Vulgar jokes pdf download

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Javier Canosa IM Future. Attar Raha. Tele Rehab. Azyl Macaya Galagpat. Ben Moussa. Television programmes are less censored and mainstream society is largely desensitised to words that foreigners may find vulgar. It is normal to hear an Australian swear at some point during a conversation. Doing so yourself is unlikely to hurt your chances with them — the informality of it can actually make them feel more comfortable around you. Silence : Australians sometimes grow uncomfortable when social chat is punctuated with long periods of pause or silence and will therefore try to fill the gap with conversation.

If this happens, take the last word they answered with as what they mean. Non-Verbal Eye Contact : Eye contact should be maintained directly as it translates sincerity, trustworthiness and approachability.

However, it is important to break eye contact intermittently as holding it for prolonged periods can make Australians feel uncomfortable. When talking to a group, be sure to make equal eye contact with all people present.

Conversely, Aboriginal Australians are more likely to divert their eyes during communication. This may also apply to Australian residents from cultures in which direct eye contact is similarly perceived. Physical Contact : People tend not to touch one another much during communication unless they are close friends.

Touching someone on the shoulder or arm to emphasise a point is generally acceptable, but can otherwise be seen as a sexual advance. Women tend to be more phsyically affectionate with one another than men.

Pointing : Australians point with their index finger, however it is considered rude to point directly at someone. Instead, they should be indicated to verbally. Beckoning: Australians beckon people by waving them over with their palm facing up. In this exercise you will analyze the story for the way the writer sets the scene and tells us "who," "when," and "where. Main characters list and describe : Setting time : Setting place : B.

Compare your work with that of another pair of students. If you disagree, look back at the story to check your answers. Listed below are the events that make up the plot of "All Summer in a Day. They let Margot out of the closet. The children stood at the window waiting for the sun. The children remembered that Margot was in the closet. All day the children read and wrote about the sun in class.

The teacher left the classroom. The children put Margot in the closet. William and the children began to mistreat Margot. The whole world seemed silent and the sun came out.

Raindrops began to fall and a boom of thunder startled the children. The children went inside. The children ran and played in the sunlight. Compare your answers with those of another pair of students. In the chart below you will find the terms that are often used to discuss the main elements of the plot in a work of literature.

Look again at the events listed in Exercise 3 and decide where they belong in the chart. Write the letters a-k of the events in the appropriate box. The first one has been done for you.

Note: Like many other stories, this story can be interpreted in several different ways, depending on the reader's point of view. Therefore, a variety of different answers is possible in this chart. Be prepared to explain your choices. Exposition Where the writer provides essential information about the story: "who," b "where," "when," and "what. Climax The moment of greatest tension, usually also the turning point in the story.

Resolution The ending, which may or may not be happy, and may even be left open for the reader to imagine. Compare your answers in the chart with those of two or three other students. If the answers are different, explain them to each other. Discuss these questions with two or three other students. Did the children have any doubts about whether or not they should be locking Margot in the closet? How can you tell? How do you think Margot feels being locked in the closet?

Was the author trying to teach a lesson to the readers of the story? If so, what was the lesson? How would you describe the ending of this story? Happy, sad, or inconclusive incomplete? Could this story have an alternate ending? Try to imagine one and describe it. In "All Summer in a Day" Bradbury used rich descriptive language.

Working with another student, look back at the story to find examples of the way he used words to create images and tell the story.

The setting when and where a. Margot a. The children a. William a. The sun a. The rain a. The sky a. If you disagree, look back at the story and explain your choices. First of all, your reading comprehension improves when you talk about what you read. And second, sharing ideas and information about your book with others is enjoyable, and this enjoyment can motivate you to read more. This unit gives you suggestions for how to share books with your classmates and teacher. Book Conferences A book conference is a one-on-one conversation about your book with the teacher.

Since a book conference is not a test, you will not need to remember details from the book. There is no need to prepare notes in advance of the conference. Your teacher may ask various questions, including: Why did you choose this book? What was your reaction? Did you enjoy it? What do you already know about the subject? Does the book relate in any way to your own life? If so, how? What are your favorite characters in the book? What was your favorite part? Reading Circles A reading circle is a small group of four to six students who meet regularly to talk about their extensive reading books and compare reading experiences.

Instructions for Reading Circles 1. Form a group with about four other students. Take turns telling the other students in your group briefly about your book not more than five minutes. Include the following: Title, author and genre fiction, non-fiction, biography, etc. Is the subject familiar or new for you? One student in the group should time the student who is talking. While each student is talking, the others should listen carefully, take brief notes, and ask questions afterward.

Follow the same procedure for each meeting of your group. Include the following in your talk: number of pages read so far; your reaction at this point Are you enjoying it so far? Read aloud to your reading circle a short passage about half a page that you especially like or that you find surprising.

When you finish a book, tell your teacher and schedule a book conference. To prepare a presentation, make five note cards, one for each of the following points. About the book and the author: Title, author, and year first published; information about the author from the back of the book or the Internet ; genre and number of pages 2.

Difficulty: Language use of technical or unusual vocabulary, use of dialect, complicated sentences ; plot or point of view multiple points of view or multiple time frames 3. Key elements of the plot very briefly 4. Your reaction to the book: Did you enjoy it? Would you read another book by the same author?

Would you recommend this book to your classmates? One or two of the following topics: A part of the book or one of the characters that interests you particularly; one of the characters that you like and identify with; personal experiences or thoughts related to the book; larger issues that are dealt with in the book e. Here is an example of a note card for the first point. Paul Farmer pages When you have completed the note cards, try out your presentation aloud several times to practice the way you will present your ideas.

Time yourself to see how long the presentation takes. If it takes more than five minutes, cut out some parts and try again. If it takes less than five minutes, think of more information to add to some of your note cards. Were you glad that you decided to read it? What did you like best about this book? What did you like least? Would you recommend this book to a friend?

On a scale of , how difficult was this book for you? The more words you recognize and understand in a text, the better your comprehension will be.

What do you do when you encounter meet a new word in your reading? Ask another student about the meaning. Try to guess the meaning of the word from the context. Look up the definition in a dictionary. Skip over the word and continue reading. Analyze the word for clues to its meaning. In fact, a good reader does all of the above at different times, depending on the word, the text, and the reason for reading it. In this unit you will learn and practice five important strategies for building your vocabulary.

Strategy 1: Check your knowledge of the words used most frequently in English Advances in computer technology have made it possible for researchers to analyze thousands of English-language texts containing millions of words. From this research they have learned that a small percentage of words—about 2,—are used much more frequently than all the other words.

In fact, these 2, most frequent words account for almost 80 percent of most texts. If you know these words, you have a much better chance of understanding what you read. Before you look at the list of the 2, most frequent words in English, answer this question: How many unfamiliar words do you think you will find on the list? Make a guess. Now turn to the list of the 2, most frequent words in Appendix 1 on page How many of these words did you mark?

Compare this number with your guess in Part A. Did you have a good idea of the extent of your vocabulary? If you have marked many words on this list, you probably have some difficulty understanding what you read. You need to spend extra time working on your vocabulary. These words allow academic writers to explain or generalize their ideas or research, and to compare them with the work of others.

Learning these academic words can improve your comprehension of academic materials. Before you look at the Academic Word List, answer this question: How many of the words on the list do you think you will recognize? Turn to the Academic Word List in Appendix 2 on page Read through the list and mark the words that you DO recognize.

If you have marked some of the words in the Academic Word List, you have a good start on building your academic vocabulary. In Part 2 and in the Focus on Vocabulary sections in the units in Part 3, you will work on learning more words from this list.

Strategy 3: Use the dictionary effectively Along with the definition, a dictionary provides a great deal of other information about a word. It tells you the part of speech of the word noun, verb, adjective, etc. An example sentence is often included as well.

Use this dictionary page to answer the questions. How many syllables are there in scrutinize? I The children's freshly-scrubbed faces beamed up at us. What part of speech is scrupulous? When your teacher scrutinizes your very dry soil 2 scrubs [plural] INFORMAL a loose green shirt and pants worn by doctors during work, how do you feel?

What food do you consider scruffy i'skrAfil adj. How do you spell the past tense of , about right and wrong that prevents you from doing something bad: He has absolutely no scruples about the verb scrub? Source: Longman Advanced American Dictionary.

A small notebook is preferable so you can carry it around with you. This notebook will help you study vocabulary more effectively. With all your words in one place in the notebook, you can easily check your knowledge of words you have studied before. How to organize and use the notebook 1. Decide on a method for putting words in order. Many students prefer alphabetical order, though you may also order words according to other categories, such as topic or source words from extensive reading books, words from Advanced Reading Power, and words from other course books.

Use two pages in the notebook. On the left-hand page, write a word, the part of speech, and the word in syllables. Under the word, write the sentence in which you found it.

Then, on the right-hand page, write the meaning. Note: If you can learn the words more quickly using definitions in your native language, and your teacher agrees, you may write the meanings in that language. Check your knowledge of the words by covering one of the pages and trying to remember the information on the other. Example: 1. Something that you think is true o How could you make an assumption although you have no proof about their family without meeting them?

When you have made a set of cards, carry them with you and test yourself often. Add new words that you encounter and want to learn. You should not remove a word from your set until you are completely sure of the meaning and can recall it instantly. To make study cards, you will need small, blank cards 3 x 5 inches or about 7 x 12 cm. Example: On one side of the card write a word, the part of speech, the word in syllables, and the phrase or sentence in which you found the word.

Fill in the information for five study cards, following the example. If you remember the definition, say it aloud, too. If you do not remember the definition, look at the back of the card. Then say the word and the definition aloud. Then repeat it aloud. Put cards for especially difficult words in a separate group and quiz yourself on them. Then return the cards to the large group.

Research has shown that in order to learn a word, you must encounter it many times. Each time you see the word in context, you build up a stronger sense of its meaning. The best way to increase the number of encounters with words and to learm how words are used is by reading extensively. Simply noticing the word and looking up the meaning is not enough. You need to analyze the word and use it in speaking and writing. If you look closely at the context and write down the sentence where you found the word, you are more likely to remember it.

Choosing Words to Learn Since it would be impossible to learn all the new words you encounter in your reading, you should decide which ones would be the most useful for you and try to learn those. A word will be useful for you if it is included in one of the word lists Appendices 1 and 2 , or if you have encountered it several times and think you will encounter it again.

In this unit you will practice selecting words from short passages. Example: A. Read the excerpt from a textbook and complete the tasks that follow. Cross-cultural research shows that cultures have in text organization between English and the varying attitudes about language in general and Korean, German, Japanese, Arabic, and that these differences are reflected in the printed Athabaskan languages.

It is logical to conclude word. As a result, the way ideas are organized in from this that when people read in a second expository writing e. Originally called to our attention by meet their beliefs and expectations about the Kaplan , this suggestion has inspired patterns of written language. To the extent that research in several different languages. Ostler, the patterns in the text of a second language are for example, found that the patterns of different from those of the first language, the expository writing in a language "reflect the reader is likely to have difficulty patterns valued in the native culture.

Texts such as essays have the same form in every language. Different cultures have different ways of organizing texts. When you read in a second language, you can find the same patterns as in your first language. It is easier to read in a language that has text patterns similar to those in your first language. Read the passage again and underline the words that are new to you. Look at the word lists in Appendices 1 and 2 pages and for the words you underlined. Choose two of your underlined words that are on the lists and write them below.

Then write the part of speech and the dictionary definition that best fits each word as it is used in the passage. Word Definition 1. Read the excerpt from a newspaper article and complete the tasks that follow. How Culture Molds Habits of Thought egorization and an urge to understand situations and By Erica Goode events in linear terms of cause and effect. Recent work by a social psychologist at the University For more than a century, Western philosophers and of Michigan, however, is turning this long-held view of psychologists have based their discussions of mental life mental functioning upside down.

In a series of studies on a cardinal assumption: that the same basic processes comparing European Americans to East Asians, Dr. Richard underlie all human thoughf, whether in the mountains of Nisbett and his colleagues have found that people who Tibet or the grasslands of the Serengeti.

Teenage boys in Botswana, for example, might dis- " We used to think that everybody uses categories in the cuss cows with the same passion that New York teenagers same way, that logic plays the same kind of role for every- reserve for sports cars. People think about different things depending on where they live. People all think in the same way. A social psychologist has come up with a new idea about how we think. Logic is the same in every culture. Look on the word lists in Appendices 1 and 2 pages and for the words you underlined.

Choose five of your underlined words that are on the lists and write them below. Then write the part of speech and the dictionary definition that best fits each word as it is used in the passage Word Definition 1.

Write a new sentence for each word above. The sentences should show that you understand the meaning of each word as it is used in the passage. Ask another student to read your sentences. Then discuss these questions. Do the sentences make sense? Do the sentences show the meaning of the words? Read the excerpt from a textbook and complete the tasks that follow Symbols Reality for human beings is not action or feeling of the power of symbols; culture shock is but meaning.

Humans are symbolic creatures; a nothing more than the inability to "read" symbol is anything that carries a particular meaning in one's surroundings. We feel lost, meaning recognized by the people who share unsure of how to act, and sometimes culture. A whistle, a wall of graffiti, a flashing frightened—a consequence of slipping outside red light, a fist raised in the air—all serve as the symbolic web of culture. We see the human capacity to create Culture shock is both what travelers and manipulate symbols in the various ways a experience and what they inflict on others by simple wink of the eye can convey interest, acting in ways that may offend them.

For understanding, or insult. Often, the People's Republic of China might well be however, we gain a heightened sense of the appalled to discover people roasting dogs as a importance of a symbol when someone uses it wintertime meal.

On the other hand, a North in an unconventional way, say when a person in American who orders a hamburger in India a political demonstration burns a U. Source: John J.

Macionis, Society: The Basics, 4th Edition. A symbol is usually written. We always notice the symbols of our own culture. In an unfamiliar culture, we feel confused by the symbols. Culture shock is mostly about food.

Write the words you chose in Exercises 1 and 2. Choose five or more of those words and make study cards for them. Review your study cards alone and then with another student. You may not always be able to infer an exact meaning, but you can often get the general meaning—enough to continue reading with understanding. What part of speech is it noun, verb, adjective, adverb, etc.

These often help determine meaning. For example, if it is an adjective, what is the noun? If it is a verb, what is the subject? How does the word fit in? Example: Follow the guidelines above to infer the general meaning of the underlined word in each of the three sentences below. Then write the inferred meaning in English or another language. Do not use a dictionary.

The president's spokesman said that it was too early to comment on the outcome of the meeting. One unfortunate outcome of the elections was that both parties were weaker than before. The outcome of hospital-based treatment was clearly better than home-based treatment. Inferred meaning: the result or effect of something Note: In Exercises , the underlined words are used with their most common definition, usually listed first in the dictionary.

Follow the guidelines to infer the general meaning of the underlined word in each set of three sentences below Then write the inferred meaning in English or another language. Dark clouds appeared and ten minutes later everyone at the football match was completely drenched. When he pulled her out of the swimming pool, her dress was drenched and hung close to her body.

Seymour screamed and sat up suddenly in bed, drenched in a cold sweat. Inferred meaning: 2. The stranger never said a word, but thrust a folded piece of paper into Pilar's hand. He thrust his hands into his pockets and walked slowly away.

As she straightened up, she felt a sudden pain like a knife being thrust into her lower back. Inferred meaning: B. Then look up drenched and thrust in the dictionary.

Follow the guidelines to infer the general meaning of the underlined word in each set of three sentences below. Never tamper with electrical fittings without first switching off the main power supply.

It is illegal to add, take away, or otherwise tamper with the content of these videos. Several research assistants were accused of tampering with the results of the experiments.

When the train pulled out and the crowd had thinned, he could see a small, forlorn figure sitting on a suitcase. Drennan held on to a forlorn hope that somehow at the end of the war they would all be together again. Then look up tamper and forlorn in the dictionary. Compare the dictionary definitions with your inferred meanings and write the dictionary definitions below: tamper: forlorn: A.

The financial woes of Fiat and other big Italian companies could lead to some important changes in the Italian economy.

Take a vacation in the South Pacific and leave behind all your winter worries and woes. It did not take long for him to discover the source of all his friend's woes, but there was little he could do to help.

Recent surveys show that many parents are very worried about the possibility of their child being abducted. In , a school bus driver and twenty-six children were abducted at gunpoint in California. The young woman admitted in tears that she had made up the story of how she was abducted and held by the men for thirty-six hours. Then look up woes and abducted in the dictionary. In fact, many words have more than one definition and you need to choose the most appropriate one. For example, the word laugh as a verb has eleven different definitions in the Longman Advanced American Dictionary.

Definitions for the word get cover three pages! This is necessary because there may be several dictionary entries for one word as different parts of speech.

If it is a part of a frequent combination of words, the definition may be listed separately. For example, you will find separately numbered definitions for sign up and sign off. The same is true of on sight and sight unseen both li sted in the dictionary under sight. Read the sentence, write the part of speech of the underlined word, and choose the most appropriate definition. Follow the guidelines for choosing a dictionary definition. Finally managing to wrench herself free, she turned and stared at him.

Part of speech: verb Definitions:to to use your strength to pull yourself away from someone who is holding you 2. What basic meaning do all three definitions of wrench have in common? They all include the idea of a movement that causes pain, either physical or psychological. Read the sentences, write the part of speech of the underlined word, and choose the most appropriate definition.

No matter how thirsty it is, a horse that has been used to drinking out of a pond or stream will often refuse water from a trough.

Part of speech: Definitions: 1. It was their job to buy horses for the army and to scour the countryside for food and supplies. Work together and answer the following questions. What basic meaning do the three definitions of trough have in common?

What basic meaning do the three definitions of scour have in common? Read each sentence and choose the most appropriate definition of the underlined word. To make the perfect crepe, put some butter in the pan and tilt it in every direction so the butter covers the bottom.

She ran full tilt out the back door, never noticing the car parked at the side. With the new evidence, public opinion was tilted once again, this time in favor of the suspect.

In Leonardo da Vinci's famous portrait Mona Lisa, the slightly upward tilt of her eyes adds to the mystery of her smile. Then discuss the definitions of tilt. What basic meaning do they have in common? It was an obvious attempt to shift the blame for the accident onto the other driver.

Working the night shift can create family problems for both men and women. Politicians argued that there was a strong need to shift more resources into education and research. The lawyer's sharp questions made the witness shift uncomfortably in his seat. Definitions: 1. Then discuss the definitions of shift. In the following exercises you will practice inferring meaning from a whole paragraph, with a nonsense word in the place of a real word.

Example: Read the following paragraph and answer the questions about the underlined nonsense word. As the harmful effects of mropping on health have become widely known, many cities and some countries have passed laws that limit where it is allowed. In many places, mropping is no longer permitted in restaurants and bars. Owners of restaurants and bars were against the laws because they believed that their businesses would suffer, but that happened only in the first few months.

After that, business returned to normal. The laws have also had another positive effect, apart from making the air cleaner for everyone: More people have given up mropping altogether. What part of speech is it? What words are found around it? What word or phrase could replace it? Working with another student, read the paragraphs and fill in the information about the nonsense words in each paragraph. At the beginning of World War II, when the Germans moved into northern France, they searched the towns and countryside for escaping French soldiers, who were sent to prisoner-of-war camps in Germany.

Next, they tried to zep all the guns or other arms they could find, though many people hid theirs on farms or underground. The Germans also took all the horses from farms and towns, because they were needed in the army. This loss really hurt the French, since the lack of gasoline made horses necessary to work the farms and for transport.

Not long after this, the Germans zepped radios as well, so that people could not listen to foreign news reports. In many countries, there are electronic signs along roads that zop drivers about dangers or problems ahead. These may be short-term dangers, such as an accident or bad weather, or longer-term problems, such as roadwork. Studies have shown, however, that drivers do not always notice these signs.

Do these systems work better to zop drivers than the roadside signs? It is too soon to tell. The results of the first studies will be published next year. If you disagree, look again at the paragraphs and explain your answers. Working with another student, read the paragraphs and fill in the information about the underlined nonsense words. During my stay in the city, I often used to sit on a stone wall by the riverbank in the early evening, hoping for a cool breeze—though there never was one.

On one side was the "white" city, on the other side were the African villages, and all day long there were large dreels that went back and forth, bringing people, bicycles, cars, and trucks to and from the city. At this time of day, city workers were eager to get back to their own world on the far side of the river. Brightly dressed and joking, the Africans pushed forward when the dreel arrived. Many were carrying loads on their heads or bicycles on their shoulders.

Some were so anxious not to miss the chance to get home that they leaped down the steps and jumped into the dreel as it pulled out. The foreign news reporters had been warned not to dress in a way that marked them obviously as foreigners. They were also told not to walk down the middle of the street, where they could be a zeem for enemies on the roofs. They should always stay close to the buildings, ready to run into a doorway if they heard or saw anything suspicious. They should always wear a bulletproof vest.

They all did as they had been told, but still did not feel safe. It was impossible not to think of the colleagues who had been wounded and killed in these streets. They walked quickly, looking up at the rooftops.

There was no telling when and where a sharpshooter might decide it was time for zeem practice—and they rarely missed their zeem. You need to read more of the surrounding text to look for clues to its meaning.

Does it make sense? If not, check steps again or look in a dictionary! Working with another student, read the passage below from Never Cry Wolf by the biologist Farley Mowat.