به نام خدا

سایت کاردوآنالین یکی از بهترین سایت های موجود در زمینه ی آموزش زبان و خصوصاً زبان انگلیسی می باشد. بخش سایت اصلی شامل صد ها عنوان کتاب، مجله، فیلم و بقیه ی مطالب آمورشی در رابطه با زبان های انگلیسی، فرانسوی و آلمانی می باشد که بصورت

رایگان برای تمامی عزیزان قابل دانلود است.

فروشگاه سایت شامل صدها محصول آموزش زبان های مختلف می باشد که به سادگی برای تمامی دوستان قابل دسترس است و سعی شده است تا با قیمتی مناسب در اختیار عالقه مندان قرار بگیرد.

سایت آموزش که از سال 1391 راه اندازی شد هم اکنون شامل صد ها پست آموزشی با محوریت مهارت های چهارگانه ی زبان، دانش لغت و گرامر، فیلم های آموزشی، تست های آزمون های بین اللملی و پادکست های آموزش زبان می باشد.

در انجمن سایت کاردوآنالین، باز هم طیف وسیعی از منابع آموزش زبان انگلیسی و زبان های دیگر را می بینیم که توسط دوستان گرامی به اشتراک گذاشته می شوند. عالوه براین، اعضای محترم انجمن حاضر به پاسخگویی به سواالت شما هستند و سعی شده است

فضایی مناسب جهت یادگیری زبان برای همه ی دوستان عزیز فراهم شود.

و نهایتاً، این ماهنامه با نام اختصاصی "کاد مگزین" که کاری از گروه آموزشی کاردوآنالین است با هدف ارتقا سطح زبان شما عزیزان در تمامی سطوح تهیه گردیده است و امید است مورد توجه شما دوستان گرامی قرار گیرد. در شماره های ماهنامه موضوعات متفاوتی چه داخلی و خارجی با هدف یادگیری زبان جمع آوری گشته اند و سعی شده است تا با انتخاب موضوعات جذاب، طراحی دلچسب و پوشش

تمامی مهارت ها گامی با ارزش در جهت افزایش سطح زبان انگلیسی دوستان بر داشته شود.

جا دارد از دوستان گرامی آقای مرتضی گیتی، خانم زهرا اسالمیان و خانم هانیه ی نوروزی که تالش با ارزش آنها که انتشار این ماهنامه را ممکن کرد صمیمانه تشکر کنیم.

درصورت هرگونه انتقاد یا پیشنهاد برای ارتقا سطح کیفی این ماهنامه می توانید از طریق ایمیل با ما در ارتباط باشید.

گروه کاردوآنالین موفقیت روز افزون شما را از خداوند مهربان آرزومندست.

2

Contents

The First Word Page 4

Movies - Iron Man 3 Page 5

Around the World - Paris Page 7

Psychology - Short-term Memory Page 6

Language - Common Mistakes in Speaking and Writing Page 8

Idioms - Time Page 9

Interview: Mohammad-Reza Shajarian - Part 1 Page 10

ELT - What You Can Do With a Whiteboard Page 12

Moral - Lesson for All of US Page 11

Famous Figures - Napoleon Bonaparte Page 14

Psychology - Understanding the Meaning of Colors in Color Psychology

Domestic - Iran’s Guinness World Record Ambitions

Technology - Robots

Business - Job Interview Tips

Sports - How to Play a Good Chess Game

TOEFL - Top 10 Listening Tips for the TOEFL Test

Grammar - Phrasal Verbs - Part 2

Page 15

Page 17

Page 16

Page 18

Page 19

Page 21

Page 22

Vocabulary - Phrasal Verbs with “Go” Page 11

Speaking - Find Your Tongue Page 20

3

The First Word

4

1. The Size Of Candles May Differ But They Yield The Same Brightness. It’s Not The Matter Of Your Position, But Your Ability That Shines.

2. In this world people may throw stones in the path of your success, it depends on you ….. What you make from them …… a wall or a bridge.

3. As you climb the ladder of success, check occasionally to make sure that it is leaning against the right wall.

4. In the Race of Life ….. Don’t waste your energy and time trying to compare with others….. Sometimes you are ahead… Sometimes behind…. The race is long and in the end it’s only with your self…

5. When one door closes another opens. But often we look so long so regretfully upon the closed door that we fail to see the one that has opened for us.

6. You may face many defeats in your life, but never let yourself be defeated

7. Greatness cannot be achieved by doing big things, if you really want to be great. Do small thing in a great way!!!!

8. It is not important to hold all the good cards in life, But it is important how well you play with the cards which you hold.

9. The biggest enemy of success is “Fear of failure” so when FEAR knocks at your DOOR, send COURAGE to open the DOOR and success will wait for you.

10. Take Risks in Your Life If u Win, U Can Lead! If u Lose, U Can Guide!

So Go out...

Become the best...

You can do it...

May God be always with You...

Become the winner ...

Today is your day…

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Tony Stark recalls a New Years Eve party in 1999 with scientist Maya Hansen, inventor of Extremis—an experimental regenera-tive treatment intended to allow recovery from crippling in-juries. Disabled scientist Aldrich Killian offers them a place in his company, Advanced Idea Mechanics, but Stark re-jects the offer, humiliating Killian.

Years later, Stark’s experiences during the alien invasion of New York are giving him panic attacks. Restless, he has built several dozen Iron Man suits, creating friction with his girlfriend Pepper Potts. A string of bombings by terrorist the Mandarin has left intelligence agencies bewildered by a lack of forensic evidence. When Stark Industries security chief Happy Hogan is badly injured in one such attack, Stark overcomes his stupor and issues a televised threat to the Man-darin, who responds by destroying Stark’s home with helicopter gunships. Hansen, who came to warn Stark, survives the attack along with Potts. Stark escapes in an Iron Man suit, which his artificial intelligence JARVIS pilots to rural Tennessee, follow-ing a flight plan from Stark’s investigation into the Mandarin. Stark’s experimental armor lacks sufficient power to return to California, and the world believes him dead.

Teaming with Harley, a precocious 10-year-old boy, Stark investigates the remains of a local explosion bear-ing the hallmarks of a Mandarin attack. He discovers the “bombings” were triggered by soldiers subjected to Extremis, which at this stage of development can cause certain subjects to explosively reject it. After veterans start-ed exploding, their deaths were used to cover up Extremis’ flaws by manufacturing a terrorist plot. Stark witnesses Ex-tremis firsthand when Mandarin agents Ellen Brandt and Eric Savin attack him.

With Harley’s help, Stark traces the Mandarin to Miami and infiltrates his headquarters using improvised weap-ons. Inside he discovers the Mandarin is actually a British actor named Trevor Slattery, who claims he is oblivious to the actions carried out in his name. The Mandarin is actually a creation of Killian, who appropriated Hansen’s Extremis research as a cure for his own disability and expanded the program to include injured war veterans. After capturing Stark, Killian reveals he is the real Mandarin; he has kidnapped Potts and subjected her to Ex-tremis to gain Stark’s aid in fixing Extremis’ flaws and thereby saving Potts. Killian kills Hansen when she has a change of heart about the plan.

Killian has also manipulated American intelligence agencies regarding the Mandarin’s location, luring James Rhodes—the former War Machine, now re-branded as the Iron Patriot—into a trap to steal the armor. Stark escapes and reunites with Rhodes, discovering that Killian intends to attack President Ellis aboard Air Force One. Remotely controlling his Iron Man armor, Stark saves some surviving passengers and crew but cannot stop Killian from abduct-ing Ellis and destroying Air Force One. They trace Killian to an impounded damaged oil tanker where Killian intends to kill Ellis on live television. The vice president will become a puppet leader, following Killian’s orders in exchange for Extremis to cure a little girl’s disability.

On the platform, Stark goes to save Potts, and Rhodes saves the president. Stark sum-mons his Iron Man suits, controlled remotely by JARVIS, to provide air support. Rhodes secures the president and takes him to safety, while Stark discovers Potts has survived

the Extremis procedure. However, before he can save her, a rig collapses around them and she falls to her apparent death. Stark confronts Killian and traps him in an Iron Man suit that self-destructs, but fails to kill him. Potts, whose Extremis powers allowed her to

survive her fall, intervenes and kills Killian.

After the battle, Stark orders JARVIS to remotely destroy each Iron Man suit as a sign of his devotion to Potts. The vice president and Slattery are

arrested. With Stark’s help, Potts’ Extremis effects are stabilized, and Stark undergoes surgery to remove the shrapnel embedded near his

heart. He pitches his obsolete chest arc reactor into the sea, musing he will always be Iron Man.

In a present day post-credits scene, Stark wakes up Dr. Bruce Banner, who fell asleep

listening at the beginning of Stark’s story.

Iron Man 3

crippling: causing se-vere pain and making it difficult or impossible for sb to walk

humiliate: to make sb feel ashamed or foolish

bewilder: to confuse someone

precocious: having de-veloped particular abili-ties at a younger age than usual

plot: a secret plan by a group of people, to do sth harmful or illegal

infiltrate: to enter a place or an organization secretly to get informa-tion

lure: to persuade or trick sb to do sth by promis-ing them a reward

abduct: to kidnapsummon: to order someone to come to a place

intervene: to become involved in a situation in order to change what happens

5

Every story has an end. But in life, every ending is just a new beginning. Life goes on – not always the way we had envisioned it would be, but always the ways it's supposed to be.Remember, we usually can't choose the music life plays for us, but we can choose how we dance to it. Make yours a beautiful memory.

Short term Memory

Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get

there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage

area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory.

There is much debate about the ca-pacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cog-nitive psychologist who suggested

that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of informa-

tion, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunk-ing, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long

term storage.

When making a conscious effort to memorize something, such as information for an exam, many people engage in “rote rehearsal”. By repeating something

over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly.* Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory.* A better way is to practice “elaborate rehearsal”. *This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories.

Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.

elapse: to pass

stimuli: (plural of stimulus)something that makes some-one or something move or react

chunk: to divide (something) into pieces

conscious: intentional

tendency: trend, will, talent

rehearsal: repetition,practice

eventually: finally

6

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7

Paris is the capital of France. It’s known as the City of Light because of its beauty. It’s a place to enjoy great food, great art, and great buildings. It’s also a place to sit back and enjoy life in a side-walk café.

For hundreds of years, artists and writers have celebrated Paris. Many have gone to live there. Visitors come to admire the city. It’s a center of fashion and style. It’s also the business, financial, and industrial cen-ter of France.

THE EIFFEL TOWER

The Eiffel Tower is the best-known land-mark in Paris. France built this lacy, iron tower for the Paris World’s Fair of 1889. The fair honored the French Revolution that began in Paris 100 years earlier.

The Eiffel Tower rises nearly 1,000 feet (300 meters). Elevators take visitors to the top. At the time it was built, the tower was the tallest structure in the world. The tower was named for its designer, Gustave Eiffel.

ParisThe City of Light

CITY ON THE SEINE

The river Seine runs through Paris and cuts it in half. The part of Paris on the north side of the river is called the Right Bank. The part on the south side is called the Left Bank.

Most of the businesses and large stores in

Paris are on the Right Bank. Many govern-ment buildings and the University of Paris are on the Left Bank. The university is in the Latin Quarter. Students at the university orig-inally spoke Latin, giving the neighborhood its name.

The oldest part of Paris is on the Île de la Cité, an island in the Seine. Notre Dame ca-thedral is on the island. Workers began to build the cathedral in 1163.

BUILDINGS AND MONUMENTS

There’s a lot to see in Paris. You could take a walk down the Champs-Élysées. This wide, tree-lined boulevard is one of the most fa-mous streets in the world.

At one end of the Champs-Élysées is the Arc de Triomphe (Arch of Triumph). This monument was built to honor the victories of French emperor Napoleon I. At the other end is the Place de la Concorde (Square of

Peace) with its huge fountains and statues.

The Louvre is an old palace in the middle of Paris. It’s also one of the world’s great museums. Leon-ardo da Vinci’s famous painting, the Mona Lisa, is here. If you like paintings by the French impres-sionists, be sure to visit the Musée d’Orsay. This museum used to be a railroad station.

When you’re tired, sit for a while in one of Paris’s pleasant parks. The Tuileries Gardens are on the Right Bank, and the Luxembourg Gardens are on the Left Bank.

Eiffel Tower, Paris The Eiffel Tower is the best-known landmark in Paris. The tower rises nearly 1,000 feet (300 meters). When it was built in 1889, it was the tallest structure in the world.

Arc de Triomphe The Arc de Triomphe (Arch of Triumph) in Paris is the national war memorial of France. The arch stands at one end of a famous tree-lined boulevard, the Champs-Élysées.

Seine River in Paris The Seine River runs through Paris. The part of Paris on the north side of the river is called the Right Bank. The part on the south side is called the Left Bank.

to sit back: to relax and do nothing

to admire: to have a good opinion of sb/sth

lacy: of or like lace (lace: deli-cate decorative cloth with an open-work design of threads)

to cut sth in half: to divide or cut sth into two equal part

cathedral: the main church of a district

fountain: decorating structure from which water is pumped into the air

palace: a large, magnificent house(esp, king or queen house)

impressionist: a person who paint in a way that gives a general impression

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8

Here are three errors that I regularly encounter inside and outside the classroom. Do you make these mis-takes? Listen to yourself, and check your writing. These are some errors that are not deadly or fatal because

native speakers usually understand what you mean. Because of that, they will rarely correct you. Never-theless, these mistakes mark you as not quite as advanced or proficient in English as you may think

you are.

Common Mistake 1

At lunchtime, I often hear students asking each other if they want to go outside and eat together.

INCORRECT: A: “Do you like to eat lunch with us today?”

B: “Yeah, sure. Where do you go?”

What’s wrong with this dialog? To ask someone to join you for lunch, we would say,

CORRECT: A: “ Would you like to eat lunch with us today?” OR “Do you want to eat lunch with us today?”

(more informal) B: “Yeah, sure. Where are you going/are you going to go?”

EXPLANATION: In English, the present simple using ‘do you like to...’ is not a request form. Also, B’s response asking

for more information using the simple present sounds odd because the speakers are talking about ‘right now.’ Thus, the appropri-ate question asking for more information about the plan for lunch would be “Where are you going/are you going to go?” (present continuous/future plan)

Common Mistake 2

Another common error especially in speaking for the Cambridge or for the iBT (TOEFL) test is

INCORRECT: “I would prefer to study by my own rather than study with others.”

CORRECT: “I would prefer to study on my own/by myself rather than study with others.”

EXPLANATION: Prepositions are such a pain in the you-know-what, aren’t they? I always tell advanced level students that prepositions are the last thing to master in English. These little words (in, on, at, by, for, to, and so on) quickly mark people - even those who have lived in the U.S. for decades - as foreign-born (including Brit-ish English speakers, e.g., ‘on the weekend’ vs. ‘at the weekend’). ;-)

Common Mistake 3

Students need to be able to express their opinions. Of course, the easiest way to start off your sentence is to say, “In my opinion, .....” However, there are other ways to begin a discourse about your personal views.

INCORRECT: “In my point of view, we should raise taxes on gasoline.”

CORRECT: “From my point of view, we should raise taxes on gasoline.” “In my view, we should raise taxes on gasoline.”

To try to give a visual image of how to use these last two expressions correctly, I often draw a mountain peak with a little person standing on top. From that point, the person can see a lot, but (s)he is not in that point.

Common Mistakes in Speaking and Writing

Time idiomsSu

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Time is a precious. Most of us don’t have enough of it and wish we had more.

There are lots of English expressions using time. Here are 20 of them and what

they mean. Check them out, there’s no time to lose:

on time

to be on time means not to be late. You arrive at the right time.

‘The trains always run on time in my country. They are never late.’

time flies

This common idiom means that time passes quickly.

‘Time flies when you are having fun.’

in the nick of time

This expression means that you arrive or finish something just before it

is too late. At the last possible moment.

‘My team scored in the nick of time. The game was in the last few seconds.’

turn back the hands of time

To turn back the hands of time means to go back to the past.

‘If I could turn back the hands of time, I wouldn’t have done what I did.’

save time

We save time when we do something the quick way.

‘We will save time if we drive instead of taking the bus.’

spare time

In natural English, spare time has the same meaning as free time. The things we do when we are not busy with work or study, for example.

‘In my spare time I like to learn English.’

as time goes by

As time goes by means as time passes or moves. The passing of time.

‘As time has gone by I have become less interested in going to nightclubs on the weekends.’

out of time

Out of time means that there is no more time left to do something. The time limit or deadline has been reached.

‘Please stop writing. You are out of time. The exam has finished.’

make time

To make time means to find the time to do something. We have to clear some time in our schedules to do some-thing.

‘I know that you are busy, but you will have to make time to attend the meeting.’

time for a change

Time for a change means to stop what you are doing and start doing something else with your life.

‘After working in the same job for 5 years, I now feel like it is time for a change.’

time is money

The famous expression time is money means that your time is a valuable commodity.

‘I can’t wait here all day. Time is money, you know?’

time heals all wounds

Time heals all wounds means that our feelings of hurt will leave us time passes by. This expression usually refers to emotional hurts and not physical ones.

‘I was sad for a long time after I broke up with my boyfriend, but time heals all wounds. I’m fine now.’

only time will tell

Only time will tell means that we can not find out the truth or the answer yet. We will have to wait and then we will find out in the future.

‘Will we ever have peace in the world? Only time will tell.’

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Vocabu-

Interview: Mohammad-Reza ShajarianThe Iranian singer and composer Mohammad-Reza Shajarian, who brings his 17-piece Shahnaz Ensemble to the Durham Performing Arts Center on April 28, is known around the world as the greatest living master of tra-ditional Persian music.

Most familiar to Western listeners from his two “Best World Music” Gram-my nominations and his placement in NPR’s “50 Great Voices” series, Sha-jarian had already been a popular icon in Iran for decades when, in 2009, he withdrew his music from state radio to protest the Iranian presidential election re-sults, becoming, according to Duke religious studies professor Mohsen Kadivar in a re-cent Duke Today profile, “the voice of liberty

and justice and freedom for Iranians.”

In anticipation of this rare North Carolina concert, Duke Professor of Psychiatry Amir H. Rezvani arranged a telephone interview with Shajarian, who was lecturing and lead-ing seminars at Stanford and Berkeley at the time. Rezvani took a voice recorder to the home of UNC Religious Studies Professor Omid Safi. They made Persian tea and spoke extensively with Shajarian about his life, his music, and his legacy. “For both of us,” Rezvani told The Thread, “it was an historic moment.”

With the kind permission of all involved, we present the following transcript of the con-versation, as translated by Omid Safi.

Omid Safi: I wanted to begin by asking about your own biography and where you first became exposed to music.

Mohammad-Reza Shajarian: I sought it myself. My parents didn’t have anything to do with it. I didn’t have any teachers. I studied poetry and music on my own, and pursued it.

OS: Were there particular poets that were especially influential to you?

M-RS: Hafez and Sa’di. Those two were especially important for me.

OS: Did you begin with poetry, and then add music?

M-RS: In the beginning it was music and singing, and then I studied poetry more systematically alongside music.

OS: I am aware that many Iranian friends first became acquainted with you through the Radio.

M-RS: It was actually quite simple. In those days you just went to the Radio [building], did a reading, and if they liked you, you would get a program. That’s how it happened to me.

OS: There is a special prayer that many of us associate with you. It is the “Our Lord”, Rabbana, prayer. This is the prayer that Iranian TV/Radio plays for the occasion of breaking the fast during the month of Ramadan. Can you tell us about how you came to be as-sociated with it?

M-RS: It was an amusing story. Many people that I knew in Radio and TV [of Iran] asked for my help in training people that could recite prayers and poems for the breaking of the fast [iftar] during the fasting month of Ramadan. I became involved, and put together some prayers and some poems for it. It wasn’t supposed to be; I was only supposed to be training people. I taught them how to recite these lines, and it took three to four months to do so, but in the end they decided to have me recite it myself instead of my students. So I did, and it has come to mean a lot to people.

Part 1

To be continued...

10

composer: a person who writes music

master: a person who is very skilled at sth

icon: sb famous who is ad-mired by many people

to withdraw: to stop giving or offering sth to sb

anticipation: when you are ex-pecting sth to happen

extensively: largely, mainly

legacy: sth that happens as a result of some earlier events

to pursue: to try to achieve sth over a period of time

alongside: beside

amusing: funny and entertain-ing

to recite: to say a poem, etc aloud from memory

Aunt Agather and the French Chef

My Aunt Agather is looking for a boyfriend. I suggested a friend who is a chef. She said he once went out with a chef. She didn’t want to go through that experience again. She has met him the year before. His name was Jean-Paul, he was a famous French Chef. She wanted to im-press him but she didn’t know anything about cooking so she went on a cookery course. On the first day she bought the necessary ingredients for the first lesson, some milk. It was very expensive, the price had gone up! Prices are always going up, she thought. And when she opened the carton, she realised it had gone off! Then the teacher arrived! It was her boyfriend. She decided to carry on. He went through the first recipe. “This is a famous English recipe that goes back to the Romans.” Explained Jean-Paul. It was very complicated. Aunt Agather knew she could never make it. Then the teacher went out of the room. She suddenly had an idea. She stuck her fork into the electric socket. Bang! The lights went out, and then the alarms went off. Then the sprinklers went off. It was chaos. Aunt Agather never went back to the cookery class and she never saw Jean-Paul again.

go out with sb:to have a ro-mantic relationship with sbgo through sth: 1. to experi-ence sth difficult or unpleas-ant, 2. to study or consider sth in detailgo on a course: to take part in a course, continuego up: to rise, become highergo off: 1. (of food, etc) to become unfit to eat, 2.(of an alarm, etc) to suddenly make a loud noise, 3. to explodego back:1. to extend back-wards in space or time, 2. to return go out: 1. to leave your place, 2. (of a fire, light, etc) to stop burning or shining

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.In ancient Greece, Socrates was reputed to hold knowledge in high-esteem.

One day an acquaintance met the great phi-losopher and said, “Do you know what I just heard about your friend?”

Hold on a minute,” Socrates replied.” Be-fore telling me anything, I’d like you to pass a little test. It’s called the Triple Filter Test.”

“Triple filter?”

That’s right,” Socrates continued. “Before you talk to me about my friend, it might be a good idea to take a moment and filter what you’re going to say. That’s why I call it the triple filter test. The first filter is TRUTH. Have you made absolutely sure that what you are about to tell me is true?”

No,” the man said, “actually I just heard about it and...”

“All right,” said Socrates. “So you don’t really know if it’s true or not. Now

Let’s try the second filter, the filter of GOODNESS. Is what you are about to tell me about my friend something good?” No, on the contrary...”

“So,” Socrates continued, “you want to tell me something bad about him, but you’re not certain it’s true. You may still pass the test though, because there’s one filter left: the filter of USEFULNESS. Is what you want to tell me about my friend going to be useful to me? “ “No, not really.”

“Well,” concluded Socrates, “if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?”

This is why Socrates was a great philosopher & held in such high-esteem.

Friends, use this triple filter each time you hear loose talk about any or anything.

Pharsal Verbs with «GO»

reputed: according to what some people say, but not def-initely

esteem: good opinion, re-spect

acquaintance: a person that you know slightly

on the contrary: used when you want to disagree with a statement by someone else, to answer no to a question

conclude: to decide that sth is true after considering all the information you have

loose talk: impure talk, vulgar

11

12

In this article, we examined the chalkboard vs. whiteboard dilemma in our article, Whiteboard Markers – Stinking Monsters or Life Savers? and yes, we agree that whiteboard markers have their weak points, but one of the advantages is that you can use them to play some great, fun ESL games with your students.

How You Can Use A Whiteboard: 10 ESL Games

Jeopardy

Based on the classic TV game show, this game will require your students to put on their think-ing caps. Divide your whiteboard into columns for vocabulary categories and rows with dif-ferent point values.

Divide your students into two teams. Each team chooses a category and the points they want to play for: We choose Countries for 25 points. Supply a clue or definition: This country is south of the US, and they eat tacos there. They must guess the right coun-try in the form of a question: What is Mexico? If they answer correctly you erase the points from the chart and add them to the team’s tally until they’re all wiped off. Adapt this game to any level of difficulty and include as many categories as you wish.

Suction Cup Ball

Buy one (or several!) inexpensive suction cup balls, and your whiteboard games will never be the same! These balls are made up of several tiny suction cups that stick to whiteboards. There are many games you can play - as many as your imagination will allow- but here are two:

- Draw a target with concentric circles on the whiteboard, each with a different point value. Quiz students and if they give you the right answer they get to throw the ball for points.

- Fill your whiteboard with letters or syllables and each student has to supply a word that starts with the letter or syllable they hit.

Pictionary

This is a classic and one that may easily be adapted to any level. Students are split into two teams and they take turns drawing words, actions, or situations that they have drawn from a pile of cards. Teammates guess what is being drawn.

Hangman

Another popular game that may be adapted to your needs. Play the classic game where students have to guess a word, or a more sophisticated version where they have to guess entire phrases, expressions, movie or book titles.

Tic Tac Toe

Too simple? Not really. Make it as challenging as you like. Say you want your students to practice the simple past tense. Draw a 3 by 3 grid on the whiteboard. Write a sentence in each square, with a gap where the verb should go. Write a list of 10 verbs on the side (one of them won’t be used). They must supply the right form of the verb to complete the sentence till one of the teams gets a Tic Tac Toe. Try it with any gap-filling exercise! And expand the 9-square grid to a bigger 16 or 25-square grid as suggested in this Tic Tac Toe worksheet.

Hot Seat

What You Can Do With a Whiteboard10 Creative ESL Games for english teachers

13

Idiom: on the back burner

If a plan or a pr

oject is on the ba

ck burner, it isn't

being worked o

n

at present, but it

might be completed in

the future.

Idiom: in a nutshell

You can say «in a nu

tshell» if you›re about to desc

ribe something a

s

briefly as possibl

e, or you›re goin

g to sum something u

p.

Place one student in the hot seat, in front of the whiteboard, with his or her back to it. You and another stu-dent stand behind the student in the hot seat. Write a word, movie, or book that the student must describe for the other to guess.

Earthquake

Draw a 5 by 5 grid on the whiteboard and label each column from A to E and each row 1 to 5. Each team chooses a square, say “A5”; you ask a question you have previously prepared. Before starting the game

choose three squares that won’t have any questions, and when a team chooses one of these, tell them an earthquake has just swallowed up some of their points–deduct 5 points.

Barnyard Dash

The goal is for students to identify a barnyard animal from the sound it makes. Depending on your students’ level, you can either draw the pictures of animals on the board or write the words for each. Give each team a different color marker and have them line up. Make the sound yourself, i.e. crow like a rooster, or have a CD ready with animal sounds. As they hear each sound, students race to the board and circle the right word or picture. You can adapt this game to all types of sounds, like a phone

ringing, a car honking a horn, or someone sneezing. You may also record expressions or phrases that they have to circle on the board, like “Thanks!” and “You’re welcome”.

Writing Race

This game is similar to the race mentioned above but in this case students race to the board to write a letter, a word, or a complete answer to a question. You can have each student write the complete answer or play it like a relay race where each student in the team only writes one word, then races to pass the marker to a teammate who must write the next one, and so on.

Backs to the Board

Great for practicing numbers, especially those tricky ones like 16 and 60, 13 and 30, etc…Write several numbers on the board. Give each team a different color marker. Have students stand with their backs to board. Call out a number. Students turn, try to find the number and circle it. At the end of the game, tally up the scores by counting the different color circles.

execute: to kill someone, especially legally as a pun-ishment

declare: to state sth offi-cially and publicly

seize: to take control of a place, using military force

uphold: to defend or sup-port a law

crown: to declare sb as a new king or queen by putting a crown on their head

ruthless: cruel

invade: to attack or enter a country or area using mili-tary force.

ally: to help and support other countries, especially in a war.

crushing: very hard to deal with and making you lose hope or confidence

14

Napoleon Bonaparte Th

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The French called Napoleon Bonaparte “a man of destiny.” A hero in France, Napoleon was hated else-where in Europe. Today, Napoleon is remembered as one of the greatest military leaders of all time. He built an empire that covered much of Europe.

ARMY CAREER

Napoleon Bonaparte was born in 1769 on Corsica, an island in the Mediterranean Sea. At the age of 16, Na-poleon chose a career in the French army.

THE FRENCH REVOLUTION

In 1789, a revolution began that rocked France. The king and queen were executed. Hungry working peo-ple demanded new freedoms. Revolutionary govern-ments in France swept away old laws. They declared war on supporters of the former king. The French Rev-olution lasted until 1799.

RISING STAR

Napoleon first showed his military skill fighting for the French Revolution. In 1794, he captured the French city of Toulon, which supported rule by royalty. For this success, Napoleon was made a general at the age of 24. In 1795, Napoleon saved the revolutionary govern-ment from rioters in Paris, the capital.

From 1796 to 1797, Napoleon commanded the French army on the Italian-French border. While there, he managed to defeat bigger armies from Austria, France’s chief enemy of the day. Napoleon went on to invade Egypt in 1798. Napoleon’s victories enlarged France’s territory.

NAPOLEON RULES FRANCE

Napoleon returned to France as a hero. The French people  had  lost  confidence  in  the  revolutionary  gov-ernment. So Napoleon decided to seize control. In No-vember 1799, Napoleon set up a new government with himself as leader.

Could Napoleon lead his country as well as he could command an army? At first, he was a great success. 

Napoleon reorganized national and local government. He made new laws that upheld religious freedom and other rights of the people. He introduced fairer taxes and a new education system. From 1800 to 1802, he forced European countries that had joined together against France to agree to make peace.

In 1804, Napoleon crowned himself emperor of France as Napoleon I. He paid top artists to portray him in proud, powerful poses.

WARS OF CONQUEST

France was now the strongest nation in Europe. But Napoleon wasn’t satisfied. Ruthless, restless, and al-ways seeking glory, he dreamed of a mighty empire. Britain, Russia, Austria, and Prussia (north Germany) united to fight him. 

In 1805, Britain defeated France’s ships off the south-ern coast of Spain in the famous Battle of Trafalgar. But by 1807, Napoleon had smashed Russian and Prussian armies and won more land for France.

DEFEAT AND EXILE

In 1808, Napoleon invaded Spain. Spanish fighters put up a fierce resis-tance. They used guerrilla tactics (sur-prise attacks and rapid retreats), mak-ing it impossible for Napoleon to win.

Worse was to come. In 1812, Napo-leon led 500,000 soldiers to invade Russia. Through bitter winter weather, they marched to Moscow, Russia’s capital. But they found themselves stranded. The Russians had set fire to much of the city, destroying food and shelter needed by Napoleon’s troops. Napoleon had to retreat. Over half his men died.

Soon after this loss, Napoleon suffered another defeat at Leipzig, Germany. The countries allied against France forced Napoleon to step down. He was sent into exile on the Mediterranean island of Elba, near Italy, in 1813.

FINAL DEFEAT AT WATERLOO

Napoleon was not a man to give in. In 1815, he escaped from Elba and dashed back to Paris. There, he was greeted by cheering crowds. Napoleon gathered an army and marched north into Belgium to face enemy forces.

The campaign in Belgium ended in disaster. Napoleon’s outnum-bered troops met a crushing defeat in the Battle of Waterloo, one of history’s most famous battles.

AFTER WATERLOO

Napoleon spent his last years as a prisoner on the island of Saint Helena in the Atlantic Ocean. He died in 1821. But Napoleon’s influ-ence on France has lasted long after his death. Many of his reforms in law, government, and education still govern French life today.

Napoleon Bonaparte Napoleon Bonaparte was one of the greatest military leaders of all time. As the leader of France, he built an empire across much of Europe. Napoleon also made reforms in law, government, and education in France.

The

bes

t co

smet

ic f

or li

ps

is t

ruth

, for

voi

ce is

pra

yer,

for

eyes

is p

ity, f

or h

and

s is

cha

rity

, for

hea

rt is

love

, and

for

life

is f

rien

dsh

ip.

May God gift you all the colors of life, colors of joy, colors of happiness, colors of friendship, colors of love and all other colors you want to paint in your life.

15

Understanding the Meaning of Colors in Color PsychologyThe meaning of colors can vary depending on culture and circumstances. Each color has many aspects to it but you can easily learn the language of color by understanding a few simple concepts.

Color is a form of non verbal communication. It is not a static energy and its meaning can change from one day to the next with any individual. For example, a person may choose to wear the color red one day and this may indicate they are ready to take action, or they may be passionate about what they are going to be doing that day, or again it may mean that they are feeling angry that day, on either a conscious or subconscious level.

The color orange is the color of social com-munication and optimism. From a negative color meaning it is also a sign of pessimism and superficiality. In the meanings of color in color psychology, the color yellow is the color of the mind and the intellect. It is optimistic and cheerful. How-ever it can also suggest impatience, criticism and cowardice. Green is the color of balance and growth. It can mean both self-reliance as a positive and possessiveness as a negative, among many other meanings. Blue is the color of trust and peace. It can sug-gest loyalty and integrity as well as conserva-tism and frigidity. Indigo is the color of intuition. In the mean-ings of colors it can mean idealism and struc-ture as well as ritualistic and addictive. Purple is the color of the imagination. It can be creative and individual or immature and impractical. The color meaning of turquoise is communi-

cation and clarity of mind. It can also be impractical and idealistic.

The color psychology of pink is unconditional love and nurturing. Pink

can also be immature, silly and girlish.

In the meaning of colors, magenta is a color of universal harmony and emotional balance. It is

spiritual yet practical, encouraging common sense and a balanced outlook on life.

The color brown is a serious, down-to-earth color that relates to security, pro-tection and material wealth. From a color psychology perspective, gray is the color of compromise - being neither black nor white, it is the transi-tion between two non-colors.

The color

silver has a feminine

energy; it is related to the

moon and the ebb and flow of the tides - it

is fluid, emotional, sensitive and mysterious. Gold is the color of success, achieve-ment and triumph. Associated with abundance and prosperity, luxury and quality, prestige and sophistication, value and elegance, the color psychol-ogy of gold implies affluence, mate-rial wealth and extravagance. White is color at its most complete and pure, the color of perfection. The color meaning of white is purity, inno-cence, wholeness and completion. Black is the color of the hidden, the secretive and the unknown, creat-ing an air of mystery. It keeps things bottled up inside, hidden from the world.

aspect: one part of a sth that has many parts

indicate: to show

Pessimism: A tendency to be-lieve that bad things will hap-pen

wholeness: all of sth

affluence: wealth; money, houses, expensive things

abundance: a large quantity of sth

immature: childish

impractical: not sensible or possible for practical reason

ritualistic: always follow the same pattern, especially be-cause they form part of a ritual

frigidity: not friendly or kind

cowardice: lack of courage

The

bes

t co

smet

ic f

or li

ps

is t

ruth

, for

voi

ce is

pra

yer,

for

eyes

is p

ity, f

or h

and

s is

cha

rity

, for

hea

rt is

love

, and

for

life

is f

rien

dsh

ip.

exact: correct in every de-tail, precise

bend: to make sth that was straight into a curved shape

joint: a place where two bones are joined together

figure sb/sth out: to think about sb/sth until you un-derstand them/it

hip: the part on either side of the body above the legs and below the waist

sunken: that has fallen to the bottom of the sea

mine: to dig coal, etc from holes in the ground

examine: to consider or study an idea, subject, etc carefully

skyscraper: very tall build-ing

chore: ordinary or boring task

clog: to (cause sth to) be-come blocked

eventually: in the end, fi-nally

16

When you think about robots you may imagine metal machines from science fiction that look a lot like people. There are already almost a million robots at work in the world. Almost none of them 

look like the robots in science-fiction movies.

Robots are machines. They  are  machines that are controlled by computers. Robots do work. You probably would not like to do the work that robots do. Some ro-bots do jobs that are dangerous. Some robots  do  jobs  that  are  boring.  They just do the exact same thing over and over again. Robots  that do  these  jobs are  called  industrial  robots.  Almost  all robots in use today are industrial robots.

WHAT DO INDUSTRIAL ROBOTS LOOK LIKE?

Most industrial robots  are  just  mechanical  arms.  Robot arms can bend. Some robot arms bend like an elephant’s trunk. Some robot arms can make themselves  longer or shorter. 

Many robot arms have parts  on  the  end  that  can  hold things. The parts are called grippers. They work like a hu-man hand,  but  they often don’t  look much  like  a  hand. Special  kinds of grippers  can handle  tools or move  things around.

HOW DOES A ROBOT ARM MOVE?

Your muscles move your arm. Electric motors move a robot’s arm. A robot arm has joints that allow it to bend just as your arm does. Your arm has shoul-der, elbow, and wrist joints. A robot arm can have as many joints as it needs to do its job.

A computer figures out how the robot’s arm and gripper should move. The computer sends signals to the electric motors.

Some robot arms have sensors. The sensors tell the computer where the arm is. The computer makes the motors move the arm if it is not in the right place.

WHAT KINDS OF JOBS DO ROBOTS DO?

Robots do things over and over in exactly the same way. The robots can move quicker than humans can, and they never get bored. Most robots are designed to do only one specific job. A different robot must be specially made for each job that needs to be done.

Many robots work in plants that make automobiles. Robot arms weld metal car parts together. They spray paint on cars. Other robots work in factories that build radios, TVs, computers, and other electronic products.

Some robots help doctors do operations. Robots help replace hips. They help doctors operate on eyes.

Some robots handle chemicals that are dangerous for humans to touch. Some robots go to dangerous places. Robots can go deep underwater to search for sunken ships or look for minerals to mine. Robots can go into active volcanoes.

Robots help explore Mars and other planets. They find out what the planets look like and what they are made of. Ro-bot rovers that look like little wagons landed on the planet Mars. They rolled around and examined the rocks and soil.

WILL ROBOTS EVER BE LIKE HUMANS?

Robots

Iran’s Guinness World Record Ambitions

Choopan dairy of Iran has set its eye on snagging an entry in the Guinness Book of World Records for producing the largest carton of ice cream on Earth.

In a televised report by Press TV, a large group of men are seen hoisting the mon-strous ice-cream carton from a truck amid confetti and fanfare, before a crowd of thousands near the ski resort of Tochal north of Tehran on Monday.

The enormous tub (6.5 feet wide by 5.2 feet tall), which contained five tons of chocolate ice cream, cost the firm $30,000 to produce.

The dairy firm was motivated by a desire to put Iranian dairy on the map with a new Guinness World Record and boost ice cream consumption among Iranians, who eat an average of 1.5 kilograms worth annually.

“Right now, we are breaking the record which was registered in 2005 by Baskin-Robbins for about four tons,” event organizer Khashayar Baheri told Iran’s state-

run Press TV. “We’re breaking that record by one ton.”

While some reports seem to indicate that the record has been secured, Guinness representatives have not yet confirmed the of-ficial results. At present, United States ice cream empire Baskin-Robbins holds the record after scooping out 8,865 pounds of va-

nilla ice cream on September 13, 2005, the company’s 60th birthday.

According to the BBC, the conservative website Ba-ztab-e-Emrooz reported that the crowd’s initial en-

thusiasm dwindled when the organizers handed out ice cream that did not come from the tub, raising suspicions about the ice cream’s safety, as well as the legitimacy of the record.

Choopan, Farsi for “shepherd,” launched its ice cream line last year and claims to be among the nation’s three top producers of dairy products, with plans to expand into the Gulf, Middle East and Rus-sian markets. Alas, even if Choopan manages to dethrone Baskin-Robbins as the producer of the largest tub, the American ice cream giant still holds

the Guinness World Record for the “World’s Largest Ice Cream Scoop Pyramid,” an 800-pound, four-feet-tall structure ambitiously built on May 18, 2000, with 3,100 scoops.

17

The

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Scientists and engineers are working to make better robots. They are trying to make robots with computers that are smarter. They are trying to make robot legs that walk. It is very hard to make a machine that can walk on two legs the way you can.

One day there will be robots that make highways and build steel skyscrapers. Inventors are starting to make robots for use at home to clean carpets and mow lawns. There may someday be robots that help with many chores around the house.

Tiny robots may one day be able to go into clogged blood vessels and clean them out. Tiny robots may be able to go inside broken machines and fix them. Very smart robots may eventually be able to run a whole factory by themselves.

snag: to succeed to get sth quickly

hoist: to raise, lift, or pull something up, especially using ropes fanfare: a large amount of activity and discussion on television

boost: to make sth in-crease or become better

annually: once a year

dwindle: to become grad-ually less or smaller

legitimacy: for which there is a fair and accept-able reason

dethrone: to remove someone from a position of authority or power

18

ramble on: to talk or write for a long time in a way that other people find boring

blunder: a careless or stupid mistake

anticipate: to expect that sth will happen

concisely: briefly

cover sth up: to prevent people from discovering unpleasant facts

straight-laced: having strict, old-fashioned ideas about moral behavior

Job Interview TipsTh

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Be Concise

Interviewees rambling on is one of the most common interview blunders Fogarty sees. “You really have to listen to the question, and answer the question, and answer it concisely,” he says. “So many people can’t get this basic thing down. You ask them a question, and they go off on a tangent. They might think you want to hear what they’re saying, but they didn’t answer your ques-tion.”

Provide Examples

It’s one thing to say you can do something; it’s another to give ex-amples of things you have done. “Come with a toolbox of examples of the work you’ve done,” advises Fog-arty. “You should come and antici-pate the questions a recruiter’s go-ing to ask based on the requirement of the role. Think of recent strong strategic examples of work you’ve done, then when the question is asked, answer with specifics, not in generalities. You should say, ‘Yes, I’ve done that before. Here’s an example of a time I did that…,’ and then come back and ask the recruiter, ‘Did that answer your question?’”

Be Honest

Somehow, candidates get the im-pression that a good technique is to dance around difficult interview questions. “If you don’t have a skill, just state it. Don’t try to cover it

up by talking and giving examples that aren’t relevant. You’re much better off saying you don’t have that skill but per-haps you do have some related skills, and you’re happy to tell them about that if they like.”

Keep Your Guard Up

According to Fogarty, you can split re-cruiters into two schools. There are those who are very straight-laced and serious, and candidates had better take the process seriously as well when deal-ing with them.

“Then you have recruiters like me,” he says, chuckling. “I’m going to be that candidate’s best friend when they call me. My technique is to put them at ease, because I want them to tell me every-thing, and a lot of candidates mess up in this area. They start to think, ‘Oh, this guy is cool. I can tell him anything.’ And then they cross the line.” And that can take a candidate out of contention. Remember: Al-ways maintain your professionalism.

Ask Great Questions

Another of Fogarty’s interview tips is to come ready with good questions to ask. He says nothing impresses him more than a really good question that not only shows you’ve researched the company in general, but also the specific job you’re hoping to land in particular. “That makes me go, ‘Wow, this person has really done their home-work. They not only know the company, but they know the role.’”

Like many career advice experts, Steve Fogarty, staffing partner at Waggener Edstrom, says candidates should research a company thoroughly before an interview. And if the company is a private firm, that’s not an excuse to skip doing your homework.

Where there’s a will, there’s a way, and finding a way to gather information on a com-pany “distinguishes the great candidates from the good candidates,” says Fogarty.

Consider Fogarty’s company, a large independent public relations agency. He says that if someone were trying to find out about Waggener Edstrom, the candidate could take a number of steps. In addition to simply visiting the company’s Web site, joining a trade organization like the Public Relations Society of America would almost certainly give someone interested in his company exposure to people who work there.

Fogarty offers a less conventional method as well: “People might be able to find a press release that one of our PR people has written and contact that person and say, ‘I saw your press release. It looks really good. Would you be open to me asking a few questions? I’m doing research on your company.’ That’s a way to get information.”

What else can you do to improve your chances at the interview? Try these tips from Fogarty.

foundation: a basic idea, princi-ple, situation etc that something develops from

advancing: forwarding movement of a group of people

promotion: the activity of helping sth to develop or increase

desire: to want something very much

ultimate: main and most impor-tant

sufficient: enough

in conjunction with: working, happening, or being used with sb or sth else

violate: to disobey or do sth against the law

sacrifice: when you decide not to have something valuable, in order to get something that is more

19

How to Play a Good Chess GameTh

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1. Control the center of the board: If you are playing white, begin with 1. e4 or 2. d4. Moving the king or queen pawn two spaces is the foundation to a good center.

2. Develop your pieces: Pieces are not the same things as pawn. Mau-rice Ashley, G.M. once said that “pieces before pawns.” What he means by this is that you should activate your knights and bishops before advancing the pawns. Such good moves after 1.e4 e5 would be 2. nf3 nc6 and 3. bc4 bc5. These pieces will be helpful for tactics in the middlegame as well as the endgame. The outside pawns will be used more towards the endgame for potential promotions to a more desired piece like a queen.

3. Castle early: The ultimate goal in chess is “checkmate.” In order to achieve victo-ry, it is necessary and sufficient to pro-tect your king while attacking your op-ponent’s king. Once you accomplished guideline #2 in chess (either on the king side or queen side, wherever appropri-ate), you can castle your king to safety. Not only is your king safe, but castling also develops your rook towards the center of the board. Castling is two fold, and provides a great benefit to your game.

4. Do not bring your queen out too early: There is a good reason for not doing this kind of strategy in the opening. If you bring your queen out early, you may have lower valued pieces like knights and bishops attacking it. These attacks cause your queen to be chased across the board, not allowing your other pieces to be devloped. Thus, you lose time in development. The point is that if you violate this guideline, you will also violate guideline #2. If you desire to bring your queen out, keep her along the 2nd rank along the queen bishop file. By do-ing this, she is well protected. She also has good sight in attacking other pieces in conjunction with a knight, bishop, or rook.

5. Trade pieces for a good reason: When trading pieces, you need to keep two things in mind: (a) value and (b) position. In regards to (a), one may ask him-self, “If I trade piece P1 for piece P2, then will I be up in material?” A good player likes to be up rather than down in material. However, (a) is not all you should consider when trading. (b) is also important as well. Even though (a) may benefit me point wise, there is still another question to ask. “Does my position look better?” When I mean position, I mean one’s arrangement of their pieces on the board that can lead to checkmate. Sometimes (b) may have more significance than (a) and vice versa. If you know that sacrificing your queen will lead you to victory, by all means do it. After all, sometimes it is not how much material you have left on the board. It is a matter of whether you can capture the opponent’s king, which is based on your position along with some material to mate.

I know there are many more things that a chess player should be aware of. These five guidelines will give such players a good foundation as well as to help them succeed in all their chess games.

Conversation TimeA: Oh, I don’t know if you heard, but someone moved into that old house down the road.

B: Yeah, I know. I met the owner of the house yesterday as he was moving in. His name is Armand.

A: Really? What’s he like? You have to fill me in.

B: Actually, he’s a bit strange. I don’t know... I’ve got a bad feeling about him.

A: Really? Why?

B: Well, yesterday I brought over a housewarming gift, but Armand started acting really weird, and then he practically kicked me out! I tried to, sort of, peek into his house, but everything was so dark inside that I couldn’t really get a good look. The whole thing really crept me out.

A: Well, you’ll never guess what I saw this morning. A delivery truck pulled into his driveway, and it dropped off a long, rectangular box. It almost looked like a coffin!

B: You see! Why would he...

C: Hello ladies...

B: Ah, Armand! You scared the heck out of me! This is my friend Doris.

C: A pleasure to meet you...If you are not doing anything tonight, I would like to have you both for dinner. I mean...I would like to have you both over for dinner.

Words

I don’t know if you heard used to introduce a piece of information

fill me in tell me about ita bad feeling a sense or feeling that sth bad is go-ing to happen

weird strange, unusual

kick out to make or force sb leave when they don’t want to

creep me out to make me feel uncomfortable and a bit scared

you’ll never guess used to introduce a piece of news

drop off: to take sth to a place a leave them there

scare the heck out of me to cause someone to feel a lot of fear

Find Your Tongue...

to blow your own horn: to brag about your achievementsHe is always blowing his own horn. He tells every body about his achievements and want them to know about it.

“Where there’s a will there’s a way.” Used to say that if you really want to do something, you will find a way to succeed

English Idiom

English Slang

English Phrasal Verb

English Proverb

Awesome: GreatWhat an awesome sunset.

blow up: ExplodeThe terrorists tried to blow up the railroad station.

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Need help with your TOEFL Listening Section? We have come up with the Top 10 TOEFL Listening Tips and Tricks to help YOU prepare for your TOEFL listening exam!

1. Take past TOEFL listening tests and become familiar with the format. Quickly read the comprehension questions before the re-cording begins - this helps you to listen out for key points – often there is a lot of content that you will not be tested on – keep your focus and energy for the points that count!

2. Practice note taking whenever you are listening to some-thing in English – only write down key words or phrases, use ab-breviations for long words and always write in English. Record only the major points – you won’t have time to write down the minor, un-important details in the exam.

3. Improve your vocabulary – the more words you know, the eas-ier it will be for you to understand the listening section. Learn new vocabulary.

4. Listen for signal words that indicate major steps, changes or ideas such as seldom, at the moment, in 1975, so far, usually, often, up to now, at the moment. Make sure to also listen out for repetition, synonyms and pronouns.

5. Download listening practice lessons, such as lessons on Daily English Audio and stop it at different times. Try and guess what will happen next! This is a great way to practice your ability to connect and combine ideas. Then go back and listen to the lesson in full and see how well you did.

6. Determine the purpose of a conversation or speech– what do you think the speakers are trying to do? Are they angry? Trying to resolve a conflict? Sad? Express an idea? Prac-tice this technique every time you hear English including English movies or TV shows, even people you hear speaking English on the street! This will help you focus on the key points and improve your ability to filter out information that is not necessary for the TOEFL listening exam questions.

7. Recognize key points – who or what is the conversation about? What is the main point of the lecture? Why are they talking about this? Remember, the TOEFL listening exam is testing your

comprehension, not your ability to memorize and repeat what you have just heard!

8. Find connections between ideas – how do these points connect to the key ideas of the passage? If they do NOT connect to the key ideas, they are probably not the major ideas of the passage and you should not focus on them.

9. Pay attention when someone in the exercise asks a question – often it is a clue that information is about to be given. However, this is not always true so be careful for responses that sound a lot like the answer to a question. Listen very carefully as these

responses are often there to test your ability to understand the context of what you heard.

10. Categorize the type of exercise you are listening to when taking practice TOEFL listening tests. Ask yourself – is it a lecture (mostly one-sided and on

academic topics) or a conversation (language is more informal, two or more people)? This will help you understand the flow of the conversation more clearly.

Top 10 Listening Tips for the TOEFL Test

count: to be important

major: very large or im-portant

combine: to join two or more things together

resolve: to find a satisfac-tory solution to a prob-lem, etc

conflict: a fight or serious disagreement, opposition

one-sided: unequal, un-fair, nonreversible

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Phrasal Verbs - part 2Prepositional Verbs

22

Prepositional verbs are a group of multi-word verbs made from a verb plus another word or words. Many people refer to all multi-word verbs as phrasal verbs. On this page we look at prepositional verbs.

Prepositional verbs are made of:

verb + preposition

All prepositional verbs have direct objects. Here are some examples of prepositional verbs:

Prepositional Verbs Meaning Examples

direct object

believe in have faith in the ex-istence of

I believe in God.

look after take care of He is looking after the dog.

talk about discuss Did you talk about me?

wait for await John is waiting for Mary.

Prepositional verbs cannot be separated. That means that we cannot put the direct object between the two parts. For example, we must say “look after the baby”. We cannot say “look the baby after”:

Who is looking after the baby? This is possible.

Who is looking the baby after? This is not possible.

It is a good idea to write “something/somebody” in your vocabulary book when you learn a new prepo-sitional verb, like this:

• believe in something/somebody

• look after sthg/sby