What's the worst film you have ever watch?_ SPEAKING

- Is there any particular reason why ( you dont like the Matrix)?
- It's just a bit pointless really. It's just like loads of weird things going on and there is just no really story to it
- A film of America and Taxi 4, it is a french film
- Yeah, my mind is still blank at the minute. Hang on, let me think of one first
- The worst film, that's a really good question. I would say Mission Impossible with Prad Bitt, or what's his name? Tom Cruise. Yeah I hate him, he 's horrible and all his films are horrible
- Is there any other reason apart from Tom Cruise why you might not have liked that film?. Yes, the story. The story is weak. It does not go deep and I want to see more. I want a story. I dont want to see all the action.
Yeah. I know how that feels. I like when you can really sort of delve deep into the story and it be really detailed and stuff like that.
- I watched the movie just a couple of years ago
- And it was just repeating all the same elements of other films but just in a slightly different way with certain things
- All at the Sea. And it was about a man who got lost in .... He went out on a boat on his own and got stranded. He had no radio and he ended up lighting a fire and rubbing a raft on a rubber dingy, and I just thought, you know, that man deserved to be lost at sea. It was shocking! Shocking. That was a recent one
- It was just confusing like I watched the first hour of it and I fell asleep
- I did not like the effects in Matrix. It was just a bit rubbish
- Could you say like a film that you found particularly bad, that you really did not enjoy watching. It's wasnt really worth your the time watching it.?
- I thought it was quite boring. It's a horror film but it's not scary at all.

A letter to the reader

Dear Reader,

While the art of reading is as old as the printed word, the act of reading is fresh each time we undertake it. As readers, we bring out attitudes, our moods, and our experiences to the act of reading each time we sit down with a text. Through reading, reacting and thinking, we develop sound ideas.

   Of course, " reading" is more than processing word on a page. Reading is also a multimedia experience. Because many readers benefit greatly from hearing ideas discuss, we include audio content, including discussions from Forum, a feature of KQED, San Francisco's National Public Radio affiliate and the country most's popular and listened to public radio station. You will find these audio programs complement and enhance your understanding of the reading and images found in this book.

    Readers also benefit from seeing photographs or illustrations of ideas. You will find an arresting selection of photographs and illustrations of ideas. You will find an arresting selection of photographs and illustrations that will highlight the themes of the reading in the book. You will also find selections from graphic novels, which bring images and story together in fresh ways.

    The ideas generated by the text, the photos, the graphics, and the sounds are relevant to our lives, timely, contemporary and often exciting and controversial, worth exploring and working through for themselves in prose composition. Embedded in Sound ideas are the ideals of a well-rounded education, one that connect you to the world you are in.

   In the process of understanding the texts we have assembled here-  whether non-fiction, fiction, poetry, audio programs, or images- we hope you will bring your own experiences and knowledge to bear you on your understanding.

   In this process, we hope you will...

....understand

The complexity of a single topic goes beyond being " for" or "against" an idea. Sound ideas are by nature multifaceted, and we chose texts, images, and audio programs that we hope illustrate this idea.

...React

Think seriously about what you have read, and how you feel about it. Did it ring true for you? Seem completely alien? Think beyond whether you enjoyed reading a particular text, seeing an image, or listening an interview or panel discussion. Consider the elements of each that engaged, or failed to engage you. 

...Discuss.

The details of the ideas are often worked out in writing. In fact, many writers claim that they dont know what they think until they write it down. Find ways to respond to these selections in writing - whether informally in a journal, or formally through class assignments, You will find that the act of writing is intricately tied to the act of reading, viewing and listening.

     As you think through the ideas and respond to what you hear and read you will find a clarity of thought that initiates, and even ensure clarity in your own writing.

     Synthesizing what you learn from reading and listening involves understanding the past and anticipating you own future. Situate yourself within the reading, visual, and audio selections. This will help you not only understand the ideas of others but also understand yourself. In the process, we hope you discover your own sound ideas while experiencing these different types of texts

THE READING-WRITING PROCESS

Reading and writing go hand in hand. At the end of each chapter in this text you will find several topics for writing, or your instructor may give you other writing assignments.

  The assignment in this text are divided into four categories: creative choices, narrative/ expository choices, rhetorical choices, and research choice.

Creative choices

Writing creatively about what you read can help you form important connections between your own experience and the experiences written about by the authors in the chapters. Writing in a journal, writing poetry, or even drawing images of the ideas you encounter in your reading can help refine your thinking. 

Narrative/Expository Choices

These choices are the more "traditional" responses to reading, often asking you take a position with clear, concrete examples, and argumentation.

Rhetorical Choices

Fashioning an argument or a position, persuading your readers of your point of view, is fundamental to good expository and effective critical writing. Argumentation and Persuasion is, in fact, a rhetorical model for structuring your ideas, as are such rhetorical approaches as analysis, illustration, classification, definition, comparison and contrast, and diction and tone. You will have a separate set of questions following each of these selections that are design to help you organize your ideas around argument and the use of various rhetorical methods of organizations.

Research Choices

These writing choices ask you to go beyond what is found in the book and investigate a question or idea further. Research, in this case, however, does not mean just a trip to the library or some searching on the internet. It might entail interviewing those with different experiences than yours, or observing behavior or object in your own environment.

 The following selections expand on the idea of academic reading and writing, and can help guide in your efforts to become a successful reader and writer. 

READING AND WRITING 

The beginning of good writing comes from critical reading and thinking about ideas. Critical reading and thinking means an active participation in  the process- considering the strengths and weaknesses of ideas, relating them to your own observations or experience, and questioning the completeness or truth of what you have been presented.

    In the first reading, the author of the classic text How to Read a Book talk about the critical reading process. This text also talks about different kinds of reading and how each serve a different purpose. As you read this selection, think about your own reading process the author descirbes.

THE ACTIVITY AND ART OF READING

Mortimer J. Adler and Charler Van Doren

Mortimer J. Adler was an author, educator and philosopher. He was born in New York.City in 1902 and moved to California, where he lived much of his life. He died in 2001. Adler wrote over fifty books, including How to Read a Book (1940, revised 1972) ( from which the following except is taken); The American Testament (1975); The common Sense of Politics (1971); Aristole for Everyone (1978); Ten Philosophical Mistakes (1985); and Art, the Art and the Great Ideas (1994). Adler was the editor of the Encyclopedia Britannica, and also editor of the sixty - volume The Great Books of the Western World. He helped create the Great Books reading program, a book discussion program with chapter throughout the United States in which participants read and discuss classic texts. He was a professor at several universities including Colombia University and The University of Chicago. He received his PhD before getting a high school Diploma. Adler was also the founder of the Institute for Philosophical Research and was instrument in founding the Aspen Institute, an organization that engages lenders in business, academic and politics.

The Goals of Reading:

Reading for Information and Reading for Understanding

You have a mind. Now let us suppose that you also have a book that you want to read. The book consists of language written by someone for the sake of communicating something to you.  Your success in reading it is determined by the extent to which you receive everything the writer intended to communicate.

That. of course is too simple. The reason is that there are two possible relations between your mind and the book, not just one.  These two relations are exemplified by two different experiences  that you can have in reading your book. 

There is the book and here is your mind. As you go through the pages, either you understand perfectly everything the author has to say or you do not. If you do, you may have gain information, but you could not have increased your understanding. If the book is completely intelligible to you from start to finish, then the author and you are as two minds in the same mold. The symbols on the pages merely express the common understanding  you had before you met. Let us take our second alternative. You do not understand the book perfectly. Let us even assume-what unhappily is not always true- that you understand enough to know that you do not understand it all. You know the book has more to say than you understand and hence that it contains something that can increase your understanding. 

    What do you do then? You can take the book to someone else who, you think, can read better than you, and have him explain the parts that trouble you. ("He" may be a living person or another book- a commentary or text-book). Or you may decide that what is over your head is not worth bothering about, that you understand enough. In either case, you are not doing the job of reading that the book requires.

   That is done only one way. Without external help of any sort, you go to work on the book. With nothing but the power of your own mind, you operate on the symbols before you in such a way that gradually lift yourself from a state of understanding less to one of understanding more. Such elevation, accomplished by the mind working on a book, is highly skilled reading, the kind of reading that a book which challenges your understanding deserves.

   Thus we can roughly define what we mean  by the art of reading as follow:  the process whereby a mind with nothing to operate on  but the symbols of the readable matters, and with no help from outside, elevates itself by the power of its own operations. The mind passes from understanding less to understanding more. The skilled operations that cause this to happen are the various acts that constitute the art of reading.

    To pass from understanding less to understanding more by your own intellectual effort in reading is something like pulling yourself up by your bootstraps. It certainly feels that way. It is a major exertion. Obviously, too, the things that are usually regarded as more difficult to read, and hence as only for the better reader, are those that are more likely to deserve and demand this kind of reading.

   The distinction between reading for information and reading for understanding is deeper than this. Let us try to say more about it. We will have to consider both goals of reading because the line between what is readable in one way and what must be read in other is often hazy. To the extent that we can keep these two goals of reading distinct, we can employ the word " reading" in two distinct senses.

    The first sense is the one in which we speak of ourselves as reading newspapers, magazines, or anything else that, according to our skill and talents, is at once thoroughly intelligible to us. Such things may increase our store of information, but they can not improve our understanding, for our understanding was equal to them before we started. Otherwise, we would have felt the shock of puzzlement and perplexity that comes from getting in over our depth-that is if we were both alert and honest. 

    The second one is the sense in which a person try to read something that at first he does not completely understand. Here the thing to be read is initially better or higher than the reader's understanding. Such communication between unequals must be possible, or else one person could never learn from another, either through speech or writing. Here by " learning" is meant understanding more, not remembering more information that has the same degree of intelligibility as other information you already possess.

    There is clearly no difficulty of an intellectual sort about gaining new information in the course of reading if the new facts are of the same sort as those you already know. A person who knows some of the facts of American history and understands them in a certain light can readily acquire by reading , in the first sense, more such facts and understand  them in the same light. But suppose he is reading a history that seeks not merely to give him some more facts but also to throw a new and perhaps more revealing light on all the facts he knows. Suppose there is greater understanding available  here than he possessed before he started to read. If he can manage to acquire that greater understanding, he is reading in the second sense. He has indeed elevated himself by his activity, though indirectly, of course, the elevation was made possible by the writer who has something to teach him.

  What are the conditions under which this kind of reading-reading for understanding-take places? There are two. First, there is initial inequality in understanding. The writer must be superior to the reader in understanding, and his book must convey in readable form the insights he possesses and his potential readers lack. Second, the reader must be able to overcome this inequality in some degree, seldom perhaps fully, but always, approaching equality with the writer. To the extent that equality is approached, clarity of communication is achieved.

     In short, we can learn only from our " better". We must know who they are and how to learn from them. The person who has this sort of knowledge possesses the art of reading in the sense with which we are especially concerned in this book. Everyone who can read at all probably has some ability to gradually gain more by our efforts through applying them to more rewarding materials.

    We do not want to give the impression that facts, leading to increased information, and insights, leading to increased understanding, are always easy to distinguish. And we would admit that sometimes a mere recital of facts can itself lead to greater understanding. The point we want to emphasize here is that his book is about the art of reading for the sake of increased understanding. Fortunately, if you learn to do that, reading for information will usually take care of itself.

    Of course, there is still another goal of reading, besides gaining information and understanding, and that is entertainment. However this book will not be much concerned with reading for entertainment . It is the least demanding kind of reading, and it requires the least amount of effort. Furthermore, there are no rules for it. Everyone who knows how to read at all can read for entertainment if he wants to.

   In fact, any book that can be read for understanding or information can probably be read for entertainment as well, just as a book that is capable of increasing our understanding can also be read purely for the information

The Strangest Benefits Of Learning A Language

I bet you’ve been asked so many times, you can automatically trot out a familiar list of reasons:

Why are you so interested in learning a foreign language?

Perhaps you patiently explain how a second language is so important for standing-out amongst the ever-increasing number of fellow graduates? Or maybe you touch on your desire to travel and the ease with which speaking the local lingo will help you get about?

You might mention the importance of second-languages for academic opportunities abroad? Or for the advantage it gives you in business communications in established or emerging markets.

And so on and so forth.

Of course, all of these justifications are perfectly reasonable. But we’re not interested in ‘reasonable’ in this article.

To celebrate International Student’s Day (Thursday, November 17), we’re going to focus on some of the lesser-known, more unusual and even completely inadvertent advantages of becoming proficient in a second language.

So, forget about career advancement, academic opportunities and the ability to ask for directions in a foreign country, this is about those life-changing benefits which you didn’t even know existed.

It protects the brain in later life

We all accept that staying physically active is the best way of maintaining our heart, lungs and other vital organs as we get older. Not to mention the benefits of gentle exercise on our joints and muscles.

But who puts the same amount of effort into maintaining their mind? Languages learners, that’s who.

Researchers at York University, Toronto, found that learning a second language can delay the onset of alzheimer’s and dementia by as much as three to four years when compared to patients who were only monolingual.

Although the maximum benefits were derived from lifelong second-language speakers, overall fluency, frequency of use, levels of literacy and grammatical accuracy all contributed to making bilingual brains stronger and more resilient in later life.

It creates a whole ‘new you’

A bit of a weird one this.

How many of ‘you’ are there? Well, some researchers believe that fluency in a foreign language does something a bit odd to our personality. It kinda’ creates a new one.

Many second language speakers have reported that their attitudes, outlooks and general demeanour change as they switch from one language to another. And there’s some research which seems to back this up.

In 1998, a researcher at the University of Illinois spent a year-and-a-half conducting studies with Parisians whose parents had emigrated from Portugal, but who spoke both French and Portuguese fluently.

The researcher found that the participants switched from one persona to another as they were asked to complete various tasks in their dual languages. Sometimes the changes were striking - from “angry, hip suburbanite” in French, to “patient” and “well-mannered” when speaking Portuguese.

Other anecdotal evidence has suggested that many speakers of two languages find it easier to display certain desired characteristics by altering the language they are using at the time.

It improves seemingly-unrelated skills

You’ve probably said something similar yourself at some point: “I’m not really a [insert common academic subject here]-kind-of-person”.

But research suggests that thinking of ourselves as limited to a specific skill-set - verbal or mathematical, problem-solving or creative - is completely misunderstanding the nature of the brain.

Researchers at Washington University tested both monolingual and bilingual study-participants on their abilities to solve arithmetic problems. They found that although both groups solved ‘familiar’ problems with the same levels of accuracy, bilinguals beat their one-language-using peers on questions which contained a ‘novel’ component.

With the use of fMRI scans, the scientists determined that the basal ganglia, a region of the brain which takes information and prioritises it before passing it onto the prefrontal cortex, had been made more efficient in the brains of those who had learnt a second language.

In other words, learning a new language had unforeseen benefits in processing information (in this case mathematical equations) which had seemed completely unrelated.

It lets you see the world in an entirely new way

Different languages use different structures to express similar ideas. This should be of no surprise for anyone reading an italki.com article.

But the implications of this are in fact very surprising.

A psycholinguist at Lancaster University, UK, tested study participants who were fluent in either English or German to see whether using the respective languages altered the way they perceived events portrayed on short video clips.

The differences in the languages, the study hypothesised, would lead participants to either favour an interpretation based on whether the action was ambiguous or goal-oriented.

And this was indeed the case. However, when the participants were fluent in both languages, their perceptions of the events on screen could be altered by having them focus on just one of the languages at a time (by asking them to repeat long strings of numbers in one or the other language).

Bilingual participants, therefore, had the ability to switch between two different perspectives on events just by focusing on the use of one of their languages.

Source: https://www.italki.com/article/881/The-Strangest-Benefits-Of-Learning-A-Language?utm_source=internal&utm_medium=email&utm_campaign=newsletter_bulletin&utm_content=article

IETLS Writine sample

Topic: Nowadays, most large companies operate multi-nationally. To what extent those companies should have responsibility towards local communities in which they operate?
___________________________________________________

In the globalisation process, a variety of organizations run on an international scale. However, I believe that these firms should not forget to place more of an emphasis on contributing to the development of local societies where they are located in several aspects.

The first responsibility that the multinational company should take is to preserve the environment. Company of any size would exert negative influence on the region's air and water quality by running factories, disposing of waste to the waterworks or simply using airconditioners. Therefore it is encouraged that they are active in placing restrictions on the level of the contaminants released and endeavouring to operate on an environmentally friendly basis.

Second of all, paying tax on schedule is also an obligation. The tax money is used to upgrade the public constructions and regulate the socio-economic activities, thus facilitate people's life. Accordingly, not paying tax properly, the companies not only violate the national laws, but also indirectly deprive the inhabitants of a wide range of benefits they are well-deserved to reap. 

Finally, the major global companies can support the regional communities by creating jobs. Provided with career opportunities at a firm near their homes, the workers can not only save time and money for travelling but also find it easier to take care of their family. In a broader view, this action helps reduce the unemployment rate at the area, which boost the local economic development in the long run. 

In conclusion I believe that helping the local communities thrive should be considered a must for the international organizations, there are many ways to implement the task. 

USEFUL EXPRESSIONS:

- Place more of an emphasis on sth

- Company of any size

- Upgrade the public constructions

- Regulate the socio-economic activities

- Facilitate people's life

- Exert influence

- Waterworks

- Dispose of 

- Place restriction on= limit

- Endeavour = Strive= Exert effort

- On schedule

- Reap benefits 

- Boost the economic development

- Thrive

- An obligation= a must

- Implement =  Execute = Perform

Gather of Useful Vocab and Expressions for IELTS

- to adopt solutions
- to take measures/steps
- to step up campaigns to…
- to impose smt on criminal activities:
- to eradicate/wipe out/stamp out smt: xoá bỏ cái gì
- to grapple with smt = giải quyết
- to strengthen security
- to pose a threat to smb/smt: đe doạ tới ai đó
- It boils down to smt (idioms): bản chất của nó là....
- to baulk at smt = e ngại về điều gì
____________________________________________________________________________
The first few days ofJan witnessed a moderate drop in fat level, hitting a low point of... %. However, the figure surged unexpectedly by ...% in the next month 

Helpful websites

http://www.cristinacabal.com/?p=6434
http://www.fluentland.com/groups/learn-english/forum/topic/tenses-in-english-5/
http://www.allthingsgrammar.com/grammar-in-the-news.html

Helpful websites

http://www.cristinacabal.com/?p=6434
http://www.fluentland.com/groups/learn-english/forum/topic/tenses-in-english-5/
http://www.allthingsgrammar.com/grammar-in-the-news.html

Helpful websites

http://www.cristinacabal.com/?p=6434
http://www.fluentland.com/groups/learn-english/forum/topic/tenses-in-english-5/
http://www.allthingsgrammar.com/grammar-in-the-news.html

Six Amazing Websites to enhance Writing skill

These are some great sites that can help you make your writing stronger.

1. Skell (Sketch Engine for Language Learning) explores the English language in more than one billion words from news, scientific papers, Wikipedia articles, fiction books, web pages, and blogs.

Skell is easy to use.

• Search for a word or a phrase.
• Click on Examples to get the most presentable sentences containing this word.
• Click on Word sketch to get a list of words which occur frequently together with the searched word.
• Click on Similar words (not only synonyms) where you’ll find words used in similar contexts visualized with a word cloud.

1. 2.Netspeak is a really helpful site to help you write better. It helps you find the word or phrase you’re looking for by suggesting common combinations organised by frequency.

You can find the word(s) you’re looking for by typing signs as seen in the picture below.

• Type ? in your query before, after or in the middle to find a missing word. Type ?? or ??? if you want to find two or three words.
• Use dots (…) to find one, two, or more words at the same time.
• Use square brackets to check which of two or more words is most common, or if none applies. For example: think [ of in ]
• Use curly brackets to check in which order two or more words are commonly written { only for members }
• To find the best synonym, use the hash sign in front of a word to check which of its synonyms are commonly written.

If you want to read some sample sentences, you only need to click the + sign

How to say “I understand” in different ways

Halo there!!

As you will all know, the most common way to express agreement and understanding in English is by saying the sentence “I understand”, however it is very important to try to use more varied expressions so as to enrich our conversations. As learners of another language, it is important to learn several ways to express the same idea. Which brings us to the purpose of this article! We are going to have a look at some other ways to say “I understand” in English.

I get you (I got you in past simple)

This expression is very common among native English speakers and expresses that you have perfectly understood the idea that someone has explained to you. Using this in spoken English amongst friends is all very well but perhaps not as suitable in a work environment or in a formal atmosphere, such as during a job interview.

For example:

I’m so sorry I can’t make it to your birthday party tomorrow

Oh, how come? I was looking forward to seeing you

I have a presentation due the next morning and I’m really nervous about it. I need the extra time to prepare.

Ah, I get you. Good luck! Maybe we can hang out on Friday.

I see where you’re coming from

Unlike the previous example, this one expresses a more empathetic understanding. You are putting yourself in the other person’s shoes and are able to comprehend and acknowledge both the decision or opinion they are communicating and the reasons behind it.

For example:

Hi James, I need to talk about your attitude at work. You have been late most mornings and not meeting your deadlines.

I apologise for being late; I currently have some family trouble and it has been difficult concentrating at work.

I see where you’re coming from, but you must try to focus while here. If it helps, why don’t you take a day off to spend with family?

Thanks, I really appreciate it.

I hear you

Like the last example, “I hear you” can also convey the idea that you are really trying to imagine the situation or event that someone is explaining to you. Additionally, it highlights to the interlocutor that you are fully engaged in the conversation and paying attention. Often, people just want to be heard and feel that someone understands them.

For example:

I’m so upset with Lena…

What happened?

She expects me to work overtime every day.

I hear you. Maybe if you have a chat with her?

I’ll try. Thanks for listening!

Of course

When someone is explaining something to you and you understand what they are saying and are in agreement with them, it is very common to say of course in order to reaffirm that agreement.

For example:

I’ve been so stressed at work lately. I really need a holiday

Of course. A holiday would be good to ease the stress

Definitely. Thanks for listening.

I know what you mean

By using this expression to show understanding, you are expressing empathy to the interlocutor by sharing that you, too, have felt this way.  In other words, the situation may have happened to you in the past, hence your complete understanding.

For example:

I am so tired!

Why?

I was up all night with the baby. He’s sick with the flu.

Oh, I know what you mean. My daughter has chicken pox, I was up all night too. I am exhausted!

How should you incorporate them into your English?

As it was mentioned earlier, to become a fluent English speaker it is important to use rich, varied vocabulary, and this includes expressions such as the ones you just learnt! Try to incorporate them, one at a time.

Source: ABA Blog

https://blog.abaenglish.com/5-other-ways-to-say-i-understand/

Corner of Street Language!!

- Cock-up – Screw up 
- Give You A Bell – Call you
- Blimey! – My Goodness
- Wanker – Idiot 
- Gutted – Devastated 
- Bespoke – Custom Made 
- Chuffed – Proud 
- Fancy – Like 
- Lost the Plot – Gone Crazy
- Fortnight – Two Weeks 
- Sorted – Arranged
- Hoover – Vacuum 
- Kip – Sleep or nap
- Bee’s Knees – Awesome 
- Know Your Onions – Knowledgeable
- Dodgy – Suspicious
- Wonky – Not right 
- Wicked – Cool!
- Whinge – Whine
- Tad – Little bit 
- Tenner – £10 
- Fiver – £5 
- Skive – Lazy or avoid doing something 
- Toff – Upper Class Person 
- Scouser – Someone from Liverpool 
- Quid – £
- Taking the Piss – Screwing around 
- Loo – Toilet
- Nicked – Stolen
- Knackered – Tired 
- Gobsmacked – Amazed 
- Dog’s Bollocks – Awesome
- Chap – Male or friend 
- Bog Roll – Toilet Paper
- Bob’s Your Uncle – There you go! 
- Anti-Clockwise – We Say Counter Clockwise 
- C of E – Church of England 
- Throw a Spanner in the Works – Screw up 
- Absobloodylootely – YES!
- Nosh – Food 
- One Off – One time only 
- Shambles – Mess
- Arse-over-tit – Fall over 
- Brilliant! – Great!
- Dog’s Dinner – Dressed Nicely 
- Up for it – Willing to have sex 
- Made Redundant – Fired from a job 
- Easy Peasy – Easy
- See a Man About a Dog – Do a deal or take a dump 
- Up the Duff – Pregnant 
- DIY – Do It Yourself home improvements 
- Chat Up – Flirt 
- Fit – Hot 
- Shag – Screw 
- Ponce – Poser 
- Don’t Get Your Knickers in a Twist – Don’t Get worked up 
- The Telly – Television 
- Bangers – Sausage
- Chips: French Fries 
- Daft Cow: Idiot
- Do: Party
- Uni: College/University
- Bits ‘n Bobs: Various things
- Anorak: A person weirdly interested in something 
- Shambles: bad shape/plan gone wrong
- I’m Off to Bedfordshire: Going to bed 
- Her Majesty’s Pleasure: To be in prison
- Horses for Courses: Won’t work for someone else 
- Plastered: Drunk
- Knob Head: Idiot/Dickhead 
- It's monkeys outside: it is very cold 
- Stag Night:  Bachelor Party 
- Ace: Cool! 
- Plonker:  Idiot 

TRIVIA: KISSING

Some fantastic facts on kissing

1. If a man and a woman were seen kissing in public in Medival Italy, they could be forced to marry
2. The average person will spend about 20.000 minutes kissing in their lifetime
3. Kissing helps reduce tooth decay. This is because kissing increases the production of saliva in the mouth. In turn, saliva helps clean the mouth, and prevent tooth decay
4. Eskimos, Polynesians and native Malaysian all rub noses instead of kissing
5. A survey on couples found that people who kiss their partner before leaving for work every morning tend to earn a higher income.
6. The scientific name for kissing is "philematology"
7. Canadian porcupines kiss one another on the lips
8. Ancient Romans often kissed each other on the eyes as a greeting
9. During Victorian  England, a man was required to kiss the back of a lady's hand on greeting her

Types of kisses

A peck= a light, soft, quick kiss

A butterfly kiss = opening and closing your eyelids against your partner's face

A kiss on the cheek= a light, friendly kiss on the cheek

An Eskimomkiss = a form of greeting that involves gently rubbing your noses together

A kiss on the lips = an intimate kiss on someone's lips

A forehead kiss = a kiss on the forehead that is a way of reassuring someone, or showing your appreciation for someone. This type of kiss is popular amongst footballers.

A love bite/ a hickey kiss (US English) = the object of this kiss is to leave a mark on your partner's neck.

A letter kiss = a kiss in a letter by writing letter "X" several times at the bottom of the pages

A wake-up kiss = a kiss you give someone before they wake up.

A goodnight kiss = a kiss you give someone before they go to sleep

A goodbye kiss = a kiss you give to someone when you say goodbye to them.

A French kiss = a kiss involving the tongue. The French call this type of kiss the " English kiss"

A snog (informal) = a passionate kiss that may last several minutes.

ERROR CORRECTION CLINIC (Part A_Questions)

Activity: Read the sentence, find the error and correct the sentence
1. Your trousers are broken
2. It's six thirty o'clock
3. She didn't do any mistakes
4. After three months in bed, he became better.
5. Come to here so I can talk to you
6. I am agree with you
7. Different from me, she is very good at English
8. Let me examine your pulse
9. Could you lend to me some money?
10. I have a free time.
11. I forgot my coat at home
12. We asked the waiter the bill.
13. We borrowed some money to them.
14. It is a very tired job.
15. I'm not doing much in the moment.
16. It all depends in your attitude.
17. The programme is about the affects of smoking.
18. We couldn't afford paying for the house
19. We were afraid to miss the plane.
20. I'll help you after I will finish eating
Give it a try! Good luck!!
The error analysis section will be posted soon!!!