Kaplan TOEFL vocabulary quiz book



Language handbook additional practice in grammar, usage, and mechanics grade 8

TX_L08LH_01 6/1/09 6:09 PM Page 1 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 1 Identifying Nouns Exercise A Draw a line under each noun in the following paragraph. Do not underline pronouns. You will find twenty-five nouns. EXAMPLE [1] Perhaps the most surprising thing about the inventor Thomas Edison is that he never seemed to need any sleep. [1] Most people need eight to ten hours of sleep nightly. [2] Edison, however, was able to sleep much less and still work efficiently. [3] As a young man he began the schedule he continued for his entire life. [4] At night he earned his living. [5] During the day he read and studied. [6] He filled huge notebooks with notes on the books he read and the experiments he made. [7] Four hours of sleep was all he needed. [8] He had great powers of concentration. [9] When he was working on a project, he might go for days with hardly any rest. [10] His definition of genius was “one percent inspiration and ninetynine percent perspiration.” Exercise B Underline each noun in the following sentences. Capitalize any proper noun that you find by drawing a line through the first lowercase letter and writing the capital letter above it. EXAMPLE A O 1. This river flows into the atlantic ocean. 1. Chinua achebe is a writer from nigeria. © Houghton Mifflin Harcourt Publishing Company 2. The nobel peace prize went to mother teresa for that year. 3. On tuesday margaret left for a new job in japan. 4. The team won a gold medal in hockey at the olympics. 5. The dark-haired girl is a student visiting from colombia. 6. To play baseball, ellen needs a mitt and some spiked shoes. 7. Some new earrings are what debbie wants for her birthday. 8. Armand wants to be a chef like his brother-in-law. 9. Four of the largest ethnic groups in nigeria are the ibo, hausa, fulani, and yoruba. 10. Our family visited the empire state building in new york city. The Parts of Speech 1 TX_L08LH_01 6/2/09 9:47 AM Page 2 NAME Language Handbook CLASS 1 The Parts of Speech Identifying and Using Pronouns WORKSHEET 2 Exercise A DATE Underline each pronoun in the following sentences. EXAMPLE 1. There are numerous breeds of dogs, and the American Kennel Club lists many of them. 1. My friend Connie is proud of her cocker spaniel, which she herself found at an animal shelter. 2. Usually cocker spaniels grow to about thirteen inches tall, but this is actually a somewhat smaller dog. 3. Which would adapt itself better to city living, a small dog or a big one? 4. Estrella has a malamute that everyone admires. 5. Who gave it to her? Exercise B Write a pronoun or a pair of pronouns on each of the lines in the following paragraph. You may use the same pronoun more than once. EXAMPLE [1] Not everyone knows that the Dracula legend is partly based on fact. [1] __________ think that the legend of Dracula is fiction. Actually [2] __________ is based on several old tales that tell of a fifteenth-century Romanian warrior [3] __________ was known for [4] __________ ruthlessness. [5] __________ was called “Vlad the Impaler,” because some people say that [6] __________ impaled [7] __________ enemies on stakes. [8] __________ was also known as Dracula, or “Son of the Dragon,” because [9] __________ [11] __________ else was as ruthless with [12] __________ prisoners as Vlad was. [13] __________ say that often Vlad kept [14] __________ locked up in [15] __________ castle. [16] __________ had they done to deserve such a fate? Of course, tellers of legends often exaggerate a person’s deeds. [17] __________ make the person appear better or worse than [18] __________ really was. [19] __________ enjoy frightening [20] __________ with tales of terror. Several years ago, a tomb that might have belonged to Vlad [21] __________ was discovered by archaeologists. When [22] __________ opened the coffin that they suspected was [23] __________, the archaeologists found that [24] __________ was empty. Could he have changed [25] __________ into a bat like the legendary Dracula and flown away? 2 Language Handbook © Houghton Mifflin Harcourt Publishing Company father was called Vlad Dracul, or “Vlad the Dragon.” [10] __________ say that TX_L08LH_01 6/1/09 6:09 PM Page 3 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 3 Identifying Adjectives Exercise A Underline each of the adjectives in the following sentences. Do not include adjectives in book and story titles. Do not include the articles a, an, and the. EXAMPLE 1. Washington Irving was one of the first American writers who won an international reputation. 1. Even as a young man, he had a whimsical spirit. 2. In his humorous book The Sketch Book, he says he “made many tours of discovery into foreign parts and unknown regions” of his native city. 3. A History of New York, his first book, was popular and successful. 4. His quaint tales of life in the rural valleys near the Hudson River are delightful even today. 5. Most students have heard of “Rip Van Winkle” and “The Legend of Sleepy Hollow.” 6. These stories contain supernatural events. 7. Irving spent many pleasant years in England and Spain. 8. In Spain he wrote about Moorish legends. 9. When he returned to this country, he built a comfortable house that he called “Sunnyside,” near Tarrytown, New York. 10. He spent the rest of his long life there, devoting himself to literary matters. Exercise B In the following paragraph, underline each adjective and draw an arrow to the word it modifies. Do not include the articles a, an, and the. © Houghton Mifflin Harcourt Publishing Company EXAMPLE [1] Our writing teacher gave our class a special assignment. [1] We are supposed to research haiku, which is a unique form of Japanese poetry. [2] A haiku is a short poem that expresses strong emotion or a vivid image in a few words. [3] After we have read English translations of several Japanese poems, our teacher wants us to pick our favorite poet and write a brief report. [4] Our reports must be accurate, and we will have to spend two hours in the library. [5] We don’t mind, because all of us think the library is a great place for studying. [6] I am eager to start working on my subject, the famous poet Taniguchi Buson. [7] I think his poetry is wonderful. [8] The librarian can give me excellent tips on which poetry books I should research. [9] My teacher says her favorite Japanese poet is Kobayashi Issa. [10] My best friend Felicia agrees that these poets are masters. The Parts of Speech 3 TX_L08LH_01 6/2/09 9:47 AM Page 4 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying and Using Action and Helping Verbs WORKSHEET 4 Exercise A Underline the verbs in each of the following sentences. Be sure to include helping verbs. EXAMPLE 1. Our football team might well win nearly every game this season. 1. The crowd arrives early for Latisha’s rendition of the national anthem. 2. Last week we played Burdick School. 3. Their halfback towers above the other players. 4. Our fullback ran the ball every time. 5. During one play he dodged around left end. 6. Our team did not block effectively, however. 7. Our girls’ soccer team will defend its title as the state’s best. 8. Sarah Chang has scored twenty-three goals in two seasons. 9. She and Lena often practice together. 10. Many of Lena’s friends have suggested Carrie as a new member of their team. On the line provided, supply a verb that will complete each sentence. In some sentences you will need to include a helping verb. Exercise B EXAMPLE 1. For many years the river has flooded every spring. 1. Last month our family ____________________ Hanukkah, a Jewish religious festival. 3. Rita ____________________ for Middletown at eight o’clock. 4. She ____________________ her destination by eleven-thirty tomorrow. 5. The fog ____________________ us many times on our way to school. 6. I ____________________ weather like this. 7. Marc ____________________ his teacher whether he could read a story by Isaac Bashevis Singer. 8. I ____________________ for a summer job in the spring. 9. I ____________________ this assignment soon. 10. From now on, I ____________________ more care with these small jobs. 4 Language Handbook © Houghton Mifflin Harcourt Publishing Company 2. Hanukkah ____________________ eight days each year. TX_L08LH_01 6/1/09 6:09 PM Page 5 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 5 Identifying Linking and Helping Verbs Exercise A Underline the linking verbs in the following sentences. Be sure to underline any helping verbs as well. EXAMPLE 1. Jimmy Carter, the thirty-ninth president of the United States, is from Georgia. 1. Atlanta is the capital of Georgia. 2. It has become an important center for trade and manufacturing. 3. The state’s forests are a major source of wealth. 4. Lumbering has been an important industry since the early days. 5. Cotton remains one of the most valuable farm products in Georgia. 6. Macon is considered a beautiful old city. 7. This city is the birthplace of Sidney Lanier. 8. Lanier became a well-known poet. 9. Carson McCullers was another native of Georgia. 10. The Heart Is a Lonely Hunter is one of her most popular novels. In the following sentences, underline each linking verb once. Underline each helping verb twice. Some linking verbs have helping verbs. Exercise B EXAMPLE 1. Gardening remains an important part of many cultures. 1. Bonsai, which means “planted in a tray” in Japanese, is the art of growing miniature trees in shallow pots. © Houghton Mifflin Harcourt Publishing Company 2. Bonsai is also the name of a tree that is grown in this manner. 3. A tree will look ancient if the gardener controls its growth. 4. If you prune the tree’s roots and branches often, it becomes stunted. 5. The branches are made crooked by tying them with wire. 6. Eventually, the tree will appear twisted and windblown. 7. If you like a tree that smells nice, a pine tree or a cherry tree is a good choice. 8. Your choice of container is important, too. 9. It should be shallow earthenware and can be either plain or glazed. 10. Matsuo Basho’s haiku about bonsai, “On a Withered Branch,” has become well known. The Parts of Speech 5 TX_L08LH_01 6/2/09 9:47 AM Page 6 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying and Using Adverbs WORKSHEET 6 Exercise A Underline the adverbs in each of the following sentences. Draw two lines under the word each adverb modifies. EXAMPLE 1. We went back to our books. 1. The temperature of the water at the fish hatchery seldom varies. 2. The water never freezes. 3. It comes from unusually large springs. 4. It is very clear water. 5. Vapor sometimes rises from warm water. 6. Yesterday I read an article on the literature of India. 7. Ancient Indian writers first produced hymns called Vedas in about 1500 B.C. 8. Indian literature then entered its classical period. 9. Writers of this period commonly wrote Sanskrit. 10. Writers still use the classical version of Sanskrit. Exercise B Write a suitable adverb on the line provided within each sentence, and underline the word it modifies. On the line provided at the beginning of the sentence, write the question the adverb answers: how? when? where? or to what extent? EXAMPLE how carefully 1. Nikki and Emilio their puppet show. made plans for _________ 1. They had __________ wanted to give a puppet show. _________ 3. Both __________ painted faces on the puppets. _________ 4. Nikki and Emilio __________ based their show on a Latin American folk tale about La Llorona. _________ 5. __________ had they heard of a figure so tragic as the weeping woman. _________ 6. __________ the day of the show arrived. _________ 7. They arranged their theater __________ on the lawn. _________ 8. The show went __________. _________ 9. The audience applauded __________. _________ 10. The two performers decided that they would create an even better show __________. 6 Language Handbook © Houghton Mifflin Harcourt Publishing Company _________ 2. The two __________ built a puppet theater and made papier-mâché puppets. 

Language handbook additional practice in grammar, usage, and mechanics grade 9

TX_L09LH_01 6/1/09 6:13 PM Page 1 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 1 Identifying Nouns Exercise A Underline all of the nouns in the following paragraph. If a noun appears more than once, underline it each time it appears. EXAMPLE [1] Craters formed by meteorites have shallow floors and uplifted centers. [1] Mercury is the planet nearest the sun. [2] Recently, data from spacecraft have shown astronomers that Mercury, like our Moon, is covered with craters. [3] The surface of Venus may also be cratered, but thick clouds of gas hide the landscape from telescopes. [4] Craters are formed when large meteorites, which are fragments of comets or asteroids, collide with a planet or a planet’s satellite. [5] Some of the craters on the Moon are 320 miles wide. Exercise B Underline all of the nouns in the following paragraphs. If a noun appears more than once, underline it each time it appears. EXAMPLE [1] The islands of Hawaii consist of lava and ash built up from the floor of the ocean. [1] The formation of a volcanic island is a remarkable process. [2] This process often occurs over millions of years. [3] Erupting volcanoes build mountains on the floor of the sea. [4] Each eruption adds more lava to the pile of volcanic rock until, after many years, the volcanic mountain comes within reach of the waves. [5] The submerged island © Houghton Mifflin Harcourt Publishing Company sometimes becomes a coral reef. [6] Other islands rise high above the surface of the ocean, forming rugged mountains with ridges, canyons, and cliffs. [7] Plants and animals come to the island, either blown in on the wind or washed in with the current. [8] Some forms of life travel to the new island on natural rafts of tree limbs and matted vegetation. [9] Other organisms are carried by the birds that come to the island from other lands. [10] On the Galápagos Islands some forms of life, such as tortoises and sunflowers, grow much larger than they do on the mainland. The Parts of Speech 1 TX_L09LH_01 6/2/09 9:56 AM Page 2 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying and Using Pronouns WORKSHEET 2 Exercise A Each of the following sentences contains two pronouns. Circle each pronoun, and draw an arrow to the noun for which it stands. EXAMPLE 1. Mr. Platero owns two dogs, which he adopted from the animal shelter. 1. Roberto passed the ball to Elena, who caught it easily. 2. Otis called his sister, but she didn’t answer. 3. When asked about the game, Mike said, “I didn’t see it.” 4. Since Gabriella found the money, the cash belongs to her unless it is claimed. 5. The children said they like the new bus driver who wears the blue hat. 6. Although Elliot studied French in school, he didn’t feel comfortable speaking it. 7. Denise brought sandwiches with her on the hike and carried them in a knapsack. 8. “I,” Jerry said, “surprised myself.” 9. Because Sheila enjoyed musical comedies, she tried to see them as often as possible. 10. Keiko enjoyed volleyball so much she played it every day after school. In the following paragraph, fill in the blanks with pronouns that refer to the italicized nouns. Exercise B EXAMPLES Any nurse [1] who served in a Red Cross hospital during World War I risked [2] her life. In 1907, Dr. Antoine Depage had asked Miss Cavell to come to Brussels. [2] __________ wanted [3] __________ hospital modernized according to the principles of Florence Nightingale. After the outbreak of the war in 1914, [4] __________ became a Red Cross hospital. The Germans marched into Belgium, although [5] __________ was a neutral country. The hospital was filled with many casualties of the war. Edith Cavell joined an underground group [6] __________ gave aid to Belgians of military age and to escaped Allied prisoners. The Germans discovered the group, and in 1915 [7] __________ arrested Edith Cavell and thirty-four other members. Edith Cavell, because of [8] __________ religious convictions, refused to lie, even in order to protect [9] __________. [10] __________ lost her life to a firing squad on October 12, 1915. 2 Language Handbook © Houghton Mifflin Harcourt Publishing Company Edith Cavell was a British nurse [1] __________ served in Belgium during World War I. TX_L09LH_01 6/1/09 6:13 PM Page 3 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 3 Identifying Adjectives Exercise A Underline each adjective in the following paragraph. Do not include the articles a, an, and the. EXAMPLE [1] Bonsai is the art of growing tiny trees. [1] In Japan, some people grow miniature trees that have a famous history and an important place in horticultural art. [2] Through pruning and fertilization, the trees are trained to keep the shape and proportion of larger trees. [3] The trees often have small leaves and small fruit. [4] The trees have an old and wind-swept appearance, as though they had grown in the outdoors. [5] With bonsai, gardeners can create realistic landscapes in pots and carry scenes of mountain crags or vast plains into their homes. Exercise B Underline each of the twenty-five adjectives in the following story, and draw an arrow from the adjective to the word or words it modifies. Treat hyphenated compound words like spine-tingling as one word. Do not include the articles a, an, and the. EXAMPLE Scary stories can make the imagination run wild. On hot summer nights, Julio and the other boys sleep out in the yard. They put up a tent in a dark corner, where the trees and bushes are thick. That way the boys can easily imagine they are in wild, uninhabited country. One evening Mike suggested that they tell ghost stories or tales of bear hunts. After a © Houghton Mifflin Harcourt Publishing Company particularly spine-tingling story, Mike couldn’t sleep; he was too nervous. About midnight he saw something move in the shadows. “Yeow!” he cried out. “There is a big bear! It is really huge!” In the sudden confusion, the small tent collapsed on top of the boys; each one seemed eager to go in a different direction. Anxious parents ran out of the nearby house. They found a coal-black dog. Like a bear, this animal was very curious. It was sniffing at the tangle of arms, legs, and bodies under the tent. The Parts of Speech 3 TX_L09LH_01 6/2/09 9:56 AM Page 4 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying and Using Verbs WORKSHEET 4 Exercise A Underline each verb in the following paragraph. There are twenty-five of them, and all are action verbs. There may be several verbs in a sentence. EXAMPLE [1] The art group carefully planned and built a small clubhouse. [1] Mark, Louisa, and Djuana formed an art group. [2] Since they needed a clubhouse, they planned the construction of a small geodesic dome. [3] The group financed the structure through the sale of some of their work. [4] Louisa sold a portrait and an abstract painting. [5] Mark constructed a Tiffany-style lamp, and the Posnicks quickly bought it and placed it in their brownstone apartment across the street. [6] Djuana sketched several local scenes, carved the sketches into linoleum blocks, made greeting cards with the blocks, and sold the cards through a local novelty store. [7] The group carefully studied The Whole Earth Catalog for instructions. [8] Louisa, Mark, and Djuana decided on a 10 1/2- ϫ 8-foot building. [9] Louisa, the math whiz, performed the necessary mathematical calculations. [10] Mark, an expert bargain finder, shopped for the materials. [11] With the group’s earnings, he purchased wood struts, spoke hubs, and plastic covering. [12] The group asked Mark’s parents for the use of part of their back yard. [13] They started the construction work on Monday. [14] Louisa cut the wood to the necessary dimensions. [15] Mark formed the cut wood into triangles, and Djuana fastened the triangles together in the shape of a dome. [16] They finished the skeletal structure on Friday. [17] On Saturday they attached the plastic Exercise B The following items contain nouns modified by adjectives. Construct a sentence with each group of words by supplying verbs to link the nouns and adjectives, and write the new sentences on the lines provided. Use five different linking verbs. EXAMPLE 1. the stormy weather The weather looks stormy. ____________ 1. the dull knife ______________________________________________________________ 2. the haunted house ____________________________________________________________ 3. the shy child ____________________________________________________________________ 4. the calm lake ______________________________________________________________ 5. the bitter medicine __________________________________________________________ 4 Language Handbook © Houghton Mifflin Harcourt Publishing Company covering. [18] That evening the group celebrated its success in the new clubhouse. TX_L09LH_01 6/1/09 6:13 PM Page 5 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 5 Using and Identifying Helping Verbs Exercise A Complete the following sentences by writing suitable helping verbs on the lines provided. Then, circle the entire verb phrase. EXAMPLE 1. Did the teacher explain? 1. __________ you ever seen a Kabuki play? 2. His car __________ going too fast for safety. 3. I __________ waiting for Helen. 4. __________ you met my mother? 5. It __________ be later than you think. 6. Edena __________ becoming an excellent soccer player. 7. If he __________ read better, he __________ learn more. 8. There __________ been serious consequences. 9. Mr. Prinz __________ not __________ persuaded to change. 10. __________ you read “For My People” by Margaret Walker? Exercise B Each sentence in the following passage contains at least one verb phrase. For each verb phrase, underline the helping verb(s) once and the main verb twice. EXAMPLE [1] How many elements does air contain? [1] Since no one can see the air, some people in the past did not consider it real. [2] The ancient Greek philosopher Anaximenes, however, did not agree with these © Houghton Mifflin Harcourt Publishing Company people. [3] He believed that air must be one of the foundations of all matter. [4] One evening Anaximenes was walking in the moonlight. [5] While looking up at the sky, he must have seen a rainbow made by the moon. [6] Unlike other Greeks, he did not believe that the rainbow was a goddess. [7] He was not surprised to see the rainbow because he believed that it was made by the effect of light on compressed air. [8] Like Anaximenes, we must admit that the air does contain something real. [9] Scientists have found nitrogen, oxygen, and other elements in the air. [10] We may discover new facts about air now that we are investigating other planets. The Parts of Speech 5 TX_L09LH_01 6/2/09 9:56 AM Page 6 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying and Using Adverbs WORKSHEET 6 Exercise A Circle the adverb in each item. Then, draw an arrow to the verb it modifies. On the line provided, state whether the adverb tells how, when, where, or to what extent. EXAMPLE when 1. The big drawing always attracts a crowd at the county fair. _____________ 1. For weeks merchants cheerfully gave numbered tickets with purchases. _____________ 2. My cousin Lorraine and I finally collected forty tickets. _____________ 3. “If we’re lucky,” I often told Lorraine, “we will win that camping equipment.” _____________ 4. Saturday came, and we eagerly waded through the crowd at the fair. _____________ 5. The rules stated that the holders of winning tickets must be there. _____________ 6. Promptly at midnight, they started the drawing. _____________ 7. “The winner of the camping gear is 608–1313!” shouted the announcer. “Will the holder of number 608–1313 come here?” _____________ 8. Lorraine’s success completely surprised everybody. _____________ 9. She walked to the platform slowly for her prize. _____________ 10. She exclaimed, “This is the first prize I have ever won!” Modify each verb in the following paragraph by filling in each blank with an appropriate adverb. Choose varied, interesting adverbs. EXAMPLE [1] Several of the drama students rehearsed together to prepare for the auditions. Rena [1] _________________ wanted to get a part in her school’s production of The Diary of Anne Frank. She was [2] _________________ nervous about auditioning, and she [3] _________________ awaited the day for tryouts. To prepare herself, she [4] _________________ scanned the play over the weekend. [5] _________________ she went back and [6] _________________ studied the role of Anne. [7] _________________ she began to understand how it must have felt to live in hiding for so long. She wondered if she could [8] _________________ portray the girl who had [9] _________________ written the diary. Continued 6 Language Handbook ☞ © Houghton Mifflin Harcourt Publishing Company Exercise B 

Paws in jobland grades 3 5 lesson plans worksheets

Lesson Plan 1 - Getting to Know Paws in Jobland Individual activity Learning objectives: Background: Paws in Jobland is a program that • To learn about the four features of Paws in Jobland, explore career interests and learn how to find career information allows the student the freedom to browse through occupations that interest them. Learning and exploration are self-paced. Worksheet 1 encourages students to interact with the computer program while it introduces them to the features of the program and the occupations available. Curriculum links: Art, Career Exploration, Technology – database exploration. Resources needed/preparation: • Photocopies of Worksheet 1 • Writing materials • Crayons/fiber-tip pens Introduction/guidelines for students: • Students may feel comfortable using Paws in Jobland without guidance. However, for those who are less familiar with computers, the activities on this worksheet will help them to feel successful immediately. • The worksheet could be used to introduce the program in one session or lesson by lesson, allocating a certain amount of time to each of the three activities. • Introduce the students to Paws in Jobland. A witty (or so he thinks) dog called Paws gives you a tour of Jobland and introduces you to the four main sections. The four sections of the program are as follows: • Jobland is the main section of the program. There are 20 clusters/areas in Jobland. Each area contains a number of jobs. There are five or six photographs illustrating each job, and each has a soundtrack/written commentary describing how that job is done. • Job Finder uses a simple process to match students’ interests with the Jobland areas. The student answers a series of questions. Once all the questions have been answered, the program highlights the areas of Jobland that contain jobs that might interest the student. • The Quiz is a fun way of consolidating what has been learned while using the program. • ABC Search is an alphabetical listing to give students easy access to all of the job listings and information. Ideas for further development: • Activity one: Pick another letter, or several letters, so that students become comfortable with using the ABC Search. • Activity two: Have the students work in pairs and discuss the differences or similarities in the outcome (suggested job areas) for each student. • Activity three: Find pictures of jobs from newspapers or magazines to stick onto bristol board and cut into jigsaw puzzle pieces. Pairs or groups of students could swap jigsaw pieces and have a race to see who can put the jigsaw puzzle together the fastest. Ideas for making the activity easier: • Some students might need further assistance with finding their way around the program. You may need to show them in groups before they use the computer on their own. Display ideas: Ask students to make a poster advertising Paws in Jobland. This will encourage other students in the school to use it. Pin up some of the drawings generated by this worksheet’s first activity around the poster. Paws in Jobland Lesson Plans - Grades 3-5  Worksheet 1 - Getting to Know Paws in Jobland My Name: Materials/Resources Needed: Photocopies of Worksheet 1 Writing Materials Date: Crayons and fiber-tip pens Activity 1: Using ABC Search Click ABC Search in the Paws in Jobland menu. Click the letter B. Choose a job that you like and click it. The person who does that job will tell you all about it. Exit Paws in Jobland and draw a picture of the job. Activity 2: Using Job Finder Click Job Finder in the Paws in Jobland menu. Answer all the questions. Paws will choose some areas of Jobland for you. These are the areas of work Paws thinks you might enjoy. Paws uses your answers to work out which areas of work to show you. Look at all the areas highlighted. Pick the job that you like best from all of those areas. Activity 3: Using the Quiz Click Quiz in the Paws in Jobland menu. Paws will tell you how to answer the questions that are hidden in the drawers. If you get a wrong answer, you can open the drawer again and try a different question. If you like, you can time yourself to see how quickly you do the Quiz. Before you start, look at a clock or watch and make a note of the time. Look again when you have finished. How much time did it take? Make sure you include the time it took to do the picture puzzle at the end!  Paws in Jobland Lesson Plans - Grades 3-5 Lesson Plan 2 - Role Play Group activity: 45 minutes plus performance time. Learning objectives: Background: This activity is a fun way of getting to • To be able to communicate effectively with other students; to be able to work as part of a team; to become familiar with database exploration know some of the jobs in Paws in Jobland. It is also an ideal activity for introducing the program to the whole class. Used in conjunction with Getting to Know Paws in Jobland, it should ensure that all students have become familiar with Paws in Jobland and have started to think and talk about the world of work. Curriculum links: English – drama/communication, Technology - database exploration. Resources needed/preparation: • Photocopies of Worksheet 2 • Writing materials Introduction/guidelines for students: • Introduce students to Paws in Jobland if they don’t already know about it. The details from Getting to Know Paws in Jobland (Worksheet 1) should help you with the introduction. • Divide the class into groups of about four students each. Allocate a different cluster/area of Paws in Jobland to each group. (e.g. Health Science, Information Technology) • Ask them to spend time with the program looking at their assigned area. They should then choose a job from that area. If they have a copy of the worksheet in front of them, this will help to shape the knowledge they will need to effectively communicate aspects of the job to their classmates. • You could specify a time for each group to look at their job (10 minutes should be sufficient) so that there is time for other groups to use the program, as well as time for preparation. • When everyone has looked at their area and chosen a job, ask each group in turn to role play that job for the rest of the class. You may need to explain the term role play. They could imagine that they are acting in a play as someone who does that particular job. Within each group, one person could act out the job while the others are colleagues, clients, etc. Alternatively all members of the group could be doing the job. • Ask the rest of the class to guess which job they are seeing, and to which area it belongs. • Compile a list on the chalkboard of the environments and jobs as they are guessed. Ideas for further development: • To make the role play harder, the students could mime the actions of the person in the job so that there are no verbal clues. • Each person within the group could have their own job (i.e. four jobs per group) so that the other students have to guess all four jobs. • Ask groups to allocate jobs to each other without you knowing and see if you can guess them. • It may be interesting to see which jobs are played by boys and which by girls. This could be an opportunity to address gender stereotyping. Ideas for making the activity easier: • This activity doesn’t have to be done as a guessing game. Each group could announce to the others what their job is and perform it to show what the job entails. • Instead of role play, this activity could be done with each group drawing a picture on the chalkboard or a poster to stick on the wall. The others could guess the job and the area to which it belongs. Display ideas: See the advertising poster idea on the Getting to Know Paws in Jobland Lesson Plan 1. This activity could generate pictures of jobs in their environments to be displayed alongside the poster. Paws in Jobland Lesson Plans - Grades 3-5  Worksheet 2 - Role Play My Name: Materials/Resources Needed: Photocopies of Worksheet 2 Writing Materials Date: Directions for Activity: Look at all of the jobs in the Paws in Jobland. area of Choose one of the jobs. You are going to pretend that you do this job. Think about the job. If you were doing the job... What would you talk about? Do you use a telephone or two-way radio? What information do you need? What actions would you do? Do you use tools or equipment? Do you move about a lot or sit still? Where would you work? Are you mostly outside or inside? Do you work with others or by yourself? What would you wear? Do you wear a uniform? Do you need things like a helmet or goggles? Do you dress casually or do you need to dress formally for work? Thinking about these questions will help you to work out a scene, like a short play. You will act this out in front of the class. See if the class can guess what the job is!  Paws in Jobland Lesson Plans - Grades 3-5 Lesson Plan 3 - Health Quiz Individual activity Learning objectives: Background: Paws in Jobland covers only a •To develop research skills and the use of computerbased information •To understand the variety of jobs there are in one area of work selection of the jobs that exist. However, the idea behind the clusters/areas in Jobland is to demonstrate the link between jobs within a particular area. This quiz concentrates on jobs in two areas of Jobland, partly to develop a greater understanding of each of the jobs in those areas and partly to demonstrate that a variety of tasks, skills and experience can be found within the "health" area of work. Curriculum links: English, Technology - database exploration. Resources needed/preparation: • Photocopies of Worksheet 3 • Writing materials Introduction/guidelines for students: • Explain that jobs in one area of work have similarities and differences. You could use your school as an example, describing how the work of the school secretary, the caretaker, the crossing guard, the principal and yourself is different; but you are all linked by the fact that you work in and around a school. • Ask the students to think of jobs that they know of in the "health" area of work. They will probably come up with some of the jobs in the Health Science area of Jobland, but may not think of all of them. • Hand out the worksheets and ask them to look for answers in Paws in Jobland. Ideas for further development: • An extension of the theme could involve students performing a role play exercise. They will probably have seen hospital programs on television. You could ask them to write a script involving some or all of the jobs mentioned, giving the characters suitable and/or humorous names. The plot could involve patients as well as other people who come into contact with health professionals, and could revolve around some of the situations mentioned in the quiz. It would be interesting to see which roles the children take. Do they see certain jobs as being traditionally male and others as traditionally female? You could address this issue with them. • Students could write about their experiences with hospitals or other areas of health care – "A visit to the doctor", "When my baby brother was born", "Visiting grandma in a care home", "When I was rushed to hospital with a broken arm", etc. Ideas for making the activity easier: • The activity could be done in pairs or small groups. • Difficulties with reading or writing could be overcome by working with the student and reading the worksheet questions, asking them to reply verbally once they have seen and heard about the job in Paws in Jobland. Display ideas: "A Day in the Life of a Hospital" - with pictures of health jobs, vehicles, instruments and buildings involved in the day-to-day life of a hospital, plus any poems or short stories to do with doctors, hospitals etc. Quiz sheets could be left out for other students to try. Answers 1) Checking blood pressure, taking temperature, performing blood tests, playing with children, asking doctor for advice, doing paperwork 2) To look at people’s bones to see if any are broken 3) Shops, hospitals, laboratories 4) Paramedic 5) Practical Nurse 6) Helps them to use walking aids, like sticks and crutches, massages them, shows them exercises 7) Hospitals, schools, restaurants, health departments, military 8) By taking X-rays 9) Because they rely on it to save people’s lives 10) Veterinary Assistant Paws in Jobland Lesson Plans - Grades 3-5  Worksheet 3 - Health Quiz My Name: Materials/Resources Needed: Photocopies of Worksheet 3 Writing Materials Date: The answers to all these questions can be found in Paws in Jobland. Look in the Health Sciences area. Can you name three things a nurse does? Why do X-Ray Technicians use x-rays? Name three places where a pharmacist might work. If you call 911 for an ambulance, which person will come? Who does the “everyday” jobs on the hospital ward? How does a physical therapist help people who cannot move easily? Name three places where a dietician might work. How does a dentist see what’s happening to your teeth? Why is it important for paramedics to check all the equipment on the ambulance? Who prepares animals for operations and does their lab tests? 10 Paws in Jobland Lesson Plans - Grades 3-5 

Phonetics and phonology a brief introduction



Make an impact with your written english

x Contents 10. Writing agendas, meeting notes and minutes Writing a meeting agenda Purpose and objectives in a typical agenda Make an impact in meeting notes and minutes Action sheets Style tips for minutes Defining timescales will help you Converting notes to minutes: the vital stages Review of minutes: handle with care Your checklist for action 107 107 108 109 110 111 114 115 116 117 11. Word Power Skills 2.0 Plain English manuals and instructions Websites: words are everything in cyberspace Forums: the power of a deluge of written responses Writing e-mails to make an impact Your checklist for action 119 119 126 Conclusion 128 129 130 131 Preface How this series works – and what it is about There are three books in the series, designed to improve your confidence and competence in writing English for global business. They are designed on three levels, to fit in with the three stages in the business cycle. My central philosophy is this: writing business English effectively for international trade is about creating clear, concise messages and avoiding verbosity. But the fewer words you write, the more important it is that you get them right. Book 1: How to Write Effective Business English This book assumes that you know English to intermediate level and provides effective guidelines. It deals with real-life xii Preface scenarios, to give you answers that even your boss may not know. It uses a system that also gives you the building blocks to take you to the next level in the cycle of success, set out in Book 2. Book 2: Make an Impact with your Written English This book will take you a further step forward in your executive career. You will learn how to use written word power to promote and sell your messages, as well as ‘brand you’. You will learn how to make your mark writing English, whether for PR, presentations, reports, meeting notes, manuals etc. And for cyberspace, where English is today’s predominant language. You will learn how to deal with pressing challenges that you need to be aware of. And how to write English that impresses, so that you get noticed for the right reasons. Book 3: Executive Writing Skills for Managers This book deals with the English business writing you need at the top of your career and focuses on writing as a key business tool. It gives amazingly valuable tips on harmonizing the English that you and your teams use (for example, for evaluation performance) – tips that you quite simply have not seen before. It also introduces the concept of Word Power Skills 2.0 – for unified English business writing that keeps everyone in the loop. Preface xiii The importance of business English today Increasingly, English language is the language of choice used in multinational gatherings. It may not be the predominant language of the group, but is the most likely to be understood by the majority – at least at a basic level – so becomes a powerful tool for communication and inclusion. You may have to unlearn some things you learnt at school Writing English for business today is highly unlikely to be the same as the writing you were taught at school or university. Apart from getting your punctuation and grammar right, the similarities often end there. This series works with the business cycle The series highlights the essential role business writing plays at every stage in your career path – and alongside the cycle of business in general. Figures 1 and 2 show how this works. I describe below how it relates to the three phases. Phase one: joining an organization or setting up your own business English business writing needs at the outset of your career: a CV, letter, job application, start-up plan or business plan, routine business writing tasks. xiv Preface Manager Boss Owner Training and development CV Job application Start-up Figure 1 The business cycle: from the individual’s Figure 1: The business cycle; from the individual’s perspective perspective Mastery, wow factor Fine tuning It is often sensible to recheck the basics if you are unsure. Foundations: Basics Fundamentals Pillars Building blocks Figure 2 The business cycle: from the business writing perspective Figure 2: The business cycle; from the business writing perspective Preface xv As you start your career, you need to understand how to get the basics right. You need to understand how to write correctly, how spelling, punctuation and grammar matter. You will not get to the next phase in your career – the pitching phase – without getting the basics right. Phase two: you develop through knowing how to harness word power Your developing English business writing needs; making impact in everything you write in English; personal selfdevelopment or other training. Great business English writing will generate ideas and sparks that capture readers’ attention and take your career forward. Powerful writing can sell your proposals so well – weak writing can do the exact opposite. Phase three: mastery of written word power enables you to shine and lead English business writing needs at the height of your career: mastery of written word power required for leadership, to shine as a manager, boss and/or owner. You do not get to the top by blending in. You have to build bridges, shape outcomes and lead through word power. You need to express your ideas in writing – so use business English that makes readers want to buy in. The series is an easy, indispensable, comprehensive guide It is an essential tool kit to keep by your desk or take on your travels. Dip in and out of it as and when you need the answers it provides, to help you shine in all stages of your career. 

McGRAW HILLS conversational american english



Modern brazilian portuguese grammar a practical guide

CONTENTS Part B 27 Word order 27.1 Word order in statements 202 27.2 Word order in questions 203 27.3 Word order in indirect questions 203 202 28 Word formation 28.1 Diminutives 204 28.2 Augmentatives 206 28.3 The appreciative suffix -o 207 28.4 The depreciative suffix -eco 207 28.5 Verbal nouns ending in -ada/-ida 208 28.6 Instrumental nouns ending in -ada 208 28.7 Collective nouns ending in -ada 209 204 Functions I Social contact and communication strategies 29 Making social contacts 29.1 Greeting someone 215 29.2 Conveying greetings 216 29.3 Asking people how they are 217 29.4 Introducing yourself and others 218 29.5 Taking leave 220 29.6 Expressing wishes 221 29.7 Congratulating somebody 222 29.8 Using the phone 223 29.9 Writing letters 227 215 30 Basic strategies for communication 30.1 Attracting someone’s attention and responding to a call for attention 232 30.2 Starting up a conversation 233 30.3 Requesting repetition and responding 233 30.4 Making sure you understand and are understood 234 30.5 Signalling that you understand the speaker and are following what is being said 235 30.6 Asking how to pronounce or spell a word 236 30.7 Interrupting a speaker 236 30.8 Fillers 237 30.9 Changing the subject 239 30.10 Formal development of a topic 240 232 Giving and seeking factual information II 31 x 213 Asking questions and responding 31.1 Yes–no questions 245 31.2 Content questions 246 31.3 Follow-up questions 247 31.4 Rhetorical questions 247 31.5 Tag questions 248 243 245 CONTENTS 31.6 31.7 31.8 xi Negative questions 248 Polite questions 249 Other ways of answering questions 249 32 Negating 32.1 Negating adjectives 251 32.2 Negating nouns 252 32.3 Negating verbs 252 251 33 Reporting 33.1 Direct vs. indirect speech 253 33.2 Indirect speech 253 33.3 Reporting statements 254 33.4 Reporting questions 255 33.5 Reporting yes and no answers 255 33.6 Reporting commands and requests 256 253 34 Asking and giving personal information 34.1 Name 258 34.2 Nationality and place of origin 260 34.3 Marital status 260 34.4 Age 261 34.5 Date and place of birth 262 34.6 Occupation, status or rank, religious, political and other affiliations 263 258 35 Identifying people and things 35.1 Identifying yourself and others 265 35.2 Identifying things 266 265 36 Describing 36.1 Referring to a subject’s nature or identity 267 36.2 Enquiring about a subject’s nature or appearance 269 36.3 Describing a state or condition 270 36.4 Descriptions involving an unspoken comparison 271 36.5 Asking and saying what something is made of 271 36.6 Describing events 271 36.7 Describing facts or information 272 36.8 Describing a person’s character and attitude 272 36.9 Describing the weather 273 267 37 Making comparisons 37.1 Comparisons of inequality 275 37.2 Comparisons of equality 277 37.3 Comparing more than two objects 279 275 38 Expressing existence and availability 38.1 Asking and answering questions regarding existence 281 38.2 Describing facilities 283 38.3 Expressing availability 283 281 CONTENTS III 39 Expressing location and distance 39.1 Expressing location 285 39.2 Asking and saying where an event will take place or took place 287 39.3 Indicating precise location 288 39.4 Indicating distance 290 285 40 Expressing possessive relations 40.1 Expressing ownership and possession 292 40.2 Emphasizing possessive relations 295 40.3 Expressing possessive relations involving parts of the body, personal effects and close family members 296 40.4 Asking whose something is 296 40.5 Other ways of expressing possession 297 292 41 Expressing changes 41.1 Talking about changes of state and appearance 298 41.2 Talking about changes of status, nature and identity 301 41.3 Other verbs that express change 303 298 42 Expressing cause, effect and purpose 42.1 Enquiring about cause 304 42.2 Giving reasons and expressing relationships of cause and effect 305 42.3 Other ways of expressing relationships of cause and effect 307 42.4 Enquiring about purpose 309 42.5 Expressing purpose 310 304 Putting events into a wider context xii 313 43 Expressing knowledge 43.1 Expressing knowledge of a fact 315 43.2 Saying that one knows a person, a place or an object 316 43.3 Cases in which both saber and conhecer can be used with a difference of meaning 316 43.4 Expressing knowledge of a subject 317 43.5 Expressing knowledge of a language 317 43.6 Expressing knowledge of a skill 317 43.7 Getting to know, becoming acquainted with or meeting someone 317 43.8 Hearing or finding out about something 318 315 44 Remembering and forgetting 44.1 Remembering 319 44.2 Reminding 322 44.3 Forgetting 324 319 45 Expressing obligation and duty 45.1 Expressing obligation and duty with regard to oneself and others 326 45.2 Enquiring whether one is obliged to do something 328 45.3 Expressing obligation in an impersonal way 328 45.4 Other ways of expressing obligation and duty 329 45.5 Expressing unfulfilled obligation 329 326 CONTENTS IV 46 Expressing needs 46.1 Expressing needs with regard to oneself and others 331 46.2 Asking people about their needs 332 46.3 Expressing needs in an impersonal way 333 46.4 Expressing strong need 335 47 Expressing possibility and probability 336 47.1 Saying whether something is considered possible, probable or impossible 336 47.2 Enquiring whether something is considered possible or impossible 339 48 Expressing certainty and uncertainty 48.1 Saying how certain one is of something 341 48.2 Enquiring about certainty or uncertainty 343 341 49 Expressing supposition 49.1 Common expressions of supposition 345 345 50 Expressing conditions 50.1 Open conditions 348 50.2 Remote and unreal conditions 349 50.3 Unfulfilled conditions 350 50.4 Other conditional expressions 351 348 51 Expressing contrast or opposition 51.1 Common expressions of contrast or opposition 354 354 52 Expressing capability and incapability 359 52.1 Enquiring and making statements about capability or incapability 359 52.2 Enquiring and making statements about learned abilities 361 53 Seeking and giving permission 53.1 Seeking permission 362 53.2 Giving permission 364 53.3 Stating that permission is withheld 365 362 54 Asking and giving opinions 54.1 Asking someone’s opinion 367 54.2 Expressing opinions 369 54.3 Reporting on other people’s opinions 373 367 55 Expressing agreement, disagreement and indifference 55.1 Expressing agreement 374 55.2 Expressing disagreement 375 55.3 Asking about agreement and disagreement 376 55.4 Expressing indifference 377 374 Expressing emotional attitudes 56 xiii Expressing desires and preferences 56.1 Expressing desires 381 56.2 Enquiring about desires 384 331 379 381 CONTENTS 56.3 56.4 V Expressing preferences and enquiring about preferences 384 Expressing desires and preferences involving others 386 57 Expressing likes and dislikes 57.1 How to say you like or dislike someone or something 387 57.2 Enquiring about likes and dislikes 388 57.3 Other ways of expressing likes and dislikes 389 387 58 Expressing surprise 58.1 Set expressions 392 58.2 Expressing surprise with regard to someone or something 392 392 59 Expressing satisfaction and dissatisfaction 59.1 Expressing satisfaction 394 59.2 Expressing dissatisfaction 395 59.3 Enquiring about satisfaction or dissatisfaction 395 394 60 Expressing hope 60.1 Saying what one hopes or others hope to do 397 60.2 Expressing hope with regard to others 397 60.3 Expressing hope in response to a question or statement 398 397 61 Expressing sympathy 61.1 Saying one is sorry about something 400 61.2 Saying one is glad about something 402 400 62 Apologizing and expressing forgiveness 62.1 Apologizing 404 62.2 Expressing forgiveness 406 404 63 Expressing fear or worry 63.1 Common expressions of fear 407 63.2 Other ways of expressing fear 410 407 64 Expressing gratitude 64.1 Expressing gratitude 411 64.2 Responding to an expression of gratitude 413 411 The language of persuasion 415 65 Giving advice and making suggestions 65.1 Giving advice and making suggestions that do not involve the speaker 417 65.2 Suggesting a course of action involving the speaker 420 65.3 Asking for advice and suggestions 422 417 66 Making requests 66.1 Common expressions of request 424 424 67 Giving directions, instructions and orders 67.1 Giving directions and instructions 427 67.2 Giving orders 428 427 xiv CONTENTS 68 Making an offer or invitation and accepting or declining 68.1 Making an offer or invitation 430 68.2 Accepting or declining an offer or invitation 433 68.3 Enquiring whether an invitation is accepted or declined 434 Expressing temporal relations VI 435 69 Talking about the present 69.1 The present simple 437 69.2 The present continuous 438 69.3 Expressing habitual action with costumar + infinitive 439 69.4 Saying how long one has been doing something 439 437 70 Talking about the future 70.1 Talking about future events 442 70.2 Talking about scheduled events in the future 443 70.3 Talking about plans and intentions for the future 443 70.4 Expressing the future from a past perspective 445 70.5 Other ways of expressing the future 446 442 71 Talking about the past 71.1 Talking about events that are past and complete 447 71.2 Saying how long ago something happened 447 71.3 Talking about long-lasting past events 448 71.4 Talking about past events related to the present 448 71.5 Referring to a prolonged or repeated action that began in the past and is still in progress 449 71.6 Referring to the immediate past 449 71.7 Referring to actions and developments that have been happening in the recent past 450 71.8 Describing past states or actions in progress over an unspecified period of time 451 71.9 Talking about past habitual actions 451 71.10 Talking about actions that were taking place when something else happened 452 71.11 Talking about a past event or action that occurred before another past event or action 453 71.12 Referring to a prolonged or repeated action that began at an earlier time and was still in progress at a point in the past 453 447 Appendices Appendix I: Appendix II: Appendix III: Appendix IV: Appendix V: 454 Regular verb forms 454 Principal irregular verbs 455 Verbs with irregular past participles 457 Verbs with both a regular and an irregular past participle 457 Second person verb forms 458 Bibliography Index of words and topics xv 430 460 461 

Modern italian grammar workbook

. Section 1 Structures 1 STRUCTURES 2 I Nouns, articles and adjectives – MIG Chapter 1 Nouns and articles 1 ଙ Un, una, uno, un? MIG 1.3.2 Indefinite article Add the correct form of the indefinite article un, una, uno or un’. The words have been grouped into categories: Example: macchina – una macchina At the café 1 2 3 4 5 6 7 8 caffè aranciata toast bibita bicchiere di vino spremuta spuntino aperitivo The family 9 10 11 12 13 cugina zio zia nipote fratello Work 14 15 16 17 18 19 20 3 dentista medico insegnante studente psichiatra professore professoressa STRUCTURES 2 ଙ Not one but two! MIG 1.2.2–1.2.4 Nouns: regular plurals Change the nouns shown into the plural form using due: Example: una cassetta – due cassette At school 1 2 3 4 5 6 un insegnante uno studente un corso una classe un’aula uno sbaglio Free time 7 8 9 10 un giornale un’automobile un viaggio un ristorante Home and family 11 12 13 14 15 16 17 18 19 20 3 ଙ una casa uno specchio una camera un divano uno studio un salotto uno zio uno scaffale un televisore un impianto stereo Yet more plurals MIG 1.2.5 Nouns: irregular plurals Change the nouns shown into the plural form using due: 1 2 3 4 5 6 7 8 9 4 una serie una moglie un bar un cinema un greco un’amica una radio una città un tema Nouns, articles and adjectives 10 11 12 13 14 15 16 17 18 19 20 4 ଙ un artista un’artista uno psichiatra una psichiatra una crisi un uomo una moto una tesi un amico una greca un film Il, la, lo, l’? MIG 1.3.4 Definite article: singular forms Add the correct form of definite article il, la, lo, l’. All these examples are singular. Example: specchio – lo specchio At school 1 2 3 4 5 6 agenda orario studente studentessa modulo sbaglio At the seaside 7 8 9 10 11 ombrellone spiaggia sedia a sdraio mare costume Other 12 13 14 15 16 17 18 19 20 5 automobile psichiatra (m.) psichiatra (f.) artista (m.) pneumatico yogurt ionio (Ionian sea) zio zia 

New english file beginner students book

5 P E O P TI E N T H ES T R E EETN 5 VOCABUTARY C l a s s r oloam nguage a O p.tO+Vocabulary BankThings. Do part A. I What''syourname? 2 Howdo youspellit? 3 Whereareyoufrom? b Matchthephrases andpictures. a 1.45 Listen to the man. Whats his name? b 1.44 Listen and write his name. His name''s l.4s Listen. Where''she from? He''sfrom 1.46 Listento six more peopleand completethe chart. I Her name''s-. -) I a Shesfrom Readingin -. His name''s . Hes from Her name''s . She''sfrom Her name''sHis name''s . Shesfrom Bangalore, 6 His name''s in the USA. . He''sfrom Vancouverin . He''sfrom San Diego, tr . LI T T I I e l n pairs, ask and answer the questions in the box. 4 SPEAKING Good morning Good afternoon Good evening + 12.00 12.00+ 6.00 6.00p.m.-> Closethe door. Sit down, please. Lookat the board,please. C o to page I4. S tandup. Openyour books. c t.48 Listenand check.Listenagainand repeat. d t.49 Listenand do the actions. 6 t.5o soNGn H-s-c-o a l n pairs,roleplaydialogue2from exercise1. A You''rethe receptionist. It''s4.00p.m. B Useyour nameand surname. b Changeroles. B You''rethe receptionist. It''s7.00p.m. A Useyour nameand surname. Good morning / afternoon/ evening. What''s your surname? How do you spell it? Please. Gome: Hittheships A p.76Bp.79. Q Communication I have a reservation. GR A MM A R c Completethe phrases. Whereareyouf!9m? Circle the correct answer. Hello, aI A ExcuseI Alex. B Yes,I am. A I''m fim Brown. Nice to 2 @t''you from Brazll?. aAre bIs A Is fack English? a she''s A - B No, American. b hes from? A Is Carmen Spanish? B No, your surname? inroom2l2. d Write the things in the classroom. B Yes, a she''s b she is They Chinese,they''re |apanese. a arent afternoon. I''m Ann Carter. a reservation. I4 A C-A-R-T-E-R. b Where are you A Are you in room 211? a we''re b are A 3 you. B Sorry,howdo you s B I''m from Russia. a Where you are , are you Harry?. b are''nt Prague in Hungary? aAre bIs Lisa and Luke are from California a You''re b They''re 9 A Are you in class2? a I not b I''m not 10 She- American. B No, from London, she''sfrom Manchester. a aren''t b isnt V OC A BUL A R Y a Complete the chart. Countrv a Mexico Nationality Mexican China 2 Italian England ) Brazil 5 PRONUNCIATION a Canyou rememberthesewordsand sounds? vowels consonants American Write the next number. one,two, three I six, seven, 2 two, one, a J ten, eleven, 4 fifteen,fourteen, 5 eighteen,nineteen, O p.t17I ll9 SoundBank.Checkthe wordsand sounds,andpractisesayingthe examplewords. Underlinethe stressed syllable. Italian fapan |apanese hotel sorry surname I C A NY O UU N D E R S T ATNHDI ST E X T ? Readand completethe chart for Marta,Viktor, and Kelly. l''m Marta Ramirez. l''m from C6rdobain Spain. l''m Viktor Petrov. l''m from Moscowin Russia. 2 C A NY O UW R I T ET H I SI N E N G T I S H ? a Completethe chart for you. b Write two sentences aboutvou. C A NY O UU N D E R S T A N DESE TH PEOPTE? l.5l Listen and choosethe right answer. I a Danny''sAmerican. b Danny''sEnglish. 2 a Bella''sin room 9. b Bella''sin room 19. 3 a She''sKathy. b She''sCathy. 4 a The busis number13. b The busis number14. 5 a Andrzejis from Russia. b Andrzej is from Poland. 6 a The flight isBA4T2. b The flight is 84462. 7 a He''sJohnRead. b He''s|ohn Reid. 8 a Chrisis a woman. b Chrisis a man. 9 a Theexercise is on page11. b The exerciseis on page12. l0 a It''s8.00a.m. b It''s8.00p.m. 4 C A NY O US A YT H I SI N E N G T I S H ? Tick (r'') theboxes. Canyou...? sayyour nameand whereyou arefrom askwhereotherpeoplearefrom spellyour name count from 0-20 checkin at a hotel I I E ! ! Yes,I can. Yes,I can. Yes,I can. Yes,I can. Yes,I can. G s i n g u l a rn dp l u r anl o u n so;f o n , t h e smallthings P lzl and/s/, pluralendings v Whatarethey?They''rekeys. I V OC A BUt A R Y s m atl hl i n g s a Can you remember five things in the classroom?Write the words. 4 a l 3 a c I theb 2 thed 5 a w Do part B. BankThings. b Q p.104Vocabulary u r anlo u n s ;f oo n , t h e 2 G R A M M A Rs i n g u l a r apnl d a Readand order the things (bags,coats,etc.) 1-5. b 2-2 Listen and check. c Write the plurals. Where is it? Oh no! It''s on the train! I bag Thetop five thingspeopleleaveon Britishtrainsare (not in order): I 3 book bags 4 laptop fl coats I bags 2 chair O p.90GrammarBank2A. Readthe rules and do the exercises. glasses E mobilephones e fl umbrellas Memorygomep.81. O Communication 5 P R O N U N C I A T I O lNz l a n dl s l , plural endings 2.4 Listenand repeatthe words and sounds. BratlI ''/,ero I b c 2-5 Listen and repeatthe plurals. laptops books coats watchcs glasscs pieccs 2.6 Listen. Saythe plurals. ''It''s a photo.'' clocks :]EAKIN& GWRITING r \ . \t '' t '' \ \ '' i t l t a p l l r t n e r '' . ( what is it? W h a ta r e t h e y ? I t '' sa / a n They''re - \( s .F \ n r \ '' o L r rb a s / p o c l i c t ? '' l '' i c l(i y '' ) o r c r '' o s s( X ) t l t c t l t i n s s . 5 TISTENING 2 . 7 l . i s t c n t o ht''ccot.tt,crsaI iotrs.\''r''itc t h c t h i n { ro r t h i n s s t h a tt h q '' s a r '' . ,.it''tl I I s t h i sI '' o r r r '' ? I I l crc al '' c'' ol u'' '' r '' e ll l r - l S o r r r ,i t '' sn t v 1 L o o l ii n t h c . ...I I''tl i-, Is rt oK? i r '' l t a tv o r r l r a v e i n v o u r l -ra g/ p '' ro c l i c t, c .g . a l l ool i , l i cvs \''hat is it? .''ll a p.,al''tltcl''. \''h.rt irrc tltcr''? \ \ '' h a t '' si n v o r r r l'' r a g ? i n y b a g I h a v e a b o o l < ,l < e y s a , pen, I h a v c I t t '' o t '' r '' t '' t l itl'' r l r i l s . @ possessive s adjectives; G possessive v peopleandfamily Who''sMaria? mybrother''s wife. She''s P 16l,l^1, andlel I GRAMMAR possessive adjectives a 2.8 Listen. Number the pictures 1-3. I A Hey!That''smy bag. B No, it isn''t.lfs my bag.Yourbag''sthere. 2 A B A B C B And hereare our children. What are their names? Her name''sLucyand his name''sEric. Hello.And who''s this? It''s my parrot. Whafs its name? c Polly. B Hello Polly. 5 A B A B A B Excuseme, where are our coats? Sorry? Whereare our coats? Yourcoats- they''reover there on the chair. Thankyou. Good night. Bye. 2 VOCABUtARY people andfamily a Lookat picturesA-C. Wherecanyousee...? Listen again and read the dialogues.Thencomplete the chart with a highlighted word. I albag) you he th.y it Bank28. Readtherulesfor O p.90Grammar possessive adjectives. Do exercisea. Talk to a partner.Point at peoplein the classroom. Can you remembertheir names? What''sher name? I can''tremember. Whataretheirnames? twoboys tr andlel t PRONUNCIATION 16l,l^1, a she I I BankPeople ondfomily. Q p.105Vocabulary we you a man, a woman, and two children men and women z-rt Listenand repeatthe wordsand sounds. father they their the brother husband son mother sister person woman children 2-r4 Listen. Practise the sentences. The woman over there is my mother. I have one brother and three sons. My husband and my father are teachers. 

New headway advanced tests

NAME: 11 Pair the words with the same vowel sounds. Which is where I bumped into a remarkable man called Archie Carmichael. Most writers I know can point to a certain chance meeting and say that it was the turning point in their careers. Unfortunately, in my case, this wasn’t it. Archie was a jobbing printer with his own small printing plant in Manchester’s Great Ancoats Street. When business was slow, he published the odd pulp-fiction novelette and when I mentioned that I wrote advertisements for a living, he immediately asked me to write a 40,000-word Western. To Archie, a writer was a writer was a writer. I hesitated, of course. Advertising writer or not, I still tried to maintain certain standards and the thought of having to turn out 40,000 words of utter rubbish for what – ten shillings? twelve shillings and sixpence per thousand words? It was hardly worth compromising one’s creative integrity for. ‘I pay twenty-one shillings a thousand,’ said Archie, and six weeks later The Man Who Rode by Night hit the local bookstalls. As a Western, written by a fresh-faced young lad still in his teens, who hadn’t been further west than West Lancashire, I thought it wasn’t a bad effort. bird pear threat heard sword tough ward cough great debt rose shot choose fear bear beard front straight through dough 1 and 2 and 3 and 4 and 5 and 6 and 7 and 8 and 9 and 10 and 0.5 points for each correct answer 5 12 Write the homophones of the words (same sound, but 2 An editor told Sharples he was good at drawing cartoons. different spelling). 1 meat 7 suite 2 throne 8 piece 3 chews 9 threw 4 caught 10 which 5 flour 11 ware 6 wore 12 dear 3 He was already an experienced writer when he started at the advertising agency. 4 He wrote the slogan ‘potato and meat, simply heat’. 5 He met Carmichael in a pub near the agency. 6 This meeting was the most important event in his writing career. 0.5 points for each correct answer 6 13 Read the text. Are the statements true (T) or false (F)? MY FIRST BOOK by Dick Sharples ‘How did you get started?’ is arguably the most commonly-asked question to an established writer by newcomers to the craft, and, in my experience, most professional writers will come up with totally different answers. In my case, I didn’t start out as a writer. I was originally a cartoonist who was often compared to Ronald Searle. As one magazine editor put it, ‘Compared to Ronald Searle, you’re rubbish.’ It was then that I made up my mind to try writing and I joined a Manchester advertising agency, writing copy for local businesses such as H. Read & Son, owned and run by the late comedian Al Read. H. Read & Son made meat pies, sausages, and a range of mysterious Cornish-type pasties called Frax Fratters: ‘potato and meat, simply heat’. After an exhausting day producing brilliant catchphrases such as that, I used to drop into a local bar to refresh my creative talents with a drink before they faded away completely. New Headway Advanced © Oxford University Press 1 New authors often want to know how experienced authors began writing. PHOTOCOPIABLE 7 Carmichael’s company only produced its own books when it had nothing else to print. 8 Carmichael thought any writer should be able to write any kind of text. 9 Sharples refused to let money come before his principles. 10 He was quite pleased when his book was published. 1 point for each correct answer Test U N I T 2 10 11 NAME: 14 Find the phrasal verbs in the text with these meanings. 1 manage to think of 2 begin my career 3 decided 4 visit 5 disappeared 6 met by chance 7 identify 8 produce/manufacture 4 0.5 points for each correct answer 15 Read the opening paragraph from a story. Then answer the questions. ‘If we stay here, we’ll die,’ said Mark, finally. The midday sun beat down mercilessly as they looked around the featureless desert that surrounded them. Next to the lifeless tree that gave them so little shade stood the 4X4 that had brought them into this wilderness: expensive, shiny and new, but now – with its shattered radiator – totally useless. Jane knew he was probably right, though she also knew the first rule of off-roading in situations like this: stay with the vehicle. For one thing, it was relatively easy to spot from the air. Always assuming, of course, that there just happened to be an alert pilot in a passing plane who realized they’d broken down. ‘Some chance,’ she thought, but she realized she had a decision to make: whether to set off with Mark on a 200-kilometre hike through incredibly inhospitable terrain, or else stay there with half of their rapidly diminishing supplies – and just hope for a miraculous rescue. 1 What choice does Jane have to make? What do you think she will decide? 2 What might be the results of that decision? How might it affect Mark? 3 What do you think will happen in the end? Now complete the story in 200–300 words, using your ideas from questions 1–3 above. Follow the advice below. • Plan the events, the order of events and the ending. • Decide how both characters will react to the events, and how you will describe their feelings and actions. • Use linking words and direct speech. • Check your completed story for correct use of tenses and time adverbials. 12 U N I T 2 Test Maximum number of points possible 20 TOTAL 100 New Headway Advanced © Oxford University Press PHOTOCOPIABLE 3 NAME: Test when its annual report showed spending was being (4) tight / tightly controlled, but there was panic selling of shares when a director was (5) wrong / wrongly accused of fraud. Now certain shareholders, (6) most / mostly those with links to the likely purchaser, are beginning to talk (7) free / freely of an attempted buyout, which must now (8) sure / surely be coming sooner rather than later. 1 Match A and B to form adverb collocations. A 1 freely B a regret 2 severely b need 3 deeply c remember 4 sorely d await 5 desperately e injured 6 perfectly f affected 7 distinctly g impossible 8 eagerly h admit 9 virtually i tempted fatally j clear 10 4 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Don’t change this word. Write between two and four words. 0.5 points for each correct answer 5 2 The sentences have the wrong adverbs in them. Change them around to make correct adverb collocations. 1 Although some of the passengers were screaming strongly, there was no real danger. 2 Men in grey suits walked passionately along Wall Street as another day at the office began. 3 On the third day of her diet, Alice gazed conscientiously at the cakes in the shop window. 4 The bank apologized hysterically for putting their customers’ credit card details on the Internet. 5 Carlos and Juanita loved each other profusely, but their families disapproved. 6 After working longingly for five years, Joanna became tired of the same old routine. 7 Mr Symons retires next month and will be utterly missed by all of us. 8 At the annual dinner, the manager went on sadly about the company’s achievements. 9 All the firm’s records were interminably destroyed in the mysterious fire. 10 The authors of the report feel briskly that more investment is needed. 0.5 points for each correct answer 5 3 Circle the correct form of the adverbs. Although the company has worked extremely (1) hard / hardly to improve its financial situation, rumours have been going round (2) late / lately that a take-over bid is imminent. Earlier in the year it was (3) wide / widely believed that it could survive on its own, particularly New Headway Advanced © Oxford University Press 4 0.5 points for each correct answer PHOTOCOPIABLE 1 After work, you should relax. EASY You should work. after 2 The photocopier has stopped working properly again. WRONG The photocopier has again. 3 Although we knew he was guilty, he was released from prison. FREE He from prison, although we knew he was guilty. 4 If you work there, you’ll earn almost nothing. HARDLY You’ll if you work there. 5 Tell the driver to make a complete turn at the end of the road. RIGHT Tell the driver to at the end of the road. 6 It’s possible to buy our products in many places. WIDELY Our available. 7 If the horse starts to gallop, you mustn’t loosen your grip. TIGHT You if the horse starts to gallop. 8 The boss has a very good opinion of you. HIGHLY The boss you. 1 point for each correct answer Test U N I T 3 8 13 NAME: 5 Match the meanings of just a–f with the sentences. 7 Do these verbs mean going up (U), going down (D), or neither (N)? a right now d exactly b only e equally, no less 1 decline 8 plunge c a short time before f simply 2 pick up 9 remain stable 3 level out 10 plummet 4 decrease 11 slump The fall in interest rates is excellent news: it’s just what we need. 5 tumble 12 soar 6 collapse 13 even out 3 I just can’t stand any more of that noise. 7 leap 14 shoot up 4 Hold the line a second. He’s just coming into the office. 5 Surely it can’t have broken already? You’ve just bought it! 6 The huge new supermarket has no real competition: just a few small shops. 1 The cheap model is just as good as the expensive one. 2 0.5 points for each correct answer 0.5 points for each correct answer 7 8 Rewrite the sentences beginning with the words given. 1 There was a sharp rise in the retail price index. The retail price index 3 . 2 The value of gold has fallen steadily this year. There 6 Put the words in the correct order. Then match the sentences with the meanings of just a–f in exercise 5. 1 . 3 There may be a dramatic increase in unemployment soon. Unemployment brother as Judy lazy just her is as . 4 Overheads have gone up substantially since January. 2 resigned boss just our has 3 I’m email just your reading 4 what too think just I that’s There . 5 There appears to have been a gradual fall in sales. Sales appear . 6 It seems that profits have decreased slightly this month. There seems . 7 City analysts predict a steady increase in share prices. 5 6 years just manager is old new the twenty-two Share prices are predicted . 8 The latest figures show that turnover has dropped sharply. to true good-looking just be he’s too A 7 problem is the that just 8 have profits announced just record they 9 any all sense just make doesn’t it at 10 the are meeting just they finishing 1 point for each correct answer 14 U N I T 3 Test . 1 point for each correct answer 8 10 New Headway Advanced © Oxford University Press PHOTOCOPIABLE NAME: 9 Correct the mistakes. 11 Read the text and circle the letter of the word which best fits each space. 1 Every month, Mike saves twice so much as I do. 2 Liz makes far less money than Julia is. 3 Carmen spends a 5% of her income on travel to and from work. 4 Dentists earn much more as nurses do. 5 Thomas didn’t spend as many as Jack did. 6 Some people spend a quarter of everything they earn in food. 7 We pay 10% more for our electricity than they. 8 Matthew spends five times many on clothes as I do. 9 Life would be much cheaper here. You’d spend 50% than you do there. 10 Paula and Louise spend anywhere near as much on CDs as we do. 0.5 points for each correct answer 5 10 Make complete sentences using the prompts. 1 Philip / spends / quarter / salary / accommodation 2 Susana / spent / three times / much / presents / her sister 3 we / try / spend / 10% / less / bills / we / used to SHOPS OR SUPERMARKETS? The plan to build a giant branch of a well-known supermarket (1) … on the outskirts of town has divided local opinion. The council, ever keen to attract firms willing to (2) … in an area that still suffers from (3) … unemployment, denies that town-centre shops need fear (4) … competition from aggressive price-cutting by the new store. The shopkeepers’ reaction (5) … the news, perhaps not surprisingly, has been somewhat different. They believe that the council’s support for the scheme will lead to many small shops going (6) … business, especially at a time when (7) … like electricity and insurance are rising so quickly. They (8) … the council to look at other (9) …, such as improving access for shoppers to the badly (10) … town centre, for instance by extending the new tram line to the (11) … suburbs in the south-west. The shop owners also accuse the council of being ‘totally (12) … to’ the environmental (13) … of such a massive development, and claim councillors are failing to act in (14) … with Government policy, which is to curb the construction of new out-oftown shopping centres. 1 a series b chain c channel 2 a invest b invert c incur 3 a chronic b detached c benevolent 4 a obscene b ruthless c treacherous 5 a of b to c from 6 a out of b away from c down to 7 a debts b overheads c brands 8 a deem b target c urge 9 a notions b options c dilemmas b trafficked c congested 10 a manic 4 my mother / doesn’t spend / much / clothes / I 5 some people / spend / 100% / more / going out / think / they 1 point for each correct answer New Headway Advanced © Oxford University Press 11 a prosperous b subservient c sacred 12 a virtual b oblivious c compassionate 13 a downturn b impact c obesity 14 a line b aid c feedback 0.5 points for each correct answer 7 5 PHOTOCOPIABLE Test U N I T 3 15 NAME: 12 Read the text. Then match the type of card A–E with the 5 statements. 7 MONEY AND CREDIT – WHAT TYPE OF PLASTIC? If you decide to use a card to buy goods or services, use this list to decide which one is best for you. A Debit cards These take money directly from your bank account; they’re not credit cards, but an alternative to cash or writing a cheque. Linked to your bank account, debit cards often also work in cash machines and as a cheque guarantee card. Switch and Visa operate these schemes for the banks. B Charge cards If you use a charge card, you’ll be sent a bill each month which you usually have to pay in full – so again, this isn’t a credit card. You’ll generally be charged an annual fee. C Budget, option, or store cards Issued by stores or retail groups, these offer a form of credit. You can use the card to buy goods at the store and will be sent a monthly bill. Paying back the money you’ve borrowed varies. Some cards will demand a minimum monthly payment; others a fixed payment by standing order or direct debit. You will normally pay interest if you don’t pay back all you owe each month. D Credit cards You can use a credit card to borrow money to buy things straightaway and then decide over what period to repay the money you owe, plus interest. You get a monthly statement showing what you have bought and how much you owe. Each month you can pay back the full amount (usually free from any interest) or only some of the amount. Normally, you must pay at least £5 or three to five per cent (whichever is greater) of the money you owe each month and you will be charged interest on the outstanding debt each month. Credit cards can usually be used in cash machines, but you are likely to pay extra if you do. There are advantages to using credit cards when buying by mail order or on the Internet: if your goods or services are misrepresented or don’t arrive you may get a refund from the card issuer. It can be used with or without a cheque. 8 You must pay within the month for anything you buy with it. 9 You might get your money back for items bought with the card but not received. 10 , 11 You must have enough money before you can buy anything with the card. 12 It can only be used to buy items in certain places. 13 If you buy goods with it, it provides some kind of insurance. 1 point for each correct answer Channel, based on the extract from the Profit and Loss Account below. Use the paragraph plan as a guide. Paragraph 1: Introduction. State your aims. Paragraph 2: Sum up the negative aspects of the accounts, giving reasons. Compare figures, using more/less than, as much as, slight rise, drop sharply, etc. Paragraph 3: Sum up the positive aspects, with reasons. Compare figures as above. Paragraph 4: Conclusion. Give your recommendations for improving the figures in coming years. Interest paid out taken Interest received Sale of businesses to 31/12/03 (to 31/12/02) € million (€ million) Notes on 2003 11.2 (4.3) large bank loan 2.7 27.5 (5.1) (1.6) fewer investments unprofitable firm sold major competitor bought crisis in certain countries main amounts now repaid Purchase of businesses Debt repayment to RTV Debt repayment by RTV 108.9 (16.5) 5.4 (21.7) 3.3 (19.4) 1 Profit before tax Profit after tax 36.5 25.3 (90.8) (75.2) You are sent a list of purchases made with the 2 It isn''t normally used to buy expensive items. 3 It may cost more to use it in a cash machine. 4 You pay a fixed amount of money each year to be a card owner. U N I T 3 Test 13 13 Write a report on the financial situation of RTV Music E Electronic purse cards A relatively new scheme where you load a card with cash and then use it as an alternative to cash. Generally these cards are used for small purchases or to buy on the Internet. card. 16 ,6 In most cases, you are only charged interest on money not repaid within the month. Maximum number of points possible 20 TOTAL 100 New Headway Advanced © Oxford University Press PHOTOCOPIABLE 

NTCs thematic dictionary of american slang

Terms and Symbols ᮀ marks the beginning of an example. Amerindian related to native American cultures and people. and indicates an alternative element, either an alternative entry form or an alternative pronunciation. black typically used by or originated by Americans of African descent. blend made up of sounds from two other words, such as smoke + fog = smog. catchphrase an expression that is meant to catch attention because of its cleverness or aptness. combining form a sense of a word used only in combination with another word, as with bug in camera bug. deliberate spoonerism euphemistic exclam. in. a deliberate interchanging of initial consonants in a pair of words, such as “queer old dean” for “dear old queen.” relatively refined and having no negative connotations. exclamation. intransitive. Expressions that are intransitive verbs or intransitive verb phrases (an intransitive verb, its auxiliaries, and modifiers) are marked in. interj. interjection. interrog. initialism interrogative. an abbreviation consisting of the initial letters of the words being shortened. The letters are pronounced one by one, as with “IBM.” ix Copyright 1998 by NTC Contrmporary Publishing Group, Inc. Click Here for Terms of Use. ntc’s thematic dictionary of american slang mod. n. phr. modifier. Expressions serving to modify, restrict, or qualify (adjectives, adjective phrases, adverbs, adverb phrases, etc.) are marked mod. nominal. Expressions functioning as nominals (nouns, noun phrases, etc.) are marked n. phrase. prep. preposition. pro. pronoun. see Go to the entry indicated. see also sent. tr. x Find additional information at the entry indicated. sentence. transitive. Expressions that are transitive verbs or transitive verb phrases (a transitive verb and its auxiliaries, object(s), and modifier(s) are marked tr. List of Themes The following is a list of the 1,100 themes used to classify the slang and colloquial expressions found in this dictionary. The themes are also used as guide words at the top of each page in the dictionary. Use this list to explore the various themes conveniently. ABANDONMENT 1 ABBREVIATIONS 1 ABILITY 1 ABSENCE 1 ABSOLUTELY 1 ABSTINENCE 1 ABUNDANCE 2 ABUSED 2 ACCELERATOR 3 ACCEPTANCE 3 ACCIDENT 4 ACCOST 4 ACCOUNTANT 4 ACHIEVEMENT 5 ACQUIESCENCE 5 ACTIVITY 5 ACTOR 5 ADDICTION 5 ADDICTION - AGAIN 6 ADDICTION - END 6 ADDITIONAL 6 ADHESIVE 6 ADJUSTMENT 7 ADVANTAGE 7 ADVERTISING 7 ADVICE 7 AFFAIR 7 AGE 7 AGENT 8 AGGRESSIVENESS 8 AGREEMENT 8 ALCOHOL 9 ALCOHOL/DRUGS 9 ALCOHOL - BAD 14 ALCOHOL - BEER 14 ALCOHOL - BUBBLY 15 ALCOHOL - CHAMPAGNE 15 ALCOHOL - DRINKING 16 ALCOHOL - GIN 16 ALCOHOL - ILLICIT 16 ALCOHOL - LACKING 16 ALCOHOL - LOCATION 16 ALCOHOL - PARAPHERNALIA 16 ALCOHOL - SALOON 16 ALCOHOL - STRONG 16 ALCOHOL - VODKA 17 ALCOHOL - WHISKEY 17 ALCOHOL - WINE 17 ALERTNESS 17 ALTERNATIVES 18 ALWAYS 18 AMATEUR 18 AMAZEMENT 18 AMBITION 20 AMBULANCE 20 AMOUNT 20 AMOUNT - EXCESSIVE 21 AMOUNT - LARGE 21 AMOUNT - MANY 21 AMOUNT - MAXIMUM 21 AMOUNT - MORE 21 AMOUNT - MUCH 21 AMOUNT - SMALL 22 AMOUNT - ZERO 22 ANGER 22 ANNOYANCE 25 ANTICIPATION 27 ANUS 28 ANXIETY 28 APPEALING 29 APPEARANCE 29 APPEARANCE - NEGATIVE 30 APPLIANCE 30 APPRECIATION 30 APPROVAL 30 ARGUMENT 31 ARISE 31 ARMPITS 31 AROUSAL 31 ARREST 31 ARRIVAL 34 ARROGANCE See HAUGHTINESS 206 ARTS 34 ASSISTANCE 34 ASSISTANT 34 ATTACK 34 ATTENTION 34 ATTENTION - LACKING 34 ATTRACTIVE 35 ATTRACTIVENESS 35 AUDIENCE 35 AUDIO 35 AUTHORIZATION 35 AUTOMATIC 36 AUTOMOBILES See CARS 52 AVAILABLE 36 AVERAGE 36 AVIATION 36 AVOIDANCE 37 AWARENESS 37 AWARENESS - LACKING 37 BACKFIRE 38 BAD See HORRIBLE 209, NASTY 286, UNDESIRABLE 422 BADGE 38 BALDNESS 38 BASIC 338 BATHROOM 38 BEARD 38 BED 38 BEGGING 39 BEGINNINGS 39 BEHAVIOR 40 BEHAVIOR - BAD 40 BEHIND 41 BELCH 41 BELIEF 41 BELLY 41 BENEFIT 42 BEST 42 BETRAYAL 42 BICYCLE 43 BIRTH 43 BISEXUAL 43 BOASTING 43 BOAT 43 BODY 43 BODY - DEAD 44 BOREDOM See DULL 143 BRAGGING See BOASTING 43 BRAIN 44 xi Copyright 1998 by NTC Contrmporary Publishing Group, Inc. Click Here for Terms of Use. ntc’s thematic dictionary of american slang BRAVERY See COURAGE 81 BREASTS 44 BRIBERY 45 BROADCASTING 45 BROKE See MONEY LACKING 276 BROTHEL 45 BURDEN 46 BUREAUCRAT 46 BUS 46 BUSINESS 46 BUSY 48 BUTTOCKS 48 BUXOM 49 CALCULATION 50 CALM 50 CANCEL See STOPPING 388 CANDIDACY 51 CARDS 51 CARELESSNESS 51 CARING 52 CARING - LACKING 52 CARPENTER 52 CARS 52 CATALOG 54 CAUTION 54 CELEBRATION See PARTY 302 CELEBRITY 54 CEMETERY 54 CERTAINTY 55 CHALLENGE 55 CHANCE 56 CHARITY 56 CHARM 56 CHATTER 56 CHEAPNESS 57 CHEATING See DECEPTION 95 CHECKS 58 CHILDREN 59 CHOCOLATE 60 CHOICE 60 CITIES 60 CLARITY 61 CLEANLINESS 61 CLEVERNESS 61 CLOCK 61 CLOTHING 61 CLUMSINESS 63 COFFEE 63 COINCIDENCE 63 COLD 63 COLLEGE 63 COMEDIAN 63 COMFORT 64 COMMAND 64 COMMERCE 64 COMMOTION 66 xii COMMUNICATION 66 COMMUNIST 66 COMPETITION 66 COMPLAINT 66 COMPLETENESS 67 COMPLICATION 68 COMPUTER 68 COMPUTER - ABBREVIATIONS 69 COMPUTER - ERROR 71 CONCEAL 71 CONCENTRATION 72 CONCERN 72 CONCLUSION 72 CONCURRENTLY 73 CONDITIONAL 73 CONFESSION 73 CONFIDENCE 73 CONFRONTATION 73 CONFUSION 73 CONNECTION 75 CONSEQUENCES 75 CONSUMPTION 75 CONTACT 75 CONTENTMENT 75 CONTRACEPTION 75 CONTRACTION 75 CONTROL 76 CONTROL - LACKING 76 CONVERSATION 76 COOKING 77 COOPERATION 77 COOPERATION - LACKING 77 COPULATION 77 COPY 79 CORPSE See BODY - DEAD 44 CORRECT 79 CORRUPT 79 COST 79 COUNTRY 80 COUPLE 80 COURAGE 81 COWARDICE 81 CRANKSHAFT 82 CRAZINESS 82 CRIME 84 CRIMINAL 86 CRISIS 87 CRITICISM 87 CULTURE 88 CULTURE - LACKING 88 CURSING 89 DANCING 90 DANGER 90 DATING 90 DAY 91 DEAD 91 DEATH 92 DEBT 94 DECEPTION 95 DECLINE 99 DEFEAT 99 DEFECATION 100 DEFLATE 101 DELAY 101 DELICIOUS 101 DELIRIUM TREMENS 101 DEMONSTRATION 101 DEPART 102 DEPRESSION 104 DESCRIPTION 105 DESIRE 105 DESTRUCTION 106 DETAILS 106 DETECTIVE 106 DIARRHEA 106 DIETING 107 DIFFERENCE 107 DIFFICULTIES 107 DIGRESSION 109 DIRECTION 109 DISABLED 109 DISAGREEMENT 109 DISAPPOINTMENT 109 DISAPPROVAL 110 DISCARD 110 DISCOURAGEMENT 110 DISCOVERY 110 DISGUSTING 110 DISHONESTY 112 DISHWASHING DISINTEREST 112 DISLIKE 112 DISMISSAL 112 DISPLAY 112 DISPOSAL See DISCARD 110 DIVORCE 114 DOCTOR 114 DOG 114 DOMINANCE 115 DRAWBACK 115 DRINKING 115 DRINKING - BOUT 117 DRINKING - EXCESS 117 DRINKING - PARAPHERNALIA 119 DRINKING - PLACE 120 DRINKING - PORTION 120 DRINKING - TOAST 122 DRIVING 122 DRUGS 122 DRUGS - ADDED 125 DRUGS - AMPHETAMINE 125 DRUGS - ANALGESIC 126 DRUGS - BARBITURATE 126 DRUGS - COCAINE 126 DRUGS - FEELING 127 list of themes DRUGS - HASHISH 127 DRUGS - HEROIN 128 DRUGS - LSD 128 DRUGS - MARIJUANA 129 DRUGS - MESCALINE 131 DRUGS - METHADONE 131 DRUGS - MUSHROOMS 131 DRUGS - NEED 131 DRUGS - OPIUM 132 DRUGS - PARAPHERNALIA 132 DRUGS - PARTY 133 DRUGS - PCP 133 DRUGS - PEYOTE 133 DRUGS - PORTION 133 DRUGS - POWDER 134 DRUGS - PURCHASE 134 DRUGS - REACTION 135 DRUGS - REHABILITATION 135 DRUGS - RUINED 135 DRUGS - SELLER 135 DRUGS - STRONG 135 DRUGS - SUPPLY 135 DRUGS - TRANQUILIZERS 135 DRUGS - USE 136 DRUGS - USER 137 DRUGS - WEAK 140 DRUNK See INTOXICATED ALCOHOL 221 DRUNKARD 140 DULL 143 DUPE 144 DWELLING See LODGING 258 EAGERNESS 146 EARLY 146 EARN 146 EARS 147 EARTHY 147 EASY 147 EATING 148 EAVESDROPPING 150 EFFECT 150 EFFEMINATE150 EFFICIENCY 150 EFFORT 150 EJECTION 151 ELBOW 151 ELECTRICITY 151 ELECTRONICS 151 ELEGANCE 151 ELIMINATE 152 EMBARRASSMENT 152 EMOTION 152 EMOTION - LACKING 153 EMPLOYMENT 153 ENCOUNTER 153 ENCOURAGEMENT 154 ENDEARMENT 154 ENDINGS 154 ENDLESS 155 ENDURE 155 ENERGETIC 155 ENGINE 156 ENJOYMENT 157 ENMITY 157 ENTHUSIASM 157 ENTICEMENT 157 ENTRANCE 157 EQUIPMENT 157 ERROR 157 ESCAPE 159 ESSENCE 159 ESTIMATION 160 EVASION 160 EVEN 160 EVENT 160 EVERYTHING 161 EVERYWHERE 161 EVIDENCE 161 EXACTLY 162 EXAGGERATION 162 EXAMINATION 162 EXCELLENCE 162 EXCITEMENT 168 EXCREMENT 170 EXCUSE 171 EXERCISE 171 EXHAUSTION 171 EXIT See DEPART 102 EXPERIENCE 173 EXPERIENCE - LACKING 173 EXPERT See SKILL 376 EXPLANATION 173 EXPLOSIVES 174 EXPRESSION 174 EXTINGUISH 174 EXTORTION 174 EXTRAVAGANCE174 EXTREME 175 EYELIDS 175 EYES 175 FACE 176 FAILURE 176 FAKE 178 FALL 178 FALSE 178 FAN 179 FANTASY 179 FARMER 179 FARMING 179 FASHIONABLE 179 FAT 180 FEAR 180 FEELINGS180 FEET 180 FEMININE 181 FIDELITY 181 FIGHTING 181 FINALITY 181 FINANCIAL 181 FINGER 185 FIREFIGHTER 185 FIST 185 FLAMBOYANT 185 FLATTERY 185 FLATULENCE 186 FLIRTATION 186 FOCUS 187 FOG 187 FOOD 187 FOOLPROOF 189 FOOT 189 FORBIDDEN 189 FORCE 189 FRANKNESS 189 FREEDOM 190 FRIEND 190 FRIENDLINESS 191 FRIGHT 191 FRUSTRATION 192 FUEL 192 FUN 192 FUNCTIONAL 192 FURNITURE 192 GADGET 193 GAMBLING 194 GAS See FLATULENCE 186 GATHERING 194 GAY 194 GENERALITY 195 GENEROSITY 195 GENETIC 196 GENTILE 196 GENUINE 196 GIFT 196 GLASSES 196 GLUTTONY 196 GOALS 197 GOOD-BYE 197 GOOSE 198 GOSSIP 198 GOVERNMENT 199 GRATITUDE 199 GREED 199 GREETING 199 GRIEF 201 GROOMING 201 GROUCHY 201 GROUP 201 GROWTH 202 GUESSING 202 GUILT 202 HAIR 203 HANDKERCHIEF 203 xiii ntc’s thematic dictionary of american slang HANDS 203 HANGOVER 203 HAPPENING 204 HAPPINESS 204 HARASSMENT 204 HARM 205 HAT 205 HAUGHTINESS 206 HAUNT 206 HEAD 206 HEALTHY 207 HEART 207 HEAT 207 HEIGHT 207 HELL 207 HELP See ASSISTANCE 34 HETEROSEXUAL 207 HIDING 207 HINDER 207 HOBO 207 HOMELESSNESS 208 HOMOSEXUAL See GAY 194 HONESTY 208 HOPE 209 HORRIBLE 209 HORSE 209 HOSPITAL 209 HOUSING See LODGING 258 HUMILIATION 209 HUMILITY 209 HUNGER 209 HURRY 210 HYGIENE 210 IDEA 212 IDENTIFICATION 212 IGNORE 213 IMMEDIATELY 213 IMPACT 214 IMPETUOUS 214 IMPORTANCE 214 IMPORTANCE - LACKING 214 IMPRESS 214 IMPRESSIVE 215 IMPROVEMENT 215 IMPUDENCE 215 INCREASE 216 INDECISION 216 INDEPENDENCE 216 INDULGENCE 216 INEFFICIENT 216 INFERIORITY 216 INFLUENCE 216 INFLUENCE - LACKING 217 INFORM See TATTLING 400 INFORMATION 217 INJURY 218 INNOCENCE 218 INOFFENSIVE 219 INSECT 219 xiv INSINCERITY 219 INSULT 219 INTELLIGENCE 220 INTEREST 221 INTERJECTION 221 INTERROGATION 221 INTERRUPTION 221 INTESTINES 221 INTOXICATED - ALCOHOL 221 INTOXICATED ALCOHOL/DRUGS 225 INTOXICATED - DRUGS 240 INTOXICATION 241 INTOXICATION - BAD 242 INTOXICATION - DRUGS 242 INTOXICATION - END 242 INTOXICATION - ONSET 242 INTOXICATION - RECOVERY 243 INTOXICATION - SEVERE 243 INTOXICATION - SLEEP 243 INTRUSION 243 IRRELEVANCE 244 JAIL 245 JEER 246 JEWELRY 246 JOINING 246 JOKING 246 JUNKYARD 247 JUSTICE 247 KEY 248 KINDNESS 248 KINSHIP 248 KISS 249 KNEES 250 KNOWLEDGE 250 KNOWLEDGEABLE 251 KNOWLEDGE - LACKING 251 LABOR 252 LAUGHTER 252 LAW-ABIDING 253 LAWYER 253 LAZY 253 LEGAL 253 LEGS 254 LEISURE 254 LEND 255 LESBIAN 255 LICE 255 LIFESTYLE 255 LIMITATION 255 LIMITATION - LACKING 255 LINT 256 LIST 256 LISTENING 256 LOCATION 256 LOCATION - UNDESIRABLE 257 LODGING 258 LONELY 258 LOOT 258 LOSE See DEFEAT 99, LOSS 259 LOSS 259 LOUDNESS 259 LOVE 259 LOVER 259 LUCK 260 LUCKY 260 LUCK - LACKING 260 LUGGAGE 260 LUNGS 260 LUXURY 261 LYING 261 MACHINERY 262 MAIL 262 MAKEUP 262 MALFUNCTION 262 MAN 263 MANAGE 263 MAN - ATTRACTIVE 264 MAN - FRIEND 264 MAN - GOOD 264 MAN - IMPORTANT 264 MAN - MEEK 265 MAN - MUSCULAR 265 MAN - NEGATIVE 265 MAN - OLD 266 MAN - RECKLESS 266 MAN - SEX 266 MAN - STRANGE 267 MAN - STRONG 267 MAN - STUPID 267 MAN - UGLY 267 MAN - VULGAR 268 MARBLES 268 MARINE 268 MASCULINE 268 MEAN 268 MECHANIC 268 MEDDLE 268 MEDICAL 269 MEDICAL - PARAPHERNALIA 269 MEDICINE 269 MEEKNESS 270 MEETING 270 MENSES 270 MENTAL 270 MENTION 271 MIDDLE 271 MILITARY 271 MILK 271 MIMIC 271 MISCHIEF 271 MODERN 271 MONEY 272 

Origins a short etymological dictionary of modern english

Outline of american literature

solo trip in 1704 from Boston to New York and back escapes the baroque complexity of much Puritan writing. between church and state — still a fundamental principle in America today. He held that the law courts should not have the power to punish people for religious reasons — a stand that undermined the strict New England theocracies. A believer in equality and democracy, he was a lifelong friend of the Indians. Williams’s numerous books include one of the first phrase books of Indian languages, A Key Into the Languages of America (1643). The book also is an embryonic ethnography, giving bold descriptions of Indian life based on the time he had lived among the tribes. Each chapter is devoted to one topic — for example, eating and mealtime. Indian words and phrases pertaining to this topic are mixed with comments, anecdotes, and a concluding poem. The end of the first chapter reads: Cotton Mather (1663-1728) No account of New England colonial literature would be complete without mentioning Cotton Mather, the master pedant. The third in the fourgeneration Mather dynasty of Massachusetts Bay, he wrote at length of New England in over 500 books and pamphlets. Mather’s 1702 Magnalia Christi Americana (Ecclesiastical History of New England), his most ambitious work, exhaustively chronicles the settlement of New England through a series of biographies. The huge book presents the holy Puritan errand into the wilderness to establish God’s kingdom; its structure is a narrative progression of representative American “Saint’s Lives.” His zeal somewhat redeems his pompousness: “I write the wonders of the Christian religion, flying from the deprivations of Europe to the American strand.” Roger Williams (c. 1603-1683) As the 1600s wore on into the 1700s, religious dogmatism gradually dwindled, despite sporadic, harsh Puritan efforts to stem the tide of tolerance. The minister Roger Williams suffered for his own views on religion. An English-born son of a tailor, he was banished from Massachusetts in the middle of New England’s ferocious winter in 1635. Secretly warned by Governor John Winthrop of Massachusetts, he survived only by living with Indians; in 1636, he established a new colony at Rhode Island that would welcome persons of different religions. A graduate of Cambridge University (England), he retained sympathy for working people and diverse views. His ideas were ahead of his time. He was an early critic of imperialism, insisting that European kings had no right to grant land charters because American land belonged to the Indians. Williams also believe in the separation If nature’s sons, both wild and tame, Humane and courteous be, How ill becomes it sons of God To want humanity. I n the chapter on words about entertainment, he comments that “it is a strange truth that a man shall generally find more free entertainment and refreshing among these barbarians, than amongst thousands that call themselves Christians.” Williams’s life is uniquely inspiring. On a visit to England during the bloody Civil War there, he drew upon his survival in frigid New England to organize firewood deliveries to the poor of London during the winter, after their supply of coal had been cut off. He wrote lively defenses of religious toleration not only for different Christian sects, but also for non-Christians. “It is the will and command of God, that...a permission of the most Paganish, Jewish, Turkish, or Antichristian consciences and worships, be granted to all men, in all nations...,” he wrote in The Bloudy Tenent of Persecution for Cause of Conscience (1644). The intercultural experience 10 of living among gracious and humane Indians undoubtedly accounts for much of his wisdom. Influence was two-way in the colonies. For example, John Eliot translated the Bible into Narragansett. Some Indians converted to Christianity. Even today, the Native American church is a mixture of Christianity and Indian traditional belief. The spirit of toleration and religious freedom that gradually grew in the American colonies was first established in Rhode Island and Pennsylvania, home of the Quakers. The humane and tolerant Quakers, or “Friends,” as they were known, believed in the sacredness of the individual conscience as the fountainhead of social order and morality. The fundamental Quaker belief in universal love and brotherhood made them deeply democratic and opposed to dogmatic religious authority. Driven out of strict Massachusetts, which feared their influence, they established a very successful colony, Pennsylvania, under William Penn in 1681. John Woolman (1720-1772) The best-known Quaker work is the long Journal (1774) of John Woolman, documenting his inner life in a pure, heartfelt style of great sweetness that has drawn praise from many American and English writers. This remarkable man left his comfortable home in town to sojourn with the Indians in the wild interior because he thought he might learn from them and share their ideas. He writes simply of his desire to “feel and understand their life, and the Spirit they live in.” Woolman’s justice-loving spirit naturally turns to social criticism: “I perceived that many white People do often sell Rum to the Indians, which, I believe, is a great Evil.” oolman was also one of the first antislavery writers, publishing two essays, “Some Considerations on the Keeping of Negroes,” in 1754 and 1762. An ardent humanitarian, he followed a path of “passive obedience” to authorities and laws he found unjust, prefiguring Henry David Thoreau’s celebrated essay, “Civil Disobedience” (1849), by generations. W Jonathan Edwards (1703-1758) J ONATHAN E DWARDS Engraving © The Bettmann Archive 11 The antithesis of John Woolman is Jonathan Edwards, who was born only 17 years before the Quaker notable. Woolman had little formal schooling; Edwards was highly educated. Woolman followed his inner light; Edwards was devoted to the law and authority. Both men were fine writers, but they revealed opposite poles of the colonial religious experience. Edwards was molded by his extreme sense of duty and by the rigid Puritan environment, which conspired to make him defend strict and gloomy Calvinism from the forces of liberalism springing up around him. He is best known for his frightening, powerful ser- mon, “Sinners in the Hands of an Angry God” (1741): ness was rare — instead we hear of such pleasures as horseback riding and hunting. The church was the focus of a genteel social life, not a forum for minute examinations of conscience. [I]f God should let you go, you would immediately sink, and sinfully descend, and plunge into the bottomless gulf...The God that holds you over the pit of hell, much as one holds a spider or some loathsome insect over the fire, abhors you, and is dreadfully provoked....he looks upon you as worthy of nothing else but to be cast into the bottomless gulf. William Byrd (1674-1744) Southern culture naturally revolved around the ideal of the gentleman. A Renaissance man equally good at managing a farm and reading classical Greek, he had the power of a feudal lord. William Byrd describes the gracious way of life at his plantation, Westover, in his famous letter of 1726 to his English friend Charles Boyle, Earl of Orrery: Edwards’s sermons had enormous impact, sending whole congregations into hysterical fits of weeping. In the long run, though, their grotesque harshness alienated people from the Calvinism that Edwards valiantly defended. Edwards’s dogmatic, medieval sermons no longer fit the experiences of relatively peaceful, prosperous 18th-century colonists. After Edwards, fresh, liberal currents of tolerance gathered force. Besides the advantages of pure air, we abound in all kinds of provisions without expense (I mean we who have plantations). I have a large family of my own, and my doors are open to everybody, yet I have no bills to pay, and half-a-crown will rest undisturbed in my pockets for many moons altogether. Like one of the patriarchs, I have my flock and herds, my bondmen and bondwomen, and every sort of trade amongst my own servants, so that I live in a kind of independence on everyone but Providence. LITERATURE IN THE SOUTHERN AND MIDDLE COLONIES P re-revolutionary southern literature was aristocratic and secular, reflecting the dominant social and economic systems of the southern plantations. Early English immigrants were drawn to the southern colonies because of economic opportunity rather than religious freedom. Although many southerners were poor farmers or tradespeople living not much better than slaves, the southern literate upper class was shaped by the classical, Old World ideal of a noble landed gentry made possible by slavery. The institution released wealthy southern whites from manual labor, afforded them leisure, and made the dream of an aristocratic life in the American wilderness possible. The Puritan emphasis on hard work, education, and earnest- William Byrd epitomizes the spirit of the southern colonial gentry. The heir to 1,040 hectares, which he enlarged to 7,160 hectares, he was a merchant, trader, and planter. His library of 3,600 books was the largest in the South. He was born with a lively intelligence that his father augmented by sending him to excellent schools in England and Holland. He visited the French Court, became a Fellow of the Royal Society, and was friendly with some of the leading English writers of his day, particularly William Wycherley and William Congreve. His London diaries are the opposite of those of the New England Puritans, full of fancy dinners, glittering parties, and womanizing, with little introspective soul-searching. 12 Byrd is best known today for his lively History of the Dividing Line, a diary of a 1729 trip of some weeks and 960 kilometers into the interior to survey the line dividing the neighboring colonies of Virginia and North Carolina. The quick impressions that vast wilderness, Indians, half-savage whites, wild beasts, and every sort of difficulty made on this civilized gentleman form a uniquely American and very southern book. He ridicules the first Virginia colonists, “about a hundred men, most of them reprobates of good families,” and jokes that at Jamestown, “like true Englishmen, they built a church that cost no more than fifty pounds, and a tavern that cost five hundred.” Byrd’s writings are fine examples of the keen interest southerners took in the material world: the land, Indians, plants, animals, and settlers. the author, an Englishman named Ebenezer Cook, had unsuccessfully tried his hand as a tobacco merchant. Cook exposed the crude ways of the colony with high-spirited humor, and accused the colonists of cheating him. The poem concludes with an exaggerated curse: “May wrath divine then lay those regions waste / Where no man’s faithful nor a woman chaste.” In general, the colonial South may fairly be linked with a light, worldly, informative, and realistic literary tradition. Imitative of English literary fashions, the southerners attained imaginative heights in witty, precise observations of distinctive New World conditions. Olaudah Equiano (Gustavus Vassa) (c. 1745-c. 1797) Important black writers like Olaudah Equiano and Jupiter Hammon emerged during the colonial period. Equiano, an Ibo from Niger (West Africa), was the first black in America to write an autobiography, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African (1789). In the book — an early example of the slave narrative genre — Equiano gives an account of his native land and the horrors and cruelties of his captivity and enslavement in the West Indies. Equiano, who converted to Christianity, movingly laments his cruel “unChristian” treatment by Christians — a sentiment many African-Americans would voice in centuries to come. Robert Beverley (c. 1673-1722) R obert Beverley, another wealthy planter and author of The History and Present State of Virginia (1705, 1722) records the history of the Virginia colony in a humane and vigorous style. Like Byrd, he admired the Indians and remarked on the strange European superstitions about Virginia — for example, the belief “that the country turns all people black who go there.” He noted the great hospitality of southerners, a trait maintained today. Humorous satire — a literary work in which human vice or folly is attacked through irony, derision, or wit — appears frequently in the colonial South. A group of irritated settlers lampooned Georgia’s philanthropic founder, General James Oglethorpe, in a tract entitled A True and Historical Narrative of the Colony of Georgia (1741). They pretended to praise him for keeping them so poor and overworked that they had to develop “the valuable virtue of humility” and shun “the anxieties of any further ambition.” The rowdy, satirical poem “The Sotweed Factor” satirizes the colony of Maryland, where Jupiter Hammon (c. 1720-c. 1800) The black American poet Jupiter Hammon, a slave on Long Island, New York, is remembered for his religious poems as well as for An Address to the Negroes of the State of New York (1787), in which he advocated freeing children of slaves instead of condemning them to hereditary slavery. His poem “An Evening Thought” was the first poem published by a black male in America. ■ 13 CHAPTER Herman Melville, Nathaniel Hawthorne, Edgar Allan Poe, Walt Whitman, and Emily Dickinson. America’s literary independence was slowed by a lingering identification with England, an excessive imitation of English or classical literary models, and difficult economic and political conditions that hampered publishing. Revolutionary writers, despite their genuine patriotism, were of necessity self-conscious, and they could never find roots in their American sensibilities. Colonial writers of the revolutionary generation had been born English, had grown to maturity as English citizens, and had cultivated English modes of thought and English fashions in dress and behavior. Their parents and grandparents were English (or European), as were all their friends. Added to this, American awareness of literary fashion still lagged behind the English, and this time lag intensified American imitation. Fifty years after their fame in England, English neoclassic writers such as Joseph Addison, Richard Steele, Jonathan Swift, Alexander Pope, Oliver Goldsmith, and Samuel Johnson were still eagerly imitated in America. Moreover, the heady challenges of building a new nation attracted talented and educated people to politics, law, and diplomacy. These pursuits brought honor, glory, and financial security. Writing, on the other hand, did not pay. Early American writers, now separated from England, effectively had no modern publishers, no audience, and no adequate legal protection. Editorial assistance, distribution, and publicity were rudimentary. Until 1825, most American authors paid printers to publish their work. Obviously only the leisured and independently wealthy, like Washington Irving and the New York Knickerbocker group, or the group of Connecticut poets knows as the Hartford Wits, could afford to indulge their interest in writing. The exception, Benjamin Franklin, though from a poor family, was a printer by trade and could publish his own work. 2 DEMOCRATIC ORIGINS AND REVOLUTIONARY WRITERS, 1776-1820 T he hard-fought American Revolution against Britain (1775-1783) was the first modern war of liberation against a colonial power. The triumph of American independence seemed to many at the time a divine sign that America and her people were destined for greatness. Military victory fanned nationalistic hopes for a great new literature. Yet with the exception of outstanding political writing, few works of note appeared during or soon after the Revolution. American books were harshly reviewed in England. Americans were painfully aware of their excessive dependence on English literary models. The search for a native literature became a national obsession. As one American magazine editor wrote, around 1816, “Dependence is a state of degradation fraught with disgrace, and to be dependent on a foreign mind for what we can ourselves produce is to add to the crime of indolence the weakness of stupidity.” Cultural revolutions, unlike military revolutions, cannot be successfully imposed but must grow from the soil of shared experience. Revolutions are expressions of the heart of the people; they grow gradually out of new sensibilities and wealth of experience. It would take 50 years of accumulated history for America to earn its cultural independence and to produce the first great generation of American writers: Washington Irving, James Fenimore Cooper, Ralph Waldo Emerson, Henry David Thoreau, 14 Charles Brockden Brown was more typical. The author of several interesting Gothic romances, Brown was the first American author to attempt to live from his writing. But his short life ended in poverty. The lack of an audience was another problem. The small cultivated audience in America wanted well-known European authors, partly out of the exaggerated respect with which former colonies regarded their previous rulers. This preference for English works was not entirely unreasonable, considering the inferiority of American output, but it worsened the situation by depriving American authors of an audience. Only journalism offered financial remuneration, but the mass audience wanted light, undemanding verse and short topical essays — not long or experimental work. The absence of adequate copyright laws was perhaps the clearest cause of literary stagnation. American printers pirating English best-sellers understandably were unwilling to pay an American author for unknown material. The unauthorized reprinting of foreign books was originally seen as a service to the colonies as well as a source of profit for printers like Franklin, who reprinted works of the classics and great European books to educate the American public. Printers everywhere in America followed his lead. There are notorious examples of pirating. Matthew N OAH W EBSTER Engraving © The Bettmann Archive 15 Carey, an important American publisher, paid a London agent — a sort of literary spy — to send copies of unbound pages, or even proofs, to him in fast ships that could sail to America in a month. Carey’s men would sail out to meet the incoming ships in the harbor and speed the pirated books into print using typesetters who divided the book into sections and worked in shifts around the clock. Such a pirated English book could be reprinted in a day and placed on the shelves for sale in American bookstores almost as fast as in England. Because imported authorized editions were more expensive and could not compete with pirated ones, the copyright situation damaged foreign authors such as Sir Walter Scott and Charles Dickens, along with American authors. But at least the foreign authors had already been paid by their original publishers and were already well known. Americans such as James Fenimore Cooper not only failed to receive adequate payment, but they had to suffer seeing their works pirated under their noses. Cooper’s first successful book, The Spy (1821), was pirated by four different printers within a month of its appearance. Ironically, the copyright law of 1790, which allowed pirating, was nationalistic in intent. Drafted by Noah Webster, the great lexicographer who later compiled an American dictionary, the law protected only the work of American authors; it was felt that English writers