By Adam Jacot de Boinod
Do you know that individuals in Indonesia have a note that suggests to take off your outfits so as to dance'? Or what percentage phrases the Albanians have for eyebrows and moustaches? Or that the Dutch be aware for skimming stones is plimpplamppletteren? Drawing at the collective knowledge of over 154 languages, this exciting booklet is prepared by way of subject matter so that you can evaluate attitudes world wide to such topics as nutrients, the human physique and the conflict of the sexes. right here, you will discover not just these phrases for which there's no direct counterpart in English (such because the eastern age-otori this means that having a look much less appealing after a haircut), but additionally a frank dialogue of precisely what percentage Eskimo' phrases there are for snow, and an enormous array of data exploring the glorious and infrequently downright unusual global of phrases. Oh, and tingo capability 'to take the entire gadgets one wishes from the home of a chum, separately, by way of asking to borrow them'.
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Extra info for The Meaning of Tingo: and other Extraordinary words from around the World
11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Explain things simply. Give explanations we understand. Teach at a pace that is not too fast and not too slow. Stay with a topic until we understand. Try to ®nd out when we don't understand and then repeat things. Teach things step-by-step. Describe the work to be done and how to do it. Ask if we know what to do and how to do it. Repeat things when we don't understand. Explain something and then use an example to illustrate it. Explain something and then stop so we can ask questions.
After all, given that this system has developed through long years of exposure to varied world experiences, isn't it an illusion for us, teachers, to expect to be able to make lasting changes in it? This is indeed a valid concern but there is some hope. Although values cannot be transmitted directly through traditional instruction, they can be socialised rather effectively through three processes: 51 Motivational Strategies in the language classroom . exposure to respected models who exhibit them; .
Strategy 6 Promote the development of group cohesiveness. More speci®cally: . . . . Try and promote interaction, cooperation and the sharing of genuine personal information among the learners. Use ice-breakers at the beginning of a course. Regularly use small-group tasks where students can mix. Encourage and if possible organise extracurricular activities and outings. Try and prevent the emergence of rigid seating patterns. Include activities that lead to the successful completion of whole-group tasks or involve small-group competition games.