This past weekend, Thiago, an English learner messaged me asking: “What’s right to say: “That’s he singing” or “That’s him singing”
And he added a compliment😋: “Hello, you know you are the wisest one to answer to me this question Which of this two sentences are right? Is right?”
My first inclination was to answer: “Well, firstly, let us learn the difference between THIS and THESE”. LOL… but, actually I sent him the following answer:
“[It is + nominative pronoun/subject pronoun] is generally regarded nowadays as hyperformal, and its use, even in written English, tends to be restricted to cases where the pronoun is followed by a relative clause, as in:
It is I who am to blame.
contrasting with informal
(*)It’s me that’s to blame.
You are unlikely to be criticized by anybody – except the most ardent, dyed-in-the-wool purist – for saying, or even writing, “It’s me” rather than “It’s I”. Indeed the juxtaposition of inherently informal contraction it’s with formal ‘I’ would even strike most speakers as rather ludicrous! – so stick with “that’s him” 🤪
Thiago replied: “I said this and a girl from US told me it’s not correct”🤔
Moacir Sena: “And … who cares? – do you know everything about the Portuguese language just because you’re Brazilian ?! Native speakers mostly never know how their language functions – they just use it 😋 – I’m never a stickler for details …” Thiago: Hahahaha. So I also wasn’t wrong?🤔
Again I was tempted to correct him say: “Wasn’t I wrong?!” but let it pass.
Moacir Sena: Wrong is such a strong word. 🤔There is no Academy of the English Language to dictate what’s right or wrong and if there were such an institution people would disregard it – so in language matters better focus on:
Usage: what do people use or say?
Clarity: can others understand what I’m saying?
Taste: do I like it?
Register: it depends on the place, time and public to receive the message. Thiago replied: “Interesting. Wise words. I (sic) gonna say as they say. Even if it is grammarly (sic) weird hahaha.”
My advice to Thiago: Read, my friend. Read a lot. Read good books and articles from good magazines and serious newspapers. Observe the way the phrases are written and flow. Watch lectures and good documentaries where you will have a clear exposure to the language. And keep on learning.
This week I received the following question from one of our Sabbath School podcast listeners:
“I’d like to know if reading books in English (reading a lot) will enable me to learn the language?”
“I can’t afford a language school/course. My English level is very good. I can understand about 80% of what I read. But I find it hard to speak and write. Would it be possible for me to reach a higher level by reading and listening only? Your Sabbath School podcast (Believes Unasp Sabbath School Podcast – https://player.fm/series/2424793) has been a great gateway for me. I’m loving the audio practice! It’s been helping me a lot.” Jefferson F.
Hello Jefferson, your question is pretty fair – can anyone learn English (or any other language) just from reading? My first answer: That depends.
Of course, there are many people who have learned the classical languages – Greek and Latin or Hebrew and Arabic from just reading texts.
Can you learn a language by yourself? Yes, depending on your will, time and natural skills.
But the learning process can be more comprehensive (and more fun) if you incorporate all four skills:
Reading and Listening are receptive skills while Writing and Speaking are predominantly productive skills. Of course, if your goal is to understand or translate sacred texts, for instance, that’s where your efforts and focus should be. But…
You can and should (as much as possible) develop your “proactive skills”: speaking and writing.
Most definitely today there are millions of opportunities to practice your listening in your target language (literally). You can listen to many podcasts and documentaries, interviews, etc. Reading opportunities are basically infinite online… or at least they would last you all your mortal life and then some.
Now, in ‘modern languages’ one important challenge is to be able to communicate – either through speaking or writing – and you can practice that by finding people who are also learning or are native speakers of your target language. Email them. WhatsApp them, Facebook them.
Let’s say in the worst case scenario you have no one to practice with – start reading aloud and training your speech, pronunciation, listening to your own voice how you can improve your intonation, linking words, etc. Record yourself (even if you hate the sound of your voice – tough it up!).
Regarding the fact you can’t afford a language course, there are many courses offered in Brazil by public universities (state and federal institutions) which offer some language courses for Specific Purposes at zero or low cost. Google them up. And make YouTube one of your teachers.
So… Finally, I’m answering your question with a resounding YES! Yes, You can learn English (or any other language all by yourself).
Now if you would like to have a language expert, enabler, facilitator, provider of positive feedback… feel free to contact me. Your investment will be worth your while.
As a long-standing reader of the Economist, I’ve encouraged my students to read this magazine (even though the publishers insist on calling it a newspaper). The quality of the text and the “high-brow” language have always been its benchmark. But the strengths of the Economist can also be its weaknesses.
When presented with a text the teacher will present the first description and the students will always feel the second:
In-depth texts = too long texts
Carefully chosen vocabulary = too difficult vocabulary
A sober text = very few pictures
But the challenge students face will be rewarded by being exposed to excellent writing (and when using the app they can also listen to the news stories).
When using authentic material I always try to employ all 4 main skills
(not necessarily in this order)
The possibilities to explore the text are huge but, please note that I won’t try to milk this cow until it’s bone dry. The activities are suggestions and I don’t see why keep on beating on a dead cow. Please forgive the pun (I’m not referring to the impeached President – heaven forbid).
So what did I do with this article?
Brazil has acquired some unique distinctions. For example, in Soccer? (students talk that it’s the only country to have won the football World Cup five times)
In natural resources? (students may talk about the country with the largest rainforest, etc)
And now, what is another distinction? (2 presidents impeached in 20 years)
a. Scanning for main ideas: What do you understand from the title and subtitle?
b.Read the first paragraph – what differences does the article present between Brazil’s 2 impeachments?
c. What lessons can be learned from the impeachment of former President Dilma Rousseff?
3. LISTENING –
students may listen to the whole text or the first and last paragraphs, for example. Have students read a few sentences out loud. Check vocabulary and pronunciation.
4. WRITING –
it can be as simple as writing sentences using keywords previously highlighted in the text to writing an essay defining in their own words the pros and cons of the current political and economic scenarios in Brazil.
As regarding vocabulary I’ve chosen 7 words in the text to focus on meaning and use (trying to include their context and word collocation). Why seven, you may ask – because it’s the symbol of perfection (or more accurately, because those were the words I thought worth checking with students in this specific article– choose one). The teacher may decide to highlight fewer or more words (my suggestion no more than 10). Regarding vocabulary, some students lack the practice of reading for gist and consequently try to understand and look up every single word they don’t know or aren’t sure about. Limiting the number of words the teacher will encourage students to do their own word searches on their own and learn to read on a more dynamic and productive pace.
Please find below the text. Have fun and let me know if these ideas helped and other ideas you may have used.
THE IMPEACHMENT COUNTRY
Does the ousting of Dilma Rousseff weaken or strengthen Brazil’s democracy?
AS WELL as its five football World Cup victories and the world’s largest rainforest, Brazil has just acquired another unique distinction. It is the only country to have impeached two presidents in just 24 years. In the first case, that of Fernando Collor, who resigned in 1992 on the brink of being condemned for corruption, impeachment commanded near-universal support, and could be read as a sign of democratic vigour. In the case of Dilma Rousseff, ousted by the Senate by 61 votes to 20 on August 31st, judgments are far more mixed. Even some who did not sympathise with Ms Rousseff think her oustingsulliesdemocracy. They worry that Brazil has devalued impeachment, turning it into a means to dump an unpopular ruler—and, in this case, replace her with her unequally unpopular vice-president, Michel Temer.
Some of the arguments Ms Rousseff deployed in two days of evidence before the Senate were mere propaganda. No, her impeachment was not a coup, of any description. It took place over nine months, in strict accordance with the constitution and supervised by the supreme court, a majority of whose members were nominated by Ms Rousseff or Luiz Inácio Lula da Silva, her predecessor and the founding leader of her left-wing Workers’ Party (PT).
The offence Ms Rousseff was accused of—using credits from public banks to swell the budget without the permission of Congress—is a “crime of responsibility” under Brazil’s impeachment law of 1950. But there the difficulties start. Her defenders are right that this charge was a relatively minor, technical matter. The lawyers who filed the impeachment petition hit upon it because there is no evidence that Ms Rousseff was personally corrupt. That is not true of Eduardo Cunha, the former Speaker of the lower house of congress. He accepted the petition, she plausibly claims, as an act of vengeance because she refused to help him evade expulsion over corruption allegations. It is troubling, too, that many of those who voted to oust her are accused of misdeeds. And Mr Temer, a 75-year-old political insider, hardly embodies the regeneration his country’s rotten politics need.
Yet that is not enough to turn the moral tables in Ms Rousseff’s favour: many of the “coup-plotters” had been for a decade allies (and several were ministers) of the president and her predecessor. Their corruption, if proved, is venal and personal. More sinister is that of the PT, which organised a vast kickback scheme centred on Petrobras as part of a “hegemonic project that involved growing control of parliament, of the judges and…of the media”, as Fernando Gabeira, a left-leaning former congressman, wrote in O Globo, a newspaper. Ms Rousseff chaired Petrobras’s board (in 2003-10) and then ruled the country while this scheme flourished. Her claim to know nothing of it, nor that her campaign guru in the election in 2014 was paid with bribe money, smacks of negligence.
On its own, the Petrobras scandal didn’t doom her. When Mr Cunha launched the impeachment last December, most political analysts expected it to fail. The subsequent stampede against the president owed everything to her own incompetence and to public opinion, which was enraged, too, by her catastrophic mishandling of the economy. Above all, she failed to build alliances in Congress, which need not always involve back-scratching. The crisis of governability in Brasília intolerably prolonged the economic slump, undermining some of the social progress made under Lula. It would have been resolved less divisively by Ms Rousseff resigning or by a fresh election. But she refused to step down, and an early election is constitutionally difficult.
So Brazil is where it is. And it offers some lessons. One is that Ms Rousseff has paid the ultimate price for her fiscal irresponsibility (which went far wider than those disputed credits). That ought to be a salutary warning to Latin America’s more spendthrift politicians. Second, Brazilians want to hold their governments to account. Mr Temer will lose all legitimacy if he yields to pressure from his friends to rein in the Petrobras investigation or helps Mr Cunha avoid justice.
The third lesson is that in Brazil, with its strong parliamentary tradition, no president can govern against Congress. When Ms Rousseff brandishes her 54m votes in the presidential election of 2014 as a defence, she forgets that they were for Mr Temer too, and that the senators have an equally valid democratic mandate. Brazil has thus offered a tutorial in constitutional theory to the likes of Nicolás Maduro, Venezuela’s dictatorial president. The legacy of a divisive impeachment is not all bad.