'll - yule
council - counsel
knew - new
rhyme - rime
your - you're
creak - creek
know - no
sail - sale

Outer Space Reading Vocabulary Study

Space Vocabulary List & Definitions

eclipse	at a particular observation point, the blocking of light from one celestial body by another, such as the eclipse of the sun by the interposition of the moon, or the eclipse of the moon by the earth's coming between the sun and moon.
galaxy	a system of billions of stars and other matter held relatively close to each other by gravity and separated from other such systems by vast distances.
gravity	the force by which a planet or other such body tends to draw objects toward its center.
asteroid	any of thousands of celestial bodies with diameters between one and five hundred miles that revolve around the sun in orbits located mostly between those of Jupiter and Mars; planetoid.
meteor	a small mass, speck, or remnant of matter traveling through space or falling to earth, or the fiery streak in the sky made by the friction of its passage through the earth's atmosphere; meteorite or meteoroid.
meteorite	a mass of stone or metal falling to earth from outer space; meteoroid.
moon	any planet's natural satellite.
orbit	the curved path in which a planet, satellite, or spacecraft revolves about another body.
planet	a large, nonluminous celestial body, esp. one of the nine in the solar system, that revolves around a star and often has one or more satellites.
satellite	a heavenly body that revolves around a planet or other larger body; moon.
black hole	a hypothetical region or body in space, possibly the remnants of a collapsed star, with such a strong gravitational pull that neither light nor matter can escape.
zenith	the point in the sky that is directly over the head of the observer.
comet	a heavenly body orbiting the sun, and having a nucleus surrounded by a nebulous sheath that may form an elongated tail when the body comes close to the sun.
constellation	any of eighty-eight groupings or patterns of stars named after the animals, objects, or mythological characters they are thought to resemble.

Calendar

Spelling and Pronunciation

	Spelling Rules
syllables	Every syllable has one vowel sound.
c	C can be prounced as /k/ or /s/.
c	C is pronounced as /s/ before an e, i, or y (cent, city, cycle).
c	It is pronounced as /k/ before everything else (cat, clip).
g	G is pronounced as /g/ or /j/.
g	G may be pronounced as /j/ before an e, i, or y (gem, giant, gym).
g	It is pronounced as /g/ before everything else (garden, glad).
q	Q is always followed by a u (queen).
f, l,s	Double the consonants f, l, and s at the end of a one-syllable word that has just one vowel (stiff, spell, pass).
k	To spell the sound of /k/ at the end of a word, we use ck or k. Use ck after a short vowel (sick). After everything else, use a k (milk).
a,e,o,u	A, e, o, and u usually say their name at the end of a syllable (a-pron, me, go, u-nit).
v, j	Words do not end in v or j. We add a silent-e at the end of the word (have).
I,o	I and o may be pronounced as /i/ and /o/ before two consonants (kind, sold).
j	/J/ is spelled dge after a short vowel (edge).

SQ4R Method

S	Survey
Q	Questions
4R	Read	Read the text. Use a pencil or pen to mark the text (Do not use a highlight marker!). Underline, star, or flag vocabulary words or ideas that you think are important.
	Respond	As you read, try to find the answers to the questions you asked. Remember, as you read, you might ask more questions. Be sure to write your answers in the margins.
	Review	When you finish reading, review the written text. Can you answer the questions that you asked? Do you understand everything about the written text? If the author(s) were sitting next to you, what other questions would you ask?
	Reflect	Close the text. Think about what your have read. Discuss the main points with someone. Do you agree or disagree with the author(s)? What surprised you about the written text? What did you find to be interesting? What did you find to be confusing? What did you learn?

Parts of Speech

n. (noun) - a name word; name of a person, place, thing, or idea
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word

HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.

ADJECTIVES AND ADVERBS

As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.

THE SENTENCE PLAN
Subject	Verb	Object
Adjective	Adverb	Adjective
Adverb	Adverb	Adverb

Two Positions of the Adjective

Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.

Why English is Baffling

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?

Reading Strategies

Reading Strategies
1. Learn to read actively.
2. Understand the vocabulary in context
3. Look for basic structures in what you read
4. Make inferences
5. Appreciate the writer's craft: intros, conclusions, signal words, type of support, patterns of organization, tone, purpose, audience, signal words (connectors, time words, transitions)
6. Learn to outline or map and summarize
7. Discuss your ideas

Reading Comprehension Tips from How to be a Successful Student

How to Improve Reading Comprehension

Key Point

Good reading means building frameworks for connecting words to thoughts.

The Purpose of Reading.


The purpose of reading is to connect the ideas on the page to what you already know. If you don't know anything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don't retain much. For example, try reading these numbers:


7516324 This is hard to read and remember.

751-6324 This is easier because of chunking.

123-4567 This is easy to read because of prior knowledge and structure.



Similarly, if you like sports, then reading the sports page is easy. You have a framework in your mind for reading, understanding and storing information.


Improving Comprehension.

Reading comprehension requires motivation, mental frameworks for holding ideas, concentration and good study techniques. Here are some suggestions.


Develop a broad background.

Broaden your background knowledge by reading newspapers, magazines and books. Become interested in world events.

Know the structure of paragraphs.

Good writers construct paragraphs that have a beginning, middle and end. Often, the first sentence will give an overview that helps provide a framework for adding details. Also, look for transitional words, phrases or paragraphs that change the topic.



Identify the type of reasoning.

Does the author use cause and effect reasoning, hypothesis, model building, induction or deduction, systems thinking? See section 20 for more examples on critical thinking skills.



Anticipate and predict.

Really smart readers try to anticipate the author and predict future ideas and questions. If you're right, this reinforces your understanding. If you're wrong, you make adjustments quicker.



Look for the method of organization.

Is the material organized chronologically, serially, logically, functionally, spatially or hierarchical? See section 10 for more examples on organization.



Create motivation and interest.

Preview material, ask questions, discuss ideas with classmates. The stronger your interest, the greater your comprehension.



Pay attention to supporting cues.

Study pictures, graphs and headings. Read the first and last paragraph in a chapter, or the first sentence in each section.



Highlight, summarize and review.

Just reading a book once is not enough. To develop a deeper understanding, you have to highlight, summarize and review important ideas.



Build a good vocabulary.

For most educated people, this is a lifetime project. The best way to improve your vocabulary is to use a dictionary regularly. You might carry around a pocket dictionary and use it to look up new words. Or, you can keep a list of words to look up at the end of the day. Concentrate on roots, prefixes and endings.



Use a systematic reading technique like SQR3.

Develop a systematic reading style, like the SQR3 method and make adjustments to it, depending on priorities and purpose. The SQR3 steps include Survey, Question, Read, Recite and Review. See Section 14 for more details.



Monitor effectiveness.

Good readers monitor their attention, concentration and effectiveness. They quickly recognize if they've missed an idea and backup to reread it.



Should You Vocalize Words?



Yes, although it is faster to form words in your mind rather than on your lips or throat. Eye motion is also important. Frequent backtracking slows you down considerably.

Copyright 1991 Donald Martin, How to be a Successful Student

RComp Links

Links

Freemind

Reading Exercises Online

Tales of Wonder

Career Skill and Ability Videos

Links

http://www.eslmonkeys.com/student/storyroom/storyroom.html

http://www.cdlponline.org/index.cfm?fuseaction=stories&topicID=4

Where do you stand

FEET: What do I stand for as a foundation of reading comprehension?

STOMACH: What upsets me about reading comprehension?

HEART: What do I love about reading comprehension?

HANDS: What do I feel about reading comprehension?

EARS: What do I hear about reading comprehension?

EYES: What do I see about reading comprehension?

BRAIN: What do I think about reading comprehension?

Welcome

Welcome to the blog for Reading Comprehension -- spring 2007

Syllabus

IEP Reading Comprehension is an intensive English course focusing on reading skills development.

Required text:
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ISBN: 0521555809.

Week Date Unit Topic

1 8/27/2009 1 Music

2 9/3/2009 2 Money

3 9/10/2009 3 Work

4 9/17/2009 4 Sports

5 9/24/2009 5 Weather

6 10/1/2009 6 Clothes

7 10/8/2009 7 Culture

8 10/15/2009 8 Outer space

9 10/22/2009 9 Animals

10 10/29/2009 10 Travel

11 11/5/2009 11 The Internet

12 11/12/2009 12 Friends

13 11/19/2009 13 Gifts

14 11/26/2009 14 Emotions

15 12/3/2009 15 Food; Sleep and dreams

16 12/10/2009 16 Post Tests