'Nowadays, people have no idea where American ends and English begins. And that's a disaster for our national self-esteem. We are in danger of subordinating our language to someone else's - and with it large aspects of British life.'
Hace poco salieron publicados unos interesantes artículos por Matthew Engel en el Mail On Sunday sobre cómo Americanisms está invadiendo la manera británica de hablar, para el horror de muchos.
No sólo se queja del spelling sino también de las nuevas palabras que se adoptan o de cómo se pronuncian.
Les dejo la lista de las frases y/ o palabras más odiadas por él y por sus readers que le mandaron más.
(Tengan en cuenta que las explicaciones o definiciones que se dan están expresadas en forma muy sarcástica!)
Hospitalise (or worse still, hospitalize): It's bad enough going to hospital, without being accompanied by this hideous word.
Faze: It doesn't faze me (even when it's spelt 'phase') especially as it's useful in Scrabble. It's just downright irritating. Movies: Can we please watch a film? Or go to the pictures? Or the flicks?
Truck: It deserves to get run over by a lorry.
A Hike: Is a nice walk in the country, not a wage, price or tax rise.
The Finger: If I cut you up on the motorway, would you mind showing your finger by sticking up two fingers, the British way? Thank you.
(Esto es porque aquí la gente cuando quiere insultar a otro, no muestra generalmente el dedo mayor como los americanos. Hacen una V con los dos dedos pero no del lado de la palma de la mano, o sea, hacen el signo V de la paz o al victoria al revés, palma de la mano apuntando para nuestro lado.)
Do The Math: No, do the maths, for Heaven's sake.
Rookies: In Britain, they are big birdies, not newcomers.
Outage: An American power cut, now in use in a newspaper near you. I always read it as 'outrage'.
Monkey Wrench: An adjustable spanner, if you please.
Otras:
The U.S.-dominated computer industry, with its 'licenses', 'colors' and 'favorites' is one culprit. That ties in with mobile phones that keep 'dialing' numbers that are always 'busy'.
I accept that estate agents find it easier to sell fancy apartments rather than boring old flats. And it's right that our few non-passenger trains should carry freight not goods, because that's a more accurate description of the contents.
Ask any lawyer and they will explain: witnesses in British courts do not testify, they give evidence; nor do they 'take the stand' to do this, they go into the witness box.
It also used to be understood that, while American politicians 'ran' for office, British politicians always 'stood'. I liked that: it implied a pleasing reticence. Now in Britain both words are used interchangeably and in this month's General Election candidates stood and ran at the same time.
Del segundo artículo:
Top of the long hate-list was probably ‘Can I get a coffee?’ (and these days it probably would be an overpriced, overmarketed American coffee rather than a nice cup of tea).
It was closely followed by ‘I’m good’ as opposed to ‘I’m very well, thank you’. This phrase is even more infuriating when used as an alternative to ‘No, thanks’, in declining a second helping.
Other leading hates include ‘snuck’ as the past tense of ‘sneak’ and ‘dove’ as the past tense of ‘dive’;
driver’s license instead of driving licence;
overly rather than over;
autopsy for post-mortem;
burglarized instead of burgled;
filling out forms instead of filling them in;
fries for chips;
chips for crisps; and food to go as opposed to take away.
There is also period instead of full stop; and of course ‘Hi, guys’, guys in this case being of either sex.
(...) Martin Levin of London E4, says he keeps emailing Radio 2 to remind them there is no k in ‘schedule’ (...)
It includes airplane for aeroplane, pharmacist for chemist, advisory for warning (...)
The land is also full of ‘gotten’ haters – understandable because it is an extremely ugly word. This is a complex area, though, in that it was formerly used in Scotland and can be found in the works of Sir Walter Scott.
And there is widespread loathing of the verbalisation of nouns: incentivizing and all that rot.
In sport, Bob Carr winces when his team suffer an American ‘loss’ far more than when they go down to an English defeat.
Wayne Bryant says that, if he were still playing competitive sport and was told ‘you’re ON the team ON the weekend’, he would refuse to turn up. Gordon Spalding adds ‘Can we touch base?’ to the collection of ludicrous baseball metaphors.
Los artículos completos aquí y aquí. Si leen los comentarios al final de cada artículo, van a ver LA CANTIDAD que aportaron los lectores!
Llega ese momento, cada 4 años, en que todo el mundo anda medio loco y/o agitado: los alumnos que no hablan de otra cosa que de fútbol (al igual que los adultos, por supuesto) y las teachers que no saben qué inventar para enseñar o reciclar temas a través de este deporte, a ver si los chicos se interesan...
Y sí que se interesan si las actividades que ofrecemos son variadas, entretenidas, divertidas... y enseñan!
Les propongo visitar algunos sitios que ofrecen printables y lesson plans que cubren todos los niveles.
Suerte, que les sea leve y que gane el mejor! Y que todos aprendan!
Si quisiéramos empezar a organizarnos con cómo idear diferentes lesson plans a lo largo del campeonato, podríamos basarnos en esta página que, a pesar de que fue hecha para el campeonato 2006 y las actividades no están on line (no nos servirían), sí se encuentran ideas de qué actividades crear, las copio aquí:
Day One:
Activity 1: Introduction to the World Cup Pupils find out the location of the 32 countries participating in the World Cup final.
Activity 2: World cup quiz A quiz to stimulate interest in the countries which will be under the World Cup spotlight.
Activity 3: Country research (introduction) Project work for the week. Groups of pupils do research on some of the lesser-known countries participating in the World Cup finals.
Day Two:
Activity 1: We play football Pupils compare two photos of children playing football, one taken in (an African country) and one in the UK (or your own country). They discuss them, then learn about life in a shanty town in the suburbs of Nairobi.
Activity 2: A game of empowerment Do competitive games help poor people with the problems they face?
Activity 3: Country research (part 2) Continued project work about countries participating in the World Cup.
Day Three:
Activity 1: My ideal school playtime A writing activity to help pupils think about their leisure time at school.
Activity 2: Recreation at school What problems can occur during playtime at school? This thinking skills activity helps pupils to determine issues and identify possible solutions.
Activity 3: Presentation of country research Pupils present posters displaying the results of their research.
Day Four:
Activity 1: From shopper to worker Developing a concept map of the way sportswear gets from factories in the developing world to consumers in the richer countries.
Activity 2: Write to clothing companies Pupils write letters to clothing companies asking how they know that workers producing their clothes are fairly treated.
Activity 3: Design a logo An art activity in which pupils design a logo which would show that workers had worked reasonable hours.
Day 5:
Activity 1: Good competition, bad competition Brainstorming the good and bad points about competition.
Activity 2: The great debate A formal debate: ‘This house believes that competition should be banned'. Adobe PDF file
Activity 3: Evaluation: what have we learned this week? Assessing the week’s activities.
Para niveles intermedios y más altos, aquí hay una lista de diferentes actividades (vocab, fill in the gaps, etc) basadas en noticias reales.
Quería compartir con ustedes parte de un contrato que firmé con una agencia que a su vez me recomendará para dar clases de ESOL en diferentes colleges.
Espero que les resulte interesante leer esto, es muy distinto a lo que uno por ahí firma en otros lados, particularmente el tener que decir de qué raza es uno (en realidad, esto prácticamente lo tenés que aclarar en todos lados, hasta para cuando te querés asociar a la biblioteca! -aunque puede ser opcional) y las secciones de cómo tratar a los alumnos, evitando en lo posible, toda clase de physical contact y cómo proceder si se van a usar las computadoras del colegio. (ICT class)
Equal Opportunity and General Information Questions:
The following questions and relating answers are necessary for entering your details onto COMPANY'S NAME's candidate database to ensure the effective monitoring of our equal opportunities policy. They will at all times be kept confidential.
• Martial Status: Married Single Other
• Do you consider yourself to have a disability: Yes No
• Nationality: ________________________
• Ethnic Origin: Please indicate from the list below (optional)
• Black African • Black British • Black Caribbean • Bangladeshi • Black Other • Chinese • Indian • Mixed White/Black African • Mixed White/Black Caribbean • Mixed Race • Any Other Ethnic Group • Any Other Asian Group • Any Other Black Group • Pakistani • White
ADVICE ON ICT USAGE IN COLLEGES
Background
It is now a regular and frequent requirement upon supply staff to utilise the college’s ICT equipment as part of their teaching and learning responsibilities. This is a perfectly reasonable expectation of colleges and candidates should seek to utilise such resources to maximise their impact on students’ learning.
Some simple rules…
When utilising ICT equipment in colleges, candidates should follow some simple rules:
1. Acquaint yourself with the college’s policy and procedure on the use of ICT equipment. As with all college policies, you are expected to adhere and abide to such rules when you are working in that college. So try and establish what the rules are.
2. Try and organise yourself access to the college’s network with your own user name and password. Try and avoid using another person’s ‘log-in’.
3. Do not use the college’s computers for personal use. It reflects badly on you and COMPANY'S NAME if you are observed undertaking such activities.
4. If you are using the internet (for research or teaching purposes) ensure that the sites you visit are always relevant and appropriate. If you inadvertently visit a site that has inappropriate material displayed, immediately close down the site and report the circumstances to a senior member of staff.
5. Do not let students or other staff use your ‘log in’ details and always ‘log off’ if your computer is going to be left unattended at any time.
6. If you suspect students (or another member of staff) has used a computer with your log in credentials, report the details to a senior member of staff immediately.
7. If you discover evidence that college computers may have been used to access inappropriate web sites or download inappropriate material, report this to a senior member of staff immediately.
8. If you have access to the college’s email system, do not use it for sending personal emails. If you receive joke emails do not forward these on in any circumstances.
9. If you have reason to send emails, ensure that the language you use is always appropriate. Check what you are writing to make sure that it could not be misconstrued.
10. Never enter into over-familiar correspondence with students. Remember that you are in a position of trust. Do not give your facebook/bebo/my space or any such social networking account details to any students and if requested as a friend do not accept them. This will only blur the boundaries between student and teacher and will certainly put your motives in question.
11. If you receive any email correspondence from a student that concerns you please report this to a senior member of staff immediately.
12. Never give a student your mobile phone number. Similarly, do not ask for (or receive) the mobile telephone number of a student. There are no valid reasons why this should be necessary and to do so will create suspicion and place you in a vulnerable position.
13. Don`t have your mobile phone in view during lessons and never try to take photographs or videos of students on your phone. If, as part of the learning experience you need to photograph or video students, get clear permission from the college beforehand.
ADVICE ON PHYSICAL CONTACT WITH STUDENTS
Introduction
Physical contact with students in college is a very sensitive subject. As a member of supply staff, you have the same rights and obligations as permanent members of staff. However, as a member of supply staff (who may not be familiar to students) you may be susceptible to people misinterpreting your actions and/or students making unfounded or mischievous allegations. Be aware of this potential and always follow this guidance which is offered to assist you.
The general rule is to avoid student contact wherever possible. In that way your actions can never be misconstrued. However, there are situations where physical contact is necessary and there may be other situations where you cannot avoid physical contact.
The Law
The Education and Inspections Act 2006 has given new statutory powers to members of staff in colleges. This allows them to “use such force as is reasonable” to prevent a student from:
• Committing an offence • Causing personal injury to others (or themselves) or damage to property • Prejudicing the maintenance of good order and discipline at the college
Situations when physical contact might be appropriate
Some physical contact may be proper or necessary (e.g. to demonstrate exercises during a PE lesson or to administer first aid).
Young children and children with special educational needs may need staff to provide physical prompts and help. Equally, when young children are in distress it may be appropriate to offer comforting. In such situations these are judgement calls that have to be made at the time. However you must be aware that for some children touching may be particularly unwelcome for cultural or personal reasons. You must be sensitive to such situations. You should also ensure that you do not touch or hold a student in a way that might be considered indecent.
Intervention and the use of reasonable force
Inevitably, there will be situations when it is necessary to intervene either to protect yourself, the student or others. There is no legal definition of ‘reasonable force’ but there are two relevant considerations to guide you:
1. Do the circumstances warrant it? If a student is only committing a minor misdemeanour or the situation could be resolved without the use of force, then force would not be warranted. 2. The degree of force has to be in proportion to the circumstances. The use of force has to be the minimum needed to achieve the desired result.
In all circumstances you should not act in a way that might be expected to cause injury, e.g.
• Holding a Student by the neck or collar • Slapping punching or kicking a Student • Twisting or forcing limbs against a joint • Tripping up a Student • Holding or pulling a Student by the hair or ear • Holding a student face down on the ground
Some simple rules to guide you…
1. Acquaint yourself with the college’s behaviour management policy. If an incident is developing know from where you can summon assistance.
2. Try to avoid situations where you are alone with a student.
3. Have strategies ready to diffuse potential conflict situations.
4. In the event of an incident, summon assistance as soon as is practicable.
5. Ensure you report all such incidents to college staff and your consultant at COMPANY'S NAME.
6. If you have inadvertent physical contact with a student, report this immediately (explaining the circumstances in which this occurred).
7. If you have been injured in an incident seek medical attention immediately and ensure that the incident is properly reported to the college and your consultant at COMPANY'S NAME.
8. Whilst it is fresh in your memory write a record of the incident. Give as much detail as you can (including the names of any witnesses).
9. Remember that when you are in a college you are an ambassador for COMPANY'S NAME, so avoid any sort of behaviour that could be criticised or misinterpreted.
Citizenship es una materia que se enseña en los colegios aquí, en todos los niveles. No se trata de, como leí por aquí, enseñarles a los chicos a ser respetuosos o cómo recaudar fondos para hacer caridad, etc, sino de explorar una serie de conceptos y procesos sobre justicia, democracia, derechos y responsabilidades. Les recomiendo el ARCHIVE de este sitio donde encontrarán temas y resources para explorar y adaptar. Hay generalmente tres que son gratis, listos para imprimir y a los demás se accede si uno es miembro.
Este sitio que también les recomiendo ver, contiene Citizenship activities según el nivel de los chicos (nivel en colegio de aquí). Cuando hacen click, encontrarán links a diferentes resources.
Este otro sitioestá genial! Me encanta! Cuando hagan click en un tema en particular, verán unos pocos renglones. Miren a la izquierda y ahí encontrarán, en un costado, Introduction, Task 1, Task 2, etc. Haciendo click ahí entonces verán las actividades paso a paso.
Y este otro está muy bueno también, del sitio de la BBC. Tiene photostories, quizzes, etc.
Pero mi preferido absoluto es este, que usé yo para dar clases aquí y es bárbaro! Se lo pueden bajar todo o por capítulos. Este es muy bueno porque el lenguaje es sencillo y se aprende un montón!
Aprovecho para desearles a muchos profes, feliz comienzo de clases y recordarles un post que escribí hace tiempo, sobre qué hacer el primer día de clase.
El 18/08/09 en el diario de circulación gratuita The London Paper, apareció una columna escrita por un lector, Sert Fetti, que trata cómo hablan los adolescentes en general.
Les copio aquí el texto. THE URBAN YOUTH TALK NANG, INNIT
Recently I met up with my 14-year old-cousin who, since starting secondary school, has somehow managed to morph himself into Ali G. His accent is now largely indecipherable to his family, much to their annoyance. During our time together words like “nang”, “sick”, “marvin”, “yard”, “blud” and “innit” kept rolling off his tongue.
This got me thinking about accents, language and my cousin’s new-found love of speaking – what I like to call “urbanese”. Does the way youngsters in London speak really say anything about them?
Programmes like The Catherine Tate Show and Little Britain poke fun at kids who’ve adopted this urbanese accent, depicting them as anti-social and unintelligent.
Personally, I’m not “bovvered” with the way some of our kids speak today. I admit, it can sound peculiar but I also think it shows creativity. According to many, a “proper” accent is the one that carries the most social prestige, and that’s how we should all be speaking. This is the pronunciation taught in schools and used by newsreaders, but why should it be classed as superior?
Everyone has an accent. Surely it’s what you say, not how you say it. I’m sure most of us are guilty of doctoring our accents depending on the company we’re in. Perhaps by speaking urbanese youngsters are just trying to conform to what is now the majority accent in their peer group.
Does a person’s accent really indicate how intelligent they are or their ability to do a job properly? Let’s suppose you have a vacancy in your company. Candidate A is experienced, qualified, bright and, on paper, perfectly able to do the job, but speaks urbanese. Candidate B is less experienced, skilled and qualified, but speaks “properly”. Who would you employ? I’m guessing that, although most of us wouldn’t admit to it, we’d probably discriminate against Candidate A.
It seems that people stereotype and make judgements based on accents. So should we be encouraging youngsters to smarten up their speech or should we forget snobbery about accents because urbanese is just a natural evolution of a London accent?
Only time will tell how future generations of Londoners will speak. We’ll just have to wait and see... innit!
Sé que a lo mejor llega un poco tarde esta info, pero a lo mejor, ahora que parece que pasó lo peor y los chicos volvieron a clase, viene bien información en inglés acerca de lo que ya saben y dominan bien.
Aquí tienen información lista para imprimir, con gráficos muy fáciles de seguir. Es un leaflet que está en los diarios, que se bajar de internet, como ustedes también pueden hacerlo. Contiene temas como medicinas a tomar, vacunación, cómo protegerse, etc.
Acá tienen el audio que también se pueden bajar a un CD para idear un entretenido listening comprehension.
Clickeando este link encontrarán la misma información pero en versión easy read, con dibujos, ideal para los niveles elementales.
A mí me encantaba ver series cuando era chica, allá por los setenta. Y mi favorita era La Mujer Maravilla.
Más aquí en el tiempo, mi serie favorita, la que no me canso de ver nunca es Friends y The Nanny.
Y las de ustedes ? Cuáles son sus series favoritas? Las de ahora o las que veían de pequeños?
Aquí les dejo los videos de la presentación de algunas y las letras de las canciones.
Sing along and enjoy!
Friends
So no one told you life was going to be this way. Your job's a joke, you're broke, you're love life's DOA. It's like you're always stuck in second gear, Well, it hasn't been your day, your week, your month, or even your year.
But, I'll be there for you, when the rain starts to pour. I'll be there for you, like I've been there before. I'll be there for you, cause you're there for me too.
You're still in bed at ten, the work began at eight. You've burned your breakfast, so far, things are going great. Your mother warned you there'd be days like these, But she didn't tell you when the world has brought you down to your knees.
That, I'll be there for you, when the rain starts to pour. I'll be there for you, like I've been there before. I'll be there for you, cause you're there for me too.
Pink Panther
The Pink Panther
Think of all the animals you've ever heard about like rhinoc'ruses and tigers cats and mink There are lots of funny animals in all this world But have you ever seen a panther that is pink?
Think!
A panther that is positively pink,
Well here he is, the pink panther, The rinky-dink panther, Isn't he a panther ever so pink?
He really is a groovy cat, and what a gentleman, a scholar, what an acrobat !
He's in the pink - the pink panther The rinky-dink panther, and it's as plain as your nose, that he's the one and only, truly original, Panther-pink (panther) from head to toes !
Mr Ed
A horse is a horse, of course, of course, And no one can talk to a horse of course That is, of course, unless the horse is the famous Mr. Ed.
Go right to the source and ask the horse He'll give you the answer that you'll endorse. He's always on a steady course. Talk to Mr. Ed.
Gilligan's Island
Just sit right back and you'll hear a tale, A tale of a fateful trip That started from this tropic port Aboard this tiny ship.
The mate was a mighty sailing man, The skipper brave and sure. Five passengers set sail that day For a three hour tour, a three hour tour.
The weather started getting rough, The tiny ship was tossed, If not for the courage of the fearless crew The minnow would be lost, the minnow would be lost.
The ship set ground on the shore of this uncharted desert isle With Gilligan The Skipper too, The millionaire and his wife, The movie star The professor and Mary Ann, Here on Gilligans Isle.
So this is the talel of the castways, They're here for a long, long time, They'll have to make the best of things, It's an uphill climb.
The first mate and the Skipper too, Will do their very best, To make the others comfortable, In the tropic island nest.
No phone, no lights no motor cars, Not a single luxury, Like Robinson Crusoe, As primative as can be.
So join us here each week my freinds, You're sure to get a smile, From seven stranded castways, Here on "Gilligan's Isle."
Wonder Woman
Wonder Woman, Wonder Woman. All the world's waiting for you, and the power you possess.
In your satin tights, Fighting for your rights And the old Red, White and Blue.
Wonder Woman, Wonder Woman. Now the world is ready for you, and the wonders you can do.
Make a hawk a dove, Stop a war with love, Make a liar tell the truth.
Wonder Woman, Get us out from under, Wonder Woman. All our hopes are pinned on you. And the magic that you do.
Stop a bullet cold, Make the Axis fall, Change their minds, and change the world.
Wonder Woman, Wonder Woman. You're a wonder, Wonder Woman.
The Nanny
She was working in a bridal shop in Flushing, Queens, Til her boyfriend kicked her out in one of those crushing scenes. What was she to do, where was she to go She was out on her fanny.
So over the bridge from Flushing to the Sheffield's door, She was there to sell make up but the father saw more, She had style, she had flair, she was there, That's how she became the Nanny.
Who would have guessed that the girl we described was just exactly what the doctor prescribed?
Now, the father finds her beguiling, watch out C.C., The kids are actually smiling, such joie de vivre She's the lady in red when everybody else is wearing tan. The flashy girl from Flushing, the Nanny named Fran.
Mucho con Londres no tiene que ver pero es importante saber qué pasa en el mundo, no?
Aquí les copio el discurso que dio Barack Obama el día de ayer cuando asumió (Lo anunciaron "Mr Barack H. Obama", aunque cuando juró, dijeron su nombre completo, o sea, Barack Hussein Obama). Les sugiero que lo lean mientras lo escuchan.
PRESIDENT BARACK Thank you. Thank you.
CROWD: Obama! Obama! Obama! Obama!
My fellow citizens: I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors.
I thank President Bush for his service to our nation...
(APPLAUSE)
... as well as the generosity and cooperation he has shown throughout this transition.
Forty-four Americans have now taken the presidential oath.
The words have been spoken during rising tides of prosperity and the still waters of peace. Yet, every so often the oath is taken amidst gathering clouds and raging storms. At these moments, America has carried on not simply because of the skill or vision of those in high office, but because We the People have remained faithful to the ideals of our forbearers, and true to our founding documents.
So it has been. So it must be with this generation of Americans.
That we are in the midst of crisis is now well understood. Our nation is at war against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some but also our collective failure to make hard choices and prepare the nation for a new age.
Homes have been lost, jobs shed, businesses shuttered. Our health care is too costly, our schools fail too many, and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet.
These are the indicators of crisis, subject to data and statistics. Less measurable, but no less profound, is a sapping of confidence across our land; a nagging fear that America's decline is inevitable, that the next generation must lower its sights.
Today I say to you that the challenges we face are real, they are serious and they are many. They will not be met easily or in a short span of time. But know this America: They will be met.
(APPLAUSE)
On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord.
On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and worn-out dogmas that for far too long have strangled our politics.
We remain a young nation, but in the words of Scripture, the time has come to set aside childish things. The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that all are equal, all are free, and all deserve a chance to pursue their full measure of happiness.
(APPLAUSE)
In reaffirming the greatness of our nation, we understand that greatness is never a given. It must be earned. Our journey has never been one of shortcuts or settling for less.
It has not been the path for the faint-hearted, for those who prefer leisure over work, or seek only the pleasures of riches and fame.
Rather, it has been the risk-takers, the doers, the makers of things -- some celebrated, but more often men and women obscure in their labor -- who have carried us up the long, rugged path towards prosperity and freedom.
For us, they packed up their few worldly possessions and traveled across oceans in search of a new life. For us, they toiled in sweatshops and settled the West, endured the lash of the whip and plowed the hard earth.
For us, they fought and died in places Concord and Gettysburg; Normandy and Khe Sahn.
Time and again these men and women struggled and sacrificed and worked till their hands were raw so that we might live a better life. They saw America as bigger than the sum of our individual ambitions; greater than all the differences of birth or wealth or faction.
This is the journey we continue today. We remain the most prosperous, powerful nation on Earth. Our workers are no less productive than when this crisis began. Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished. But our time of standing pat, of protecting narrow interests and putting off unpleasant decisions -- that time has surely passed.
Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America.
(APPLAUSE)
For everywhere we look, there is work to be done.
The state of our economy calls for action: bold and swift. And we will act not only to create new jobs but to lay a new foundation for growth.
We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together.
We will restore science to its rightful place and wield technology's wonders to raise health care's quality...
(APPLAUSE)
... and lower its costs.
We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age.
All this we can do. All this we will do.
Now, there are some who question the scale of our ambitions, who suggest that our system cannot tolerate too many big plans. Their memories are short, for they have forgotten what this country has already done, what free men and women can achieve when imagination is joined to common purpose and necessity to courage.
What the cynics fail to understand is that the ground has shifted beneath them, that the stale political arguments that have consumed us for so long, no longer apply.
The question we ask today is not whether our government is too big or too small, but whether it works, whether it helps families find jobs at a decent wage, care they can afford, a retirement that is dignified.
Where the answer is yes, we intend to move forward. Where the answer is no, programs will end.
And those of us who manage the public's dollars will be held to account, to spend wisely, reform bad habits, and do our business in the light of day, because only then can we restore the vital trust between a people and their government.
Nor is the question before us whether the market is a force for good or ill. Its power to generate wealth and expand freedom is unmatched.
But this crisis has reminded us that without a watchful eye, the market can spin out of control. The nation cannot prosper long when it favors only the prosperous.
The success of our economy has always depended not just on the size of our gross domestic product, but on the reach of our prosperity; on the ability to extend opportunity to every willing heart -- not out of charity, but because it is the surest route to our common good.
(APPLAUSE)
As for our common defense, we reject as false the choice between our safety and our ideals.
Our founding fathers faced with perils that we can scarcely imagine, drafted a charter to assure the rule of law and the rights of man, a charter expanded by the blood of generations.
Those ideals still light the world, and we will not give them up for expedience's sake.
And so, to all other peoples and governments who are watching today, from the grandest capitals to the small village where my father was born: know that America is a friend of each nation and every man, woman and child who seeks a future of peace and dignity, and we are ready to lead once more.
(APPLAUSE)
Recall that earlier generations faced down fascism and communism not just with missiles and tanks, but with the sturdy alliances and enduring convictions.
They understood that our power alone cannot protect us, nor does it entitle us to do as we please. Instead, they knew that our power grows through its prudent use. Our security emanates from the justness of our cause; the force of our example; the tempering qualities of humility and restraint.
We are the keepers of this legacy, guided by these principles once more, we can meet those new threats that demand even greater effort, even greater cooperation and understanding between nations. We'll begin to responsibly leave Iraq to its people and forge a hard- earned peace in Afghanistan.
With old friends and former foes, we'll work tirelessly to lessen the nuclear threat and roll back the specter of a warming planet.
We will not apologize for our way of life nor will we waver in its defense.
And for those who seek to advance their aims by inducing terror and slaughtering innocents, we say to you now that, "Our spirit is stronger and cannot be broken. You cannot outlast us, and we will defeat you."
(APPLAUSE)
For we know that our patchwork heritage is a strength, not a weakness.
We are a nation of Christians and Muslims, Jews and Hindus, and nonbelievers. We are shaped by every language and culture, drawn from every end of this Earth.
And because we have tasted the bitter swill of civil war and segregation and emerged from that dark chapter stronger and more united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace.
To the Muslim world, we seek a new way forward, based on mutual interest and mutual respect.
To those leaders around the globe who seek to sow conflict or blame their society's ills on the West, know that your people will judge you on what you can build, not what you destroy.
To those...
(APPLAUSE)
To those who cling to power through corruption and deceit and the silencing of dissent, know that you are on the wrong side of history, but that we will extend a hand if you are willing to unclench your fist.
(APPLAUSE)
To the people of poor nations, we pledge to work alongside you to make your farms flourish and let clean waters flow; to nourish starved bodies and feed hungry minds.
And to those nations like ours that enjoy relative plenty, we say we can no longer afford indifference to the suffering outside our borders, nor can we consume the world's resources without regard to effect. For the world has changed, and we must change with it.
As we consider the road that unfolds before us, we remember with humble gratitude those brave Americans who, at this very hour, patrol far-off deserts and distant mountains. They have something to tell us, just as the fallen heroes who lie in Arlington whisper through the ages.
We honor them not only because they are guardians of our liberty, but because they embody the spirit of service: a willingness to find meaning in something greater than themselves.
And yet, at this moment, a moment that will define a generation, it is precisely this spirit that must inhabit us all.
For as much as government can do and must do, it is ultimately the faith and determination of the American people upon which this nation relies.
It is the kindness to take in a stranger when the levees break; the selflessness of workers who would rather cut their hours than see a friend lose their job which sees us through our darkest hours.
It is the firefighter's courage to storm a stairway filled with smoke, but also a parent's willingness to nurture a child, that finally decides our fate.
Our challenges may be new, the instruments with which we meet them may be new, but those values upon which our success depends, honesty and hard work, courage and fair play, tolerance and curiosity, loyalty and patriotism -- these things are old.
These things are true. They have been the quiet force of progress throughout our history.
What is demanded then is a return to these truths. What is required of us now is a new era of responsibility -- a recognition, on the part of every American, that we have duties to ourselves, our nation and the world, duties that we do not grudgingly accept but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character than giving our all to a difficult task.
This is the price and the promise of citizenship.
This is the source of our confidence: the knowledge that God calls on us to shape an uncertain destiny.
This is the meaning of our liberty and our creed, why men and women and children of every race and every faith can join in celebration across this magnificent mall. And why a man whose father less than 60 years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath.
(APPLAUSE)
So let us mark this day in remembrance of who we are and how far we have traveled.
In the year of America's birth, in the coldest of months, a small band of patriots huddled by nine campfires on the shores of an icy river.
The capital was abandoned. The enemy was advancing. The snow was stained with blood.
At a moment when the outcome of our revolution was most in doubt, the father of our nation ordered these words be read to the people:
"Let it be told to the future world that in the depth of winter, when nothing but hope and virtue could survive, that the city and the country, alarmed at one common danger, came forth to meet it."
America, in the face of our common dangers, in this winter of our hardship, let us remember these timeless words; with hope and virtue, let us brave once more the icy currents, and endure what storms may come; let it be said by our children's children that when we were tested we refused to let this journey end, that we did not turn back nor did we falter; and with eyes fixed on the horizon and God's grace upon us, we carried forth that great gift of freedom and delivered it safely to future generations.
Por lo menos en Argentina, los números que se apuestan tienen un significado, el 17 la desgracia, el 22 los dos patitos, el 15 la niña bonita, etc.
Y en inglés?
Pues aquí están:
1 Kelly's Eye. At the Beginning. Nelson's Column. Buttered Scone. Little Jimmy. B1 Baby of Bingo 2 Me and You. Doctor Who. Little Boy Blue. Baby's Done it. One Little Duck 3 Cup of Tea. You and Me. Dearie Me. Goodness Me. I'm Free. Monkey on the Tree. Debbie McGee 4 Knock at the Door. B4 and After. On the Floor. The One Next Door. Bobby Moore 5 Man Alive. One Little Snake (The number 5 looks like a snake). Jack's Alive. 6 Chopsticks. Chopping Sticks. Tom Mix 7 Lucky. Lucky 7. God's in Heaven. David Beckham 8 Garden Gate. Gareth Gate. Golden Gate. Is She in yet?. She's Always Late. Sexy Kate. Harry Tate 9 Doctors Orders 10 Cock and Hen. Uncle Ben. Downing Street. Gordon's Den. 11 Legs Eleven. Skinny Legs. Chicken Legs. Legs - They are Lovely. 12 One Dozen. One and two - a Dozen. One Does If One Can. Monkey's cousin 13 Unlucky for Some. Devil's Number. Baker's Dozen. 14 Valentine's Day 15 Rugby Team (A Rugby Team consists of 15 players). Stroppy Teen. Young and Keen 16 Sweet Sixteen. She's Lovely. Never been kissed 17 Posh & Becks. Old Ireland. Often been kissed. The Age to Catch 'em. Dancing Queen 18 Now You Can Vote. Coming of Age. Key of the Door 19 Goodbye Teens 20 One Score. Getting Plenty. Blind 20 21 Key of the Door. Just My Age. If Only I Was. Royal Salute 22 All the Twos. Two Little Ducks. Ducks on a Pond. Bishop Desmond. Dinky Doo. Too Too. 23 Thee and Me. The Lord is my Shepherd (Refers to Psalm 23 in the Good Book) 24 Two Dozen. Pompey Whore (Pompey = Portsmouth). Did You Score? Do You Want Some More? 25 Duck and Dive 26 Pick and Mix. Half a Crown. Two and Six. Bed and Breakfast 27 Little Duck With a Crutch. Gateway to Heaven. 28 Over Weight. In a State. Duck and its Mate. The Old Brags 29 Rise and Shine. You're Doing Fine. In Your Prime 30 Ali G. Your Face is Dirty. Flirty Thirty. Blind 30. Dirty Gertie. Burlington Bertie 31 Get up and Run 32 Buckle my Shoe 33 Two Little Fleas. Gertie Lee. Dirty Knees. All the Threes. All the Feathers. Sherwood Forest. 34 Ask for More. Dirty Whore 35 Jump and Jive 36 Three Dozen 37 More than Eleven. A Flea in Heaven 38 Christmas Cake 39 Jack Benny. 39 Steps. Those Famous Steps 40 Naughty Forty. Life Begins at 40. Two Score 41 Life's Begun. Time for Fun 42 Winnie the Pooh. That Famous Street in Manhattan (42nd Street) 43 Down on your Knees 44 Droopy Drawers. Aldershot Ladies. Open Two Doors. Diana Dors 45 Halfway There. Halfway House. Cowboy's Friend 46 Up to Tricks 47 Four and Seven. Stairway to Heaven 48 Four Dozen 49 Rise and Shine. Nick Nick. Copper. PC 50 Half a Century. Blind 50. Bung Hole. Snow White's Number. Hawaii Five O. Bull's Eye 51 Tweak of the Thumb. The Highland Division. I Love My Mum 52 Weeks In A Year. Chicken Vindaloo. Pack o' Cards. The Lowland Division. Danny La Rue 53 Stuck in the Tree. The Joker (Regarded as the 53rd card in a deck of cards). The Welsh division 54 Clean the Floor. House of Bamboo (Famous song by Earl Grant) 55 Snakes Alive. All the Fives. Bunch of Fives. Give Us Fives. Double Nickels 56 Was she worth it? 57 All the Beans. Heinz Varieties 58 Make them Wait. Choo Choo Thomas 59 Brighton Line (The number of the London - Brighton bus service) 60 Five Dozen. Three Score. Blind 60 61 Baker's Bun 62 Turn on the Screw. Tickety Boo. 63 Tickle Me 64 Red Raw. The Beatles Number (Refers to the Beatles Song "When I'm 64") 65 Stop Work. Old Age Pension 66 All the Sixes. Clickety Click 67 Made in Heaven. Argumentative Number 68 Saving Grace 69 Either Way Up. Anyway Up. Any Way Round. The Same Both Ways. Your Place or Mine. Meal for Two. 70 Blind 70. Three Score and Ten 71 Bang on the Drum. J-Lo's Bun 72 Crutch and a Flea. Six Dozen. Par for the Course (Golfing terminology) 73 Queen Bee. Camomile Tea. Under the Tree. 74 Candy Store. Grandmamma of Bingo 75 Strive and Strive. Big Daddy. Granddaddy of Bingo. 76 Trombones. Seven 'n' Six - Was She Worth It? 77 All the Sevens. Umbrellas. Two Little Crutches. The Double Hockey Stick. Sunset Strip 78 Heaven's Gate 79 One More Time 80 Eight and Blank. Gandhi's Breakfast. Blind 80. Eight and Blank. There You Go Matey. 81 Stop and Run. Fat Lady and a Little Wee. 82 Straight On Through. Fat Lady with a Duck 83 Time for Tea. Fat Lady with a Flea. Ethel's Ear 84 Seven Dozen. Big Brother 85 Staying Alive 86 Between the Sticks 87 Torquay in Devon. Fat Lady with a Crutch 88 Two Fat Ladies. All the Eights. Wobbly Wobbly 89 Nearly There. All but 1. 90 Top of the Shop. Top of the House. Blind 90. End of the line Y la explicación de algunos:
The Bingo words are used by Bingo callers when they announce the numbers to add even more fun to the Bingo games. Many of the nicknames for Bingo Numbers are based on rhyming slang, like 5 rhymes with "Man Alive". Others are based on the shape of numbers, for example the number 7 looks like a crutch.
Bingo play using nicknames persisted in British Bingo halls until faster computer draws replaced air-blown balls. This is a way of announcing or repeating the Bingo number drawn in a humorous way. In a crowded, noisy room, it also helps to confirm the number called.
The bingo game starts with the traditional call to attention: "Eyes Down".
1Kelly's eye: In reference to the one-eyed Australian bushranger gangster Ned Kelly.
2One little duck: The shape looks a bit like a swan.
3One little flea: Looks a bit like a flea.
7One little crutch: Looks like a crutch.
8One fat lady: Resembles the two halves of a large lady.
9Doctor's orders: A pill known as Number 9 was a laxative given out by army doctors in Britain. Apparently in the second world war in Britain doctors wrote on sick notes a 9 pm curfew, thus if patients were found out of their homes after that time they were violating their sick note. (Provided by a visitor) The curfew story's not true. In the Great War, however, there was such a thing as a "number nine" pill, that was freely prescribed for virtually everything. (Provided by another visitor)
10Downing street: UK Prime Minister's address, 10 Downing Street.
12Royal salute: As in, a 21-gun salute for a Royal birthday or other celebration.
13Bakers Dozen: Bakers in olden times used to make one extra piece of bread/cookie etc to the dozen ordered by a customer so they could do a taste test before it was sold to the customer, hence the phrase.
17Dancing queen: From the Abba song of the same name. Over-ripe: Opposite of tender; 14 and 17 straddle 16 which is sweet!
23Lord's My Shepherd: From Psalm 23.
26Bed and breakfast: Traditionally the cost of a nights' lodgings was 2 shillings sixpence, or two and six.
26Half a crown: Equivalent to 2'6d. Or two and six.
39The famous steps; all the steps: From the 1935 Hitchcock film
59The Brighton Line: The London-Brighton service was no. 59.
65Old age pension: 'Pension' age in the UK is at the age of 65.
76Seven 'n' six - was she worth it?: The price of the marrige licence, seven shillings and six pence. A marriage license may have been 7/6 (37.5p in new money) once upon a time, but 7/6 was more recently the cost of a "short time" with a lady of negotiable affection.... (Provided by a visitor)
78Heavens gate: it rhymes: heaven-seven, gate-eight.
80Gandhi's breakfast: in reference to Ghandi’s famous peace protest, in which he abstained from food - Imagine him sitting crosslegged with a big empty plate in front of him, looking from above. Another suggested explanation: ate (8) nothing (0).
81Corner shot: Generally used in Military clubs tambola aka housie in India; origin unknown.
Este artículo que les copio (porque no está online) salió el día 21 de agosto de 2008 en el diario The London Paper, en la página 8. Es sobre tribus urbanas y su categorización. También da el website donde uno puede hacer el test pero las preguntas son muy localistas, pero si están interesados, go on, give it a try. Al final del artículo hay descripciones de algunas tribus y yo les agrego la lista de todas las demás.
POLLS LISTS TRENDSETTERS' 'GANGS' YOUNG URBAN TRIBES FIGHT OVER FASHION BY ALEX STEPHENS
Yuppies, Tweenies and Sloane Rangers move over - it is time to introduce the Trendies, Indie Scenesters and Blingers.
After questioning more than 80,000 people across the UK, social experts have identified 26 different "tribes" that young people fall into.
The categories, ranging from Emos, who are sensitive types with floppy fringes, to Indie Scenesters, whose uniform is Converse and skinny jeans, have been listed on the website www.findyourtribe.co.uk as part of an online quiz. Visitors to the site are placed in a tribe after being questioned about their lifestyle.
The quiz has been created for Channel 4 by research agencies Crowd DNA and Voodoo. The results will help brands to understand customers.
WHICH TRIBE ARE YOU?
BHANGRA MUFFIN: Your accent is half Asian, 25 percent urban and 25 percent English. You bought Shilpa Shetty's perfume. You wear Iceberg jeans and Rocawear.
BOY RACERS: You know what a Pug, Scort, Onion and Cossie are. You can perform doughnuts, handbrake turns and burn-outs. You haven't indicated since 2002.
BLINGERS: You think Mr T was under-dressed and wear your bling on your D&G sleeve. People ask you if you're from the US because of your New York accent and you take this as a compliment.
CRAFT KIDS: Your house could be in the 1950s. You prefer to wear clothes you have made yourself and would love to be studying History of Art and Central St Martins.
EMOS: You have dyed black hair brushed over your face to protect you from the cruel world. You seek solace in poetry and music.
GET PAID CREW: You devote your life to getting rich and aspire to having an empire.
GRUNGERS: Your god is Kurt Cobain. Your bleached blonde hair is the same length as your girlfriend's and your jumpers have thumb holes in.
SKATERS: Your motto is "if it ain't broke, don't fix it". You're happy if there's concret to grind, trainers to ruin and rock to rock to. You regularly video your own stunts - but would run a mile if you saw the police. You don't want no trouble.
INDIE SCENESTERS: You know all the major players in the indie scene. You're always moving on to the next thing once everyone joins in.
STREET RATS: You're always ducking and diving, trying to make a few quid. You hang on park benches, drinking and getting in the face of any innocent passer-by.
TRENDIES: Your look is more important than life itself. You buy Vogue and Glamour, mainly just to carry around and remind the plebs of your social standing. You aspire to be a fashionista and worship at the skinny feet of Gwen Stefani and Kate Moss.
Ok, es algo sarcástica la descripción, pero es divertida y da una idea de algunas de las que hay.
El mes pasado en St James's Park, una ardilla de las tantas.
La semana pasada, en Buckingham Palace:
Pero qué distraída! Me olvidé que si ponés la cámara en "portrait" no se filma bien! Pero quería mostrarles qué didáctica esta mesa-pantalla en el museo que hay en Greenwich, donde está el observatorio, donde se puede "ver" el meridiano de Greenwich.
El otro día, mientras paseábamos por Westminster, caminando por St James's Street descubrimos varios negocios que conservan cierto estilo y te dan la sensación de haber retrocedido un poco en el tiempo.
Para quienes gustan de fumar habanos, los mejores:
Con el argentino más famoso.
Éstos fabrican yates.
Si una persona tiene un negocio o fábrica y produce con calidad y eficiencia, puede ser elegido como proveedor de la reina, de Charles o del marido de la reina, el duque de Edimburgo. La madre de la reina, o sea, la Reina Madre, también tenía sus propios proveedores pero la concesión terminó 5 años después de que ella muriera.
Los negocios y productos tienen la insignia del miembro de la realeza al cual proveen, al frente del local y de los productos.
Este negocio provee de zapatos a Charles, el príncipe de Gales, futuro rey.
Como lo indica la insignia.
Este negocio provee a Charles con sus artículos de tocador (y también a la Reina Madre, como lo indica el cartel)
Éste provee a la reina de guantes y látigos (supongo que para los caballos).
Un shopping pequeño y muy exclusivo por Piccadilly que provee a la Reina y a Charles.
Aquí el sitio oficial donde se puede ver quiénes proveen a quién.
Y cholula como soy de la monarquía británica, me puse a inspeccionar lo que hay en casa y ver qué tenemos en común.
Y encontré que:
- Lavamos nuestra vajilla con detergente...
- Y nuestras delicadas prendas con...
- Nuestras tostadas (o scones) son más ricos con mermelada...
- El té de la tarde, mis queridos, es de...
- Al estilo británico, no endulzamos el té con azúcar pero para alguna otra cosita, nuestro azúcar es...
- Y nuestras ollas, tostadoras, pavas y mesadas de acero inoxidable mantienen su orgulloso brillo con...
'Nowadays, people have no idea where American ends and English begins. And that's a disaster for our national self-esteem. We are in danger of subordinating our language to someone else's - and with it large aspects of British life.'
