Choreography-THE COROMANDAL FISHERS BY SAROJINI NAIDU

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Plurals and Nationalities

Why do we say Italians , but
we say Vietnamese, not
Vietnameses
The Russians are here.*
The Koreans are here.
The Americans are here
The Italians are here.
The New Zealanders are
here.
The Pakistanis are here.
The Chinese are here.*
The Japanese are here.
The British are here.
The Swiss are here.
The French are here.
The Portuguese are here.
It's mostly phonetic. That is,
it depends on the final sound
of the word.
Words ending in
-an, -ian, -er, -i
require an "s" in the plural
Words ending in
-ese, -ish, -iss, -ch
do not change
Languages (no article)
Russian is easy.
Korean is easy.
Italian is easy.
Chinese is easy.
Japanese is easy.
French is easy.
Generalizations**
Russians are friendly
Koreans are friendly.
New Zealanders are friendly.
The Chinese are friendly.
Chinese people are friendly.
The Japanese are friendly.
Japanese people are friendly.
The French are friendly.
Frenchmen are friendly.
*If you are talking about a
specific group (of Russians,
etc.) , the article the must be
used.
Most of the Italians (in this
class) are female.
Most of the Japanese (in the
restaurant) are from Kyoto.
**If you are talking generally,
no article or preposition is
needed.
With s : Most Americans
speak English. Not: Most of
Americans
No s: Most Vietnamese live in
Asia. Not: Most of
Vietnamese

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REPORTED SPEECH(WHERE TO CHANGE TENSE OF THE VERB)

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FUTURE PERFECT:

Future Perfect
Future Perfect has twod
different forms: "will have
done" and "be going to have
done. " Unlike Simple Future
forms, Future Perfect forms
are usually interchangeable.
FORM Future Perfect with
"Will "
[will have + past participle]
Examples:
You will have perfected
your English by the time
you come back from the
U.S .
Will you have perfected
your English by the time
you come back from the
U.S .?
You will not have
perfected your English by
the time you come back
from the U.S.
FORM Future Perfect with
"Be Going To"
[am /is /are + going to have +
past participle]
Examples:
You are going to have
perfected your English by
the time you come back
from the U.S.
Are you going to have
perfected your English by
the time you come back
from the U.S.?
You are not going to
have perfected your
English by the time you
come back from the U.S .
NOTE: It is possible to use
either "will" or "be going to"
to create the Future Perfect
with little or no difference in
meaning.
Complete List of Future
Perfect Forms
USE 1 Completed Action
Before Something in the
Future
The Future Perfect expresses
the idea that something will
occur before another action in
the future. It can also show
that something will happen
before a specific time in the
future.
Examples:
By next November , I will
have received my
promotion.
By the time he gets home,
she is going to have
cleaned the entire house .
I am not going to have
finished this test by 3
o' clock.
Will she have learned
enough Chinese to
communicate before she
moves to Beijing?
Sam is probably going to
have completed the
proposal by the time he
leaves this afternoon.
By the time I finish this
course, I will have taken
ten tests.
How many countries are
you going to have visited
by the time you turn 50?
Notice in the examples above
that the reference points
( marked in italics) are in
Simple Present rather than
Simple Future . This is because
the interruptions are in time
clauses , and you cannot use
future tenses in time clauses.
USE 2 Duration Before
Something in the Future
(Non -Continuous Verbs)
With Non-Continuous Verbs
and some non-continuous
uses of Mixed Verbs, we use
the Future Perfect to show
that something will continue
up until another action in the
future.
Examples:
I will have been in
London for six months by
the time I leave.
By Monday, Susan is
going to have had my
book for a week.
Although the above use of
Future Perfect is normally
limited to Non-Continuous
Verbs and non-continuous
uses of Mixed Verbs, the
words "live," "work," "teach,"
and "study" are sometimes
used in this way even though
they are NOT Non-Continuous
Verbs.
REMEMBER No Future in
Time Clauses
Like all future forms, the
Future Perfect cannot be used
in clauses beginning with time
expressions such as: when,
while, before, after, by the
time, as soon as, if, unless,
etc. Instead of Future Perfect,
Present Perfect is used.
Examples:
I am going to see a movie
when I will have finished
my homework. Not
Correct
I am going to see a movie
when I have finished my
homework. Correct
ADVERB PLACEMENT
The examples below show
the placement for grammar
adverbs such as: always, only,
never, ever, still, just, etc.
Examples:
You will only have learned
a few words.
Will you only have learned
a few words?
You are only going to have
learned a few words.
Are you only going to have
learned a few words?
ACTIVE / PASSIVE
Examples:
They will have completed
the project before the
deadline. Active
The project will have
been completed before
the deadline. Passive
They are going to have
completed the project
before the deadline.
Active
The project is going to
have been completed
before the deadline.
Passive
More About Active / Passive
Forms
EXERCISES AND RELATED
TOPICS
Verb Tense Exercise 25
Future Perfect and Future
Perfect Continuous
Verb Tense Exercise 26
Fut

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The Interrupter

The Interrupter
Recognize an interrupter
when you see one.
An interrupter is a word,
phrase, or clause that
significantly breaks the
flow of a sentence .
Read the examples that
follow:
Please take those
smelly socks to
the garage, Kris,
and put them in
the washing
machine.
My essay, to be
perfectly honest,
flew out of the
bus window while
I was riding to
school.
What you just ate,
if you must
know, was squid
eyeball stew.
Punctuate an interrupter
correctly.
Generally, you separate
an interrupter from the
rest of the sentence
with commas— one in
front of the interrupter
and one behind. The
pattern looks like this:
the first part of
the sentence + ,
+ interrupter + ,
+ the rest of the
sentence .
Check out these
examples:
Jerome's calculus
teacher is usually
a real slave driver.
Tonight ,
surprisingly,
Jerome has only
fifty problems to
solve as
homework.
My cat Fuzz loves
to curl up on my
lap and sleep.
Buster, on the
other hand,
prefers to use my
thigh as a
scratching post.
The bathroom
tiles , whenever
time permits,
require a good
scrubbing, for the
grout is black with
mold.
If you want to
emphasize the break
more strongly , use
dashes to separate the
interrupter from the
rest of the sentence.
The pattern looks like
this:
the first part of
the sentence +
— + interrupter
+ — + the rest of
the sentence .
These sentences
illustrate the pattern:
That chocolate-
broccoli muffin—
though a good
source of
vitamin C— will
upset Frank's
stomach this early
in the morning.
My brother's
seven-foot python
—aptly named
Squeeze—
slithered out the
open back door
and frightened
Mrs. Russell, our
next-door
neighbor, nearly
to death.
That nuclear
orange jacket —
believe me—
fails to
complement your
lime green pants.

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WISHES

Present Wishes

Present wishes indicate
something that is "contrary
to fact." That is, wishes are
something that is untrue but
desired. For example,
I wish that I had a sports car.
I wish that I were a doctor.
(The truth is I don't have a
sports car.)
(I 'm really not a doctor.)
For present wishes, the
past tense is used in the
that clause, because it
indicates a situation that is
only imagined. Sometimes
the word that is omitted.
She wishes (that ) she had a
diamond ring.
He wishes (that ) he were rich.
To express possibility (can)
and future intention (will) ,
use the modals could and
would respectively.
She wishes that she could
sing.
They wish that she would
stop .
When a "be" verb is
required, the word were is
used, regardless of the
subject.
We wish you were here.
I wish (that ) I were taller.
Textbook
Recommendation:
Touchy Situations , Chapter 19
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comments about this page,
please contact us .
Be sure to include the title of
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of your e-mail.

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The clause

!
The Clause
Recognize a clause when
you see one.
Clauses come in four
types: main [or
independent],
subordinate [or
dependent], adjective
[or relative] , and noun .
Every clause has at least
a subject and a verb .
Other characteristics
will help you distinguish
one type of clause from
another.
Main Clauses
Every main
clause will follow
this pattern:
subject + verb
= complete
thought.
Here are some
examples:
Lazy students
whine.
Students =
subject; whine
= verb.
Cola spilled
over the glass
and splashed
onto the
counter.
Cola = subject;
spilled ,
splashed =
verbs.
My dog loves
pizza crusts.
Dog = subject;
loves = verb.
The important
point to
remember is that
every sentence
must have at least
one main clause.
Otherwise, you
have a fragment ,
a major error.
Subordinate Clauses
A subordinate
clause
will follow this
pattern:
subordinate
conjunction +
subject + verb
= incomplete
thought.
Here are some
examples:
Whenever lazy
students whine
Whenever =
subordinate
conjunction;
students =
subject; whine
= verb.
As cola spilled
over the glass
and splashed
onto the
counter
As =
subordinate
conjunction;
cola = subject;
spilled ,
splashed =
verbs.
Because my
dog loves pizza
crusts
Because =
subordinate
conjunction;
dog = subject;
loves = verb.
The important
point to
remember about
subordinate
clauses is that
they can never
stand alone as
complete
sentences. To
complete the
thought, you must
attach each
subordinate
clause to a main
clause. Generally,
the punctuation
looks like this:
main clause +
Ø +
subordinate
clause.
subordinate
clause + , +
main clause.
Check out these
revisions to the
subordinate
clauses above:
Whenever
lazy students
whine , Mrs.
Russell throws
chalk erasers
at their heads.
Anthony ran for
the paper
towels as cola
spilled over
the glass and
splashed onto
the counter.
Because my
dog loves
pizza crusts ,
he never barks
at the
deliveryman.
Relative Clauses
A relative clause
will begin with a
relative pronoun
[such as who ,
whom, whose,
which , or that ] or
a relative adverb
[ when, where , or
why ]. The
patterns look like
these:
relative
pronoun or
adverb +
subject + verb
= incomplete
thought.
relative
pronoun as
subject + verb
= incomplete
thought.
Here are some
examples:
Whom Mrs.
Russell hit in
the head with a
chalk eraser
Whom =
relative
pronoun; Mrs.
Russell =
subject; hit =
verb.
Where he
chews and
drools with
great
enthusiasm
Where =
relative adverb ;
he = subject;
chews , drools
= verbs.
That had
spilled over the
glass and
splashed onto
the counter
That = relative
pronoun; had
spilled ,
splashed =
verbs.
Who loves
pizza crusts
Who = relative
pronoun; loves
= verb.
Like subordinate
clauses, relative
clauses cannot
stand alone as
complete
sentences. You
must connect
them to main
clauses to finish
the thought. Look
at these revisions
of the relative
clauses above:
The lazy
students
whom Mrs.
Russell hit in
the head with
a chalk eraser
soon learned
to keep their
complaints to
themselves.
My dog Floyd,
who loves
pizza crusts ,
eats them
under the
kitchen table,
where he
chews and
drools with
great
enthusiasm.
Anthony ran to
get paper
towels for the
cola that had
spilled over
the glass and
splashed onto
the counter.
Punctuating
relative clauses
can be tricky. You
have to decide if
the relative clause
is essential or
nonessential and
then use commas
accordingly.
Essential
relative clauses
do not require
commas. A
relative clause is
essential when
you need the
information it
provides. Look at
this example:
A dog that
eats too
much pizza
will soon
develop
pepperoni
breath.
Dog is
nonspecific. To
know which dog
we are talking
about, we must
have the
information in the
relative clause.
Thus, the relative
clause is essential
and requires no
commas.
If, however, we
revise dog and
choose more
specific words
instead, the
relative clause
becomes
nonessential and
does require
commas to
separate it from
the rest of the
sentence. Read
this revision:
My dog Floyd ,
who eats too
much pizza,
has developed
pepperoni
breath.
Noun Clauses
Any clause that
functions as a
noun becomes a
noun clause.
Look at this
example:
You really do
not want to
know the
ingredients in
Aunt Nancy's
stew.
Ingredients =
noun.
If we replace the
noun ingredients
with a clause, we
have a noun
clause:
You really do
not want to
know what
Aunt Nancy
adds to her
stew .
What Aunt
Nancy adds
to her stew =
noun clause.

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CLAUSE AND PHRASE

Clauses consist of a
Subject and Verb and
sometimes a subordinating
conjunction.
Roger went to Japan last
summer.
After he went to Japan, Roger
went to Korea.
Roger is the man who went
to Japan last summer.
Whoever went to Japan had a
great time.
(Independent clause)
(Adverbial clause)
(Relative clause)
(Noun clause)
Phrases are groups of
words without a complete
subject or verb.
After Japan, Roger went to
Korea.
After going to Japan, Roger
went to Korea.
Having gone to Japan, Roger
went to Korea.
(Prepositional phrase)
(Participial phrase)
(Participial phrase)
Some clauses can be
reduced to phrases by
omitting certain words:
The man who is going to
Japan is Roger.
The man going to Japan is
Roger.
"When he was traveling to
Japan, Roger met Lori.
When traveling to Japan,
Roger met Lori.
When he was in Japan, Roger
ate sashimi.
When in Japan, Roger ate
sashimi.
In Japan, Roger ate sashimi.
(Relative clause)
(Reduced )
(Adverbial clause)
(Reduced )
(Adverbial clause)
(Reduced )
(Prepositional phrase)

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CONFUSED WORDS AGO AND BEFORE

Commonly Confused Words in English: BEFORE & AGO · engVid

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MEMORY AND ITS FUNCTION-II

'All learning depends on
memory – without it
everything would be new
and unknown everyday.' 'You
have more brain cells in your
head than the number of
trees in the Amazon
rainforest. You have more
connections between brain
cells than the number of
leaves on all the trees in the
Amazon rainforest.'
What is memory?
Memory is our ability to
receive, retain and retrieve
ideas and information.
Remember the three 'Rs' of
memory: receive, retain,
retrieve.
A convenient way to think
about memory is in three
distinct parts:
short term memory
medium term memory
long term memory
We think of these three
types of memory as
operating in different ways.
Short term memory
('Electrical' memory)
Short term memory is like
the RAM on your computer.
It is limited in capacity, it's
the holding centre for about
seven pieces of information.
If we try to add an item to
short term memory, the new
item pushes out one of the
older ones.
Your short term memory can
retain (for short periods)
information which you only
partially 'understand' (like
telephone numbers ) but you
require 'understanding' to
receive and retain
information for longer.
When the power is switched
off, all short term memory
disappears.
Medium term memory
('Chemical' memory)
Medium term memory can
store more data
(information and ideas) for
longer periods. Data can
only be received into
medium term memory by
regularly activating and using
the data. Even if we activate
the material regularly over a
period of time, a long period
of inactivity will cause the
memory to disappear. We
can all remember how to
ride a bicycle, but do we
remember the colour of our
first bicycle? Medium term
memory is like the hard disk
on your computer.
Long term memory
('Structural ' memory)
Long term memory is so
deep that it actually changes
the structure of our brain. In
computer terms the
memory is 'hard- wired'. Even
if the power is switched off
and the computer is left
unused for many years the
memory is retained within
the structure (circuits) of the
computer. In Italian, people
talk about the 'incarnation'
of memory – where the
memory becomes part of
our own flesh.
Receiving multi-sensory
experience
Your working memory
receives information through
your senses. If you see it,
say it, hear it and do it in a
revision session, you will
create a four- lane motorway
into your medium term
memory. This is why you
should try to learn in a
multi- sensory way and use
them all to make as many
different 'mental'
connections as you can. So
sitting for hours just reading
will take you four times as
long to memorise the same
information! See it, say it,
hear it, do it!
Why do we forget?
Poor understanding
Poor attention, poor
listening
Distractions
Tiredness, anxiety,
emotions, mood and
stress
Interference new
information being
confused with existing
information
Poor learning strategy –
not having cues or
memory triggers to
unlock and retrieve the
facts
Disuse or insufficient
rehearsal or practice
using a review cycle
Lack of importance –
you don't remember
what you don't value
Improper organisation –
trying to cram too much
information into your
brain without sorting it
into categories
Dehydration – the brain
needs water to conduct
electrical pulses fast
Using learning strategies
to remember
Rhymes: 'I before E
except after C.' This
easily remembered
spelling rule avoids
spelling mistakes in
words like 'receive' and
'retrieve'. Get students
to invent rhyming raps to
memorise grammar
rules.
Physical prompts: in
Libya, I was taught to
use my two fists to
remember the days in
the months. If the first
high bone is January (31)
it is followed by a dip,
February (28/ 29). March
(31) is the next bone
followed by a dip, April
(30) . July (31) is the last
bone on one hand and
August (31) is the first
bone on the other hand.
Memory workout: read,
cover, write, say, check.
(repeat the workout
circuit many times!)
Visualisation prompts: to
remember a sequence of
facts, think of a regular
journey such as to
school or to the shops.
Connect each fact to a
point on the journey.
Sound prompts: the
same as above but
connect each fact to a
stage in a piece of music
you know well.
General principles to aid
memory
Create interest: find a
purpose, 'This will be
useful for ...'
Understand it : it's
impossible to learn what
you don't understand.
Positive thinking and
confidence: often we
fail to learn because we
are convinced we can't
do it .
Intend to attend to it! :
be determined to learn –
avoid distractions.
Organise information
into sensible chunks and
rehearse: do not try to
learn too much at one
time – remember your
short term memory can
only hold seven items.
Plan what you are going
to learn.
Create associations:
it' s much easier to learn
something new if you
link it to something you
already know.
Look for meaning and
compare with what you
already know:
comparative grammar is
not a waste of time –
most languages have
countable and
uncountable nouns!
Remember the
unusual: some aspects
of English grammar and
usage will appear bizarre
to the students. Learn
them like the information
about trees in the
Amazon rain forest (see
part one).
Develop a system of
memory triggers for
each item you wish to
remember: a 'souvenir'
will trigger your memory
of a holiday.
Use a multisensory
approach : employ a
combination of audio,
visual and physical
strategies to use your
audio, visual and motor
memories.
Be relaxed: play non-
lyrical music to help your
brain' s Alpha waves
buzz.
Doodle, highlight,
cartoon, underline:
decorate your notes with
colour and pictures to
make them more
memorable.
Involve your emotions :
feel happy and reward
yourself when your
memory works well.
Develop an emotional
relationship with the
information you are
learning!
Use concrete
materials : make a
model or game to
represent the
information you need to
remember.
You remember best
the information you
receive at the
beginning or end of a
work session : Try having
a short change in the
middle of a work session
so you have two
beginnings and two
endings.
Training your students to
have better memories
Make memory training a
significant element of
the course.
Encourage students to
think carefully about how
their memories work.
Start each lesson by
asking students to
recount the sequence of
events and ideas in the
previous lesson.
Encourage the students
to experiment with
memory techniques.
Eliminate their fear of
investigating their mental
processes. Many
techniques will seem
strange or silly but
students will find they
work!
Words die in lists –
encourage students to
contextualise, visualise
and personalise their
vocabulary.
Build self-confidence by
teaching students to
begin each lesson by
repeating three times
'Every day, in every way,
I'm getting better and
better.'
Teach your students to
use diaries or calendars
to keep records of their
'review cycle'. This
should be based on One
hour, One day, One
week, One month. So a
lesson is reviewed after
one hour, then the next
day and so on.
Test students' memories
regularly so they can see
their memories
improving!
So how will you remember
all the information in this
article?
The ideas in this article
come from many sources
including:
Longman Brain Trainer ~
Jonathan O'Brien -
Longman 1999
The Good Study Guide ~
Andrew Northled

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TIME AND TENSE

English has two main ways of showing when something happened:
Verb Tense
So, for example, they will arrive refers to the future, while they arrived refers to the past.
Adverbials and adverbial clauses of time
For example:
yesterday
tomorrow
in two weeks' time
last year
when they arrive
Often these two work together:
We started the contract
in April of last year.
↓
↓
past tense
adverbial
Sometimes, however, tense and time adverbials seem to work against each other. The present continuous tense can be combined with adverbials of time to refer to the future as well as the present:
The firm is working on that standard now.
Later on in the year she is travelling to South Africa to visit her daughter Michelle.
The simple present tense can be used for an even wider range of times:
I place a teabag and some powdered milk into the enamel cup and then pour on the water and stir with a twig. (present)
Tomorrow night we travel to Potosi. (future)
‘I want to talk to him,’ he says to the guard at the door. (past)
My mum and dad go there every year. (past, present, and future)

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MODAL MEANINGS:

Modal auxiliary verbs can be used to convey a wide range of meanings. The table below illustrates some of the commonest, but it is by no means exhaustive.
meaning
verbs used
example
Ability
can, could
I need interpreters in my surgery who can speak Punjabi, Urdu, and Gujarati.
Potential
can, could, might, ought to, should, will, would
A suitable satellite in high orbit should do it nicely.
Permission
can, could, may, might
Candidates may enter for both examinations, if desired.
Requests and invitations
can, could, may, might, will, would
Will you come with me?
Offers, promises, threats
can, could, shall, should
The Company will keep a copy of all material delivered to the Publisher.
Prediction
could, may, might, should, will
It could be dangerous for anybody who knows.
Obligation
must, ought to, should
No matter what else they do within the group, every volunteer must do at least one shift on the phones every fortnight.
Advice
could, might, must, ought to, should
‘Perhaps you could try waders,’ suggested Preston.
Habitual actions
might, will, would
Every afternoon she would wake from her afternoon sleep and cry pitifully, sometimes for as long as two hours.

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Analysis of the poem The road not taken

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The road not taken by robert froster from 9 E/M

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PREFIX MEANINGS

prefix
meaning
example
a-
not, not affected by
amoral
ante-
before
antecedent
anti-
against
anti-pollution
arch-
chief
arch-rival
auto-
self
autobiography
bi-
two
bipartisan
bio-
(from biology)
biodiversity
circum-
around
circumference
co-
joint, together
co-worker
contra-
opposite
contradiction
counter-
against
counteract
crypto-u
hidden
crypto-fascist
de-
making the opposite of
demystify
demi-
half
demigod
di-
two
dialogue
dis-
making the opposite of
disagree
du-/duo-
two
duologue
eco-
(from ecology)
eco-tourism
Euro-
(from European)
Eurodollar
ex-
former
ex-husband
out of
extract
fore-
in the front of, ahead of
forerunner
hyper-
very big
hypermarket
in-
not, opposite of
inexact
in, into
insert
inter-
between
inter-state
intra-
inside
intravenous
mal-
bad(ly)
maladministration
mega-
very large
megastar
mid-
middle
midlife
midi-
medium-sized
midi-length
mini-
small
minimarket
mis-
wrong, false
misadventure
mono-
one
monogamy
multi-
many
multi-layered
neo-
new
neolithic
non-
not, opposite of
non-partisan
out-
beyond
outreach
over-
too much
overreach
para-
ancillary
paramedic
beyond
paranormal
poly-
many
polymath
post-
after
post-election
pre-
before
pre-election
pro-
for
pro-gun
deputy
proconsul
pseudo-
false
pseudo-intellectual
re-
again
rerun
back
reverse
retro-
backwards
retrograde
self-
self
self-sufficient
semi-
half
semi-serious
sub-
below
sub-zero
super-
more than, special
superhuman
supra-
above
suprasensuous
sur-
more than, beyond
surreal
tele-
at a distance
television
trans-
across
trans-Siberian
tri-
three
tripartite
ultra-
beyond
ultraviolet
very much indeed
ultra-careful
un-
not, opposite of
unnecessary
reversal, cancellation
untie
under-
below, less than
underachieve
uni-
one
unitary
vice-
deputy
vice-chancellor

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THE PALANQUIN BEARERS POEM BY SAROJINI NAIDU FROM 7 th E/M

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Zero conditional

The zero conditional is used
to talk about general truths ,
or things that are almost
always true under certain
conditions. For example, it's
pretty much always true that
if it rains , stuff gets wet .
Zero conditional is easy to
form because all the verbs
are in present tense . You
just use two clauses, one with
If + simple present verb and
the other with another simple
present verb, as in, "If
students miss an exam, the
professor fails them." Or you
can reverse the order of the
clauses. You can say, "The
professor fails students if
they miss an exam."
Finally, this form can also be
used for giving instructions
about what to do under
certain conditions. For
example, "If I' m late for
dinner, start eating without
me."

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CLICK BELOW LINK FOR STRESS PRACTICE

www.zunal.com/
webquest.php?w =108844

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TOP QUOTES ABOUT TEACHER AND TEACHING

Top Quotes
About Teaching
Quotes for Teachers
These quotes were written
for and about teachers and
education.
1. "Good teaching is one-fourth
preparation and three-fourths
theater." ~Gail Godwini
2. "If you would thoroughly
know anything, teach it to
others." ~Tryon Edwards
3. "A teacher who is attempting
to teach without inspiring the
pupil with a desire to learn is
hammering on a cold iron."
~Horace Mann
4. "When a teacher calls a boy
by his entire name, it means
trouble." ~Mark Twain
5. "Education, then, beyond all
other devices of human origin,
is the great equalizer of the
conditions of man... ."
~Horace Mann
6. "A master can tell you what
he expects of you. A teacher,
though, awakens your own
expectations." ~Patricia Neal
7. "The mediocre teacher tells.
The good teacher explains.
The superior teacher
demonstrates. The great
teacher inspires." ~William
Arthur Ward
8. "A teacher is one who makes
himself progressively
unnecessary." ~Thomas
Carruthers
9. "I cannot teach anybody
anything, I can only make
them think." ~Socrates
10. "The art of teaching is the art
of assisting discovery." ~Mark
Van Doren
11. "Knowledge is of two kinds.
We know a subject ourselves,
or we know where we can
find information upon it. "
~Samuel Johnson
12. "The only person who is
educated is the one who has
learned how to learn and
change." ~Carl Rogers
13. "If you think education is
expensive, try ignorance."
~Derek Bok

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