English Recordings

What if the kids aren’t particularly interested in the natural world—what if they’re indoor kids at heart?
We don’t just do natural stuff; it’s not just for granola-y nature buffs. Sometimes the kids are into PJ Masks, or they make a superhero cape out of fabric scraps. Maybe they’re a construction crew and they’re building an excavator. Nature always comes first, but we use some tools—hammers, hand drills, buckets. Some kids fill the buckets; some sit on them; some use them with pulley systems. They’re trying to figure out the world with their play, and they have many different kinds of brains and learning styles. One kid may want to know about worms, and another kid wants to build the worms a house; another kid wants to talk about the worm’s mommy; another kid’s always trying to eat the worm. Ultimately, it’s a respect for and a confidence in the children. And it sounds sad, but a lot of our education systems don’t start with that. They feel like children need to know certain things, so we’re going to teach them those certain things to check off that box. It doesn’t honor the child and it doesn’t respect the fact that not every kid takes in information like that. There’s also been a thing happening in more and more standardized schooling called push-down curriculums, where kids are being asked to learn things faster and at a younger and younger age, and often to test to prove it, when in fact it may not be appropriate for either their bodies or their brains. And a test, of course, is only one way to measure a child’s understanding, and not everybody tests well.
Is there an easy answer to the proverbial white-knuckled parent who wants to know why their kid came home from “school” crying and covered in mud?
It’s very easy to negate what we do—parents instinctively want their kids to come home filled with facts, not covered in mud and screaming because someone took their stick. But the fact is that they’re expressing their feelings; they’re working at conflict resolution; they’re having an intense sensory experience; and they’ve been allowed to be free to get messy. It’s not about knowing the names of the trees; it’s about being thrilled and excited to see trees. One of our kids called a sweetgum tree the “gumball tree.” We’re not going to correct that. They’re affectionate toward the tree; they’re protecting it; they’re collecting the sweetgum pods; they’re inventing fishing games with sticks and yarn that picks up the sticky sweetgum pods. All of that’s a valuable experience. And, yeah, it takes a ton of energy. There’s a lot of gentle correcting that goes on: “Spiders are not for eating.” “I need you to take your toes out of her hair and put your shoes back on—I hear that you’re a monkey, but…”
But the bigger things that parents want—confidence, empathy, a respect for others; an ability to stand up for yourself and speak your mind even if people don’t agree with you; the ability to work in a group and to solve conflicts and to focus—these are the skills that are going to make them more successful as they grow and learn. We want them to understand that they have power and they have choices.
Have you been noticing an uptick in interest lately—even aside from COVID-related desperation?
Absolutely—though I should note that the broad notion of forest school isn’t a new thing: Scandinavia, more and more of Europe, Australia and New Zealand, and the West Coast have been seeing more and more forest schools every year.
At the same time, it’s not something that’s easily quantified, which is something that we all naturally want to see regarding our children. It’s an investment—but you’re not necessarily going to see the return on that investment the very same day. It’s a very organic way of learning, and it’s very difficult in our society to be simple. We live at a time when you pay somebody to take your phone away for a weekend so you don’t look at it. But there’s value in lying on the ground and staring up at the clouds. And my hope is that they keep understanding that value, and that they can come back to that—it’s about taking care of yourself; it’s meditative; it’s about curiosity; it’s artistic. Unfortunately, we’re living in a society where parents feel an enormous pressure to make sure their kids are learning the right things, and we often feel we have to offer more and teach more—but little brains sometimes can’t take in all that information. Sometimes lying in the grass and staring at the clouds is exactly what kids need.

London, Leicester and Lincoln: Pronouncing English place names
By Liz Walter

Place names are amongst the hardest words in English to pronounce. Even people with English as a first language are often unable to guess the pronunciation of an unfamiliar place. I have restricted myself to major English towns and cities because there simply isn’t enough space in one post to venture more widely, but do let me know if you’d like posts on the pronunciation of other major place names.

I want to start with the capital, London, because many learners of English pronounce the two ‘o’ sounds here to rhyme with the ‘o’ in ‘dog’. However, the correct pronunciation is /ˈlʌn.dən/. The first ‘o’ rhymes with the ‘u’ in ‘fun’ and the second one is almost omitted: if you simply try to pronounce ‘dn’ at the end, it will sound correct.

England’s second largest city is Birmingham. The first ‘i’ is pronounced /ɜː/(UK) /ɝː/ (US), the same as in ‘bird’. The other important thing to know here is that Brits do not pronounce the ‘h’ in ‘-ham’ (though Americans do in their city of the same name). This is also the case with other towns and cities ending in ‘-ham’, such as Nottingham, Durham, Rotherham and Cheltenham.

Three of the strangest English county names are Leicestershire, Gloucestershire and Worcestershire. Despite appearances, they all have three syllables only. The first syllable for Leicestershire sounds the same as ‘less’, and for Gloucester ‘gloss’. Worcester is a bit harder to describe: in phonetic symbols is it /ˈwʊs/ – the same ‘u’ sound as in the common verb ‘put’. For all three, the final syllable is: /ʃər/ (UK) /ʃɚ/ (US). For the cities Leicester, Gloucester and Worcester, just remove the /ʃər/.

I’ll turn now to some cities and counties with silent letters in their names. For Lincolnshire /ˈlɪŋ.kən.ʃər/, do not pronounce the second ‘l’: if you try to say the second syllable as ‘cn’, you will sound correct. For the city of Norwich, we omit the ‘w’ sound. This is also the case with several areas of London that end in -wich, such as Dulwich, Woolwich and Greenwich. However, the Suffolk town of Ipswich does have the ‘w’ sound. The city of Salisbury has a silent ‘i’: make ‘Salis-’ rhyme with ‘balls’ and you will sound correct – I know that sounds unlikely, but believe me!

I’ll end with three other important towns with tricky names. Firstly, Slough rhymes with ‘cow’. Secondly, the first syllable of Reading is the same as the colour ‘red’, not the verb ‘read’. And finally, the second syllable of the seaside town of Torquay is the same as ‘key’.

This is a small selection of our difficult place names, but I hope you will find it useful.

It’s a piece of cake! Words and phrases to describe things that are easy
By Liz Walter

One of the first idioms that students of English usually learn is “a piece of cake” – maybe because it is such a strong image. We use it to describe things that are easy to do: Getting into the building was a piece of cake – I simply walked through the open door. This post looks at several other words and phrases for easy things.

The phrases “child’s play” and “a walk in the park” are used in a similar way: Installing the software was child’s play for Marcus. She’s been running marathons for years, so a 5k run is a walk in the park for her. We can also say that something is “a breeze” or (more informally, in UK English) “a doddle”: Cleaning the floors is a doddle with one of these machines. If someone “breezes through” an activity, they accomplish it easily: She seemed to breeze through her exams.

We use the adjective “undemanding” to describe an activity that is easy and involves very little mental or physical effort: The role was fairly undemanding for an actor of his ability. A more informal word, usually applied to jobs, is “cushy”. This word often implies that the speaker is envious: All he has to do is answer the phone now and then – it’s a pretty cushy job.

There are several similes associated with the idea of being easy, for example “as easy as ABC” and “as easy as pie”: This software makes creating your own website as easy as pie. We can also say that something is “as easy as falling (UK)”/“rolling (US) off a log”: Making this chocolate cake is as easy as falling off a log.

To emphasize how easy a task is for someone, we sometimes say that they could do it “with one hand/arm tied behind their back”: He could do that job with one arm tied behind his back. We also use the phrase “do something blindfold/with your eyes closed,” especially when it is easy because the person has done it many times before: I’ve put this tent up so many times I could do it blindfolded.

If we want to be modest about something we have achieved, or persuade someone to do something they think is difficult, we could say that “there’s nothing to it”: Why don’t you learn to mend your own bike? There’s nothing to it really. When the first part of a task has been difficult, but we believe that the rest of it will be easier, we can say that “it’s all downhill now” or “it’s downhill all the way now”: Now we’ve managed to get the engine in, it should be downhill all the way.

I hope you will find these words and phrases useful, and that learning them will be a piece of cake!

Making an effort and telling a joke: avoiding common errors with collocations
By Liz Walter

Collocation, or the way we put words together, is a very important part of English. In this post, I am going to look at some of the most common mistakes learners make with verb + noun collocations. If you make these errors, people will still understand you, but your English will not sound natural and you will lose marks in exams.

Students often make mistakes with “make” and “do”. You should use make with the following words: effort, change, progress, mistake, arrangement, improvement:
+ I made one mistake in my calculations.
+ She made a big effort to be friendly.
+ NOT: They did some changes to the rules.

You need “do” with these nouns: homework, research, work, experiment:
+ I usually do my homework after school.
+ Scientists did an experiment to test the theory.
+ NOT: We had to make some research about tigers.

There are some other common errors where students use “make” when they should use another verb. For instance, the most common verb to use with “party” is “have”.
+ We had a party on Saturday.
+ NOT: We made a party on Saturday.

Similarly, we do not use the verb “make” with “exam” or “test”. The best verb to use is “take,” though we also say “do,” which is slightly more informal:
+ He took/did his driving test last week.
+ NOT: He made his driving test last week.

Finally, we use “take,” not “make” or “do,” with “photo(graph)” or “picture”.
+ I took a photograph of the house.
+ NOT: I made a photograph of the house.

On the other hand, students sometimes use other verbs when they should use “make”. For example, we “make friends” and “make” (or slightly more formally, in UK English, “take”) “decisions”.
+ I hope you make some friends soon.
+ NOT: I hope you get some friends soon.
+ We made/took the decision to leave.
+ NOT: We had/did the decision to leave.

“Make,” not “say,” is also used with “comment”:
+ He made some unpleasant comments about my work.
+ NOT: He said some unpleasant comments about my work.

There are couple more common collocation errors where students use the verb “say” when they should use a different verb. For instance, we use “give” with “example” and “tell” with “joke” and “lie”:
+ She gave several examples of successful local businesses.
+ NOT: She said several examples of successful local businesses.
+ Don’t tell me any more lies!
+ NOT: Don’t say me any more lies!

I hope you find this useful – learning collocations is one of the best ways to improve your English!

Topic: Gender imbalance has long been a general phenomenon not only in the labour market but also informal education. Some analysts argue that it is impossible to eliminate the misrepresentation of women in some subjects in the university. Do you agree or disagree?

Model essay:

Although gender equality is widely promoted at modern colleges, females are still misrepresented in some subjects. Some people tend to treat it as a persistent problem, believing that the root of this problem is not in the university, but should be seen in a wider context. This conclusion is cursory and should be reviewed in today’s society.

The first point to note is that females have made a lot of inroads into fields that have been traditionally dominated by men. To serve in the army was, for instance, the exclusive right of males, but today, more women have been enlisted. Many would consider the army as the most ideally “men only” profession. If females can make a success of it, they can succeed in every other field. The ascendancy of woman has been seen in the surge in their prominent positions in society and in the traditional blue-collar business world. Women should not be considered unqualified or incapable of any university subject.

Universities that provide a gender-fair environment see benefits for both students and faculty. Historically, the gender imbalance at colleges has isolated students from the real world, where there is a high chance of dealing with females rather than just males. The tension or conflict between the sexes in the university environment only allows students to exercise their ability to work with peers of the opposite sex. Faculty gets the chance to address the problem of gender inequality and discrimination, which has characterized campuses for decades. This results in a better learning environment, and thus a better thought of university.

Despite what has been discussed, it should be admitted that to put gender equality into practice is a complex task. There are a number of hurdles a female applicant has to overcome in the pursuit of academic objectives, and the first is from family. Traditional families often feel reluctant to support their daughters’ quest for higher education. The idea that university is mainly for men to learn a trade to support their wives and family remains prevalent. The women’s role is being defined as supporting their husband through performing menial tasks of life.

In conclusion, achieving a gender balance in the university is no longer an unachievable aim at the present time. While the competence of women has widely been recognized by their male colleagues in a wide range of occupations, the balance between men and women in an academic environment is deemed as a necessity. Although problems such as gender prejudice and favouritism continue to prevent women’s full participation in some subjects, these problems are losing their leverage.

Topic: In many countries, women join the army as men do. However, some people argue that the army solely needs males. What is your opinion?

Model essay:

Stepping into the 21st century, women have set foot in nearly every walk of life. However, the army is still a male-dominated area in much of the world. A great many people hold bias against women’s enrolment in the army. In my view, females can contribute to the army just as males do, despite some of their shortcomings.

The first standpoint to conscribe females is that they now have more chances to receive education. In comparison with the past, where the army recruitment policies focused on strength and fitness, the current focus is on academic ability. Physical fighting, either armed or unarmed, no longer features in modern warfare. It has been replaced by battles between tanks, armors, missiles or warplanes, most of which are computerized. In other words, females can perform military tasks as their male counterparts do, provided that they are well-educated or well-trained.

Secondly, women have inborn merits that stand them in good stead. Females are less likely to commit faults, for they are accustomed to dealing with matters with accuracy and caution. Patience and consideration of others account for the high presence of females in army hospitals or logistics departments. Other impressive personality traits include their endurance of hardships, especially in grueling conditions, and their tenderness, a character required in the caring profession in the army.

Notwithstanding their strengths, females have some limitations they may need to overcome. The first obstacle is the social attitudes. Females have to cope with the pressure exerted by their families, acquaintances, or friends, as serving the army is widely seen as a deadly job, which is exclusively for males. The second obstacle is sexual discrimination and harassment, which seems common in most armies and can discourage females from serving their countries.

In conclusion, females’ presence in the army should be approved and encouraged. Their performance can be guaranteed by their innate strengths, despite the fact that they might have to cope with prejudices and other external disturbances.

Topic: Do you think it is better to send criminals to jail or let them receive education or job training?

Model essay:

In the public mind, a prison is a place to keep those who have done wicked things in captivity, in order that they will not contaminate law-abiding citizens. However, there is a growing concern in these years that imprisonment is a less effective form of punishment, and some alternatives seen to promise more satisfying outcomes. I agree on this proposed change, with evidence that imprisonment can be merely taken as the last resort.

Education is of critical importance to rehabilitating an offender. It first changes delinquents’ attitudes toward society and family, a prerequisite to their reintegration into the community. It meanwhile allows them to keep in contact with the community, an opportunity that prisoners are normally deprived of. With the passing of time, they lose confidence and the ability to function pro-socially. The risk of re-offending is thus higher. The third benefit is preventing offenders’ peer group effect, because by receiving education in a proper learning environment, offenders have lower chance of reinforcing each other’s antisocial and criminal behaviors in group situations.

Similar to education, work is one of the most important interventions in corrections, whether it takes the form of work release or vocational training. Money is the main inducement of many crimes, such as shoplifting, robbery, burglary, and so forth. Job training enables offenders to acquire earning capacity and improve job skills. By this they can become productive members of society and have the opportunity to behave normally towards family or occupation or society. Greater post-release employment success will, in general, lead to a lower rate of recidivism.

However, to those habitual criminals, who have committed crimes repeatedly and show little respect for the legal system, education and job training might not make any significant difference. This category of offenders gives little thought to their past or future. Their behaviors and thoughts are deeply ingrained and unbending, in which circumstance imprisonment is the best way of keeping them from being perpetrators. Meanwhile, imprisonment has deterrent effects and can deter potential offenders from becoming actual offenders.

To sum up, it is clear that the results of imprisonment can be mixed and it is only effective in restricting those who are very likely to commit repeated acts of violence. By contrast, education and vocational training suit those who committed less serious crimes, preventing them from becoming re-offenders after release and assisting them to reorganize their lives.

ciao

Topic: Water resources around the world are falling deficient. Analyze the possible reasons and provide your suggestions.

Model essay:

Access to water is vital to every living creature on the planet. Despite the fact that approximately two thirds of the earth's surface is covered with all forms of water bodies, countries worldwide are faced with different levels of water shortages. Some reasons can be cited to explain the emergence of this problem.

A trigger for a water crisis is people’s lack of knowledge of the value of water. Given the ready availability of water in many countries, people tend to believe that the reserve of water in the world is infinite. Unable to withstand the increased expenditure on water supply, water is perceived as a cheap commodity by many families. Many people see water as a perpetual resource. For this reason, the unbridled use of water is commonplace, accelerating the exhaustion of this valuable resource.

Rapid population growth is another force contributing to the water crisis. Not only does it reduce the amount of water available for manufacturing, farming and households, but also has a profound effect on the sustainability of aquatic ecosystems. Massive urban and industrial growth fuels unprecedented demands, often at the expense of aquatic ecosystems. Many water resources are not replenished before being reused and depleted.

Human-induced pollution is worthy of concern as well, a factor regarded by many as the root cause of the rapid loss of drinkable water. The untreated discharge of various pollutants such as heavy metals, organic toxins, oils and solids in water bodies is believed to have severe impacts. Industrialization, meanwhile, results in abnormal climate and biological destruction. While some areas have become barren, others areas are hit by floods. Floods ravage everything, including reservoirs, dams and cannels. The water supply problem will intensify.

As noted above, the steady loss of water is attributable to inappropriate usage, population growth and pollution. In order to tackle the above-mentioned problems, one can adopt various approaches, besides the existing strategies, such as restoration of ecosystems, rainwater harvest. New technologies can help ease water shortages, by tackling pollution and making used water recyclable. In agriculture, water use can be made far more efficient by introducing new farming techniques (for example drip irrigation). Drought-resistant plants can help cut the amount of water needed.

Topic: The high sales of popular consumer goods reflect the power of advertising but not the real need of the society where such products are sold. To what extent do you agree or disagree?

Model essay:

Advertising is well-known as a method of promotion, a method used by corporations to introduce their products and services to the market, attract the eye of consumers and increase sales. Critics of advertising argue that advertising is the main drive of soaring sales of some products and services, including consumers to purchase what they do not actually need in their daily lives. This contention is self-evident.

Advertisements conquer the audience mainly by sending them a message that they are lacking a specific brand or product that is likely to make them acceptable or even distinguished individuals in society. The advertisements as to medicine, dietary supplement and other life-enhancing products provide a typical example. Targeting the buyers that are doubtful or worried about health, advertisers have sought to encourage them to think that they are threatened by such problems as malnutrition, dysfunction of any part of their bodies. Lack of the knowledge in this field, the audience will rush to buy the advertised products. Such cases are ever-present, and the audience expects an immediate positive outcome – disregarding other solutions.

Advertising also works to create a best-seller image for a newly-marketed product. The audience is tempted to buy it in the hope that they can thus become one of the eyewitnesses and participants of a fad. It is not uncommon that cell phone users replace their phones every year, although the phone they have abandoned is still in usable conditions. They might not actually need to make purchases so frequently, but advertising spurs them to do so. The power of advertising has too often abused by advertisers, who tend to give an exaggerated account of the popularity of a product, soon after the product is marketed. So gullible are some buyers that they are driven to buy it. With the number of buyers growing, it will evolve into a buying craze.

In conclusion, people should stay alert to the influence advertising has on their decision making process. As indicated above, advertising has twisted the information about what product is needed, or what product is flavored, thereby driving people to make insensible buying decisions.