Monday, January 18, 2010

THE WONDERFUL TEAKETTLE: QUIZ




Hi! It’s me again, Professor Panda! Sorry I am so late, but sometimes things just get too busy around here! Today here is the short quiz I promised on the story about the teakettle. There are ten questions and one bonus question. Each one is worth 10 points. This is a “fill-in” quiz, so you get to write your answers in English to each question. At the end of the week, Friday (Japan time) I will give you the answers. You can also send me your answers (in English) by email to Panda_English@yahoo.com and I will grade them for you. 100 points is an A, 80 points is a B, and 70 points is a C. If you get the bonus question correct, you get another 10 points. Read the story again and then take the quiz. Good Luck!

Professor Pannibal P. Panda, PhD.

1. Why was the old priest so happy?
2. What was his new teakettle made of?
3. What did the third boy see when he peeped through the screen?
4. What did all the boys see when they looked through the screen together?
5. What did the teakettle do when the old priest put it on the fire to heat?
6. Who did the old priest sell the teakettle to?
7. Where did he take the teakettle to after he bought it?
8. What did the badger say he liked to eat now and then?
9. What did the people who saw the dancing badger on the tightrope do after they saw it?
10. Where did the owner of the teakettle put the teakettle after he became rich?
11. Bonus: Using the story, describe what a badger looks like.

Saturday, January 2, 2010

HAPPY NEW YEAR


Hi! It's me, Professor Panda! I hope everyone had a wonderful Christmas season and I wish each and every one of you a very happy 2010!

I want to start out the new year with a really simple reading comprehension exercise. It is a cute little folktale from Japan called The Wonderful Teakettle. It is from a book, published in 1904 by Teresa Peirce Williston, titled Japanese Fairytales and will soon be republished by Shisei-Do Publications with the original illustrations by Ogawa Sanshi.

Please read the this simple story. You can read it several times if you want and in 5 days, I will publish a short quiz to see if you understood everything you read. Please enjoy our story.


THE WONDERFUL TEAKETTLE


The old priest was happy because he had found a new treasure. As he climbed the hill to the temple where he lived, he often stopped to pat his beautiful brass teakettle. When he reached the temple, he called the three boys who were his pupils.

“Look here!” he cried to them. “Just see the beautiful kettle I found in a little shop I passed. I got it very cheap, too!”

The boys admired it, but smiled a little to themselves, because they could not see what he wanted with an old brass kettle.

“Now go on with your studies, “ said the priest. “ I will hear you recite after a while.” So the boys went into the next room, and the old priest sat down to admire his prize. He sat and looked at it so long that he grew sleepy; and nod - bob went his head until in a moment, he was fast asleep.
The boys in the next room studied very hard for a few minutes, but they were boys and no one was there to watch over them; so, you can imagine what they were doing by the time the priest was fast asleep. Suddenly, they heard a noise in the next room.


“There, the priest is awake,” whispered one.

“Oh, dear! Now we will have to behave,” said the second.

The third one was more daring. He crept up and peeped through the screen to see if it really was the priest. He was just in time to see the new teakettle give a spring into the air, turn a somersault, and come down in the form of a furry, little badger, with a sharp nose, bushy tail, and four little feet.

How that badger did scamper and dance! It danced on the floor! It danced on the table! It danced up the side of a shōji screen!

“Oh, my! Oh, my!” cried the boy, tumbling backward. “It will dance on me next! Oh my!”

“What are you talking about?” said the other two. “What will dance on you?”

“That goblin will dance on me! I know it will! It danced on the floor and it danced on the table, and it danced on the screen, and now I know it is coming to dance on me!” said the boy.

“What do you mean?” said the others. “There is no goblin here.” Then they all looked through the screen and there sat the kettle, just as it had been before.



“You little silly!” cried one of the other boys. “Do you call that a goblin? That looks very much like a teakettle to my eyes.”

“Hush!” said the third boy. “The priest is waking up. We had better get to work again.”

The priest woke up and heard the busy lips of his pupils. “What good boys I have!” he thought. “Now, while they are studying, I will just brew myself a cup of tea.”

He lit his little charcoal fire, filled his kettle with fresh water, and put it over the fire to heat.
Suddenly, the kettle gave a leap up into the air, spilling the hot water all over the floor! “Hot, hot! I’m burning!” it cried. And, like a flash, it was no longer a kettle but a little furry badger, with a sharp nose, bushi tail, and four little feet.


“Oh, help! Help! There is a goblin!” shrieked the priest. In rushed the three boys to see what was the matter. They saw no kettle at all, but in its place, was a very angry badger prancing and sputtering around the room.


They all took sticks and began to beat the badger, but suddenly, it was only a brass kettle again that answered, “Clang, Clang!” with every blow.


When the priest saw that he could gain nothing by beating the kettle, he began to plan how he might get rid of it. Just then, the tinker came by.


“This is my chance,” thought the priest. And so he called, “Tinker, Tinker, come and see what I have for you. Here is an old kettle I found. It is no use to me, but you could mend it up and sell it.”


The tinker saw that it was a good kettle, so he bought it and took it home. He pressed it carefully into shape again and mended all the broken places and once more, it was a fine looking kettle.
That night, the tinker awoke and found a badger looking at him with his small, bright eyes.
“Now see here, Mr. Tinker,” said the badger. “I think that you are a kind man, so I have something to tell you. I am really a wonderful teakettle, and I can turn into a badger whenever I wish, as you can see. I can do other things too, more wonderful than that!”



The kindhearted tinker said, “Well, if you are a badger, you must want something to eat. What can I get for you?”


“Oh! I like a little sugar now and then,” replied the badger, “and I don’t like to be set on fire or beaten with sticks. However, I am sure that you will never treat me that way. If you wish to take me around to different villages, I can sing and dance on the tightrope for you.”


The tinker did exactly that; and crowds came to see the wonderful kettle. Those who had seen it once came to see it again; and those who had not seen it, came to see why the people liked it so well.



At last, the tinker became rich. Then he put his beloved teakettle in a little temple on top of a hill, where it might always rest and have all the sweets it wanted.

Saturday, December 5, 2009

Could, Could Have Been, Could Be


Hi! It's me, Professor Panda, PhD. Today I wanted to answer a question about the word "could" from a reader. Because this word and its uses can cause a lot of confusion, I thought I would share this question with everyone! So here it is!


Could is what is known as an AUXILIARY VERB; that is, a verb used to help form the tenses, aspects, or moods of other verbs such as, have, do , be, should must, can. The word could is used in verb phrases that have a past, present, or future time reference and is generally equal to can in meaning and use, with the following functions:

  1. Expressing a shade of doubt or a smaller degree of ability or possibility such as in: It could be so.
  2. Expressing permission, as in: Could I go?
  3. Forming the present condition as in: It would help if he could wait.
  4. Forming the past condition as in: He would have left if he could.
  5. Expressing or suggesting politely less certainty than the word can, as in: Could you wait?

Now as to your question:

I often see or listen to the following phrase: " a could have been. " For example, “He is a could have been;” or, “It is a could have been story;” or “a could have been beauty Queen.” What is the meaning " a could have been? "

First let us look at the present tense of the world can, as it applies to your phrases:

  1. He can be…
  2. He is a can be…
  3. It is a can be story…
  4. … can be beauty queen

In these phrases, the subjects (he, it, and she (which is implied here) have the ability to do or to be something: he has the ability to be, the story can be, she can be a beauty queen. Could refers us back to the past. While your phrases are idiomatic, that is, they are used as idioms (the usual way in which words of a particular language are joined together to express a thought, with particular reference to a dialect of a population or community, region, social class, etc.) they are still acceptable forms of English for conversation as well as informal forms of writing (news articles, essays, short stories, etc. – almost everything except formal research papers or a high school and university thesis). What these phrases say are as follows:

  1. He is a person who could have been (what ever it is, a ball player, actor, student, etc.).
  2. It could have been a story (if/but…….).
  3. (She) could have been a beauty queen (if/but…..).

although, each of these idioms tend to be a bit negative or critical in their use.

Next time, we will discuss the phrase “wanna be” or more clearly “want to be,” which is similar in its use.

P. Panda, PhD.

Thursday, October 15, 2009

SIGHT WORDS




Hi! It's me - Professor Panda with a new and really important new English lesson. Today we are going to cover for the first time, SIGHT WORDS! What is a SIGHT WORD?

  • A sight word is any word that should be known to a reader automatically. Sight words are pronounced without thinking about how the word is spelled. A common first sight word is a person's given name. Beginning readers are at an advantage when they learn to read sight words that occur frequently in print. However, it is possible to read a word on sight but not know the meaning of the word. For example, a student might be able to read on sight "there, their and they're" but not understand the differences in meaning. Thus, learning words by sight only, should not be seen as a complete reading solution.

  • It is estimated that there are approximately 100 to 220 common words in English that require specific memorization.
So, here are the first group of sight words for you. Memorize them and if you are not clear on their meaning or use, look them up in a nice dictionary.


SIGHT WORDS I



a

and

away

big

blue

can

come

down

find

for

funny

go

help

I

in

is

it

jump

little

oak

make

me

not

one

play

red

run

said

see

the

three

to

two

up

we

yellow

you






Friday, August 14, 2009

MORE ABOUT NOUNS



More About Nouns

Hi! It's time for more fun with Professor Panda's English! I hope you enjoyed the last lesson on nouns. Did you practice the words and sentences? Good! Today, we will continue our study of naming words, or nouns, so let's get started! Today we will talk about two kinds of naming words or nouns. Some words name common things and these are called common nouns.

Here are some examples for you:
  • child
  • park
  • story
Some words name special things. These words are called proper nouns. They begin with large or capital letters. Here are some examples:
  • Sam
  • Peace Park
  • "The Red Pony"
Read each sentence below. Circle the special name in each sentence and then, write the special name on the line.

1. The boy is Chris.__________________________________

2. That girl is Lina.__________________________________

3. My friend is Lee Chin.______________________________


4. I live on Main Street._______________________________


5. I read "All About Worms."____________________________



Special Names of People and Places

The special name of a person begins with a
capital letter. The special title of a person begins with a capital letter. The special name of a place begins with a capital letter.

Here are some examples for you:
  • Katie
  • Dr. Jones
  • New York City
Read the sentences below. Then, write each special name or title correctly. Be sure to use capital letters.

1. This book is for sam.______________________________________

2. mr. Saito has a new car.____________________________________


3. My frined goes to parker school._______________________________


4. We live on baker road._____________________________________



Practice with Proper Names

A special name of a person begins with a
capital letter. The special title of a person also begins with a capital letter. The special name of a place begins with a capital letter.

Here are some examples:
  • Ms. Reed
  • Chicago
  • Lucy
On a piece of paper, answer each question using the special name of a person or a place. Remember to use capital letters.

1. What is your name?

2. What is your teacher's name?

3. What is the name of your school?


4. What is the name of your town or city?


5. What is your best friend's name?


Well, that is our lesson for today. Please read the sentences and nouns carefully. After you have done all the exercises, come back in a day or two and do it again. Then later on, try it again, and keep repeating the exercises until you feel comfortable with these kinds of nouns. When you are reading, look for new "naming words" or nouns, write them down, put them in sentences of your own, and make them part of your vocabulary.

See you next time!

~Professor Panda, PhD.~

Friday, July 24, 2009

PANDA ENGLISH BEGINNING GRAMMAR: NOUNS




Hi! It's me, Professor Panda!


Because so many pupils are just getting started in studying English, I thought it would be a good idea, for a while, to study the basic rules of English Grammar or Language Arts. Today we are going to look at what are commonly called "naming words". Let's get started!


NAMING WORDS


"Naming words" are called nounds. Nouns name people, places, and things.


Here are some examples for you:



  • man

  • house

  • boat

  • boy

  • girl

  • dog

  • cat

  • baby

  • school

  • store

  • car

  • fish

Try to write a simple sentence using each of the "naming words" or nouns that are listed above.


NAMING WORDS FOR PEOPLE


Some nouns name people. Here are some examples for you:




  • farmer

  • doctor

  • cook

  • worker

  • nurse

Try to write some simple sentences using the nouns that name people that are listed above.



NAMING WORDS FOR ANIMALS


Some nouns name animals. Here are some examples:



  • frog

  • fish

  • dog

  • cat

  • bird

  • fox

  • whale

  • pig

  • horse

  • whale

Try to complete the following sentences using nouns from the list above. Then, make up your own sentences using the list of nouns.




  1. A ____________________ swims in the sea.

  2. A____________________ jumps out of a pond.

  3. A____________________runs in the woods.

  4. A____________________flies in the sky.

  5. A____________________barks at strangers.

  6. A____________________ meows.


NAMING WORDS FOR PLACES


Some nouns name places. Here are some examples:




  • house

  • farm

  • lake

  • park

  • city

  • beach

  • library

Try to write some simple sentences using all the nouns listed above.



NAMING WORDS FOR THINGS


Some nouns name things. Here are some examples:




  • toy

  • chair

  • shoes

  • cup

  • hat

  • bed

  • apple

  • crayons

  • box

Try to complete each sentence below using one of the nouns in the list above. Then write your own sentences using all the nouns in the list.


1. I drank juice from a _____________________________.


2. I use _______________________________________ for coloring.


3. I eat an ____________________________ for lunch.


4. I sleep in a ___________________________.


5. I wear a ___________________ on my head.


6. I keep my toys in a ___________________________.


Well, that is our lesson for today. Please read the sentences and nouns carefully. After you have done all the exercises, come back in a day or two and do it again. Then later on, try it again, and keep repeating the exercises until you feel comfortable with these kinds of nouns. When you are reading, look for new "naming words" or nouns, write them down, put them in sentences of your own, and make them part of your vocabulary.


Have fun! See you next time when we will talk more about nouns!


~Professor Panda, PhD.~

Wednesday, June 24, 2009

LOOK AND SEE: I AM SO CONFUSED! WHICH WORD TO USE?





Hi! It’s Professor Panda with another English lesson for you! Today I am writing in answer to two recent questions concerning the proper use of two common words: see and watch. Which to use and when to use? It really is confusing because often, especially in the West, both words seem to be used for the same thing in casual conversation; however, that is not really correct speech and definitely not correct for writing.

“Dear Professor Panda,

My son has a question for you. Recently a friend of his said, “I saw that movie. It was wonderful! You should watch that movie.”

“Dear Panda,

What word should I use in connection with a film or DVD? Watch or see?

In my English class we were taught that we use “watch” when we consciously pay attention to something like a film or TV or when we are closely examining something. They said that the word “see is used mostly to describe the use of your sense of vision. But, I have heard the word “see” being used just like “I watched a film.” I don’t know which is absolutely correct, but “watch a film” and “watch TV” seem to be the better ones.

What is right?”


Well then, the words “look”, “see” and “watch” are all very similar. Each word says a little something different about the ways in which you use your eyes. There are, however, important differences.

First of all, it depends on how you intend to look or watch, and how intense the looking is. Oh! Don’t panic! I will explain. When we say “see”, we are normally talking about things that we cannot avoid; so for example, in the sentence “I opened the curtains and saw some birds outside” I did not intend to see them, it just happened.

When we use the verb “look”, we are talking about intending to see something. So, “This morning, I looked in the cupboard for some breakfast.” I intended to look in the cupboard.

When we watch something we intend to look at it, but we are also looking at it rather intensely, mostly because it is moving. So, for example, “I watched the bus go through the traffic lights.” Or, “I watched the movie.” We want to se it, we are looking at it intensely, and it is normally moving.

When we use verbs that relate to our senses (hearing, sight, touch, smell, taste), and “look”, “see” and “watch are verbs of the visual sense, there is usually a difference between intending to do it and not intending to do it. “I heard the radio” means I didn’t intend to hear the ready, it just happened. “I listened to the radio” says that I turned it on to a program I was interested in.

“I felt the wind on my face” means I did not intend to feel it, but it just happened that way. “I touched the bug” means I intended to feel the bug.

It is important that when you find these verbs of senses, to group them together and try to find the differences between them.

Remember: When you look at words that seem to be similar, it is important to find out exactly the differences between them, because basically, you cannot really use them in place of one another.

Also remember that with “see”, you didn’t really intend to do it, it just happened. With “look”, you intended to do it, and with “watch” you intended to do it and you were looking intensely, usually because it was moving.

The word “look” when used without any prepositions (such as “look at” or “look for”) suggests that the attention is diverted from something to something else.

Here are some other things to help you decide which word is correct to use:

“See” is an inactive word. When your eyes are open, you do it without thinking: I see a car near the store.

“Look” is an active word. You must want to do it, but it is basically for only a short time: Look at this pen.

“Watch” is also an active word. You must want to do it, but it is for a longer period of time: Let’s watch television.

OK! Here is a small quiz to help you even more.

1. He is very shy and doesn’t __________ you in the eye.
a. look
b. see
c. watch
2. Did you ­­­­­­­­__________ the advertisement in the newspaper?
a. see
b. watch
3. I can’t __________ much in this light.
a. see
b. watch
c. look
4. The police are ­­­­__________ the house in case the criminals come back.
a. looking at
b. watching
5. I spent the evening ­­­­­­__________ TV.
a. seeing
b. looking at
c. watching
6. ­­­­__________ out! There is some water on the floor.
a. Look
b. See
7. Did you __________the football game last night?
a. look at
b. watch
8. I __________ in the shop window, but I didn’t see anything I liked.
a. looked
b. saw
c. watched
9. I can’t __________ any milk in the refrigerator.
a. see
b. look
c. watch
10. I have never liked it. I don’t know what you ­­­­__________ in it.
a. look
b. watch
c. see



Answers (Don’t peak until you have done the quiz!)

1. look
2. see
3. see
4. watching
5. watching
6. Look
7. watch
8. looked
9. see
10. see


Well, I hope that clears up a question that I am sure a lot of us have had! See you next time!

P. Panda