Common beliefs about dyslexia

Dyslexia is primarily a language-based reading disability, not a visual-based disability.

Research has shown that people with dyslexia are more likely to have children with dyslexia. A child with one parent with dyslexia is about 40% to 60% likely to have dyslexia themselves.

In dyslexia identification there are clear and well-defined cut-off points. An individual either has dyslexia or not.

Because the core difficulties associated with dyslexia are related to how the individual sounds of language are processed in the brain, and not visual perception, coloured overlays do not improve reading accuracy or comprehension for dyslexic students. Research evidence shows no significant benefit in terms of objectively measurable reading gains when using colored overlays despite the fact that many dyslexic students report that they find them useful.

People with dyslexia have difficulties with processing and manipulating the smallest sounds of language, called phonemes. Research shows that, in students with dyslexia, the part of the brain that processes those sounds and connects those sounds to letters is under-activated as compared with typically developing readers. People with dyslexia also perform more poorly on tasks that require analyzing, synthesizing, and manipulating phonemes.

There is no scientific evidence that seeing letters and words backwards is a characteristic of dyslexia.

There is a significant and pronounced difference between males and females when it comes to ‘identified’ dyslexia and reading difficulties. There are a number of reasons for this, one of them is that females and males use different behavioural and emotional compensation techniques and react differently when faced with these challenges. Therefore boys are more easily identified as dyslexic in school settings. When researchers identify dyslexia in the general population, there is less pronounced difference between males and females in the prevalence of dyslexia. Researchers examined gender differences based on the variation in reading abilities among males and females. They found that males show more variability and depending on the cut-off point for identifying dyslexia, indeed there might be more male than female dyslexics (Hawke, J. L., Olson, R. K., Willcut, E. G., Wadsworth, S. J., & DeFries, J. C. (2009). Gender ratios for reading difficulties. Dyslexia, 15(3), 239-242.)

This statement might be true although research evidence is often contradictory on this question.

Research suggests that there are significantly more dyslexic individuals among art students than non-dyslexic ones (Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42). There is also neuroimaging evidence that shows that lower reading skill is associated with a visuospatial processing advantage (Diehl, J. J., Frost, S. J., Sherman, G., Mencl, W. E., Kurian, A., Molfese, P., … & Pugh, K. R. (2014). Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. NeuroImage, 101, 653-666). However, some studies have found that the visuospatial superiority is more apparent in dyslexic men than women (Brunswick, N., Martin, G. N., & Marzano, L. (2010). Visuospatial superiority in developmental dyslexia: Myth or reality?. Learning and Individual Differences, 20(5), 421-426.)

Because dyslexia is caused by difficulties with processing individual sounds of language in the brain, researchers know that effective instruction includes explicit and systematic instruction in phonemic awareness (practice manipulating the individual sounds in our language) and phonics (practice connecting those individual sounds, or phonemes, to letters). There are no scientifically proven benefits of eye-tracking exercises.

Source: https://www.futurelearn.com/courses/dyslexia/8/steps/1399907

Remote teaching tips

This publication offers a range of practical tips and advice for remote teaching in all contexts.

Technology has already transformed our century. Smartphones, cloud computing, social media and videoconferencing are only a few of the major innovations that have exploded onto the scene. They have changed our lives and completely changed the ways in which we communicate and access information and learning. 

Yet in 2020 teachers have also had to face another unexpected challenge – the Covid-19 pandemic. We know many children have missed learning during school closures and too many lack the conditions for remote learning. But the more that teachers can provide remote teaching the better.

These tips provide new ideas for teachers less familiar with remote teaching and provide fresh insights for teachers who already teach remotely. See the list of tips and guidance below:

  • Getting started with online teaching
  • Keeping your learners safe online
  • Lesson planning for teaching live online
  • A menu of ideas for online lessons
  • Supporting neurodiversity in online teaching
  • Inclusion in remote teaching contexts
  • Helping parents and caregivers to support remote learning
  • Supporting your child to learn remotely at home
  • Maximising speaking opportunities in online lessons
  • Maintaining student motivation while teaching remotely
  • Using Facebook to teach English remotely
  • Using mobile messenger apps to teach English remotely
  • Teaching English via television or YouTube
  • Teaching English using SMS
  • Teaching English via telephone calls
  • Teaching English via radio
  • Teaching English remotely with limited technology
  • Zoom: top tips for online English teaching

Source: https://www.teachingenglish.org.uk/article/remote-teaching-tips

What happens when we open a book? 📚

I Opened A Book
by Julia Donaldson

I opened a book and in I strode
Now nobody can find me.
I’ve left my chair, my house, my road,
My town and my world behind me.

I’m wearing the cloak, I’ve slipped on the ring,
I’ve swallowed the magic potion.
I’ve fought with a dragon, dined with a king
And dived in a bottomless ocean.

I opened a book and made some friends.
I shared their tears and laughter
And followed their road with its bumps and bends
To the happily ever after.

I finished my book and out I came.
The cloak can no longer hide me.
My chair and my house are just the same,
But I have a book inside me.

“Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” Roald Dahl

“There is no bond like the bond of having read and liked the same books.” E. Nesbit

“Books are the quietest and most constant of friends; they are the most accessible and wisest of counsellors, and the most patient of teachers”. Charles W. Eliot

Source: http://www.activityvillage.co.uk/

New Year’s celebration around the world

https://learnenglish.britishcouncil.org/general-english/magazine-zone/new-year-celebrations?utm_source=newsletter&utm_medium=email&utm_campaign=english-adults-leweb-global-global-2022-01-le-newsletter

New year, old celebrations

There have been celebrations to mark the beginning of a new year for thousands of years. Sometimes these were simply an opportunity for people to eat, drink and have fun, but in some places the festivities were connected to the land or astronomical events. For example, in Egypt the beginning of the year coincided with when the River Nile flooded, and this normally happened when the star Sirius rose. The Persians and Phoenicians started their new year at the spring equinox (this is around 20 March when the Sun shines more or less directly on the equator and the length of the night and the day are almost the same).

The oldest celebration

The city of Babylon in ancient Mesopotamia was where the first New Year’s celebrations were recorded about 4,000 years ago. The Babylonians held their celebrations on the first new moon after the spring equinox and called this festival Akitu (which comes from the word the Sumerians used for barley). Barley was cut in Mesopotamia in the spring, and during Akitu there was a different ritual on each of the 11 days that the celebration lasted. Statues of the gods were carried through the streets of the city, and in this way the Babylonians believed that their world had been cleaned to prepare for the new year and a new spring.

Modern celebrations

In many cities all over the world, spectacular fireworks displays take place as soon as the clock passes midnight on 31 December. In recent years, Sydney in Australia has been the host to one of the first of these celebrations as New Year arrives there before most other major international cities. The display takes place in Sydney Harbour, with the Opera House and Harbour Bridge making it a stunning setting. Fireworks light up the skies in hundreds of cities as 12 midnight strikes around the globe.

Traditions that live on

There are a number of strange and interesting New Year’s traditions around the world. In Scotland, New Year’s Eve is called Hogmanay and ‘first footing’ remains a popular custom with people visiting friends’ and neighbours’ houses just after midnight. The first person who visits your house should bring a gift as this will mean good luck. In Spain, it is the custom to eat 12 grapes as the bells sound for midnight on 31 December. One grape is eaten at each sound of the bell and each grape is supposed to bring good luck for each month of the year ahead. In Brazil, Ecuador, Bolivia, Venezuela and some other Central and South American countries, people wear special underwear of different colours on New Year’s Eve. Red is supposed to be good for bringing love in the new year, while yellow is supposed to bring money.

Out with the old, in with the new

The new year is a perfect time to make a change for the better. The tradition of making New Year’s resolutions is more common in the western hemisphere but also exists in the eastern hemisphere. This tradition involves a person making a commitment to change an unwanted habit or behaviour or setting a personal objective. Typical New Year’s resolutions might be to give up smoking, eat healthier food, do more exercise, become more organised or laugh more – but really, a New Year’s resolution can be almost anything. However, research suggests that many New Year’s resolutions fail. Being realistic about the objectives you set and not making too many New Year’s resolutions might help you to achieve success

Terminology for Reading and Listening

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Reading for gist/Skimming

Reading quickly to get a general understanding of a written text, eg reading a description of a city to find out if it sounds like somewhere you’d like to visit.

Reading for specific information/Scanning

Searching for a particular piece of information in a written text, eg reading a description of a city only to find out which country it’s in.

Reading/listening for detail

Reading or listening more carefully so that you get a full understanding of the text, eg reading a description of a city to find out everything about it.

Listening for gist

Getting a general understanding of something you hear, eg listening to the weather forecast and deciding you might need to take an umbrella when you go out.

Listening for specific information

Listening for a particular piece of information, eg listening to the weather forecast to find out what the temperature will be tomorrow.

Inferring meaning

Making guesses about what is not stated explicitly in a text, eg listening or reading a conversation and deciding that the people are brother and sister without them saying so.

Coherence

Organising ideas in a logical way when speaking or writing so that the listener or reader can follow our ideas.

Cohesion

Joining sentences together using words like and, but and because so our language flows more easily.

Interactive strategies

Strategies we use when we are speaking, eg showing you are listening to other people by saying things like, mmmm or uh-uh or oh!

Turn taking

An interactive strategy which is about knowing when you can join in a conversation and signalling when you think someone else should speak.

Fluency

For speaking; this is speaking without a lot of hesitation and too many long pauses. For writing; this means you can write without stopping for a long time to think about what to write.

Como melhorar suas habilidades em inglês

Ouça inglês o máximo possível

Pode ser nas músicas, séries de TV, filmes, vídeos na internet e tudo mais que você conseguir. Mesmo para quem está começando a explorar esse idioma agora e entende apenas algumas (poucas) palavras, criar o hábito de ouvir é fundamental. Assim, pouco a pouco você vai se familiarizando com a pronúncia dos vocábulos e como uma palavra acaba se “emendando” na outra em uma frase.

Não tenha medo de se expor ao inglês em vários momentos do seu dia, independente do quanto você consegue compreender no início.

 

Não se assuste quando não entender

É perfeitamente normal não compreender algumas coisas que você ouve em inglês, especialmente se estiver no início da sua empreitada. Lembre-se que, algumas vezes, você não entende nem mesmo algo em português que é dito em um primeiro momento, mesmo sendo a sua língua materna.

Quando não entender, continue ouvindo, porque pode ser que o contexto torne aquele trecho indecifrável dispensável. Se desejar, ao final daquele vídeo ou música, volte ao que não entendeu para tentar novamente. O importante é não desistir.

 

Foque na pronúncia

Quanto melhor for o seu domínio da pronúncia, melhor será também o listening. Procure ouvir e repetir o que você ouve: palavras soltas, frases, pequenos textos. Tente gravar a sua voz e depois ouça novamente. Sinta o que você ouviu e veja se lhe parece bom.

 

Noticiários em inglês

Procure vídeos de telejornais apresentados em inglês e assista. Eles costumam abordar temáticas do cotidiano, então, vão ajudar você a entender contextos importantes e corriqueiros, que provavelmente vão ser necessários se um dia você viajar para o exterior ou enfrentar qualquer situação em que precise se virar no inglês.

Leia bastante

A prática regular da leitura ajuda imensamente o desenvolvimento da sua capacidade de memorização e de uso correto do vocabulário e da gramática necessários no momento da fala. Leia o máximo que puder, livros de qualquer estilo. Não importa, o importante é a leitura

Bons estudos!

Como vc pode ajudar no desenvolvimento da linguagem de uma criança.

Existem várias formas de ajudar a uma criança no seu desenvolvimento de vocabulário em inglês. Abaixo seguem algumas dessas ideias

You will notice quite a rich and varied vocabulary. We wouldn’t be expecting a child to produce this kind of language, especially if English is an additional language, but the adult can expose the child to this language, inputting key words and expressions associated with different activities in a fun and natural way. Remember that children like playing with words, even if they don’t know what the word means, and this is a valuable opportunity to work on pronunciation.

Children will reap the future benefits of this language rich environment, so closely connected to the activities that they love doing.

Playing with blocks

  • use language for counting and sorting: How many are there? Shall we put the blue ones here?
  • use positional language: in, on, under, below, behind, next to
  • explore language related to size: big, small, long, short
  • describe what a child is doing while playing: finding, stacking, pulling, pushing, building, pressing, dragging
  • describe shapes and objects the children are making: square, rectangle, tower, house, castle, garden

Dress-ups (and drama)

  • describe the costumes (fairy, princess, pirate, king, clown) and actions for getting dressed: put on, pull up/down, zip up, do the buttons up, unbutton, unzip
  • highlight the relevant parts of the body: put your arms through here, tie this around your waist/wrist, put these on your feet – first your left foot, then your right foot, put this over your head
  • use nursery rhymes and stories to model language for imaginary play
  • develop listening comprehension by encouraging the children act out the rhyme or story in their costumes
  • extend vocabulary associated with role-play: hospital, airport, artist’s studio, garden centre, vet, doctor, routines (breakfast/lunch/dinner/bed time)

Making and decorating (art and craft)

  • name the materials: paint, paintbrush, crayon, felt-tip, marker, card, paper, crepe paper, shiny paper, tissue paper, newspaper, glue, scissors, cotton wool, fabric, sequins, feathers
  • describe properties and textures of materials: runny, thick, smooth, hard, long, short, spiky, rough, shiny
  • experiment with and describe colour
  • use instructions: paint, draw, colour, smudge, blur, blow, copy, pour, make, cut, stick, decorate, hang (it) up
  • art appreciation and describing what the children have made, painted or drawn.

Malleable materials (dough, plasticine, clay)

  • use language of manipulation: push, pull, drop, squeeze, press, bend, twist, roll, stretch, squash, squish, pinch, flatten, poke, scrape, break apart
  • describe length/thickness: longer than, shorter than, the same length as
  • use language related to colour and smells
  • describe texture: soft, hard, squishy, lumpy, grainy, shiny
  • talk about materials that can be added to dough: feathers, sticks, twigs, shells
  • explore language related to shapes

Music and movement activities

  • use language related to actions, position and parts of the body: put your hands up in the air, draw circles in the air, touch your nose, wriggle your fingers, jump, hop, lie face down on the floor, lie on your back, move over there, come closer, curl up into a ball, stretch your arms out as wide as you can, take a nap
  • name musical instruments: shaker, drum, recorder, xylophone, block, triangle, bell, tambourine
  • use language to describe sounds: loud, quiet, soft, high, low, long, short, fast, slow, tap, shake, scrape, knock, tick, hum, howl
  • familiarise children with a range of sounds through onomatopoeia
  • use songs and rhymes to work on pronunciation, rhythm, stress and intonation

Toys and small world play

  • extend vocabulary related to a particular topic: park, zoo, farm, hospital, transport
  • comment on the objects, toys or figurines the children are playing with
  • comment on the settings, scenes, themes or storylines children are developing as they play
  • describe the position of the things the children are playing with: behind, next to, in, on, under

Puzzles

  • describe the pictures and colours on the puzzles
  • comment on the shape of the puzzle pieces: rectangle, square, triangle, circle
  • comment on the position of the puzzle pieces: up/down, here/there
  • encourage the social aspects of using puzzles: take turns, it’s your turn next, share

Sand play and water play

  • use language related to equipment and resources: brush, spade, scoop, spoon, cup, jug, bucket, sieve, cutters, rake, comb, funnel, sponge, soap, bubbles, straw, ladle, tea pot, watering can
  • extend vocabulary related to imaginary play: boats, diggers, bulldozers, tractors, treasure, dinosaurs, pirates, gardens, tea party, firefighter, plumber, dolls
  • use descriptive language: wet, dry, damp, gritty, hard, lumpy, flat, smooth, wavy, sticky, cold, frozen, clean, dirty
  • use language related to size, shape and position
  • describe capacity and quantity: enough, more, less, too much/little, overflowing, how much/many? a pile/cup of…
  • describe actions or what is happening: it’s fallen down, it’s gone, flatten, pour, tip, fill, scoop, cover, stir, splash, leak, drip, float, sink, trickle, spray, wash, dry.

Dislexia e outras diferenças de aprendizado

Quais são as diferenças específicas de aprendizado?

Vários termos são usados ​​para descrever alunos com dificuldades de aprendizagem em diferentes partes do mundo. Neste breve artigo, mostramos algumas das maneiras pelas quais as dificuldades de aprendizagem são agrupadas e definidas no Reino Unido e nos Estados Unidos da América.

No passado, as dificuldades de aprendizagem foram classificadas em sub-tipos distintos, tais como:

“Dislexia” ou “deficiência de leitura”

“Disgrafia” ou “incapacidade de escrever”

“Discalculia” ou “incapacidade de aprendizagem matemática”

«Dispraxia» ou «Transtorno de coordenação do desenvolvimento» (dificuldades de coordenação de movimentos)

Estes sub-tipos de dificuldades de aprendizagem representaram diferentes áreas do desempenho acadêmico que também influenciam a vida das pessoas fora da escola. Verificou-se, no entanto, que existe uma considerável sobreposição entre estes tipos de dificuldades de aprendizagem. Isso tornou muito difícil diferenciar os vários subtipos de maneira confiável.

A solução proposta no Reino Unido foi agrupar essas várias dificuldades de aprendizagem sob o rótulo de Diferenças de Aprendizagem Específicas. O Departamento de Educação do Grupo de Trabalho no Reino Unido (2005) propôs a seguinte definição:

“Os spLDs têm dificuldades particulares, que podem incluir ortografia, adquirir habilidades fluentes de leitura e redação e / ou manipular números que podem indicar que seu desempenho está bem abaixo de suas habilidades em outras áreas. Eles também podem ter problemas de memória de trabalho, habilidades organizacionais, linguagem receptiva e expressiva ou habilidades orais e auditivas, mantendo a concentração e a coordenação. ”

Essa definição inclui dislexia, dispraxia, discalculia e transtorno de déficit de atenção. A Associação Americana de Psiquiatria tomou uma decisão semelhante no DSM-5 (Manual Diagnóstico e Estatístico de Transtornos Mentais – American Psychiatric Association, 2013) e agrupou diferentes dificuldades de aprendizagem sob o termo “transtornos de aprendizagem específicos” (SLD).

Estes incluem três subgrupos de desordem:

distúrbio de aprendizagem específico com prejuízo na leitura

expressão escrita

matemática

O SLD na leitura inclui dificuldades de leitura no nível da palavra (isto é, dislexia) e dificuldades na compreensão da leitura em nível de texto. SLD em matemática é equivalente a discalculia na definição de SpLD utilizada no Reino Unido. O SLD, por escrito, está preocupado com a exatidão ortográfica, precisão gramatical e pontuação e clareza e organização da expressão escrita, e sua contrapartida no Reino Unido é disgrafia.

No DSM-5, o transtorno do déficit de atenção e hiperatividade (TDAH) é classificado nas doenças do neurodesenvolvimento, juntamente com os Transtornos do Espectro Autista (TEA). TDAH e TEA não pertencem diretamente ao grupo de LLDs, pois seus efeitos impactam áreas mais amplas da vida cotidiana, não apenas aprendendo dentro e fora dos contextos escolares.

In English

Various terms are used to describe students with learning difficulties in different parts of the world. In this brief article we show you some of the ways in which learning difficulties are grouped and defined in the United Kingdom and in the United States of America.

In the past learning difficulties were classified into distinct sub-types such as:

• ‘dyslexia’ or ‘reading disability’

• ‘dysgraphia’ or ‘writing disability’

• ‘dyscalculia’ or ‘mathematics learning disability’

• ‘dyspraxia’ or ‘developmental co-ordination disorder’ (difficulties with co-ordination of movement)

These sub-types of learning difficulties represented different areas of academic achievement which also influence people’s lives outside school. It was found, however, that there is a considerable overlap between these types of learning difficulties. This made it very difficult to differentiate the various sub-types in a reliable manner.

The solution proposed in the United Kingdom was to group these various learning difficulties under the label of Specific Learning Differences. The Department for Education Working Group in the UK (2005) proposed the following definition:

“SpLDs have particular difficulties, which may include spelling, acquiring fluent reading and writing skills and/or manipulating numbers which may indicate their performance is well below their abilities in other areas. They may also have problems with working memory, organisational skills, receptive and expressive language or oral and auditory skills, maintaining concentration and co-ordination.”

This definition includes dyslexia, dyspraxia, dyscalculia and attention deficit disorder. The American Psychiatric Association took a similar decision in DSM-5 (Diagnostic and Statistical Manual of Mental Disorders – American Psychiatric Association, 2013) and grouped different learning difficulties under the umbrella term specific learning disorders (SLD).

These include three subgroups of disorder:

• specific learning disorder with impairment in reading

• written expression

• mathematics

SLD in reading includes word-level reading difficulties (ie dyslexia) and difficulties with text-level reading comprehension. SLD in mathematics is equivalent to dyscalculia in the SpLD definition used in the UK. SLD in writing is concerned with spelling accuracy, grammar and punctuation accuracy and clarity and organisation of written expression, and its counterpart in the UK is dysgraphia.

In DSM-5 attention deficit and hyperactivity disorder (ADHD) is classified under neurodevelopmental disorders together with Autistic Spectrum Disorders (ASD). ADHD and ASD do not directly belong to the group of SpLDs as their effects impact wider areas of everyday life, not just learning in and outside school contexts.

Tradições de Ano Novo pelo mundo

Algumas dessas tradições, nós tbm fazemos no Brasil, outras já estudamos durante as aulas. Vale conferir e praticar sua leitura.

Many New Year traditions that we take for granted actually date back to ancient times. This year, ring out the old and ring in the new with a new New Year tradition—or two!

MAKE SOME NOISE

Making a lot of noise—from fireworks to gun shots to church bells—seems to be a favorite pastime around the world.

• In ancient Thailand, guns were fired to frighten off demons.

• In China, firecrackers routed the forces of darkness.

• In the early American colonies, the sound of pistol shots rang through the air.

• Today, Italians let their church bells peal, the Swiss beat drums, and the North Americans sound sirens and party horns to bid the old year farewell.

EAT LUCKY FOOD

Many New Year traditions surround food. Here are a few:

• The tradition of eating 12 grapes at midnight comes from Spain. Revelers stuff their mouths with 12 grapes in the final moments of the year—one grape for every chime of the clock!

• In the southern US, black-eyed peas and pork foretell good fortune. See our recipe for Good Luck Hoppin’ John!

• In Scotland—where Hogmanay is celebrated—people parade down the streets swinging balls of fire.

• Eating any ring-shaped treat (such as a doughnut) symbolizes “coming full circle” and leads to good fortune. In Dutch homes, fritters called olie bollen are served.

• The Irish enjoy pastries called bannocks.

• In India and Pakistan, rice promises prosperity.

• Apples dipped in honey are a Rosh Hashanah (Jewish New Year) tradition.

• In Swiss homes, dollops of whipped cream, symbolizing the richness of the year to come, are dropped on the floors—and allowed to remain there!

HAVE A DRINK

Although the pop of a champagne cork signals the arrival of the New Year around the world, some countries have their own beverage-based traditions.

Wassail, a punch-like drink named after the Gaelic term for “good health,” is served in some parts of England.

• Spiced “hot pint” is the Scottish version of Wassail. Traditionally, the Scots drank to each others’ prosperity and also offered this warm drink to neighbors along with a small gift.

• In Holland, toasts are made with hot, spiced wine.

GIVE A GIFT

New Year’s Day was once the time to swap presents.

• Gifts of gilded nuts or coins marked the start of the new year in Rome.

• Eggs, the symbol of fertility, were exchanged by the Persians.

• Early Egyptians traded earthenware flasks.

• In Scotland, coal, shortbread and silverware were traditionally exchanged for good luck.

PUT YOUR BEST FOOT FORWARD

In Scotland, the custom of first-footing is an important part of the celebration of Hogmanay, or New Year’s Eve Day.

After midnight, family and friends visit each other’s home. The “first foot” to cross a threshold after midnight will predict the next year’s fortune. Although the tradition varies, those deemed especially fortunate as “first footers” are new brides, new mothers, those who are tall and dark (and

handsome?) or anyone born on January 1.

TURN OVER A NEW LEAF

The dawn of a new year is an opportune time to take stock of your life.

• Jews who observe Rosh Hashanah make time for personal introspection and prayer, as well as visiting graves.

• Christian churches hold “watch-night” services, a custom that began in 1770 at Old St. Georges Methodist Church in Philadelphia.

• The practice of making New Year’s resolutions, said to have begun with the Babylonians as early as 2600 B.C., is another way to reflect on the past and plan ahead.

NEW YEAR’S FOLKLORE

Some customs and beliefs are simply passed down through the ages. Here are some of our favorite age-old sayings and proverbs.

• On New Year’s Eve, kiss the person you hope to keep kissing.

• If New Year’s Eve night wind blow south, It betokeneth warmth and growth.

• For abundance in the new year, fill your pockets and cupboards today.

• If the old year goes out like a lion, the new year will come in like a lamb.

• Begin the new year square with every man. [i.e., pay your debts!] –Robert B. Thomas, founder of The Old Farmer’s Almanac

So, whether we resolve to return borrowed farm equipment (as did the Babylonians) or drop a few pounds, we’re tapping into an ancient and powerful longing for a fresh start!

HAPPY NEW YEAR!!!!

Palavras de sabedoria ao redor do mundo

Words of Wisdom from Around the World …
10 proverbs from around the world.

🔷"Slippery ground does not recognise a king."
Kenyan proverb – meaning that even the most powerful people are just human.

🔶"The pillow is the best advisor."
Swedish proverb – meaning that it is always a good idea to "sleep on it" or sleep on a problem.

🔹"A frog in a well does not know the great sea."
Japanese proverb – meaning that there might be more going on than you know about. Try to look at the big picture.

🔶"If the world flooded, it wouldn't matter to the duck."
Turkish proverb – meaning that a problem for you isn't necessarily a problem for everyone.

🔷"Empty barrels make the loudest noise."
Icelandic / Indonesian proverb – meaning that the loudest people aren't always the cleverest.

🔶"When spider webs unite, they can tie up a lion."
Ethiopian proverb – meaning that teamwork can conquer even the biggest problems.

🔷"A bad ballerina blames the hem of her skirt."
Polish proverb – meaning that some people will blame anything rather than themselves for their shortcomings.

🔶"A monkey dressed in silk is still a monkey."
Spanish proverb – meaning that you can cover up what's underneath, but you won't change it.

🔷"The honey only sticks to the moustache of he who licked it."
Arabic proverb – meaning that you can't escape from a crime; evidence will follow you around.

🔶"Shrimp that fall asleep are carried away by the current."
Colombian proverb – meaning, you snooze, you lose!

Source: Activity Village

Em Português
Palavras de sabedoria de todo o mundo …
Esta semana, juntei 10 provérbios de todo o mundo. Alguns me fizeram rir e pensei que fossem divertidas para compartilhar com as crianças.

"Terra escorregadia não reconhece um rei".
Provérbio queniano – o que significa que mesmo as pessoas mais poderosas são apenas humanas.

"O travesseiro é o melhor conselheiro".
Proverbio sueco – o que significa que é sempre uma boa idéia "dormir sobre ele" ou dormir em um problema.

"Um sapo em um poço não conhece o grande mar".
Provérbio japonês – o que significa que pode haver mais acontecimentos do que você sabe. Tente olhar o quadro geral.

"Se o mundo inundasse, não seria importante para o pato".
Proverbio turco – o que significa que um problema para você não é necessariamente um problema para todos.

"Barris vazios fazem o barulho mais alto".
Provérbio islandês / indonésio – o que significa que as pessoas mais altas nem sempre são as mais inteligentes.

"Quando as telhas de aranha se unem, podem amarrar um leão".
Proverbio etíope – o que significa que o trabalho em equipe pode conquistar até mesmo os maiores problemas.

"Uma bailarina ruim culpa a bainha de sua saia".
Provérbio polonês – o que significa que algumas pessoas culparão qualquer coisa em vez de elas mesmas por suas falhas.

"Um macaco vestido de seda ainda é um macaco".
Provérbio espanhol – o que significa que você pode encobrir o que está embaixo, mas você não vai mudar isso.

"O mel só adere ao bigode daquele que o lambeu".
Provérbio árabe – o que significa que você não pode escapar de um crime; A evidência irá segui-lo ao redor.

"Os camarões que dormem são levados pela correnteza".
Provérbio colombiano – o que significa que você dorme, você perde!

Fonte: Activity Village