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The Art of Power Vocabulary Text
Hello, this is AJ.  Welcome to the vocabulary lesson for “The Art of Power.”  Let’s get
started right away, here we go.

Our first word is subconscious.  We’ve talked about this word already several times,
so I’ll review it quickly.  Subconscious means the deep part of your mind.  It’s the
deep emotions, the deep thoughts.  They’re not at the top of your mind, you’re not
thinking about them.  You don’t realize that they are there, they’re deep down.
And then, of course, the other kind of mind or consciousness is your conscious
mind.  Your conscious mind is what you are thinking about right now.  You know
what you’re thinking about.  You can kind of see it or hear it in your brain.  But the
subconscious is deeper.  You don’t see it or hear it immediately, it’s not obvious.  So
that’s subconscious.
Our next word is dormant, dormant.  So Thich Nhat Hanh said that often these
seeds of anger or the seeds of violence or the seeds of sadness and depression,
often they are dormant.  Dormant means sleeping.  Quite simply it means sleeping,
so, again, dormant.  If the seeds are dormant it means they’re sleeping.  They’re not
growing, they’re not active.  They’re not awake they are sleeping, so dormant
means sleeping.

You hear this word with volcanoes sometimes.  They’ll say it’s a dormant volcano.
Volcano is a big mountain, right?  It explodes sometimes.  Well if it’s a dormant
volcano it’s a sleeping volcano.  It’s not exploding, there’s nothing happening, it’s
asleep.  Okay, so dormant, again, dormant means sleeping or asleep.
Our next word is formation, formation.  He says that when these negative emotions,
these negative seeds are fed or watered, when you give them energy they become
mental formations.  So a formation is just a thing, an organized thing.  So, in other
words, they become real things.  They become alive, they become awake, they
become real things.
So before you had this seed of anger, but you weren’t angry.  It’s down there, it’s
asleep, nothing is happening.  But then maybe you watched the news or you’re
around a lot of angry people and then suddenly that seed starts growing.  And now
anger becomes real, it becomes a mental formation, it becomes a real idea.  It
becomes a real feeling in your brain, in your mind.  So, again, formation is
something that is real and organized, something that exists in reality.
All right, our next word is manifest.  We’ve had this before.  To manifest means to
become real.  Again, a very similar idea.  So if you say anger manifests in your
mind, it means it becomes real in your mind, it becomes alive.  So here we’re using
manifest as a verb, it’s the action.  Formation was a noun, it’s the actual thing.  But
manifest, to manifest, means to become real.  It’s an action, it’s a verb.
All right, next is the word trigger, to trigger.  I believe we have talked about this
word before, so I’ll review it quickly, to trigger.  He says “the environment can
trigger the seeds of anger.  The environment can trigger the seeds of depression or
sadness.”  So, to trigger, means to turn on, to turn on.
So before the anger is asleep, it’s dormant.  Something happens, it triggers the
anger.  It turns on the anger.  Now the anger is awake, now the anger is on.  It was
triggered.  So, again, to trigger means to suddenly turn on, to cause something to
turn on. Our next word is craving, craving.  He says “If you live in a positive environment
then the seeds of craving are not watered easily.”  Craving means desire, it means
wanting something a lot, wanting, wanting, wanting.  But it has a negative feeling.
It’s kind of a negative word.  So it means wanting something that’s not healthy,
wanting something too much.
So, for example, I crave fat foods.  I crave lots of money.  It means you must have
it.  You really, really, really want it and you’re constantly thinking about it.  So here
I’m using it as a verb, to crave.  To crave means to want a lot, to want too much.  It
really has this idea of too much.  You want too much, you’re obsessed.  So craving is
a noun and to crave, the verb, to want too much.
Our next word is diligence.  Diligence really means discipline.  It means self-control,
control of yourself, control of your thoughts and control of your desires and control
of your emotions.  It’s discipline, self-discipline.  So, again, that’s diligence.
Diligence also has the idea of being careful, right?  It means being careful.  And the
adjective is diligent, diligent.  If you say “He is a diligent person” it means he is a
very careful person, very disciplined, very careful.  The opposite would be reckless.
Not careful, just totally doing anything and never thinking about it, never being
careful.  That’s the opposite.  So diligent, again, means disciplined and very careful.
Diligent is the adjective, diligence is the noun.
So Thich Nhat Hanh says “We need diligence to be happy.”  It means we need to
have discipline.  We need to control our environment more.  We have to be careful.
We have to be disciplined.  We have to be controlled about what we watch and what
we read.  We have to be diligent about our friends.  We have to be careful that we
choose positive friends.  We have to be disciplined.
Okay, our next word is suppress.  He says “Be careful, don’t water the negative
seeds.”  But he says “Also, don’t suppress them.”  Don’t suppress.  Suppress means
to push down by force.  It means to use force, to push down.
So, for example, you feel angry, you’re starting to feel angry, right?  It’s already
happening.  It’s too late its happening.  I’m angry err!  Well if you suppress anger it
means you ha-ah, ho-ah, mmmhhh and you don’t say anything, right?  You push the
anger down.  You don’t say anything, you don’t do anything.  You don’t show your
anger, you pretend.  You are angry, but you pretend you’re not.
That’s suppression, the noun, suppression.  Or the verb is to suppress.  You are
suppressing your anger, you’re pushing it down.  You’re pretending it’s not there.
You are angry, but you’re pretending you’re not.  So that’s not healthy, that’s not
good.  So Thich Nhat Hanh is saying don’t suppress your anger.  If it comes up, if it’s
too late it already came up, well then you have to be honest and be open.  Yes, I’m
angry.  You don’t push it down.  You don’t pretend you’re not angry because you’ll
give yourself a heart attack, it’s very unhealthy.
But he’s saying what you want to do is prevent the anger from happening, stop it
before it happens.  So by feeding yourself a lot of positive thoughts, a lot of positive
videos, a lot of positive books, a lot of positive people, the anger won’t come up.
But if it does come up don’t suppress it, don’t push it down.
Okay, our final word is wholesome, wholesome.  He says you want to find a lot of
wholesome influences.  You want to find wholesome books.  You want to find
wholesome elements within you and within your environment.  You want to be
around wholesome people.  Wholesome means good and healthy, good and healthy,
wholesome.  So, again, wholesome means good and healthy.
So, for example, wholesome food, you should eat wholesome food.  It means you
should eat good and healthy food, wholesome food.  Or he’s a very wholesome
person.  He’s a very good and healthy person.  Wholesome.
Okay, well that is all for our vocabulary lesson for “The Art of Power.”  Listen to it a few times so you understand the vocabulary and then listen and focus on the other
lessons in this lesson pack.  I’ll talk to you later.

file_name: The Art of Power Vocabulary Text.docx

title: The Art of Power Vocabulary Text


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Тhe Art of Power Mini-Story Text
Hello, welcome to the mini-story for “The Art of Power.”  Let’s begin.
* * * * *
Sally was a cow.  And Sally the cow craved chocolate.  She desired chocolate.  She
had to have chocolate all the time.  She always wanted chocolate.   She craved it.
Who craved chocolate?
Sally, Sally the cow craved chocolate.
What was Sally?
She was a cow.  Sally was a cow.
How did she feel about chocolate?
She craved it.  Sally craved chocolate.  She wanted it so much.  She thought about
chocolate all the time.  I must have chocolate!
So she craved vanilla, right?  No, wrong, she did not crave vanilla she craved
chocolate.  She thought about chocolate all the time.
So do you think Sally was thin or fat?
Well exactly, of course, she was fat.  She was obese, very, very fat.  Sally was an
obese cow.
Why was she an obese cow?
Because she craved chocolate every day and she ate chocolate every day.
Why was she fat?
Because she craved chocolate and ate chocolate every single day, all the time.
Of course, Sally wanted to lose weight.  So, first, she tried to suppress her craving.
Did she accept her craving or did she suppress her craving?
Well, she tried to suppress it.  She tried to push it down.  I don’t want chocolate.  I
don’t want chocolate.  I don’t want chocolate.  I don’t need chocolate.
She tried to pretend that she didn’t want chocolate.   She tried to suppress, push
down her craving.
What did she try to suppress?
Her craving for chocolate.  She tried to suppress her craving for chocolate.
What did she crave?
Chocolate.  She craved chocolate.
What did she do to this craving?
Well, she suppressed it.  Well, she tried to suppress it.  She tried to push it away.
She tried to push it down.
Who tried to suppress her craving for chocolate?
Sally the cow.  Sally the cow tried to suppress her craving for chocolate.
Why did she try to suppress her craving for chocolate?
Well, because she wanted to lose weight.  She wanted to lose weight, so she tried to
suppress her craving for chocolate.
Who tried?  Who tried to suppress her craving?
Sally, Sally the cow tired to suppress her craving for chocolate.
But, unfortunately, one day she saw a candy bar in the store and the candy bar
triggered her craving.
What did she see in the store?
That’s right she saw a candy bar in the store.
What kind of candy bar did she see, obviously?
Well, obviously, she saw a chocolate candy bar.
Where did she see the candy bar, the chocolate candy bar?
In the store.  She saw a chocolate candy bar in the store. What did the chocolate candy bar do to her?
It triggered her craving for chocolate.
Did it turn on her craving for chocolate?
Oh, yes, it did.  It triggered her craving for chocolate.
Did it give power to her craving for chocolate?
Absolutely, yes.  It triggered her craving for chocolate.
What triggered Sally’s craving for chocolate?
A candy bar.  Seeing the candy bar.  A candy bar triggered her craving for
chocolate.
What kind of craving did it trigger?
Well, a craving for chocolate.  It triggered her craving for chocolate.
Whose craving did it trigger?
Sally’s craving.  The candy bar triggered Sally’s craving for chocolate.  It turned on
the craving again.
So she saw a candy bar and it triggered her craving for chocolate.  She said I must
have chocolate!  And so she bought 4,000 chocolate bars and she ate all of them.
How many chocolate bars did she buy?
Four Thousand.  She bought 4,000 chocolate bars.  She ate all of them very fast and
she became more fat.
Why did she become more fat?
Well, because she ate 4,000 candy bars in one day, chocolate candy bars of
course.
Oh, no, poor Sally.  Now she was even fatter.  Well, she decided not to suppress her
cravings anymore, not to push them down.  Instead she decided to study yoga.
Sally the cow studied yoga every day and she learned discipline and diligence from
yoga.
What did she study?
She studied, she learned yoga.
How often did she practice yoga?
Every day.  She practiced yoga every day.
What did she learn from yoga?
Well, she learned discipline and diligence.  She learned to control herself.  She
learned how to be in control of her feelings and her thoughts.  She learned
diligence.  She learned how to be careful about her thoughts and her feelings.
So what did she learn from yoga?
Diligence.  She learned diligence from yoga.  Yoga taught her diligence.
Did she learn laziness from yoga?
No, no, no, the opposite.  She didn’t learn laziness, she learned diligence.  She
learned to be controlled and strong with her mind and her emotions.
Who learned diligence from yoga?
Sally, Sally the cow learned diligence from yoga.
What did she learn diligence from?
From yoga.  She learned diligence from yoga.
What did she study?
She studied yoga.  Sally the cow studied yoga and she learned diligence, control
and discipline from yoga.
Eventually, over time, her chocolate cravings lessened.  They became weaker and
weaker, they became smaller and smaller and eventually her chocolate cravings
became dormant.
What happened to her chocolate cravings?
They became dormant.  They became quiet, they went to sleep, zzzzzzhhhhhh. Were her chocolate cravings awakened, strengthened or were they made
dormant?
Well, they were made dormant.  They became dormant, they went to sleep.
What became dormant?
Sally’s chocolate cravings became dormant.  They became weaker and weaker and
finally asleep.  Her chocolate cravings, her desire for chocolate became dormant.
They became sleepy and weak.
Whose chocolate cravings became dormant?
Sally’s, Sally’s chocolate cravings became dormant, became sleepy, became quiet.
Did her vanilla cravings become dormant or did her chocolate cravings become
dormant?
Well, obviously, of course, her chocolate cravings became dormant.
Why did her chocolate cravings become dormant?
Because now she had diligence.  She had self-control, she had diligence.  Because
she had diligence, her chocolate cravings became dormant, became quiet and went
to sleep.
Did she want chocolate anymore?
No, she didn’t.  Her chocolate cravings were dormant.  And so her chocolate
cravings became dormant.  Sally ate only wholesome, healthy food.
What kind of food did Sally eat?
She ate only wholesome food, only healthy food, only good, healthy food.
Did she eat junk food or did she eat wholesome food?
She ate wholesome food.  Good, healthy food.
What did she eat?
Wholesome food.  She ate wholesome food.
Who ate wholesome food?
Sally, Sally at wholesome food.
What was Sally?
She was a cow.  Sally was a cow.  Sally was a cow and she ate only wholesome
food.
What kind of food did she eat?
Wholesome food.  She ate only wholesome food.
As a result, Sally became thin and gorgeous and sexy.  She became a thin,
gorgeous, sexy cow.  All the male cows wanted her.
What kind of cow did Sally become?
She became a thin, gorgeous, sexy cow.
Who wanted Sally?
All the male cows.  All the men cows.  All the male cows wanted Sally because now
she was a thin, gorgeous, sexy cow.
* * * * *
And that is the end of the mini-story for “The Art of Power.”  Listen to it many times,
pause and answer the questions.  Always answer the questions with a strong voice.
Always have a strong physiology, shoulders back, chin up, eyes up, big smile, strong
voice, breathing deep, moving your body.
So-so important, this is so important.  When you do this you teach your mind, you
teach your brain to confident when you speak English.  You’re English will improve
much, much faster.  Okay, that’s the end of the mini-story.  I’ll see you next time.

file_name: Тhe Art of Power Mini.docx

английский язык

group: Дисциплины

администрации

group: Педагогика

доп. образование взрослых

group: Другое

title: Тhe Art of Power Mini-Story Text


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The Art of Power POV Text
Hello, this is AJ.  Welcome to the POV stories for “The Art of Power.”  Let’s start.
Since 2002 Sally has craved chocolate.  She has wanted it every day, every hour of
her life since 2002.  She has become, unfortunately, super fat because she has
craved chocolate so much.  So Sally, since 2002, has become super fat because she
has craved chocolate every day and every hour.
Now, of course, during this time she has wanted to lose weight.  She has wanted to
lose weight all this time.  Every day she has thought about it.  Every day she has
thought, oh, I want to lose weight.  In fact, every day she has tried to suppress her
craving for chocolate.  She has tried to push down the craving.  She has tired to
pretend that she didn’t crave chocolate.
But, of course, this suppression has failed.  It has always failed.  In fact, one day it
failed in a huge way, it was a super big failure one day.  Because one day she saw a
candy bar in the store and the candy bar triggered her craving and she bought
4,000 chocolate candy bars.  She ate all of them in one day.
So on that day she stopped trying to suppress her craving.  Instead she decided to
study yoga.  And she went to a yoga studio and she studied yoga.  By studying yoga
she learned discipline and diligence.  And because she learned diligence her
chocolate cravings lessened.  They got weaker and weaker, until one day they
became totally dormant, totally asleep, totally quiet.  Her chocolate cravings
became dormant
And after that she ate only wholesome, healthy food.  And because she ate only
wholesome food she became thinner and thinner.  In fact, she became a thin,
gorgeous and sexy cow.  And so all the male cows wanted her, they her because
she was thin, gorgeous and sexy.
Okay, that’s the end of our first POV story.  Next we go into the future.  You already
know this, so let’s do it!  Let’s start.
In the future there will be a cow and her name will be Sarah.  Sarah is going to
crave chocolate.  She’s going to crave chocolate every minute, every hour of every
day.  Of course, she’ll become super fat.  Sarah the cow will be a super fat cow
because she’s going to crave chocolate.
Now she’ll want to lose weight, yes, definitely.  And she’ll try to suppress her craving
for chocolate, but she will fail.  She won’t be able to suppress it totally.  In fact, one
day she’s going to see a chocolate bar in the store.  That chocolate bar will trigger
her craving for chocolate and she’ll buy 4,000 chocolate bars and eat all of them in
one day.
She’ll become even fatter and she’ll stop trying to suppress her craving.  Instead
she’ll decide to study yoga.  She’ll go to a yoga studio every day and she’ll study
and practice yoga every day.  By studying yoga she’ll learn diligence and discipline.
As a result, her chocolate cravings will lessen.  They’ll get weaker and weaker and,
finally, they’ll become totally dormant.
After that she’s going to eat only wholesome, healthy food.  And she’ll become
thinner and thinner and thinner until one day she’ll be a thin, gorgeous, sexy cow
and all the male cows are going to want her.  They’re going to want her because
she’s so damn sexy! Okay, that is the end of the POV stories for “The Art of Power.”  Listen to them every
day for at least one week.
See you next time.  Bye-bye.

file_name: The Art of Power POV Text.docx

title: The Art of Power POV Text


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Excitement Main Text
Hi, this is AJ, welcome to our next lesson.  This one is called “Excitement.”  We’re
going to talk about excitement and I’m going to read a little section from a book
called The 4-Hour Work Week, which is a fantastic book.  I love this book.
In fact, I’m going to do a few lessons based on sections of this book because I really,
really love it.  I think it’s just an incredible book that really has a very creative way
of looking at life and work and enjoying yourself.
The theme of the book, really, is enjoying your life.  I mean that is really what the
book is all about and Tim Ferriss is the writer of the book.  Again, the book’s title is
The 4Hour Work Week written by Tim Ferriss.  Absolutely excellent book, I highly
recommend it.  Now the section we’re going to talk about today is about
excitement.  So let me read what Tim has to say about excitement and then I’ll talk
more about it.  So here we go.
“What do you want?  Well, first let’s ask a better question.  Most people will never
know what they want.  I don’t know what I want.  If you ask me what I want to do in
the next five months for language learning, on the other hand, I do know.  It’s a
matter of specificity.  What do you want is too imprecise to produce a meaningful
and actionable answer.  Forget about it.
What are your goals is similarly fated for confusion and guesswork.  To rephrase the
question we need to take a step back and look at the bigger picture.  Let’s assume
we have 10 goals and we achieve them.  What is the desired outcome that makes
all the effort worthwhile?  The most common response is what I also would have
suggested five years ago, happiness.  I no longer believe this is a good answer.  I no
longer believe that happiness is the reason we achieve goals.
Happiness can be bought with a bottle of wine and the idea of happiness has
become ambiguous through overuse.  There is a more precise alternative that
reflects what I believe is the actual objective for achieving goals.  Bear with me.
What is the opposite of happiness?  Sadness?  No.  Just as love and hate are two
sides of the same coin, so are happiness and sadness.  Crying out of happiness is a
perfect illustration of this idea.
So, for example, the opposite of love is not hate.  The opposite of love is
indifference and the opposite of happiness is boredom.  Excitement is the more
practical synonym of happiness and it is precisely what you should strive to chase,
it’s the cure all.  When people suggest that you follow your passion or that you
follow your bliss, I believe they are, in fact, referring to the same idea, excitement.
This brings us full circle.  It brings us back to the beginning, to our beginning
question.  The question you should be asking isn’t what do I want, it’s not what are
my goals, the question you should be asking yourself all the time is what would
excite me?”
Okay, that’s a nice little section from Tim Ferriss from The 4-Hour Workweek.  And,
you know, I think he’s right.  Happiness can be found right now very easily.  You
don’t need to achieve a goal to be happy.  You don’t need to speak perfect English
to be happy.  You don’t need a lot of money to be happy.  You don’t need to do
anything.  You can just smile, make your physiology strong and be grateful for
everything you have now.
Be aware.  Be grateful of everything you have now in your life, your family, your
friends, all the people you love and who love you.  All the great opportunities you have in your life, your health.  All of us have so many great things in our life.
Happiness is really just a choice, an emotional choice.  You choose to be happy.  You
can make yourself happy right now in any situation.
So we don’t need to have goals to be happy.  We don’t need to achieve things and
get success to be happy.  But if we want passion, if we want excitement, well, that’s
where goals come in.  Goals make us grow.  They push us to become more, to try
new things, to become bigger and better people, to live amazing lives.  That’s why
we have goals because, as many people have said, you’re either growing or your
dying.

So we can be happy anytime, anywhere, but if we really want to be passionate, we
really want to feel powerful, positive emotions and feel this incredible energy, well,
we need to grow.  We need to feel excited about our lives, not just happy, excited.
That’s the reason to have goals.
So when you’re choosing your goals – and this is the most important point from this
section – when you’re choosing your goals don’t choose small goals.  Don’t choose
boring goals, boring goals are useless.  Why have a goal if it’s boring?  Just stay the
same.
The only reason to choose a goal and to try to achieve a goal is if it excites you.  It
will give you energy and passion and excitement, trying to get it and actually
getting it.  You should feel excited about both.  That is the purpose of goals.  They
provide energy, they provide excitement.  So when you choose goals you must, you
absolutely must choose exciting goals.
When you write that goal down you should feel excited immediately.  If you don’t
it’s a bad goal, throw it away and make a new one.  All of your goals, your health
goals, your money goals, your job and work goals, your relationship goals, your
language learning goals, they should all be super exciting to you.  Not just a little
bit, “Oh, that would be nice,” no, no, no, no, you should feel passionate and excited
just thinking about it.  “Wow that would be great!”
So let’s talk about money, for example, because it’s just such an easy, clear thing to
talk about, it’s easy to measure.  So let’s say money, you decide “Oh, I’d like to
have a little more money.”  Well that goal sucks.  There’s no excitement in getting a
little more money, it doesn’t excite anybody.
But let’s say you love cars and you say “I want enough money to buy a new Ferrari,
a hot, red, fast, Ferrari, woo-who!”  Well, as we’ve talked about before, that’s
exciting.  That’s a real goal.  You will now have a lot of excitement and energy trying
to get more money.  Because now you have something exciting, you have an
exciting reason to do it.  You’ll be excited trying to get the money and if you
succeed you will be very excited to buy that car.
Or maybe you have a more generous goal that excites you.  Maybe your goal is to
help hundreds or thousands of homeless people, to give food to people who are
hungry and to see the happiness on their face.  That’s exciting.  That’s an exciting
reason to get more money.  You can wakeup every day and feel fantastic about that
goal.  It will give you energy every single day and when you accomplish that goal
you will feel great, you will be excited when it happens.  That’s a great reason to get
more money, also.
So, again, excitement is what we’re looking for.  That energy, that passion, that
excitement, that’s the purpose of goals, so you need to evaluate every one of your goals.  And, yes, we’re sort of repeating some of the ideas we’ve had in the past.
It’s okay.  This is a very important subject.
And I want you to think about it again from a little bit different point of view here,
that your life should be exciting.  You’ve got one life, you’re going to die.  We all are
going to die.  Do you want to get to the end of your life, look back, and say well, it
was kind of boring?  It was okay, so-so.  It wasn’t bad.”  I mean that’s a wasted life.
That sucks.  You might as well end right now if that’s your poor little goal.  That
sucks!
But I know you don’t want that because you’re listening to me still.  You would have
quit by now if that’s what you wanted.  I know you want more.  You want to get to
the end of your life and look back and say “I lived an amazing life!  I’m excited
about all the great things I did!  I’m excited about all the people I helped!  I’m
excited about all the things I learned!”
Well that’s what you want in your life right not too, don’t you?  Don’t you want to be
excited about your job or your career, about your work?  If you’re not you need to
change something.  You need a bigger goal, a bigger more exciting goal.  You need
to keep making that goal bigger and bigger and bigger until you do feel excited.
That’s when you know it’s a good goal, when you start feeling excited and a little
scared, as you know.
And it’s the same when you talk about your body or learning English or anything.
You’ve got to find the excitement in it and that’s so much more powerful than just
achieving something.  If you achieve, you make a million dollars, but you’re not
excited, there’s no exciting reason, you won’t be happy.  In fact, probably the
opposite, you’re going to feel very sad and disappointed.  So find that excitement,
find your passions in life and choose goals that excite you.  That is the only reason
to have a goal.

All right, good luck.  I hope that you’ll go our Member Forums and write your goals.
Tell everybody about your goals.  We want to know.  Make us excited.  I’m excited to
read great goals that other people have and I’m really excited to hear when they’re
working on them.  So, please, go the Forums and write down your exciting goals.
Share your exciting goals with all of us, all of your Effortless English Club members
and family.  Share your big, exciting goals with us.
And then, you know, every week or every month, tell us what you’re doing.  How’s it
going?  And when you have successes, when you achieve exciting goals, when you
feel great and excited, please, go to the Forums, share your excitement.
You know most other groups, most other peer groups, most other learning groups
they’re always just complaining all the time.  It’s so negative.  It just takes all the
energy out.  But not our club, our club is the opposite.  We share our excitement, we
share our successes, we share our passion.  That is the purpose of the Forums, it’s
the purpose of our Master Member Site, it is the purpose of the Effortless English
Club.
So I’m asking you, please, share your excitement, share your positive energy with
us.  Give it to other people, inspire other members.  Let’s do that for each other and
build an amazing community, an amazing family of English learners.  All right, I will
see you next time.

file_name: Excitement Main Text.docx

title: Excitement Main Text


extracted_text:
Excitement Vocabulary Text
Hello, this is AJ, welcome to the vocabulary lesson for “Excitement.”  Let’s start.
Our first word is specificity, specificity, a little difficult to pronounce, specificity.  In
fact, many native speakers have trouble pronouncing this word, especially if you say
it fast in a sentence, specificity, specificity, specificity.  Sometimes I have trouble
pronouncing it, too, but I’m doing it correctly now, specificity.
Specificity is the noun.  Specificity means, um…specific-ness is what it really means,
right?  It means being specific, being detailed, being very exact.  It’s kind of the
opposite of generality.  Generality is the situation of being very general.  So, for
example, you say “I want a lot more money.” That statement is a generality, right?
It’s not detailed.  But if you say “I want $2,496”, well that statement has specificity.
It has detail.  It has specific-ness, so that’s specificity.
Our next word is imprecise.  Imprecise is an adjective.  And, in fact, it’s the opposite
of specific and it’s the opposite of precise.  Precise is very similar to specific, it
means you’d be very exact, very detailed.  So, again, “I want $2,496.20.”  That’s
precise, that’s detailed.
The opposite is imprecise, meaning not detailed, not precise.  Imprecise means “I’d
like some more money,” right?  That’s not detailed.  It’s very general, it’s
imprecise.  So Tim Ferris is saying that the question “what do I want”, it’s an
imprecise question.  It’s not a specific question, it’s too general.  It’s too imprecise.

Our next word is fated, to be fated.  He says the question “what are your goals”,
that question is fated for confusion, it’s fated to cause confusion.  To be fated for
means to be destined for.  It means something that absolutely will happen in the
future or soon.  So to be fated for confusion, it means it absolutely will create
confusion in the near future or in the far future.  So that question, that general
question, what are your goals or what are my goals or what do I want, it’s fated to
cause confusion.  It absolutely will cause confusion.
Next is the word worthwhile.  So he’s saying “What is the purpose of goals?  Why
are goals worthwhile?”  Worthwhile means beneficial.  So why are goals beneficial?
Why are goals useful, helpful, good to do, good to have, worthwhile?  So worthwhile,
again, beneficial, helpful, useful, worthwhile, so worthwhile, why are goals useful?
Why are goals worthwhile?  Why are they worthwhile?
Our next word is ambiguous.  He says that “The idea of happiness is too
ambiguous.”  And, again, ambiguous has this idea of being imprecise, general.  Not
clear is what it really means.  Ambiguous means not clear.  Not easy to understand,
not really clear.  It’s a little bit confusing, a little bit too general, a little bit unclear,
all those ideas, ambiguous, ambiguous.
So happiness is ambiguous.  He means that we’re not quite sure, what exactly is
happiness?  What does it mean exactly?  In his opinion it’s an ambiguous word.  It
means we’re not really sure what it means.  We’re not totally clear.  We have a
general idea, but we’re not exactly sure.  We’re not totally clear.  We’re ambiguous
about it.  We’re unclear about it.  So, again, ambiguous means not clear, not
perfectly clear.  It’s the opposite of perfectly clear, ambiguous, ambiguous.
Next we have the phrase bear with me.  He says “Bear with me.”  Bear with me
while I ask more questions.  Bear with me is an idiom and it means be patient with
me.  It means be patient.  Please be patient with me.  So we say it when we need someone to be patient.  Maybe we’re going to talk a lot.  Maybe we’re trying to
explain a difficult idea, so we want the other person to be patient.  So we say “Bear
with me” and then we explain, right?
He says “Bear with me while I ask more questions.”  Be patient with me while I ask
more questions.  Please be patient with me.  That’s what bear with me means.  So
bear with me means be patient with me.  Please be patient with me.  Bear with me,
bear with me.  So we say it any time we’re explaining something difficult, any time
we want the other person to be patient.  We think they need to be patient with us.
We’re doing something that requires them to be patient.  Bear with me.

Our next word is indifference.  Tim Ferriss says “The opposite of love is not hate.
The opposite of love is indifference.”  Indifference means not caring, no emotion,
totally not caring about something.  So let’s talk about an easy example a sports
team.  Let’s say Manchester United, soccer team, football team.  So maybe some
people love Manchester United, they love them.  They’re great, they’re great!  And
then some people hate them, right?  I hate Manchester United, they suck!  I hate
‘em!
So both of those emotions, they’re very strong, right?  Love is a very powerful,
strong emotion.  Hate is a powerful, strong emotion.  Both people, both groups of
people, have strong emotions.  Both care a lot, right?  If someone hates Manchester
United they care, they still care a lot.  They want Manchester United to fail.  They
have a lot of emotion about Manchester United.
But indifference is the opposite, it means no emotion about a subject, you don’t
care.  And he adjective is indifferent.  So if you say “I’m indifferent about
Manchester United.  I’m totally indifferent.”  You don’t care.  If they win you don’t
care.  If they lose you don’t care.  You have no emotion, no interest, no caring at all.
So indifference is the noun or the adjective is to be indifferent.  “I’m indifferent
about that topic.  I’m indifferent about Manchester United.”  Don’t care, no emotion,
zero caring, indifferent.
Alright, our next word is synonym.  “Excitement is the real synonym for happiness”,
is what he said.  So synonym is just a word that means the same as another word,
they’re similar words, similar meanings.  So every vocabulary lesson in these Power
English Lessons, every vocabulary lesson, is really a synonym lesson because I tell
you other words that have similar meanings.
So he says “Happiness and excitement are synonyms.”  It means they’re very close
together, the meaning is very close.  Two words with very close meanings, very
similar meanings, that’s a synonym.

Alright, our next and final word is bliss.  He says “Many people suggest that you
follow your passion.  Many people suggest that you follow your bliss.”  Bliss is a very
strong word and it means super happiness, incredible happiness.  It’s much stronger
than happiness.  Happiness is kind of an average word, a normal kind of emotion.
Bliss is a very strong, powerful emotion, much stronger than happiness.
So it’s a synonym.  It means, basically, the same.  It means happiness, but it means
very powerful happiness, very strong happiness, a lot of happiness, that’s bliss.  So,
again, bliss.  Bliss is very, very powerful happiness.  It’s a much stronger word, bliss,
bliss. Okay, then, that is the end of our vocabulary lesson for “Excitement.”  I will see you
next time.

file_name: Excitement Vocabulary Text.docx

title: Excitement Vocabulary Text


extracted_text:
Сценарий конкурса «Старшеклассник года  2016»
Место проведения – актовый зал ДДТ
Время проведения – 14.30.
Ведущие – К. Виктория
П. Антон
А. Максим
Фанфары
Добрый день, уважаемые участники конкурса «Старшеклассник года».
Привет, привет, привет светлым лицам!
Привет, привет, привет светлым глазам!
Привет, привет, привет всем старшеклассникам!
Привет всем вам!
Даёшь  творчество!
Даёшь – горение!
Даёшь – понимание и единение!
Желаем здоровья, желаем добра! Всем старшеклассникам, наше –УРА!
Ведущий 1. Сегодня в зале собрались представители  старшеклассников из
____образовательных организаций Людиновского района!
Ведущий 2. В творческом состязании определится обладатель звания
«Старшеклассник 2016 года», который и будет представлять наш район на
региональном конкурсе.
Ведущий 3. А вместе с ним и еще два участника, которые наберут
наибольшее количество баллов.
Ведущий 1. Сегодня главное и ключевое слово  ВМЕСТЕ! Только вместе –
мы способны решать все вопросы, при этом демонстрируя организованность,
открытость, доброжелательность каждого.
Ведущий 2. Умение взаимодействовать не только в своей команде, но и с
лидерами других команд.
Ведущий 3. Только вместе можно добиться положительных результатов
совместной работы.
Ведущий 1. Готовы? Если – да, аплодисменты!
Сегодня вместе с вами будут ведущие  Виктория,  Антон,  Анна,  Максим.
И наше уважаемое жюри
 ведущий специалист отдела мониторинга отдела образования
администрации муниципального района «Город Людиново и
Людиновский район».
 начальник отдела социального развития администрации муниципального
района «Город Людиново и Людиновский район».
 председатель Людиновской городской детской организации.
 учитель русского языка и литературы школы №
 председатель районного детского актива  корреспондент газеты «Экспресспровинция»
Ведущий 1. Девиз конкурса « Россию строить молодым!»

Ведущий 2. В программе конкурса  деловая презентация старшеклассников.
Ведущий 3. А между выступлениями участников – творческая импровизация
болельщиков.
Ведущий 2. Кто «ЗА», утопите нас в овациях!
Ведущий 1. Согласно жеребьевке первым на нашу сцену приглашается
представитель _________________
На сцене представитель образовательной организации
_____________________________
Свой приветственный короткий фейерверк начинает старшеклассник
__________________
Ведущий 2. Как часто мы слышим, что всё самое лучшее в России уже было.
Что все победы нашей великой России только в прошлом. Но сильная Россия
нужна и сегодня. Каждый россиянин гордится, что живёт в ней сейчас.
Ведущий 3. Дорогие друзья! Вы получаете планшеты, на которых через три
минуты появятся ваши предложения по улучшению нашего города. Нужно
указать место и действия по его усовершенствованию.
Ведущий 1.Уважаемые участники конкурса. Петр Вяземский, близкий друг и
постоянный корреспондент А. С. Пушкина; « чья  переписка с поэтом для нас
— сокровищница остроумия, тонкой критики и хорошего русского языка»,
говорил:
«В бездействии тупом ослабевает ум,
Кто мыслит, тот могущ,
А кто могущ – свободен!».
Вам предлагается вставить в выданном  тексте пропущенные буквы и знаки
препинания. Выполненное задание сдать в жюри.
Ведущий 3. Жюри подводит итоги второго конкурсного задания, а мы с вами
приступаем к творческому заданию и перевоплощаемся в скульпторов.
Ведущий 2. Да, нет же в знатоков музыки.
Ведущий 3. Ну, хорошо, в скульпторов, разбирающихся в музыке).
Ведущий 2. Вам предлагается  изобразить скульптуру, отражающую характер
музыкального фрагмента.
Ну, например(показывает) Ведущий 3. Какаято странная у тебя скульптура получилась.
Ведущий 2. Правильно, я же не памятник!
Ведущий 3. Учитывается оригинальность показа и соблюдение сценической
культуры.
Звучит три музыкальных фрагмента.
Ведущий 2. Мне больше всего понравился участник
Ведущий 3. Тсс! Это решает жюри.
Ведущий 2. Дорогие участники нашего конкурса. Вам предлагается поведать
всем присутствующим о роли дополнительного образования в  вашей жизни и
жизни членов вашей семьи. На это вам отводится одна минута.
Продемонстрируйте свое красноречие, пожалуйста.
Участники по очереди подходят к микрофону и говорят.
Ведущий 2. Спасибо за интересный рассказ о роли дополнительного
образования. Займите, пожалуйста, свои места в зале.
Участники садятся в зал.
Ведущий 1. Кто из сегодняшних старшеклассников не мечтает изменить
окружающий мир, сделать его лучше, добрее, чище, прекраснее? Можно просто
мечтать об этом: «Вот вырасту и тогда…»,
Ведущий 2. а можно делать это уже сегодня, начав с себя, с преодоления своих
собственных трудностей, слабостей. Ведь новому миру нужны сильные, умные,
умелые люди. Изменяя, улучшая, совершенствуя себя, мы совершенствуем мир!
И лучше делать это единой командой!
Танец «Кто, если не мы»
Ведущий 3. В этом году Дом детского творчества празднует круглую дату. С
начала учебного года для людей разных возрастов проводятся  юбилейные
мероприятия. 5 декабря во Дворце культуры имени Григория Давыдовича
Гогиберидзе состоялся большой праздник детства.
Слайды.
В год  двадцатипятилетия  Дома детского творчества на сцене Дома детского
творчества вас приветствует образцовый детский коллектив Дома детского
творчества______________
Танец
Содружество дел, содружество мысли.
Мы вместе творить и работать привыкли!
В содружестве нашем живём и творим,
Любимому делу «Да!» говорим!
Дружба, единство, творчества дух – Песня
Всё это есть, здесь каждый друг!
Верим в удачу, верим в успех,
Рады стараться мы для всех!
Слово жюри
Номинации
«Звезда первой величины»
«Восходящая звезда»
Звездная команда»
«Под счастливой звездой»
Звезда надежды»
«Звездный экипаж»
«Звёздный Олимп»
1 место, 2 место, 3 место
Подведение итогов. Награждение

file_name: СЦЕНАРИЙ Старшеклассник года.docx

title: Конкурс "Старшеклассник года".


extracted_text:
Excitement Mini-Story Text
Hi, this is AJ, welcome to the mini-story for “Excitement.”
* * * * *
There was a guy named Brad.  Brad was a student.  Brad was a poor student, he
needed money for school.
What was Brad?
A student, Brad was a student.
What did he need?
He needed money, Brad needed money.
What did he need money for?
For school, Brad needed money for school.
What kind of student was Brad?
Well, he was a poor student.  Brad was a poor student and he needed money for
school.
Was he a rich student?
No, of course not, he was not a rich student.  He was a poor student.  Brad was a
poor student who needed money for school.
So he needed money and he had a worthwhile purpose.
Was his purpose worthwhile?  Was it good, beneficial, useful?
Well, yes, it was, it was worthwhile.  It was a good, beneficial, purpose.
What was his purpose?  Why did he need money?
Well, he needed money for school, to pay for university, to pay for college.  He had
a worthwhile reason for needing money.
What kind of purpose did he have for needing money?
A worthwhile purpose, it was a very good reason to need money.
Who had a worthwhile purpose?
Brad, Brad had a worthwhile purpose.
He had a worthwhile what?
Purpose, he had a worthwhile purpose for needing money.
And what was his worthwhile purpose?
Well, school, university.  His purpose for money, his purpose for needing money, for
getting money, was school.  He needed money for school.
So Brad had a very worthwhile purpose.  He had a very worthwhile reason for
needing money.  And, so, of course, he got a gun and he went to a convenience
store.
What did Brad get?
A gun, Brad got a gun.
Where did he go?
To a convenience store.  Brad got a gun and he went to a convenience store.
What did he have?
He had a gun.
Who had a gun?
Brad, Brad had a gun and he went to a convenience store.
Why did he go to a convenience store?
Well, to steal money, of course, obviously.  Brad got a gun and went to a
convenience store to steal money.
Why did he want to steal money?
Because he had a worthwhile purpose, he needed money for school.
So Brad got a gun, he went to a convenience store to get money for school.  It was a worthwhile purpose.  He walked into the store with his gun (pow).  And he said to
the clerk “Give me some money!” and he pointed the gun at the clerk.
What did he do with the gun?
He pointed the gun at the clerk.
Where did he point the gun?
At the clerk, he pointed the gun at the clerk.
Who did he point the gun at?
He pointed the gun at the clerk.
Who pointed the gun at the clerk?
Brad, Brad pointed the gun at the clerk.
What did Brad say?
He said “Give me some money!”
Who did he say that to?
To the clerk, he said that to the clerk.  He said to the clerk “Give me some money!”
and he pointed the gun at the clerk.
Where did he point the gun?
At the clerk.
Where was Brad?
He was in a convenience store.  Brad was in a convenience store and he said to the
clerk “Give me some money!” while pointing the gun at the clerk.
Was the clerk scared?
Actually, no, the clerk was not scared.
The clerk said “That’s a very imprecise request, how about some specificity?”

What?  What did he say?
The clerk said “That’s a very imprecise request, how about some specificity?”  He
was a very intelligent clerk and he was not scared.
What kind of request did the clerk want?
Well, he wanted a precise request, a detailed, specific request.
Did he want a precise request or did he want an imprecise request?
He wanted a precise request.  He said “That’s a very imprecise request.  It’s a very
general request, how about some specificity?”
Did he want Brad to be specific?
Yes, he did.  He wanted Brad to be specific.
Specific about what?
Specific about how much money he wanted.
Brad said “Give me some money, some money.”
Was Brad precise?  Was Brad specific?
No, he wasn’t.  He was very imprecise, he said some, give me some money.  That’s
very imprecise.
So the clerk wanted specificity or he wanted a general request?
Well, he wanted specificity.  He wanted a specific request, a precise request from
Brad.
In fact, the clerk said to Brad “Don’t be ambiguous.  Tell me exactly how much you
want.”
Did he want Brad to be ambiguous, unclear?
No, no, no, no, no, no, he didn’t.   He said “Don’t be ambiguous.”
Who did he not want to be ambiguous?
Brad.  He did not want Brad to be ambiguous.  He said “Don’t be ambiguous.  Don’t
be unclear.”  He said “Tell me exactly how much you want.”
Who said “Don’t be ambiguous?”
The clerk.  The clerk at the convenience store said “Don’t be ambiguous.” Who did he say “don’t be ambiguous” to?
Well, he said it to Brad.  He said to Brad “Don’t be ambiguous.”
Did he want Brad to be ambiguous or did he want Brad to be specific and clear?
Well, he wanted Brad to be very clear.  He said “Don’t, do not be ambiguous.  Do
not be unclear.  Do not be confusing.”  He said “Tell me exactly how much you
want.”
How did Brad feel?
He was surprised!  He was surprised by the clerk’s answer and he was silent.
Did Brad talk?
No, he didn’t.  He did not talk, he was silent.
And how did he feel?
He was surprised.  Brad was surprised and he stood silent, silently with the gun.
He stood silently with the gun thinking.  And then he said “I don’t know.  Bear with
me while I think.”
Did Brad want the clerk to be patient with him?
Yes, that’s right.  He said “Bear with me.  Bear with me while I think.”  Be patient
while I think.
Who said bear with me?
Well, Brad did.  Brad said “Bear with me while I think.  Please be patient while I
think.”
Who did he want to be patient?
He wanted the clerk to be patient.  He said to the clerk “Bear with me while I think.
Be patient while I think.”
Did the clerk say bear with me?
Not the clerk.  He didn’t say that, Brad said that.  Brad said “Bear with me.”

Why did Brad want the clerk to be patient?
Well, because he needed to think for a long time about his answer, about how much
money he wanted exactly.  Brad needed to think about that answer, he didn’t know.
So he said to the clerk “Bear with me while I think about the answer.”
And he thought and he thought and he thought.  He stood silently with the gun for
17.5 hours.
How long did Brad think?
He thought for 17.5 hours, seventeen and a half hours.
Who thought for seventeen and a half hours?
Brad did.  Brad thought for seventeen and a half hours.
What was he thinking about?
Well, he was thinking about how much money he wanted exactly, precisely.
How long did he think?
Seventeen and a half hours.
Who thought for seventeen and a half hours?
Brad, Brad thought for seventeen and a half hours.  He stood silently for seventeen
and a half hours.
And, finally, after seventeen and a half hours Brad spoke.  He asked the clerk for
$7,298.  He said “I want precisely $7,298.”
Did Brad’s answer have specificity?
Yes, it did, it did have specificity.  It had details, it was specific.
What kind of answer did Brad finally give?
He finally gave a specific answer.  He finally gave a precise answer.
How much money did he ask for?
He asked for $7,298. Why did he ask for $7,298?
Because that’s exactly how much money he needed for school.  Oh, of course.
Well, the clerk smiled and said “Okay, that’s a great, specific answer.”  And he gave
Brad $7,298.  Brad immediately went home, then he went to school and he paid his
university.  Brad was very happy because now he could study.
How did Brad feel?
Brad felt very happy because now he could study in school once again.
* * * * *
And that is the end of the mini-story for “Excitement.”  See you next time.

file_name: Excitement Mini.docx

title: Excitement Mini-Story Text


extracted_text:
Excitement POV Text
Hi, this is AJ, welcome to the point of view mini-stories for “Excitement.”  Let’s get
started.
Since last year Brad has needed money for school.  He has been very poor since
last year.  He lost all his money last year, so since last year he has needed money
for school.  Of course, he has had a worthwhile purpose for needing money.  He’s
had a worthwhile reason for needing money, during this whole time from last year
up until recently.

So Brad has needed money for school since last year and since last year he has had
a worthwhile purpose.  And during this time he has thought about money every
day.  He has tried to find a way to get more money, but he has failed.  Since last
year, up until recently, he has failed to get more money, so he has not been able to
go to school.
Well one day he got a great idea, he got a gun and he went to a convenience store.
He went into the store, he pointed the gun at the clerk and he said “Give me some
money!”  And the clerk said “Now that’s a very imprecise request, how about some
specificity?  Don’t be ambiguous.  Tell me exactly how much you want.”
Well Brad was surprised and he was silent for a while.  And then finally he said “I
don’t know.  Ah, bear with me while I think.”  Well then Brad was silent again.  He
stood with the gun, thinking for a long, long time, thinking about the clerk’s
question, the clerk’s request.
He thought for seventeen and a half hours and then, finally, after seventeen and a
half hours Brad asked for $7,298, precisely.  And because Brad’s request was
precise the clerk gave it to him.  The clerk gave him exactly $7,298.  Brad ran
home.  Then he ran to school with the money.  He paid for school and he started to
study again.  Of course, Brad was very, very happy.  What a happy story.
Okay, next, same story, this time from a future point of view.  This time using a
future timeframe, let’s go to the future, shall we?
In the future there will be a student named Brad and Brad is going to need money
for school.  He’ll be a poor student and he won’t have money for school.  Brad’s
going to think about this problem a lot.  Now, of course, he’ll have a worthwhile
purpose.  It’s a worthwhile purpose to need money for school.
So he’s going to have a worthwhile purpose and, finally, he’s going to think of an
idea.  “Aha, I know how to get money,” he’ll think.  He’ll grab a gun and he’ll go to a
convenience store.  He’ll go into the convenience store with his gun, he’ll point his
gun at the clerk and he’s going to say exactly this.  “Give me some money!”  The
clerk will be calm, he won’t be scared.  And the clerk will say “That’s a very
imprecise request, how about some specificity?  Don’t be ambiguous.  Tell me
exactly how much you want.”
Well this is going to confuse Brad and surprise him.  He’ll be silent for a while and
then finally he’ll say “I don’t know.  Ah, bear with me while I think.”  Then Brad will
think.  He’ll think and he’ll think and he’ll think, he’ll think for a very, very long
time.  In fact, he’s going to think for seventeen and a half hours, standing in the
convenience store pointing his gun at the clerk. Finally, after seventeen and a half hours, he’ll ask the clerk for precisely $7,298.
And the clerk will be happy, “Ah, great, that’s a precise request.”  The clerk will give
him the money.  The clerk will give him exactly $7,298.  Brad will take the money,
he’ll run home and then he’ll run to school.  He’ll pay for his school, he will begin to
study again and he will be very, very happy.
And that’s the end of the point of view stories for “Excitement.”

file_name: Excitement POV Text.docx

title: Excitement POV Text


extracted_text:
Adventure Main Text
Hello, this is AJ.  Here we are again for our next lesson.  Now this lesson, once again,
is based on a small excerpt, a small section from the book The 4-Hour Workweek by
Tim Ferriss.  Again, I highly recommend this book.  It’s a fantastic book, just a great
book.  I love it.
And this lesson is called “Adventure”, one of my favorite words, in fact, adventure.
And in this section Tim Ferriss talks about what he calls “ADD for Adults.”  Now it’s a
bit of a joke because ADD means Attention Deficit Disorder.  You don’t need to
understand that.  But, what it means basically, is its children who cannot
concentrate.  So usually it’s something for children and it’s a child who cannot
concentrate.  And usually this happens in school, right?  They can’t concentrate and
so the doctors or the school or the teachers they decide “Your child has ADD.  Your
child has a problem.  He can’t concentrate.”
Now, in my opinion, this is mostly a bullshit diagnosis.  This is mostly a bullshit
problem.  Because the real problem is bored because the school sucks!  So, in my
opinion, ADD is actually quite healthy.  Healthy children get ADD because they’re
bored in school because the schools suck, so usually a teaching problem.  In fact, in
my opinion, always, 100%, the teachers and the school are responsible.  You don’t
blame the child.  You don’t blame the student, even if it’s an adult student.  You
have to take responsibility.
Anyway, this ADD thing he’s kind of joking about this.  But he has a different
definition for ADD for adults, not for children.  He calls it “Adventure Deficit
Disorder.”  Deficit means you don’t have enough.  Disorder is like a disease.  So
adult ADD means adults who don’t have enough adventure in their life, they don’t
have enough adventure in their life.  And Tim Ferriss believes this is a very serious
disease that most adults have.
So what he’s saying is most adults are damn boring, they’re boring.  They have no
adventure in their life.  They have no excitement in their life.  And I agree, most of
the adults I have met are boring, there’s no adventure in their life.
So, Tim Ferriss talks about getting more adventure into your life.  Not just having
exciting goals, but having your entire life be an adventure.  It means you’re trying
new things, you’re growing.  You’re doing difficult things sometimes, sometimes
scary things, but exciting, too.  So let me read this section and then I’ll talk more
about it.
“Adventure Deficit Disorder”– Somewhere between college graduation and your
second job a chorus of people enters your internal dialogue in your mind, in your
head.  They say ‘Be realistic and stop pretending.  Life isn’t like the movies, stop
dreaming.’
If you’re five years old and you say you want to be an astronaut your parents tell
you that you can be anything you want to be.  It’s harmless, like telling a child that
Santa Clause exists.  If you’re 25 and you announce that you want to start a new
circus the response is quite different.  People say ‘Be realistic, become a lawyer,
become an accountant or a doctor.  Have babies and raise your babies to repeat the
same cycle.’
If you do manage to ignore all the doubters and you start your own business,
adventure deficit disorder does not disappear it just takes a different form.  For
example, when I started my own company in 2001 it was with a clear goal in mind.
My goal was to make $1,000 per day.  And my goal was to make $1,000 per day from passive income, to make money whether I was banging my head on a
computer or cutting my toenails on the beach.  This business was to be an
automated source of cash flow.
But, if you look at my chronology, it is obvious that this didn’t happen until a
meltdown forced it despite the income.  Why?  Well, my goal wasn’t specific
enough.  I had not defined alternative activities that would replace the initial
workload.  Therefore I just continued working, even though there was no financial
need.
I needed to feel productive and I had no other activities.  This is how most people
work until death.  Most people think ‘I’ll just work until I have $1,000 or $1,000,000
and then I’ll do what I want.’  However, if you don’t define the alternative activities
that dollar figure will increase indefinitely so that you can avoid the fear-inducing
uncertainty of not know what to do next.  This is why both employees and
entrepreneurs become fat men in red BMWs.”
Alright, that’s quite a little section there.  Tim Ferriss has quite strong ideas, as you
can see, about life and about working.  In his opinion, working for money is a bad
thing.  You want to work for passion.  You want to work for excitement.  You want to
have a life full of passion and excitement, you’re life should not be dominated by
trying to get money.
But he says what happens is that a lot of times we work and work and work not
because we need money, just because we’re afraid to do something else.  We don’t
know what else to do.  For example, a lot of people who retire, after they retire they
lose their passion for life, they’re very unhappy.  That seems crazy.  Why are they
unhappy they’re free?  It’s because they don’t know what else to do.  They have no
other dreams.
So what he’s saying is that we often work a lot, just to avoid thinking about our life.
Because we have no imagination, we’ve lost our imagination, we’ve lost our
dreams, and so we just focus on work all the time.  And, you know, I can relate to
this story.
This story sounds similar to my own story.  Because after about one year, after I
started my company Effortless English, well after one year I was making enough
money.  I didn’t need to work and yet I was still on the computer all the time.  I still
do it sometimes, on the computer checking the advertising, checking the sales all
the time.  Why am I doing this?  Well because I haven’t created enough other
activities that are exciting and passionate for me.
Now I’m doing that now, but I have to be careful about this.  I have to be careful
that I don’t focus on work just to avoid boredom, just to avoid adventure.  I have to
make myself be adventurous.  That’s why I travel all the time.  That’s why I spend
three to four months in Southeast Asia.  So I break my pattern so I don’t just get
stuck in this same boring routine doing the same thing all the time.  I force myself
to break that, every year, break it, and go someplace different than San
Francisco.
And so you need to do that, too.  You have to find some adventure in your life.  Go
someplace new.  Find a new crazy goal, something strange and wonderful.  Don’t
get stuck just working, working, working.  And if you have a job where you’re forced
to work, work and work all the time, you know, get a new job for God sakes.  Find a
new job. Even if you start your own company, don’t let the company own you.  You own the
company the company does not own you.  Make sure you create a company that
will give you plenty of free time so that you can have adventure in your life, so you
can travel, where you can learn amazing new things, different things.  Not for
money, just to learn, just to enjoy, just for the challenge and the adventure.
So find other activities outside of work.  If work is your only focus in life you’re going
to become boring.  That’s why I’m taking singing lessons and I’m practicing singing
every day.  Because I’ve always wanted to do music and to be a singer, so now I’m
doing it and it’s exciting.  I love it.  That’s why I travel to Thailand and to Malaysia
and why I want to go to Vietnam and to South India and I want to go all over the
world.  Because it’s an adventure, I don’t know what’s going to happen.  There’s
always a surprise every day when I do that.  It’s not the same boring routine all the
time.
And so I encourage you to do the exact same thing.  Do something crazy, do
something different.  Bring surprise into your life.  Bring variety into your life.  Bring
adventure into your life.  Go find it.  If you do that you’ll find that, again, your
energy and your love for life are going to increase so much.  So I challenge you, go
find adventure.
Have you been just doing the same thing every day, every week, every year after
year?  Well it’s never too late, change it.  Break that pattern and just do something
crazy and fun and adventurous.  You will not regret it, you’ll be so happy you did it.
And then make it a habit again and again.  Always be finding new adventures,
breaking your patterns.
Any time you just find yourself doing the same thing again, again, again, break it
and do something different, do something new.  Even if it’s crazy, just do it.  Travel
to some new place you’ve never been.  And don’t just travel, don’t plan the
vacation, go without a guide book.  Try that.  You’ve never been there, no guide
book, oh my God.  That will be fun.  That will be surprising and interesting.  That will
be adventurous.
Or start some crazy new project, even in your hometown.  Go do something totally
different that you’ve never done before.  Start breaking those mental patterns then
you’ll get more creativity in your life and more energy.
Alright, I will see you next time.  I want to hear about your adventures.  Again, go to
the Forums, tell us your adventures.  What crazy, fun, amazing things are you doing
now or have you decided to do soon?  Tell us.  Tell us so we can become excited.
Maybe we’ll try it, too.  Maybe we’ll join you.

file_name: Adventure Main Text.docx

title: Adventure Main Text


extracted_text:
САМОАНАЛИЗ РАБОТЫ УЧИТЕЛЯ ЗА ________ ________ УЧЕБНЫЙ ГОД
Ф.И.О. учителя ____________________________________
предмет_______________________________            категория
_________________________________________звание ________________________________
стаж работы  ________________ , в том числе в ГОУ « Бугаёвская школа №14»
__________________
Тема самообразования,  над которой
работал учитель  в течение года
Цели
Задачи
Результат
1 БЛОК. САМООБРАЗОВАНИЕ УЧИТЕЛЯ
2 БЛОК. РЕЗУЛЬТАТЫ КАЧЕСТВЕННОЙ УСПЕВАЕМОСТИ УЧАЩИХСЯ ПО ПРЕДМЕТУ
2.1.Качество освоения учебных программ за год
класс
предмет
5
%
4
количество учащихся имеющих
%
%
3
2
%
1
% н/а % успева
емости
%
качества Предмет
Форма
2.2.Анализ итоговой аттестации по предмету
Количество учеников имеющих
ниже
годовой
колво / %
выше годовой
колво / %
Вывод
5  (%)
4  (%)
3  (%)
2  (%)
Анализ типичных ошибок  и их причины
Необходимые меры по коррекции
Предмет
Форма
Количество учеников имеющих
Вывод
2.3.Анализ итоговой контрольной работы  по предмету
5  (%)
4  (%)
3  (%)
2  (%)
Анализ типичных ошибок  и их причины
Необходимые меры по коррекции класс
предмет
3 БЛОК. ИНДИВИДУАЛЬНАЯ РАБОТА С УЧАЩИМИСЯ
3.1.Работа с неуспевающими детьми
Неуспевающие учащиеся
фамилия, имя
%
Проведённая
работа с неуспевающим учащимся
Работа проведенная с родителями  ___________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Результат_________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
класс
3.2. Индивидуальная работа с мотивированными на обучение  детьми
предмет
Формы проводимой работы
Учащиеся, имеющие «5»
фамилия, имя
%
 с одаренными детьми
Работа проведенная с родителями  ___________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Результат ________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4 БЛОК. РЕЗУЛЬТАТИВНОСТЬ УЧАСТИЯ В ОЛИМПИАДАХ, КОНКУРСАХ
4.1. Участие в олимпиадах
Результат участия в олимпиадах предмет,
 класс
фамилия, имя
ученика
школьный
районный
областной
место
колво набранных баллов
(из максимально возможных)
место
колво набранных баллов
(из максимально возможных)
место
колво набранных баллов
(из максимально возможных)
Позитивные тенденции
Причины позитивных тенденций
Негативные тенденции
Причины негативных тенденций
Необходимые меры по коррекции
4.2. Участие в научно  – исследовательской деятельности
№ Ф.И. ученика, класс
тема научно –
форма
исследовательской работы
школьный
Результат участия
районный
областной
Позитивные тенденции
Причины позитивных тенденций Негативные тенденции
Причины негативных тенденций
Необходимые меры по коррекции
5 БЛОК. ПОВЫШЕНИЕ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ УЧИТЕЛЯ
5.1. Обобщение и распространение ППО
№
Вид публикации
Библиографическое описание опубликованного материала/название
работы, место издания, название издательства, год, количество страниц
Наличие
сертификата
5.2. Участие в работе педагогических и методических мероприятиях, семинарах, выставках
№
Название мероприятия
Уровень мероприятия
Формы участия
№
Дата
прохождения
Форма
(очно, дистанционно,
Тема курсовой работы
и др.)
Проблема, над которой
работает учитель в
межкурсовой период
№, дата
подтверждающего
документа
5.3. Курсовая подготовка
Авторские программы
Элективные курсы
5.4. Продукт деятельности
№
Дидактические материалы
Вид №
Наименование технологии
Уровень освоения
5.5. Какими технологиями овладели
5.6. Количество посещенных уроков, данных открытых уроков
Даны открытые уроки
дата
предмет, класс, тема
Формы
проведенных открытых уроков
Сколько посетили уроков
дата
Ф.И.О.
учителя
предмет, класс, тема
Чем бы Вы могли поделиться с коллегами, выступить на педагогическом совете, провести мероприятие и
др.? ____________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
6 БЛОК. ИННОВАЦИОННАЯ ДЕЯТЕЛЬНОСТЬ УЧИТЕЛЯ
Тема инновационной работы/проекта,
Активность участия в работе над
над которым Вы работаете
инновационным проектом
методического объединения
Результаты/продукт
вашей работы над темой/проектом
В чём Вы испытываете затруднения и в какой методической помощи Вы нуждаетесь? _________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Замечания и предложения к администрации школы на следующий учебный год:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
ОБЩИЙ ВЫВОД ПО РЕЗУЛЬТАТАМ РАБОТЫ ЗА ГОД
(произвольная форма)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
«____»________ 201__ г.         ___________ /__________________________
                                                                                роспись учителя                                 Ф.И.О. учителя

file_name: самоанализ работы учителя.docx

intro:
Бланк самоанализа работы учителя состоит из следующих блоков:
1.	Самообразование учителя;
2.	Результаты качественной успеваемости учащихся по предмету за прошедший учебный год;
3.	Индивидуальная работа с учащимися (одаренными и слабоуспевающими учащимися );
4.	Результаты участия в районных, областных олимпиадах по предметам, научном обществе учащихся;
5.	Повышение профессиональной компетентности учителя;
6.	Инновационная деятельность учителя;
7.	Общие выводы по результатам работы за прошедший учебный год.

title: Самоанализ работы учителя за учебный год


extracted_text:
Adventure Vocabulary Text
Hello, welcome to the vocabulary lesson for “Adventure.”  Now this will be a little bit
shorter because it’s a little bit easier this time.  Let’s start at the very beginning we
have the phrase ‘internal dialogue’.
He says that after you graduate from college or perhaps high school and maybe
before your second job, sometime in that time period, a chorus of people…chorus
means group, a group of people…a group of people enters your internal dialogue.
Internal means inside, so he means inside your mind, inside your brain.  Dialogue
means conversation.
So what is he talking about?  He means that other people’s opinions, what other
people say, it gets inside your head.  You start hearing all these suggestions and
advice because everybody is telling you what to do.  Your parents are telling you,
you know, get a good job.  Get a good job.  Get a good.  Get a good job.  And so that
becomes part of your internal dialogue.  It becomes part of your conversation, the
conversation in your brain.
So internal dialogue means the conversation happening inside your head and other
people put those ideas in your head.  They become part of your internal
conversation, internal dialogue.
Okay, next we talked about the word deficit.  Deficit means not enough.  It means
not having enough.  So adventure deficit means not having enough adventure, not
having enough adventure.  And disorder basically means disease.  It’s a kind of
disease.  But it’s really more of a mental disease.  We use it for mental problems, so
we say a mental disorder, a mental disease.
All right, next we go down a little bit and we see the word automated, automated.
So Tim Ferriss created a company and his idea was to have automated income.
Automated means automatic, it has this idea of being done by machines or
computers.  So automated income means automatic income, it means he doesn’t
have to work for it, it just happens automatically.
So, for example, he has a website.  People buy his product and the computer takes
the money from the credit card.  The computer sends information to the
warehouse.  The warehouse sends the product to the customer.  Tim Ferris does
nothing, he sits on the beach.  He doesn’t need to do anything, everything is
automatic, right?  There’s an automatic system.  So that’s what automated means,
automated means a process that is automatic, a process that happens
automatically.

So his idea was to have a business that was automated.  That means the business
happened automatically with computers, with other people and he wouldn’t need to
do anything.  That was his idea.  In fact, he wanted automated cash flow.  Cash
means money.  Flow means movement, moving, movement, so money, movement,
cash flow.
Of course, he’s talking about positive cash flow.  It means money moving to him,
right?   Money coming to him, it means the money is moving from his business to
his pocket or to his bank.  That’s cash flow.  Negative cash flow means the money is
leaving your bank.  It’s going to other people.  You don’t want that you want.  You
want positive cash flow, money moving to you. So he wanted automated cash flow, automatic money coming to him.  That was his
goal.  But he says there was a problem.  He says “If you look at my chronology you
will see that it did not happen in the beginning.”  So he said if you look at my
chronology, chronology means history.  It’s almost exactly the same meaning.
Chronology means history or timeline.  But history is really a simple synonym, a
simple word that means the same thing.
So he says if you look at my history, if you look at my chronology.  Look at my
history when I started the company and then the first year, the second year, the
third year, look at that chronology, look at that history.  He says “If you look at that
chronology, if you look at that history, you see that I did not stop working.”  He said
“I could have.  I could have had automated income, but instead I kept working and
working and working.  I didn’t need to work, but I kept working anyway.”
He said “I worked until a meltdown forced me to stop working.”  A meltdown, what’s
a meltdown?  A meltdown is an emotional crisis.  It means you totally lose control of
your emotions, usually because of stress.  So you’re working, more pressure, more
stress, more stress, more stress, you’re trying to control, you’re trying to control and
suddenly, aaahhh, meltdown!  You lose all your control.  You lose all your emotional
control.  You just go crazy, basically.
So this happened to Tim Ferriss.  He built this company and he was making more
money, more money, and more money.  He was working harder, harder, harder,
more, more, more, more, more stress, more stress, more stress, more busy, more
busy, more busy.  Finally, his mind and body broke.  A meltdown, he lost control,
aaaahhh, I can’t do this, too much stress!  He totally lost control, he had a
meltdown.
And when he lost control of his feelings he just kind of went crazy for a while.  He
finally stopped, he realized, oh my God, what am I doing?  Why am I working so
much?  I don’t need to, I have plenty of money.  Why am I still working, working,
working?  Why am I so stressed?  I have enough money.  My money can be
automated.  Why am I doing this?  Why am I making my life unhappy?  Why am I
making my life so stressed?  That’s what he asked himself after the meltdown, after
the emotional crisis.
And he realized the reason was that he did not have alternate activities, other
activities to replace the workload.  Workload means amount of work, very simple.
It’s the amount of work you have.  You can say “I have a heavy workload.”  A heavy
workload means you have a lot of work to do, you’re super busy.
Or you can say “I have a light workload.”  It means you don’t have much to do.
You’re not busy.  Your job is quite easy.  Or you could even talk about it just
temporarily, you can say “This week I have a very light workload.  But next week,
wow, next week I have a very heavy workload.”  So it’s just the amount of work you
have.
So he’s saying his problem was he had this heavy workload and he could stop, but
the problem was he had nothing to replace it with.  He didn’t have something else
to do, so he was afraid.  “If I stop working I’ll be totally bored and that will be even
more horrible.  It will make me even more unhappy.”  So that’s why he kept
working, working, working, working, working, he didn’t have an exciting alternative
to work. And then, finally, of course he had a meltdown, ah, he kind of went crazy because of
all the stress.  And then he realized, wow, I need more exciting, more meaningful
alternatives.  I don’t want to be a slave to my business.
And then, finally, we have the word inducing, fear-inducing.  He said “We work and
work and work more and more and more to avoid the fear-inducing uncertainty.”
Fearinducing uncertainty.  Inducing means causing, so it’s fear-causing uncertainty,
the uncertainly causes fear.  That’s what the phrase means.
So he’s saying we want to avoid uncertainly that causes fear.  We don’t like
uncertainty.  We don’t want to be uncertain because it causes fear, it induces fear.
So here we’re using it as an adjective, fear-inducing uncertainty.  What kind of
certainty?  Fear-causing uncertainty, fear-inducing uncertainty.
So he’s saying if you don’t have other big dreams you’ll be afraid, you’ll be
uncertain.  I don’t know what to do.  What will I do?  There’s nothing there.  That’s
very scary, so you keep working, working, working.
So he’s saying if you have big dreams, other activities outside work then you will
have certainty and you will not be afraid.  No fear-inducing uncertainty or fear-
causing uncertainty.
All right, well, that’s the end of our vocabulary lesson for “Adventure.”
Let’s move on to the mini-story.

file_name: Adventure Vocabulary Text.docx

title: Adventure Vocabulary Text


extracted_text:
Adventure Mini-Story Text
Hello, this is AJ.  Welcome to the mini-story for “Adventure.”
Michelle hated her job.  Her workload was too heavy.
Why did she hate her job?
Well, because her workload was too heavy.  She had too much work.
Whose workload was too heavy?
Michelle’s, Michelle’s workload was too heavy.
How did Michelle feel about her job?
She hated it.  Michelle hated her job.
Why did she hate her job?
Well, because her workload was too heavy.  She hated her job because her workload
was too heavy.
Was her workload too light, too easy?
No it wasn’t.  It wasn’t too light it was too heavy.  Her workload was too heavy.
What was too heavy?
Her workload.  Her workload was too heavy, so she hated her job.
Now Michelle made a lot of money.  She was a Vice President at IBM.
What was her position?
Well, Vice President.  Her position was Vice President.
Which company was she a Vice President at?
IBM.  She was a Vice President at IBM.
What was her position?
Vice President.  Michelle was a Vice President at IBM.
Did she make a little money or a lot of money?
Well, of course, she made a lot of money.  She had a very high-paying job.  She was
a Vice President at IBM.  Michelle made a lot of money.
Who made a lot of money?
Michelle, Michelle made a lot of money at IBM.
In fact, she got great cash flow from her job.
Did she have great cash flow from her job?
Oh, yeah, great cash flow, a lot of money moving from IBM into her bank.
She had a lot of money coming to her.  She had great cash flow.
Did Michelle have bad cash flow or great cash flow?
She had great cash flow.
Was her cash flow positive or negative?
Positive.  She had more money coming, less money leaving her bank.
More money coming in, less going out.  That’s positive cash flow.  Michelle had very
positive cash flow.
Why did Michelle have positive cash flow?
Well, because she had a great job at IBM.  She was a Vice President at IBM.  She
made a lot of money, so she had positive cash flow not negative cash flow.
So what was the problem?
Well, the problem was her workload was too heavy, so Michelle was miserable.
Was she happy?
No, no, no, very, very unhappy.  She was miserable.
Why was Michelle miserable?
Because her workload was too heavy.  She felt a lot of stress.  She was too busy.
Her workload was too much.
Well one day, finally, she had a meltdown.
Did she lose control of her emotions one day?
That’s right.  She lost control of her emotions one day.  She had a meltdown. What did she have?
A meltdown.  Michelle had a meltdown.
Why did she have a meltdown?
Because she was too stressed, she had a very heavy workload.  She was too
stressed, so, finally, one day she had a meltdown.
Was she in control of her emotions or did she have a meltdown?
Well, obviously, she had a meltdown.  She lost control of her emotions.  She had a
total, complete meltdown, total complete loss of control.
She had a meltdown.  She screamed at her boss.  She said “I have too much work!  I
hate this God damn job!”  Ooh, wow, she did lose control.  She had a meltdown, she
was screaming at her boss.  “Aaahhh, I hate this damn job!  I hate it!  I hate it!  I
hate it!”  She screamed and yelled at her boss.  She yelled for five hours “I hate this
job!  I hate it!  I hate it!  I hate it!  I hate it!”  It was a total meltdown.  She totally
lost control of her emotions.  She screamed and screamed and screamed.
Wow.  Was it a small meltdown or a total meltdown?
Man, it was a total meltdown.  A complete meltdown, she totally lost control.  She
went crazy screaming at her boss.  “I hate this job!  I have too much work!”
Phew, wow, poor Michelle.  Well after five hours of screaming at her boss, ah, she
stopped.  And her boss said “Well, no problem.  We’ll just automate your job.”
Ha, what did her boss want to do?
He wanted to automate her job.
Did he want computers and machines to do her job?
That’s right.  He wanted computes and machines to do her job.  He wanted her job
to become automatic, no person necessary.
What did her boss decide to do?
He decided to automate Michelle’s job.
Was he going to hire a new person for her job?
No, he was not.  He wanted computers and machines to do her job.  He wanted to
automate her job.
What did he want to automate?
Michelle’s job.  He wanted to automate Michelle’s job.
Whose job did he want to automate?
Well, Michelle’s job.  Her boss wanted to automate Michelle’s job.
And so he did, he automated her job.  Michelle was replaced by a computer.  She
lost her job.
What happened to Michelle’s job?
It was automated.  Michelle’s job was automated.  It became automatic.
What was Michelle replaced by?
A computer.  Michelle was replaced by a computer.  She lost her job to a computer.
Her job was automated.
How did Michelle feel now?
Super happy, of course!  She was very happy.  She moved to a beach in Thailand
and she relaxed every day.  It was wonderful.
How did she feel about losing her job?
She felt great!
Where did she move?
She moved to Thailand, paradise.
How did she feel?
She felt relaxed and happy.
* * * * * And that is the end of the mini-story for “Adventure.”
See you next time.  Big smile, deep breathe, strong physiology.

file_name: Adventure Mini.docx

title: Adventure Mini-Story Text


extracted_text:
Adventure POV Text
Hello this is AJ.  Welcome to the point of view stories for “Adventure.”  Let’s begin.
For the last five years Michelle has hated her job.  She has really hated her job for
the last five years.  Why?  Well, because for the last five years her workload has
been much too heavy.  She has had a very heavy workload for the last five years.
Now she has made a lot of money.  For the last five years she’s made tons of
money, a huge amount of money.  She has been a Vice President of IBM for the last
five years.  So five years ago she got this job, Vice President.  Since five years ago…
for the last five years…she has been a Vice President at IBM.  During that time she
has made a lot of money every year.  In fact, for the last five years she has had a lot
of cash flow, very strong positive cash flow.  She’s had great cash flow during that
time.
But, unfortunately, Michelle has been miserable.  She has been totally, completely
miserable at her job.  She has been miserable because she’s been stressed, she’s
been so stressed.  And the stress has built and it has built and it has built until,
finally, one day she had a meltdown, a total complete meltdown.  She screamed at
her boss, she said “I have too much work!  I hate this damn job!  I hate it!  I hate it!
I hate it!  I hate it!”
Woo, she had a total meltdown.  In fact, she screamed at her boss for five hours
without stopping.  It was a total meltdown.  She lost all control of her emotions.
And, finally, after five hours of screaming, ah, she stopped.  And her boss was kind
of angry, actually.  And he said “Well, no problem!  We’ll just automate your job.”
And he did, he automated Michelle’s job.
Michelle was replaced by a computer.  But she was very happy because she moved
to Thailand and she lived on a beach and every day she felt relaxed and happy.
Okay, that’s the end of our first story and you’ll notice, again, there was a change.
By now you should understand and you should know why the change happened.
Just listen to it, just see it, understand the meaning and do not think about grammar
terms.  For God’s sakes, please don’t do that.
Let’s go to the next story, into the future.  In the future there will be a woman
named Michelle.  Michelle is going to hate her job because her workload will be
much too heavy.  She’ll have too much work.  Yes, she’s going to make a lot of
money.  Her job is going to be Vice President at IBM.  She’ll be a Vice President at
IBM.
And she’s going to have great positive cash flow, lots of money coming to her into
her bank account.  But the problem is going to be that she will be miserable.  She’s
going to be totally miserable because of her job.  She’s going to have so much
stress in her life.  And, finally, one day she’ll have a meltdown.  She’ll scream at her
boss “Ah!  I have too much work!  I hate this job!  I hate it!  I hate it!  I hate it!  I
hate it!”
She’ll scream and she’ll scream and she’ll scream for five hours.  Finally, after five
hours, she’ll stop, ah.  Now her boss, he’ll be a little angry.  And he’ll say “Well, no
problem!  We’ll automate your job!”  And he’s going to automate her job.  Michelle
will be replaced by a computer.  But it’s okay because she’s going to be super
happy.  She’ll move to Thailand, she’ll live on a beach and she’ll feel relaxed and
happy every day.
Okay, that is the end of the point of view stories, the POV lesson for “Adventure.”  I
will see you next time.  Bye-bye.

file_name: Adventure POV Text.docx

intro:
Hello this is AJ.  Welcome to the point of view stories for “Adventure.”  Let’s begin.
For the last five years Michelle has hated her job.  She has really hated her job for the last five years.  Why?  Well, because for the last five years her workload has been much too heavy.  She has had a very heavy workload for the last five years.
Now she has made a lot of money.  For the last five years she’s made tons of money, a huge amount of money.  She has been a Vice President of IBM for the last five years.  So five years ago she got this job, Vice President.  Since five years ago…for the last five years…she has been a Vice President at IBM.  During that time she has made a lot of money every year.  In fact, for the last five years she has had a lot of cash flow, very strong positive cash flow.  She’s had great cash flow during that time.

title: Adventure POV Text