skip to main | skip to sidebar
Reflective Online Teaching
My Personal Site for Reflective Teaching
RSS
    Jonathan Acuña Solano, Post Author
    Contact Email: jonacuso@gmail.com

TECH TIP: Cloud Reader

Cloud Reader, Literature, Tech Tip 0 comments


TECH TIP: Cloud Reader

As an EFL/ESL teacher and a tech apps lover, I came across with the Kindle Cloud Reader. One of my Twitter contacts, @edudemic, was the one responsible for getting to know this particular way of reading books online.

But what is “the Cloud Reader?” If we just go back in time a bit, let’s remember when Amazon.com released it Kindle Reader, a portable device that allowed readers to store his/her whole library. Even though Amazon.com continues to sell its Kindles, they have created an kindle-reading app that can allow your PC or laptop to turn into a “Kindle Reader.”

You might be wondering how this is possible. The answer is simple. Even if you want to buy kindle books from Amazon.com for your own entertainment, you –as a teacher- can have your students profit from this application by asking them to get this particular app on their computers.

What’s needed to have students install a Cloud Reader on their computers?



1.   If you don’t have Chrome or Safari installed on your computers, it’s a good idea to start over here. Get Chrome at http://www.google.com/chrome or Safari at http://www.apple.com/es/safari/download/. Any of these two browsers supports the Cloud Reader.
2.   Create an Amazon.com account. This is necessary because, even though you won’t necessarily pay for books, the system won’t allow anyone get into obtaining the books without an email log-in and password.
3.   Once you have Chrome or Safari and have created your account, go to https://read.amazon.com/. At this location you can get the Kindle application for your PC or laptop. It will take just a couple of seconds to have it ready for use.
4.   The moment you have your Cloud Reader up and running, go to Amazon.com and browse the free Kindle books they have available. Once you have chosen the free book you want to read:
a.   Click on Kindle Edition right below the paperback option.
b.   Once you have clicked on the Kindle Edition, a new window will be displayed. To the top right-hand corner you will see the buy-with-one-click option to get the book.
5.   Immediately after, you will be sent a confirmation email from Amazon.com and granted permission to access your new book.

What is nice about this free service by Amazon.com is that your Cloud Reader will store the information on how many pages you have read in any of the books you store in your personal library.

To access your library use the same link https://read.amazon.com/. Click on your books to display the last page you read.

You can also buy books if you wish. But for students, who may not have the chance to be purchasing books often, the free ones are as good as the paid ones.

Sample books to download: Click on [Kindle Edition] to see the book.

Fairy Tales Every Child Should Know [Kindle Edition]







 The Adventures of Sherlock Holmes [Kindle Edition]







Gulliver's Travels [Kindle Edition]







The Autobiography of Benjamin Franklin [Kindle Edition]









I really hope this tech tip can help you teachers and your students to read more and enjoy literature.

Jonathan Acuña
EFL Instructor / Curricular Development
San José, Costa Rica
Email: jonacuso@gmail.com
Twitter: @jonacuso


Sunday, September 11, 2011



The Origin of Idiomatic Expressions

Idioms, Linguistics 0 comments


The Origin of Idiomatic Expression

One of those things, as a linguist, that has always called my attention is the origin of idiomatic expressions. Even though I am not a native speaker, I get to use lots of expressions when speaking and try to teach many of them to my university students. Yet we are not really aware of their origin and get to use them as if they have always existed.

A friend of mine, Michael McDonald from Atlanta, Georgia, USA came across this great list of expressions widely used in the United States and sent them to me. It is worth reading and getting acquainted with the origin of some idiomatic expressions.

"God willing and the Creeks don't rise"

Did you know the saying "God willing and the Creeks don't rise" was in  reference  to the Creek Indians and not a body of water?  It was written by Benjamin Hawkins in the late 18th century.  He was a politician and Indian diplomat.

While in the south, Hawkins was requested by the President of  the  U.S. to return to Washington .  In his response, he was said to  write, "God  willing and the Creeks don't rise.."  Because he capitalized  the word "Creeks", it is deduced that he was referring to the Creek Indian  tribe and not a  body of water.

… but it'll cost you an arm and a leg.

In George Washington's days, there were no cameras. One's image was either sculpted or  painted.  Some paintings of George Washington showed him standing behind  a desk with one arm behind his back while others showed both legs and both  arms. 

Prices charged by painters were not based on how many people were  to be painted, but by how many limbs were to be painted.  Arms and legs are 'limbs,' therefore, painting them would cost the buyer more.   Hence the expression, 'Okay, but it'll cost you an arm and a leg.'

(Artists   know hands and arms are more difficult to paint)

Here comes the Big Wig.

As incredible as it sounds, men and women took baths only twice a year (May and October).  Women kept their hair covered, while men shaved their heads  (because of lice and bugs) and wore wigs.  Wealthy men could afford good wigs made from wool. 

They couldn't wash the wigs, so to clean them they would carve out a loaf of bread, put the wig in the shell, and bake it for 30  minutes.  The heat would make the wig big and fluffy, hence the term 'big  wig.. '

Today we often use the term 'here comes the Big Wig' because someone appears to be or is powerful and wealthy.

Chairman

In the late 1700's, many houses consisted of a large room with only one chair. Commonly, a long wide board folded down from the wall, and was used for dining. The 'head of the household' always sat in the chair while everyone else ate sitting on the floor. 

Occasionally a guest, who was usually a man, would be invited to sit in this chair during a meal. To sit in the chair meant you were important and in charge.  They called the one sitting in the chair the 'chair man.'  Today in business, we use the expression or title 'Chairman' or 'Chairman of the Board.'

Crack a Smile & Loosing Face

Personal hygiene left much room for improvement. As a result, many women and men had developed acne scars by adulthood. The women would spread bee's  wax over their facial skin to  smooth out their complexions. 

When they were speaking to each other and if a woman began to stare at another woman's face, she was told, 'mind your own bee's wax.'  Should the woman smile, the wax would crack, hence the term 'crack a smile'.  In addition, when they sat too close to the fire, the  wax would melt . . . Therefore, the expression 'losing face.'

Straight laced

Ladies wore corsets, which would lace up in the front.  A proper and dignified woman, as in 'straight laced', wore a tightly tied lace.

Playing with a full deck

Common entertainment included playing cards.  However, there was a tax levied when purchasing playing cards but only applicable to the 'Ace of Spades.'  To avoid paying the tax, people would purchase 51 cards instead.  Yet, since most games require 52 cards, these people were thought to be stupid or dumb because they weren't 'playing with a full deck.'

Gossip

Early politicians required feedback from the public to determine what the people considered important.  Since there were no telephones, TV's or radios, the politicians sent their assistants to local taverns, pubs, and bars.

They were told to 'go sip some Ale and listen to people's conversations and political concerns.  Many assistants were dispatched at different times.  'You go sip here' and 'You go sip there.'

The two words 'go sip' were eventually combined when referring to the local opinion and, thus we have the term 'gossip.'

Minding your 'P's  and Q's

At local taverns, pubs, and bars, people drank from pint and quart-sized containers.  A bar maid's job was to keep an eye on the customers and keep the drinks coming. 

She had to pay close attention and remember who was drinking in 'pints' and who was drinking in 'quarts', hence the phrase 'minding your 'P's  and Q's'.

Cold enough to freeze the balls off a brass monkey

In the heyday of sailing ships, all war ships and many freighters carried iron cannons.  Those cannons fired round iron cannon balls.  It was necessary to keep a good supply near the cannon.  However, how to prevent them from rolling about the deck? 

The best storage method devised was a square-based pyramid with one ball on top, resting on four resting on nine, which rested on sixteen.  Thus, a supply of 30 cannon balls could be stacked in a small area right next to the cannon.  There was only one problem ... how to prevent the bottom layer from sliding or rolling from under the others.

The solution was a metal plate called a 'Monkey' with 16 round indentations.   However, if this plate were made of iron, the iron balls would quickly rust to it.  The solution to the rusting problem was to make 'Brass Monkeys.'

Few landlubbers realize that brass contracts much more and much faster than iron when chilled.  Consequently, when the temperature dropped too far, the brass indentations would shrink so much that the iron cannonballs would come right off the monkey.

Thus, it was quite literally, 'Cold enough to freeze the balls off a brass monkey.'

(All this time, you thought that was an improper expression, didn't you?)

To conclude, although some of these explanations might not be exact, we have to be certain the idiomatic expressions originated at some point in history and spread among the speakers of languages. We just have to be open to these explanations that got to us on an email.

Jonathan Acuña
EFL Instructor / Curricular Development
San José, Costa Rica
Email: jonacuso@gmail.com
Twitter: @jonacuso






“Knowledge will forever govern ignorance; and a people who mean to be their own governors, must arm themselves with the power which knowledge gives.”

     James Madison


Saturday, September 10, 2011



Newer Posts Older Posts Home
Subscribe to: Posts (Atom)

    Reflective Online Teaching

    Reflective Online Teaching
    Let's learn together

    Visitors

    Costa Rica

    Costa Rica
    My Home Country

    TESOL Certified Instructor

    TESOL Certified Instructor

    Certified Virtual Instructor

    Certified Virtual Instructor

    PD Talks & NCTE-Costa Rica

    PD Talks & NCTE-Costa Rica

    Copyscape

    Protected by Copyscape

    Labels

    • #EdChat (8)
    • #LTTO (14)
    • A1 Learners (1)
    • ABLA (9)
    • Academic Research (9)
    • ADDIE Model (7)
    • Afro-Caribbean Lore (1)
    • Alexander Luria (5)
    • Anansi (1)
    • Andragogy (5)
    • Andy Curtis (1)
    • Apps for Education (1)
    • Assessment (9)
    • Assessment Practices (3)
    • ASSURE (1)
    • Asynchronous Tools (2)
    • Aural/oral skills (1)
    • autonomous learning (1)
    • Barthesian Analysis (5)
    • Behavior (1)
    • Bettelheim (1)
    • Biblical Text Analysis (1)
    • Big Data (6)
    • Blended Learning (1)
    • BlendIt Course (8)
    • Bloom's Taxonomy (5)
    • BNCs (9)
    • Book Critique (2)
    • Book of Job (1)
    • Bookmarking Sites (1)
    • Case Study (4)
    • CEF (2)
    • Classroom Management (2)
    • Cloud Reader (1)
    • Coaching in Teacher Classroom Observation (2)
    • Code of Ethics (1)
    • Communicating about Uncertainty (1)
    • Community of Practice (8)
    • Competency-Based Learning (9)
    • Content Assimilation (1)
    • Content Design (1)
    • CoP (2)
    • Course Project (2)
    • critical skills (1)
    • Critical Thinking Skills (2)
    • Culture (11)
    • Culture Framework (2)
    • Culture Teaching (8)
    • Curriculum Design (2)
    • Curriculum Development (5)
    • Data Science (7)
    • Data-Driven Teaching (5)
    • DDT (1)
    • Deductive Grammar Instruction (2)
    • Deontology (1)
    • Developmental Feedback (1)
    • Diane Larsen-Freeman (1)
    • Didactics (4)
    • Distance Education (2)
    • E-Portfolios (1)
    • Education and Learning (34)
    • Education Technologies (9)
    • Educational Philosophies (1)
    • EFL/ESL Activities (1)
    • Electracy (1)
    • ELF (1)
    • ELL (16)
    • ELL. ELT (1)
    • ELT (35)
    • ELT Conference (1)
    • English Grammar (3)
    • English Teaching (1)
    • Enkidu (1)
    • Eric Mazur (1)
    • ESP (2)
    • Ethical Judgments (1)
    • Ethics (37)
    • Ethics Analysis (1)
    • Etiological Storytelling (1)
    • Evaluation (1)
    • Executives' School (9)
    • Ezekiel (1)
    • Fairy Tales (2)
    • Feedback (5)
    • Flipped Classroom (1)
    • Flipped Learning (1)
    • Formative Assessment (1)
    • Forums (1)
    • Frankenstein (1)
    • Freudian Analysis (3)
    • From theory to practice (2)
    • Future for Education? (2)
    • Global Competence (1)
    • Global Ethics (7)
    • Grading Ranges (1)
    • Grammar (3)
    • Guest Author (1)
    • Guided Practice (2)
    • H. G. Wells (1)
    • H.P. Lovecraft (3)
    • Haiku (1)
    • HD Brown (1)
    • Higher Education (49)
    • History (2)
    • Homerton College Cambridge Course (2)
    • Hootcourse (1)
    • Human Rights (1)
    • Hybrid and Blended Learning (61)
    • Hybrid In-person Teaching (1)
    • Idioms (1)
    • Iktomi (1)
    • Independent Practice (1)
    • Inductive Grammar Instruction (2)
    • infographic (1)
    • Instructional Design (3)
    • Integration of Technology into Teaching (10)
    • Interventions in ELL (1)
    • Isaac Asimov (1)
    • Jacque Lacan (1)
    • Jacques de Molay (1)
    • James Thurber (1)
    • Japanese Folklore (1)
    • Jeremiah (1)
    • JotForm (1)
    • Jungian Analysis (4)
    • Kahlil Gibran (2)
    • Kathleen M. Bailey (1)
    • Kirkpatrick Model (1)
    • Knight Templars (1)
    • Lacanian Analysis (4)
    • Language Competences (1)
    • Language Learning (13)
    • Language Teaching (6)
    • Laureate Course Module 3 Teaching with Technology (19)
    • Laureate Educator (4)
    • Laureate Educator in the XXI Century (2)
    • Laureate Educator-Week 1 (1)
    • Laureate Educator-Week 2 (1)
    • Laureate Educator-Week 3 (1)
    • Leadership (9)
    • learner autonomy (1)
    • Learning (8)
    • Learning Activities (1)
    • Learning Objectives (2)
    • Learning Preferences (1)
    • Learning Styles (1)
    • Les Demoiselles d’Avignon. Pablo Picasso (1)
    • Lesson Planning (4)
    • Lev Vygotsky (4)
    • Libraries (1)
    • Life is a Dream (1)
    • Life Stories (1)
    • Linguistics (2)
    • Listening (1)
    • Literary Criticism (15)
    • Literature (29)
    • LMS (6)
    • LOTI Profile (5)
    • MakerSpace (1)
    • Marcel Duchamp (4)
    • Mary Shelly (1)
    • Materials Design (1)
    • Meaning of Justice (1)
    • Metacognition (2)
    • Metadata (1)
    • Methodology (2)
    • microcelebrities (1)
    • Mind Maps (2)
    • Mindfulness (12)
    • Mixed-Methods Research (4)
    • Modeling in ELT (1)
    • MOOCs (1)
    • Moodle (5)
    • Moral Lesson (1)
    • Motivation (2)
    • Music and Learning (1)
    • Mythology (1)
    • Needs Assessment (3)
    • Netiquette (1)
    • Network Community (1)
    • Nicatesol (1)
    • Nive Events of Instruction (1)
    • Nonviolent Communication (6)
    • Nouns in English (1)
    • Objective Writing (1)
    • OER (1)
    • Online Community (1)
    • Online Instruction (55)
    • online learning (44)
    • Online Learning Programs (1)
    • Online Persona (9)
    • Online Program Design (1)
    • online teaching (4)
    • Online Teaching Approach (1)
    • Online Teaching Practices (71)
    • Oral Assessment (1)
    • Oral Communication (1)
    • Oral Skills (2)
    • Paper.li (1)
    • PBL (1)
    • Pedagogy (2)
    • Pedro Calderón de la Barca (1)
    • Peer Instruction (1)
    • Penny Ur (2)
    • Personal Learning Networks (2)
    • Philosophy (1)
    • Phonemics (4)
    • Phonetics (4)
    • Phonotactics (3)
    • Pilot Programs (1)
    • PLEs and PLNs for Lifelong Learning Competencies Week 1 (1)
    • Poetry (1)
    • Popol Vuh (1)
    • Produsage (1)
    • Produser (1)
    • Professional Competencies (1)
    • Professional Growth (1)
    • Projec-Based Learning (1)
    • Pronunciation (7)
    • Psychology (1)
    • Public Speaking (1)
    • Qualitative Research (4)
    • Quantitative Research (4)
    • Reading (1)
    • Reading and Vocabulary (2)
    • Recruitment (1)
    • Recycling in Education (1)
    • Reflective Journaling (4)
    • Reflective Teaching (55)
    • Research (9)
    • Richard Schmidt (2)
    • Risk Communication (1)
    • Robert Gagné (2)
    • Roland Barthes (2)
    • Rubrics (3)
    • Schema (1)
    • Scoop.it! (1)
    • Second Language Acquisition (4)
    • Secret Societies of the Middle Ages (1)
    • Semiotics (1)
    • Sentence Patterns (1)
    • Short Films (1)
    • Short Stories (4)
    • Sioux Legends (3)
    • Sketchpads (1)
    • SLA (3)
    • Social Media (29)
    • Social Networking in Education (3)
    • Speaking (1)
    • Speaking Scenarios (1)
    • Stephen Krashen (1)
    • Sticky Curriculum (1)
    • Storytelling (1)
    • Strategies for online teaching (1)
    • Student Assessment (1)
    • Student Engagement (1)
    • Student Interest (3)
    • Student Motivation (1)
    • Student Tips (2)
    • Sumerian (1)
    • Summative Assessment (1)
    • Syntax (2)
    • Task-Based Instruction (1)
    • Task-Based Language Teaching (1)
    • TBI (1)
    • TBLT (1)
    • Teacher Development (23)
    • Teacher Feedback (2)
    • Teacher Mentoring (2)
    • Teacher Observation (1)
    • Teacher Training (2)
    • Teaching (47)
    • Teaching Adolescents (1)
    • Teaching ePortfolio (1)
    • Teaching Grammar (2)
    • Teaching Online (9)
    • Teaching Philosophy (4)
    • Teaching Portfolio (1)
    • Teaching Practices (49)
    • Teaching Practicum (22)
    • Teaching Presence (2)
    • Teaching Styles (8)
    • Teaching Tips (9)
    • Teaching With Technology (4)
    • Teaching With Technology-Week 1 (1)
    • Teaching With Technology-Week 2 (1)
    • Teaching With Technology-Week 3 (2)
    • Teaching With Technology-Week 4 (4)
    • Teaching With Technology-Week 5 (3)
    • Teaching With Technology-Week 6 (2)
    • Teaching With Technology-Week 7 (3)
    • Teaching With Technology-Week 8 (2)
    • Teaching With Technology-Week 9 (1)
    • Tech Tip (5)
    • Technological Assessment (2)
    • Technology Use Tips (1)
    • Templars (1)
    • The Assassins (1)
    • The Book of Proverbs (1)
    • The Butterfly Circus (1)
    • The Cats of Ulthar (1)
    • The Data Scientist (5)
    • The Epic of Gilgamish (1)
    • The Loincloth (1)
    • The New Normal (1)
    • The Noticing Hypothesis (2)
    • The Outsider (1)
    • The Prophet (2)
    • The Time Machine (1)
    • Thomas Keightley (2)
    • Tolkien (1)
    • Trickster (1)
    • UCC (1)
    • Universidad Mariano Gálvez (2)
    • Utilitarianism (1)
    • Videoconferencing Platforms (1)
    • Virtual Classroom Features (1)
    • Virtual Learning Environments (8)
    • Virtual Teaching (5)
    • Virtualized Teaching (1)
    • Visual Literacy (1)
    • VLE (47)
    • VLEs (38)
    • Vocabulary learning (10)
    • WAS (14)
    • Web 2.0 (4)
    • Web search engine options (1)
    • Web Tools (6)
    • WebQuests (1)
    • Wilbert Salgado (4)
    • William Elliot Griffis (1)
    • Working Adult Student (5)
    • writing (2)
    • Writing Skills (1)
    • Zecharia Sitchin (1)
    • ZPD (1)

    Blog Archive

    • ►  2025 (19)
      • ►  June (2)
      • ►  May (3)
      • ►  April (4)
      • ►  March (6)
      • ►  February (2)
      • ►  January (2)
    • ►  2024 (28)
      • ►  December (3)
      • ►  November (2)
      • ►  October (4)
      • ►  September (4)
      • ►  August (5)
      • ►  July (3)
      • ►  June (2)
      • ►  May (2)
      • ►  April (3)
    • ►  2023 (6)
      • ►  September (1)
      • ►  August (5)
    • ►  2022 (1)
      • ►  July (1)
    • ►  2020 (54)
      • ►  November (4)
      • ►  October (7)
      • ►  September (11)
      • ►  August (15)
      • ►  July (10)
      • ►  April (2)
      • ►  March (5)
    • ►  2019 (13)
      • ►  August (5)
      • ►  July (8)
    • ►  2018 (11)
      • ►  June (2)
      • ►  May (7)
      • ►  April (2)
    • ►  2017 (6)
      • ►  May (2)
      • ►  April (2)
      • ►  January (2)
    • ►  2016 (101)
      • ►  November (4)
      • ►  October (7)
      • ►  September (10)
      • ►  August (4)
      • ►  May (22)
      • ►  April (17)
      • ►  March (21)
      • ►  February (14)
      • ►  January (2)
    • ►  2015 (53)
      • ►  November (5)
      • ►  October (13)
      • ►  August (4)
      • ►  July (8)
      • ►  June (5)
      • ►  May (14)
      • ►  April (4)
    • ►  2014 (40)
      • ►  October (5)
      • ►  September (11)
      • ►  August (4)
      • ►  June (3)
      • ►  May (8)
      • ►  April (5)
      • ►  February (1)
      • ►  January (3)
    • ►  2013 (46)
      • ►  December (1)
      • ►  November (1)
      • ►  October (3)
      • ►  September (5)
      • ►  August (6)
      • ►  July (7)
      • ►  June (6)
      • ►  May (7)
      • ►  April (1)
      • ►  March (4)
      • ►  February (3)
      • ►  January (2)
    • ►  2012 (17)
      • ►  December (3)
      • ►  November (4)
      • ►  October (4)
      • ►  September (6)
    • ▼  2011 (5)
      • ▼  September (2)
        • TECH TIP: Cloud Reader
        • The Origin of Idiomatic Expressions
      • ►  August (2)
      • ►  January (1)
    • ►  2010 (46)
      • ►  December (9)
      • ►  November (14)
      • ►  October (3)
      • ►  March (4)
      • ►  February (8)
      • ►  January (8)

Copyright © All Rights Reserved. Reflective Online Teaching | Converted into Blogger Templates by Theme Craft