OpenLLM-France/wikimedia huggingface dataset:
# English for Teachers/Unit 5/Chapter 1

​Unit 5
Chapter 1
Expressions of Comparison (p. 456)
-er
-est
more/the most + adj. like, the same...as
as...as
different/differ from
less...than
NOTE: "so... as" usage restricted to formal writing after negatives only.
I. Recognition
Identify all expressions of comparison in the Comprehensive Reading.
II. Quotations/Proverbs/Idioms
Heaven has no rage like love to hatred turned, Nor hell a fury like a woman scorned.
My love is like a red, red rose.
Like father, like son.
leaks like a sieve
drinks like a fish
eats like a horse
smokes like a chimney
walks like a man quick like a bunny
Americans are the most materialistic of peoples, and, on the other hand, they are the most idealistic; the most revolutionary and, conversely, the most conservative; the most rampantly individualistic, and, simultaneously, the most gregarious and herd-like; the most irreverent toward their elders, and contrariwise, the most abject worshippers of "Mom."
- What's American about America by J.A. Kouwenhoven
My love is deeper than the deepest ocean,
Wider than the sky;
Warmer than the warmest sunshine.
Softer than a sigh.
- From an American folksong
III. Exchanges
A: Are Korean schools very different from American schools?
B: Yes, I think so.
A: How does Korean education compare with American education?
B: Korean education is better than American education.
A: Are American students more independent than Korean students?
B: I don't know. What do you think?
A: In my opinion, yes.
IV. Writing
A. Here is a list of items which represent American schools. Make a similar list of items which you feel represent Korean schools. Explain any differences. Are there any common elements?
B. Connect the following pairs of sentences using:
| as + | much many | + as |
* American schools have a lot of problems. So do Korean schools. Korean schools have as many problems as American schools.
* Korean classrooms have a lot of students. American classrooms don't. ____________________
* American students have a lot of freedom. Korean students don't. ____________________
* Korean students have a lot of respect for their elders. American children don't. ____________________
* Korean students have a lot of classes. American students don't. ____________________
* Korean students have a lot of ability. So do American students. ____________________
* America has a lot of public schools. So does Korea. ____________________
# English for Teachers/Unit 5/Chapter 3

​Unit 5
Chapter 3
Linking Verbs (p. 425)
Subject + linking verb + adjective
appear, seem, look
become, get, grow, remain
feel, smell, taste, sound
I. Recognition
Identify the linking verbs in the Comprehensive Reading.
II. Quotation
Koreans studying American education observed that American students lack idealism and a sense of mission. They seem generally satisfied and conservative. While they rebel against the older generation, they have not forsaken ambition, acquisition, and their desire for financial adventure.
- Kim Hyung Chan, A Korean's View of America
III. Exchanges
A: Does it taste good?
B: It's not bad at all.
A: You really look good today.
B: Well, I don't feel good.
A: Which one do you think is more expensive?
B: This one looks more expensive to me.
A: What do you do when you feel angry?
B: I usually take a walk.
IV. Reading
Mr. Pak bought a new shirt last week. The mterial is synthetic, but it looks and feels natural. Mr. Pak felt uncomfortable wearing the shirt at first because it's very loud. He grew shy and didn't want to wear it on the street. Gradually, however, he became more daring, and now he wears it almost everyday. When he wears it, he feels like a new person. Although Mr. Pak is an old man, his new shirt makes him look and feel young.
V. Dialogue
A: Mr. Kim, when did you become a fancy dresser?
B: Why? What do you mean?
A: That suit really looks good.
B: Why, thanks. You seem pretty happy today.
A: That's because I became a grandfather last night.
B: Congratulations!
VI. Activity
Students blindfold each other and identify tastes, sounds, smells, and textures, i.e.
It feels soft.
It tastes bitter.
VII. Writing
A. Change the verbs to linking verbs.
* That material is very natural-looking.
* When he was forty-three, John F. Kennedy was President.
* Wool is very coarse.
* That food has a foul odor.
* His voice is hoarse.
B. Using linking verbs, write one sentence describing each of your classmates, i.e. Mr. Kim is growing old, getting bald, etc.
# English for Teachers/Unit 5

​Unit 5
EDUCATION
Comprehensive Reading
Education in Korea and America
In order to study the patterns of comparison, I would like to compare some aspects of education in Korea and America. Let's begin by comparing teachers. Mr. Baker, an American junior high school teacher, is about the same age as Mr. Kim, a Korean middle school English teacher. They are both much younger than their principals. In fact, Mr. Kim's principal is the oldest member of his school's staff. He wants to retire next year. Mr. Baker and Mr. Kim are both good teachers and in that respect they are alike. But the similarities end here. Mr. Kim is much busier with paperwork than Mr. Baker. He has to work long hours without complaining. Because of his many responsibilities, Mr. Kim is probably the most overworked teacher in his school.
Mr. Baker, on the other hand, is able to devote more time to the individual needs of his students. His classes are smaller and his schedule more relaxed than Mr. Kim's. Mr. Baker likes to encourage learning by doing. In his classroom, the emphasis is on discussion and self-expression. His classes often sound noisy and appear undisciplined by Mr. Kim's standards.
Similarly, their students, Bill and Changho, differ from each other in many ways besides appearance. Although their grades are about the same, Changho has to work much faster and get things done more quickly than Bill. Bill is less busy than Changho because he doesn't have to clean his school or study for entrance exams. As a result, Bill gets more involved in extracurricular activities, such as sports and student government.
There is no doubt that the American student is not as well disciplined as the Korean student, nor is he able to conform as well as the Korean. American schools often seem chaotic and poorly organized to the Korean visitor. No one can easily say which system is best. However both the Korean system and the American system need to learn from each other.
# English for Teachers/Unit 5/Chapter 5

​Unit 5
Chapter 5
I. Review Reading
Higher education in America today appears to be quite different from the traditional idea of a four year "liberal arts" education. More people than ever before are going to college and, in order to accommodate them, colleges are changing rapidly.
To enter most colleges, the American no longer needs to take an entrance exam. Everyone is judged on the basis of his high school grades. If they are not high enough, one may even get into college on a probationary basis. This means one has to pass all courses with at least a "C" average.
The American student does not have to compete in the same manner as the Korean for entrance into a good school. Also, he may drop out at any time without losing face. As a result the American student seems more relaxed and open-minded.
In a democratic society, there are few social or economic restrictions on higher education. In America, many housewives and businessmen are part-time college students as well. Therefore college education must be open-ended. It has to offer the student the variety of skills necessary for his goals, whatever they may be.
II. Activity
A. Number the sentences in the reading and label them with an "F" if they are FACT and an "0" if they are OPINION.
B. Write five facts and five opinions about higher education in Korea.
C. Using patterns you have studied, write one paragraph comparing and one paragraph contrasting some of the facts and opinions in (A.) and (B.)
III. Vocabulary
IV. Writing
Choose the bad sentences and rewrite them.
* Most American students do not feel to work hard.
* American students often appear undisciplined and disrespectful.
* We must work hard for to succeed.
* Most children go to school by foot.
* Changho is not so tall as his brother.
* This perfume smells nicely.
* How does Pusan differ to Seoul?
* He studied hard in order to pass the exam.
* To grow healthily, we need playing as well as working.
* Bill looks as his father.
* We usually don't say like that.
* He came to work as high as a cucumber.
V. Quotation
Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer.
- Colton
# English for Teachers/Unit 5/Chapter 2

​Unit 5
Chapter 2
Adverbials (pp. 464-469)
He went to Suwon quickly. very quickly
by bus for strawberries
to buy strawberries in order to buy strawberries
I. Recognition
Find the adverbials in the Comprehensive Reading and tell whether they answer the question 'how' or 'why'.
II. Dialogue
Identify all adverb modifiers.
A: Do you think our English teacher speaks too fast?
B: Yeah. Sometimes. A: Well, I can hardly understand that guy at all.
B: If you listen very carefully, perhaps you'll understand.
A: Maybe, but in my opinion that's easier said than done.
III. Exchanges
A: Why did you go to the bank?
B: In order to pay my bills.
A: Why did you go to Chinhae?
B: To see the cherry trees.
A: Where are you going?
B: I'm going to the store for some milk.
IV. Poem
What did you learn in school today.
Dear little boy of mine?
What did you learn in school today.
Dear little boy of mine?
I learned our government must be strong,
It's always right and never wrong.
Our leaders are the finest men,
And we elect them again and again, And that's what I learned in school today,
That's what I learned in school,
- Teaching as a Subversive Activity
V. Writing
Complete the following sentences with adverbials as indicated. (Note: "because" is a conjunction, not an adverb.)
| 1. Peace Corps volunteers come to Korea... | (Why?) |
| 2. Most students go to school ... | (How?) |
| 3. We must save money every month ... | (Why?) |
| 4. Changho gets good grades ... | (How?) |
| 5. We study diligently in workshop ... | (Why?) |
VI. Vocabulary (from the Comprehensive Reading)
VII. Writing
Write a paragraph by answering the following questions. Discuss your use of adverbials.
How do you get a good teaching job in Korea? Do you succeed by playing politics or by getting an education? With a good education can you advance very fast? How does a young man make a good impression on his principal? How can he express his ideas?
# English for Teachers/Unit 6/Chapter 2

​Unit 6
Chapter 2
Two-Word Verbs or Verb + Particle (p. 463)
Two word verbs are also called "verb plus particle." The particle is part of the verb. Compare "call" and "call up" or "sweep" and "sweep away".
Verb + particle (Transitive) has three forms.
* I called Duane up.
* I called up Duane.
* I called him up.
Verb + particle (Intransitive) has only one form. I came over last week.
She's going to stand up.
I. Writing
* Identify the eight two word verbs in the Comprehensive Reading.
* Use these verbs to fill in the blanks in the following sentences.
* We _______ a call for help.
* Please _______ the car _______.
* The men _______ the bridge safely.
* She _______ the boy _______ home.
* The ocean is constantly _______ the sand on the beach.
* The road was impassable. We had to _______.
* He _______ last week to see me.
* The storm _______ everything in its path.
II. Exchanges
A: She's going to drive back today.
B: Oh, maybe I can go along.
A: Can I call you up sometime?
B: Sure. Here's my number.
A: You aren't going to turn around, are you?
B: Yes, I think I will.
III. Writing
In the sentences below there are two-word verbs.
If the word order can be changed, make the change.
* She put her new dress on.
* Will you bring back my umbrella?
* Call me back in about an hour.
* Hang the phone up for me, please.
* She likes to show off her talent.
* I can't figure out the answer,
* I can't figure it out.
* Come back when you are finished.
* Come right back.
* We had to look up the answer.
* Can you help me out?
* He was glad to help the students out.
* Take off your hat and stay awhile.
* Don't throw away good material.
# Eskimo Folk-Tales (1921)/The man who became a star

​THE MAN WHO BECAME A STAR
THERE was once an old man who stood out on the ice waiting for the seal to come up to their breathing holes to breathe. But on the shore, just opposite where he was, a crowd of children were playing in a ravine, and time after time they frightened away a seal just as he was about to harpoon it.
At last the old man grew angry with them for thus spoiling his catch, and cried out:
"Close up, Ravine, over those who are spoiling my hunting."
And at once the hillside closed over those children at play. One of them, who was carrying a little brother, had her fur coat torn.
Then they all fell to screaming inside the hill, for they could not come out. And none could bring them food, only water that they were able to pour down a crack, and this they licked up from the sides.
At last they all died of hunger.
And now the neighbours fell upon that old man who had shut up the children by magic in the hill. He took to flight, and the others ran after him.
But all at once he became bright, and rose up to heaven as a great star. We can see it now, in the west, when the lights begin to return after the great darkness. But it is low down, and never climbs high in the sky. And we call it Nâlaussartoq: he who stands and listens.
# Eskimo Folk-Tales (1921)/The men who changed wives

​THE MEN WHO CHANGED WIVES
There were once two men, Talîlarssuaq and Navssârssuaq, and they changed wives. Talîlarssuaq was a mischievous fellow, who was given to frightening people.
One evening, sitting in the house with the other's wife, whom he had borrowed, he thrust his knife suddenly through the skins of the bench. Then the woman ran away to her husband and said:
"Go in and kill Talîlarssuaq; he is playing very dangerous tricks."
Then Navssârssuaq rose up without a word, and put on his best clothes, and took his knife, and went out. He went straight up to Talîlarssuaq, who was now lying on the bench talking to himself, and pulled him out on the floor and stabbed him.
"You might at least have waited till I had dressed," said Talîlarssuaq. But Navssârssuaq hauled him out through the passage way, cast him on the rubbish heap and went his way, saying nothing.
On the way he met his wife.
"Are you not going to murder me, too?" she asked.
"No," he answered in a deep voice. "For Pualúna is not yet grown big enough to be without you." Pualúna was their youngest son.
But some time after that deed he began to perceive that he was haunted by a spirit.
"There is some invisible thing which now and again catches hold of me," he said to his comrades. And that was the avenging spirit, watching him.
But about this time, many in the place fell sick. And among them was Navssârssuaq. The sickness killed him, and thus the avenging spirit was not able to tear him in pieces.
# Eskimo Folk-Tales (1921)/The thunder spirits

​THE THUNDER SPIRITS
TWO sisters, men say, were playing together, and their father could not bear to hear the noise they made, for he had but few children, and was thus not wont to hear any kind of noise. At last he began to scold them, and told them to go farther away with their playing.
When the girls grew up, and began to understand things, they desired to run away on account of their father's scolding. And at last they set out, taking with them only a little dogskin, and a piece of boot skin, and a fire stone. They went up into a high mountain to build themselves a house there.
Their father and mother made search for them in vain, for the girls kept hiding themselves; they had grown to be true mountain dwellers, keeping far from the places of men. Only the reindeer hunters saw them now and again, but the girls always refused to go back to their kin.
And when at last the time came when they must die of hunger, they turned into evil spirits, and became thunder.
When they shake their dried boot skin, then the gales come up, the south-westerly gales. And great fire is seen in the heavens whenever they strike their fire stone, and the rain pours down whenever they shed tears.
Their father held many spirit callings, hoping to make them return. But this he ceased to do when he found that they were dead.
But men say that after those girls had become spirits, they returned to the places of men, frightening many to death. They came first of all to their father and mother, because of the trouble they had made. The only one they did not kill was a woman bearing a child on her back. And they let her live, that she might tell how terrible they were. And tales are now told of how terrible they were.
When the thunder spirits come, even the earth itself is stricken ​with terror. And stones, even those which lie on level ground, and not on any slope at all, roll in fear towards men.
Thus the thunder comes with the south-westerly gales; there is a noise and crackling in the air, as of dry skins shaken, and the sky glows from time to time with the fire from their firestone. Great rocks, and everything which stands up high in the air, begin to glow.
When this happens, men use to take out a red dog, and cut its ear until the blood comes, and then lead the beast round about the house, letting the blood drip everywhere, for then the house will not take fire.
A red dog was the only thing they feared, those girls who were turned to thunder.
# Eskimo Folk-Tales (1921)/The two Friends who set off to travel round the world

ESKIMO FOLK-TALES
THE TWO FRIENDS WHO SET OFF TO TRAVEL ROUND THE WORLD
ONCE there were two men who desired to travel round the world, that they might tell others what was the manner of it. This was in the days when men were still many on the earth, and there were people in all the lands. Now we grow fewer and fewer. Evil and sickness have come upon men. See how I, who tell this story, drag my life along, unable to stand upon my feet.
The two men who were setting out had each newly taken a wife, and had as yet no children. They made themselves cups of musk-ox horn, each making a cup for himself from one side of the same beast's head. And they set out, each going away from the other, that they might go by different ways and meet again some day. They travelled with sledges, and chose land to stay and live upon each summer.
It took them a long time to get round the world; they had children, and they grew old, and then their children also grew old, until at last the parents were so old that they could not walk, but the children led them.
And at last one day, they met—and of their drinking horns there was but the handle left, so many times had they drunk water by the way, scraping the horn against the ground as they filled them.
"The world is great indeed," they said when they met. They had been young at their starting, and now they were old men, led by their children.
Truly the world is great.
# Eskimo Folk-Tales (1921)/The man who took a Vixen to wife

​THE MAN WHO TOOK A VIXEN TO WIFE
THERE was once a man who wished to have a wife unlike all other wives, and so he caught a little fox, a vixen, and took it home to his tent.
One day when he had been out hunting, he was surprised to find on his return that his little fox-wife had become a real woman. She had a lovely top-knot, made of that which had been her tail. And she had taken off the furry skin. And when he saw her thus, he thought her very beautiful indeed.
Now she began to talk about journeyings, and how greatly she desired to see other people. And so they went off, and came to a place and settled down there.
One of the men there had taken a little hare to wife. And now these two men thought it would be a pleasant thing to change wives. And so they did.
But the man who had borrowed the little vixen wife began to feel scorn of her after he had lived with her a little while. She had a foxy smell, and did not taste nice.
But when the little vixen noticed this she was very angry, for it was her great desire to be well thought of by the men. So she knocked out the lamp with her tail, dashed out of the house, and fled away far up into the hills.
Up in the hills she met a worm, and stayed with him.
But her husband, who was very fond of her, went out in search of her. And at last, after a long time, he found her living with the worm, who had taken human form.
But now it was revealed that this worm was the man's old enemy. For he had once, long before, burned a worm, and it was the soul of that worm which had now taken human form. He could even see the marks of burning in its face.
Now the worm challenged the man to pull arms, and they wrestled. But the man found the worm very easy to master, and soon he won. ​After that he went out, no longer caring for his wife at all. And he wandered far, and came to the shore-dwellers. They had their houses on the shore, just by high-water mark.
Their houses were quite small, and the people themselves were dwarfs, who called the eider duck walrus. But they looked just like men, and were not in the least dangerous. We never see such folk nowadays, but our forefathers have told us about them, for they knew them.
And now when the man saw their house, which was roofed with stones, he went inside. But first he had to make himself quite small, though this of course was an easy matter for him, great wizard as he was.
As soon as he came in, they brought out meat to set before him. There was the whole fore-flipper of a mighty walrus. That is to say, it was really nothing more than the wing of an eider duck. And they fell to upon this and ate. But they did not eat it all up.
After he had stayed with these people some time he went back to his house. And I have no more to tell of him.
# Eskimo Folk-Tales (1921)/The sources of the various legends

​Note.–The particular sources of the various legends are as follows:
POLAR ESKIMO, SMITH SOUND–
SOUTH-EAST GREENLAND–
WEST GREENLAND–
GODTHAAB, WEST GREENLAND–
SOUTH GREENLAND–
UPERNIVIK, NORTH GREENLAND–