As Much as He Could Live Essays - Five O Clock,

To the kids, he was the candy man. Every Saturday in synagogue he came with his suit coat pockets filled with sweets, and everyone at the service knew it. All of us grandchildren sat next to him, but every kid would stop by at least once to reach into his pocket. He would always fall asleep during the sermon, which provided ample opportunity to grab a little extra candy. But he always gave us what we wanted anyway. I spent the night at his house as often as I could. My grandmother and I played card games like "War" and "Go-fish." Afterwards, I would stay up late eating popcorn or ice cream and watching Love Boat and Fantasy Island with my grandfather. He would sit there in his boxer shorts and white T-shirt and laugh. When bedtime came around, I got to pick a book from his bookshelf in the hallway. There were lots of science fiction books, a whole host of Asimov novels, and I'd usually take one and fall asleep trying to read the one I chose. I remember the New York Times always resting on top of the toilet, folded in half and then in half again so that just the crossword puzzle was showing, with a pen resting on top. He would sit in the bathtub in for what seemed like hours, working on the crossword puzzle. I was content to spend time in the bedroom adjoining the bathroom. There was a huge mahogany bureau, with two doors at the top. On the bottom there was a drawer, full of treasures. I had to grab both knobs and lean with all my weight, and work the drawer from side to side to get it open. Inside were red velvet boxes containing mysterious coins, old Air Force paraphernalia, bills and tokens from around the world, and a couple of pocketknives, one of which would be my first pocketknife. The blade couldn't have sliced Wonder Bread, but with it, I could have fought a grizzly bear. I remember most my grandfather's stubble, the five o'clock shadow that showed up closer to two or three o'clock. He would come near me and lean over he was a big man, over six feet tall. He would rub his cheek against mine. I don't know why I loved it but we both laughed. He's the only person I remember ever tickling me. I don't think I'm ticklish anymore. My grandfather had a brain tumor. It was removed with surgery and a shunt was placed in his head, from which fluids could be drained to relieve pressure. He had a bump on his forehead, which I guess was closer to the top of his head considering how far back his forehead reached. I thought he was going to be fine, and for a few months he was. But he had contracted hepatitis in the hospital. It didn't make sense; they got rid of the brain tumor but now they couldn't get rid of this disease. I wasn't allowed to visit him in the hospital; I wasn't old enough. He died on the last day of the year according to the Jewish calendar. It is said that on the first day of the year, God decides who shall live and who shall die in the course of that year. My grandfather held on until the very last day; he lived as much as he could live. When he died, I didn't cry right away. He had always made me happy and I didn't want to cry. My mom thought I wasn't upset. But at night, by myself in bed, I would think about him, and then sometimes I would cry. At the funeral, the World War II veterans folded the flag, saluted, and handed it to my grandmother. After the prayers and eulogy, they lowered him into the ground. I helped bury him. Finally, as I looked at the dirt covering the plain, pine box, I cried. I stood looking at my mother and my uncles and my grandmother sitting underneath the tent. I leaned against my father and buried my face in his side, right between his hip and his rib cage. He

Using the Lexical Approach for the Acquisition of ESP Vocabulary †Spanish Essay

Using the Lexical Approach for the Acquisition of ESP Vocabulary – Spanish Essay Free Online Research Papers Using the Lexical Approach for the Acquisition of ESP Vocabulary Spanish Essay Galina Kavaliauskienà « and Violeta Janulevià ¨nà « propose in this article that specialized vocabulary is the most important realm in teaching ESP. They also consider that â€Å"the more words a learner knows, the larger the learner’s vocabulary is†. Also, we have to take into account another fact in what vocabulary knowledge concernes. Galina and Violeta affirm that a native speaker knows a wide range of many other words for any given word, this is the reason why the larger the combinatory possibilities of a word the learner masters, the more knowledge of specialized items s/he can use. These specialized items are called by some researchers ‘chunks of language’ (also ‘lexical phrases or items’, or ‘multi- word chunks’). According to the authors these chunks of language, which are the occurrence of lexical patterns in language use, are very important in language use and acquisition because they provide many advantages for ESP language teaching. Michael Lewis (a contributing writer to the New York Times Magazine, a columnist for Bloomberg, and a visiting fellow at the University of California) proposed in 1993 that language consisted of lexical items belonging to four major groups. The first group consists of not many words and polywords, which have usually been considered to be essential vocabulary that the learner has to memorize. The second group is collocations, which is the way in which words usually occour with each other. The acquisition of the most common ESP collocations is paramount to develop an accurate level of English. The third and fourth groups are fixed and semi-fixed expressions, which are considered to be, as well as ESP collocations, the most important types of chunks or lexical phrases, because, as native speakers use and combine them, mastering these accurately will offer the learner the possibility to understand how language works. Related to Lewis’s theory, Galina and Violeta suggest that ESP students must learn and master high-priority vocabulary but do not need to know which category the chunks belong to. What ESP student must have in mind is the awareness of their existence and their effective learning. At this point the role of the teacher is essential for the learners to recognize chunks. S/he must spend some time to develop learners’ strategies for dealing with new lexical phrases. For this purpose they created a list of authentic passages containing the target lexical phrase so that learners are led to discover what different collocations exist for the item. As no knowledge on lexical category is needed to identify chunks of language, Galina and Violeta emphasize the use of authentic material, so that language units are learned in context, which is better for the students’ intake of ESP vocabulary. If an item is decontextualised it is more difficult to retain it in memory and conseq uently to master it. Finally, Galina and Violeta recommend for the students not to forget the new acquired ESP vocabulary to check comprehension of authentic passages, to practice, to revise and to consolidate. They suggest a specific activities for each recommendation, namely, a ‘fill in the blanks’ exercise to the comprehension check; oral practice for the second and ‘role-play’, ‘problem solving’, ‘discussions’, or ‘pictorial schemata’ exercises to revise and consolidate the vocabulary. In conclusion, ESP learners become aware of lexical phases and identify them thanks to Galina and Violeta’s lexical approach method, because they do not have to concentrate on lexical categories but on the structures of the phrases or chunks. It is worth to say that multi-word chunks is a challenge for second language acquisition because it reinforces the students spontaneous availability to use ESP items. It seems to be interesting Research Papers on Using the Lexical Approach for the Acquisition of ESP Vocabulary - Spanish EssayStandardized TestingAnalysis Of A Cosmetics AdvertisementOpen Architechture a white paperAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraMind TravelQuebec and CanadaResearch Process Part OneRelationship between Media Coverage and Social and

Observing the moon Assignment Example | Topics and Well Written Essays - 1000 words

Observing the moon - Assignment Example When you make your fist and hold it out at arm’s length, it represents approximately 10 degrees. This can be checked out by going fist over fist from the horizon to the point directly over your head which is 90 degrees from the horizon to the point directly overhead thus should span approximately 9’fists’. From each observation of the moon, find the moon in the sky and find the point along the horizon directly below the moon. Measure how many fists the moon is above the horizon. This will be the altitude measurement of the moons line touches the horizon. Though measuring azimuth is a bit trickier, this is the number of degrees along the horizon starting from true north and always passing through the east. One has to find out where north is and then drop imagined line down from the moon to the horizon and count how many fists it takes to go from north to where the imaginary line touches the horizon. Since each fist equals 10 degrees, increase the number of fists u sed by 10 to get the azimuth in degrees. It is advisable that you should make your observations from the same location in order not to determine true north every time. At first the new moon is seen. The moon, sun and earth are in approximate alignment. The new moon is on the opposite side of the earth such that the entire sunlit part of the moon is facing us. The shadowed portion is entirely hidden from view. At first and third quarter moons happens when the moon is at a 90 degree angle with respect to the earth and sun. In this case, we only see half of the moon illuminated and half in shadow. In the waxing crescent, the sunlit portion is increasing but less than half. On the other hand, waxing gibbous refers to when the sunlit portion increases but is now more than half. At full moon, there is maximum illumination and after this, the light continually decreases hence waning gibbous phase occurs next. The third quarter is then followed by the waning crescent which wanes until