I’m too tired to write this. I started writing an hour ago. I can’t think how to continue the words. Did I forget something then or am I forgetting something now? I can’t shake my mind into gear. The ideas are there. I can feel them. I keep getting bits of this and that, or something and another. Nope. Gone again.
I’ll try memory techniques. I can’t remember how to do them. I’ll walk around in circles. Why am I doing this? What is it that I set out for? Left, right, left right? Look up here. No not there. Oh, there’s something I was looking for. When was that? What was I looking for it for?
I am shattered. My shoulders dropped down a life time ago. What did it to me? Why this week? Now and again it all seems to build up. Then the glass overflows. I need a rest. I need naps. I need to lay in bed. My muscles don’t just ache, they throb and they pulse. They burn. I eat right, I think but something is lacking. I rest well, usually, but what is it that I miss? I relax with books and movies and television shows and music and love and peace and quiet. I lack something.
I overslept. I barely moved today. My step count was liked by friends and colleagues but on those days I’d barely moved an inch. Are they mocking me? Even so, I don’t have the energy to ask them. I’m drained, pooped and my battery is empty. Duracell bunny? Not a chance. Time to close my eyes. Maybe tomorrow I’ll be full of energy. Here’s to hope. I’ve been too tired for optimism. Pessimistic thoughts didn’t join me either. The number you have dialled has not been recognised, please hang up and try again…
My eyes sag heavily. Dry lips. My mouth tastes like yesterday. There’s a smell I recognise as the fumes of frustration. I’ve blinked and the fidgeting of my hand is twitching away. I’m stammering words and mumbling hopes. Dreams pass by. I’m fighting a battle. Just can’t sleep or stay awake. Time to rest. Rest in peace. Not that way. Just quiet. Me, my mind and no movement. Rejuvenating restful rest. I close my eyes, without concern of waking. No plans tomorrow. Just rest. Only rest.
*…Walsh, Gündoğan, Sheron, Creaney, Wright-Phillips, Benarbia, Fowler, Barton, Geovanni, Pizarro, Nasri… and all those other wonderful Manchester City numbers 8s.
These are the voyages of the starship TESMC. Its nine-module mission: to explore strange new words. To seek out almost new teaching methods and relatively new vocabulary. The bold crew of the giant starship explores the excitement of strange uncharted dictogloss things, and exotic uninhabited refined writing.Imagine it – thousands of noun groups at our fingertips…To boldly go where few teachers have gone before!
“Navigation was always a difficult art, Though with only one ship and one bell: And he feared he must really decline, for his part, Undertaking another as well.” – The Hunting Of The Snark, a poem by Lewis Carroll
During TESMC classes we have focused on language in learning across the curriculum. Here’s a recap (to build on the 7th instalment), at the Using English for Academic Purposes website, of nominal groups, structures and examples with exercises. There’s two links here and there for dictogloss activities. Look at this website called The Up-Goer Five Text Editor. It expects you to type a complex idea only using words from a list of 1000 common use words. That’s that, done!
[Now, an important announcement] Lemma: a word family, e.g. running, run, ran; blue, bluer, bluest, blueish, blues, etc. [Announcement ends]
Another vocabulary test website was pointed my way. Cheers ears! You know who you are. VocabularySize.com is a tool to create customized and test vocabulary tests for students. It was created by the University of Wellington, in New Zealand. Their School of Linguistics and Applied Language Studies worked with School of Engineering and Computer Science. Language acquisition takes time, patience and exposure. Those students in an international school such as Tungwah Wenzel International School, surrounded by numerous international teachers, are most likely to increase their vocabulary than students in Inner Mongolia without a foreign teacher or access to YouTube. To them English will be as Scottish as a suntan.
Judgement value calls shouldn’t be drawn from memory. Responsive attitudes towards data collection over time carries more merit and significance. By showing a daily goal, we set a part of a bigger picture. The bigger picture should come from steps and aims. Those goals need organising. Rubrics are familiar territory that often get overlooked. I know, from my experience, that I have often favoured an in-head calculation over pencil, pen or paper. That’s not fair. Formative and summative assessments need clarity, not just for the teacher or the parent. The student should have the goalposts set early on. They must know what the task entails and how to achieve maximum marks.
“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” – Robert E. Stake, Professor Emeritus of Education, University of Illinois
Having a summative assessment that resembles activities earlier on is key too. If you use formative pieces that have multiple choice questions and then for the finale you switch to an all-singing, all-dancing 2000-word essay, then that’s totally not playing cricket with your students. English as a Second Language (ESL) students need modelled methods that allow them to switch between multiple forms. To do it without preparation is unfair. Failure or success depends on students and their experience. To think outside of the box without the necessary scaffolding is not easy. One activity that I found useful was to assign half the class the activity of being the teacher. The other half had to follow the instructions given by the teacher. Afterwards peer review of the followers revealed that some students gave clear instructions. Others did not. Some students improvised where instruction was lacking. Many students competed to give the better and clearer instructions. Positive peer pressure gives chance for evaluation and reflection. Using a checklist or rubric over the top of that student’s activity gives a more meaningful insight to the activity and assessment. The teacher can play the role of referee or judge. The peers become the jury. Hopefully no executioner needs assigning. That being said we’ve all had that one student who never does homework… [It’s gallows humour, relax]
“What we learn with pleasure we never forget.” – Alfred Mercier
Student age gives us an idea of where to set our expectations. Within an age group, each student’s experience and exposure to English needs to be factored in. Then there’s nationality, multilingualism, academic performance in their native language(s), and so on… or what they ate for breakfast. Classrooms are living breathing jelly-like places that seldom remain constant. One gargantuan factor to take into consideration is that of student behaviour. Special needs and cares need to be taken into account. Not every student has the level of focus that we desire. To give confidence, informal formative assessments and their analysis will benefit the teacher and student. In the long run, reforming practices to unlock their true productive potential using a variety of interactive assessments will become a most valuable teaching tool.
“I never teach my pupils. I can only attempt to provide the conditions in which they can learn.” – Albert Einstein
Formative assessments can guide a teacher to how a student is or is not progressing. It can allow the teacher to amend their methods or tailor an individual student’s needs much more fluidly. John Polias, of Lexis Education, describes it as:
assessment of learning;
assessment for learning;
assessment as learning.
I read that in the style of Pep Guardiola as an intense football manager. He, like many great football managers, uses coaching of football in the game, after game analysis and during the game. The game is the test. The game is also a time to test new formations and tactics. The game is something to reflect on and to understand new learnings. This can also be said within our classroom. This should also be applied to our students. Assessment as learning is a real chance give appropriate and frequent feedback – in order to modify learning activities. It’s proactive and not reactive. Assessment of learning, the summative part, is reactive. It’s done, it’s dusted. Game over, almost. Assessment for learning also allows us scope to work away from the traditional unit test and external testing of old. Here in assessment for learning and assessment as learning we allow magic to happen. Students can express themselves. There’s self-assessment, self-monitoring and peer-assessment time. Students can create or make their own checklists or rubrics. With that, they can be employed for the purpose of learning. They allow students incentive, a drive, a spur on to get to a much more useful end. Therefore, Making Assessment Supportive focuses on how we can devote adequate time to making a type of assessment that makes sense for our students – and being able to use it at varied points of instruction. At points along the teaching cycle allows us to make assessment more fruitful. Lorna Earl’s Assessment as Learning: Using Classroom Assessment to Maximise Student Learning further strengthens this material showing a host of judgements about placement, promotion, credentials, etc to fit with other students. It shows information for teacher instructional decisions to meet external standards and expectations. It shows self-monitoring, self-correction and adjustment to reach personal and external goals.
“You are the bows from which your children as living arrows are sent forth.” – Kahlil Gibran
So, with all that, I ask you, teacher or not, what does the assessment pyramid look like? Identify how your school, current or old, had their pyramid. Where would you place the below? Top, middle or bottom?
assessment of learning;
assessment for learning;
assessment as learning.
Let’s each analyse samples of assessment tasks being used in our schools. Are they devised to be assessment of, for, or as learning? How can we incorporate a more overlapped approaches to assessments within teaching? What’s the understanding from students within our classes about the kinds of assessments that we do?
“The beautiful thing about learning is that no one can take it away from you.” – B.B. King, musician
“Ben told the class that nouns are sexy. I couldn’t agree more.” – Mr Lee, 2020/21 cohort, TESMC, TWIS
Noun groups are everywhere. ESL (English as a Second Language) learners may find ordering tough, whereas a professor at Hogwarts School of Witchcraft and Wizardry, may find that their description of the fictional Scottish public and private boarding school of magic for students aged eleven to eighteen child’s play. The British magical community’s Ministry of Magic may not be an ideal place to start an exploration of noun groups, that most specific to English topic, but we can begin here with a dabble into the magical realm of TESMC class with Mr Ben. It’s our seventh class, hence the title.
“Many a man has a treasure in his hoard that he knows not the worth of. (Sellic Spell)” – Beowulf, J.R.R. Tolkien
Perspectives on Vocabulary by John Polias, Nominalisation, meaning making in the written realm by Brian Dare, and How accessible are the texts we use by John Polias made for riveting reading. They kept me up into the wee hours and on my toes. Why? They made me question my teaching and my selection of textbooks. Hugely. I’ve always been a fan of a DK Board game called Very Silly Sentences. This game helps to expand the vocabulary and manipulates verbs, adjectives and nouns. The idea of manipulating the nominal group needs base knowledge. That is to know the density of meaning slapped together inside a written text by giving numbers to nominalization per clause. Heavy stuff. Really heavy packed stuff. As a teacher we want to see the evolution of a student’s writing. It must go from: ‘It is a cat.’ We’re aiming to add weight to the sentence. Students, like adults, should be spouting Shakespearian cat descriptive pieces.
“foul night-waking cat” – The Rape of Lucrece, Sir William Shakespeare
If we sit our student’s first grade work alongside the same student’s work as they enter their early teenage years, you will see progress. The same can be done if we take week two work, week ten and week 17 work. Analysis is easy because it is reactive. Our job is much more proactive though. We’re targeting an end product. The factory assembly line of our classes must be targeted to show our desired outcomes of language learning. The crux of the matter is vocabulary extension: It’s a pretty cat. John Polias makes some strong cases for playing detective and taking visuals aside for as good old interrogation.
Fellow hair-challenged Brian Dare points out the pros and cons of refined writing. The high end of the mode continuum gets a fair treatment. He points out that suddenly students are less likely to be thinking on their toes. Students should be encouraged to both rewrite spoken text and speak in different ways about written text. It has to be bidirectional and the transpositions should become the tools of meaning-making in language. Going back and forwards, inverting, flipping it a bit, and relocating words here and there will provide the necessitous scaffolding. Do you remember the joys of messing with words and creating something clean and trim? The mode continuum gives our students something to blend and bend as a way to develop knowledge about language.
Explain these terms to a student without using the terms: common noun, proper noun, abstract noun, concrete noun, countable noun, uncountable noun, compound noun, collective noun, singular noun and plural noun. Respective examples could include window, Manchester, love, house, bike and bikes, rice, textbook, crowd, monkey, and babies. Easy enough, right? Now explain the function and use of a noun group. A noun group is a group of words relating to, or building on, a noun. There may be a pointer (a, an, this, that, these, those, my, your, his, her, its, our, dad’s, Mr Ben’s), one or more adverbs and adjectives. Before and after the main noun. The pre-modifier and the post-modifier offer ample opportunity for exploration. Referring back and forwards, within a sentence is a highly useful skill and tool for an up-and-coming writer. Adding weight and detail to the noun expands the information about the noun itself. It offers a clearer mental image. With these skills, our students can tell us much more about a cat. It’s a pretty fluffy cat with a wonderful temperament. The students are now armed with magic wands to cast spells on their noun structures. Effective writers need detail. Expanding the nominal group should be a weapon of choice.
Note: Nominal means as planned, or as named, or as written (in the mission plan). It does not mean normal.
Synonyms and antonyms are keys and tools to create colourful and abstract language. They’re also ideal for adding dimension to concrete dialogue and reports. One of my earliest English class memories was at Clayton Brook Primary School in Manchester. I, under ten years of age, and my peers were tasked with finding as many synonym words for the words good and bad. Many students talked about it. Some sought books. The tall loner in the corner dived like goalkeeper Peter Schmeichel and grabbed something useful. The dictionary fell into my lap. I was hooked. My personal vocabulary grew from word hunts, games, and reading. Mr Jones, class 5AJ, at Chapel Street Primary School, where I later attended, had me constantly finding words, or even searching for made up words, which made me look up similar words. These strange games certainly gave me reasons to live amongst the pages of discovery.
Here on vocabulary played a part. Even to this day, I enjoy expressions, terminologies, and styles of writing because the words within are shouting at me like conversations and whisperings that I must hear. According to TestYourVocab.com, most adult native test-takers range from 20,000-35,000. The average 8-year-old native speaker already knows about 10,000 words. Foreign test-takers tend to hit 2,500-9,000 words – and even by living overseas that only tends to hit 10,000 words. As I slotted my answers into tick-boxes and scored an estimated 32,700 words for my vocabulary size, I realized how few of the 300,000 entries into the Oxford English Dictionary that I probably know. In reality knowing one word from the 20,000 printed pages of the Oxford English Dictionary isn’t all that bad (and in truth, just 35,000 are useful). Are the website’s findings accurate? Well, entering your data is based on honesty and over two million surveys doesn’t accurately reflect a global population of umpteen billion people. Also, who uses the internet?! Their website’s methodology, the nitty-gritty argues that their accuracy is around ±10%, so in my instance, I could be closer to 35,970 or 29,430 words. Either way, it’s a curious little tool of play. I’m not showing off. Not at all. It gives me a good reflection on how many words I have yet to experience or learn. The bad news, however, is that their findings say middle age is where vocabulary retention tends to end. The best reading I found on their website related to reading habits. They found that reading habits directly increases vocabulary growth. It may sound like, as my Dad would put it, “stating the bleeding obvious” but it goes a long way to reinforcing the habit of reading at an early age. This website is part of an independent American-Brazilian research project. The decade-old findings of China show that the average vocabulary size here for English as a Second Language users was 6,636 words. Now, considering the education boom in China, that could be higher now. The website is an indication but not a science. It made me think about how many base words we need to learn a language. But, then how often do we use the words and do we lose the words? Who do we talk with that make us use new words? Are some words specific to some scenarios? Oh, the endless questions! Where on Earth is Anglesey?
“One forgets words as one forgets names. One’s vocabulary needs constant fertilising or it will die.”- Arthur Evelyn St. John Waugh, writer (28 October 1903 – 10 April 1966)
Textbooks need selection. Most of us read reviews and even more of us get handed a reading list and stack of books tall enough to paralyse a student’s passion for reading. Trying not to overwhelm a young kids with a stack of books is a good start. As John Polias points out we need to support the students. If I throw the Welsh town of Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch at you and say read it. With that name of the Welsh village just over the Menai Bridge, you can unlock the language of Welsh, possibly. Possibly not. That’s where teachers must support every textbook handed to a student. A book without support may scare away passion for reading.
“Our song escapes, on little silver discs; Our love is plastic, we’ll break it to bits” – Reflektor – Arcade Fire
Too long, didn’t read? Well, that’s half the problem. If reading isn’t for you, how can reading be for someone else? And if reading isn’t a habit, how can writing be a skill? I haven’t read any of J.K. Rowling’s Harry Potter books. Am I a sinner? Maybe. It just never grasped my attention. So, now, I believe that I must read it. I won’t read it alone though. I’ll make it my personal mission to read it with each and every student of my grade four class. Maybe they have read it in Chinese. Maybe in English. But, how did they enjoy it? I’m sure we can enjoy the magical journey as one. If you don’t have one of the Harry Potter books to hand and you want to dig on into the wider world of English, check out the below sites:
The Economist (Johnson blog: named after Samuel Johnson, who made dictionaries. This blog is all about the use and misuse of language, with its ripple effects)
FreeRice.com teaches and tests vocabulary whilst donating 5 grains of rice to the U.N. World Food Programme.
Language Log. Simply put, Mark Liberman, at the University of Pennsylvania, is a linguist with love of words. His Language Log website is a ticker-tape of blogs, posts and news all relating to language. Expect popular culture, controversy and history.
Dictogloss: a language learning technique. Used to teach grammatical structures. The teacher prepares text examples that need to be studied. The teacher reads it. The students just listen. No pens allowed. Next the students lift up their pens. Notes must be taken. By forming small groups, students can work together to reconstruct the text example using their knowledge, notes and teamwork. Afterwards reflection comes as students compare their various versions. With respect to my Grade 4 class, they tried this task twice and each time, they sailed the rough seas. Grade 4 are very capable sailors when the going gets tough. For extra experience, add a Powerpoint presentation whereby the words (and phrases) that you feel need noting pop up as you read it. It can reinforce student ability. After students become familiar with the dictogloss methods, take away the option of teamwork. First try paired working and then ask the students to work solo. This can also promote confidence.
“Fate goes ever as fate must.” – Beowulf, Seamus Heaney
As students move through schooling they will encounter different registers with full expectation to engage them accordingly. The use of nominal groups to enhance and even make complex text can be explained and shown to be more than useful. The dictogloss is there to be used as a tool, but not for exactitude. How many things change through new interpretation and retelling? Language and writing, like speaking can all be about exploration. As teachers we are captains of ships and we must wake our hypnopompic students with a sparge of word play. Our fuliginous fluffy funambulist of a feline with a wonderful temperament must exercise its vibrissae to avoid any pother as it balances on the tenebrous tightrope of life. With that, I end my braggadocio writing.
“Fate will unwind as it must!” – Beowulf, Burton Raffel
Are they immortal? Do they feel their movements? Shaped in time, carved by ice, snow and rain, to name but a few of nature’s shaping tools. Winds blow over them, sometimes finding ways deep into the soul of the mass, but often unmoving little more than loose ground.
Rains, earthquakes, feet passing over, whether herd or bird, a plethora of life creeping and digging into it. What does a mountain sense? Does it see the land and valleys below? Can it feel the altitude changes of plants like we feel the differences between socks, shorts and a woolen jumper?
From the lowlands to the tips, diversity grows and taints every inch with colour and variety. Crags, crevices, crests, cracks, boulders, rocks, ledges and all spectacle of materials decorate the mountain. Waterfalls and streams bathe the light that shines brightly down between the gaps in the clouds.
Flowers give the wings of bees and butterflies places to compete for beauty. The banks of trees stretch from thicket to wood to forest. Some ancient. Some not. Insects occupy every level and avoid the preying spiders that jump, spin webs and roan the floor. Chasms of rock beneath overhanging shelves house fluttering sounds within. The darkness of the mountain’s belly home to frightful delightful shapes and shadows. Oh, majestic mountain, what is it that you know?
Penned, when trekking, during a break at Muse village, Nepal, 11th January, 2017.
Writers use language resources as a key to organize texts, very much as I am doing now, albeit very amateurish in style, so that you, like the students as readers have a sense of what shall follow. When reading, a reader must orientate to a subject. For most who have experience reading in their native tongue, experience plays an advantage in determining the subject. For English as a Second Language (ESL) students, that experience may be lacking. For many of us, we may be able to pre-read and digest a news article, magazine piece or a book blurb just from experience. Our pre-formed ideas and exposure to templates could settle our mind on a track to read with ease. The imagination and interpretation of a seasoned-mind will draw out bold titles, enhance key points, find text captions, and articulate the who, when, what, why and how etc.
Achieving a proper semantic level via syntax isn’t a bad starting point. How many of us can clearly and quickly distinguish a cohesive conjunction from a rhetorical conjunction? How do we view phrases rather than look at individual words? Do we see the Lego castle or the loose blocks? Do those phrases serve as roles in conjunctions? Students face multiple texts, in differing formats, in varied lengths across countless textbooks, journals, magazines, booklets, instruction books, and so on. Students must use a range of complex resources and processes to make sense of the materials.
foreground/ˈfɔːɡraʊnd/ verbgerund or present participle: foregrounding
make (something) the most prominent or important feature.
Knowing that a strap-line sits over or under a title, elaborating briefly on a subject is useful. The headline or title will grab the attention of a reader. There may be a byline with a writer and their expertise. So, before, even reading a sentence or paragraph, the reader could be parachuted into the story beyond, just by a few simple well-positioned words. From the introduction, a piece of writing will be elaborated on. There will be interpretation within the text and then quotes. Just to make things interesting, some publications make their ordering flexible, bullet-pointed, short and sharp, whereas others pad the hell out of the article. Rather like the teaching cycle, a reader must learn that things can be flexible. This learning cycle is subject to change, like all else in life. Orders change.
Some aspects can be skipped if students demonstrate they can satisfy the earlier stage of the cycle. It is advisable to set a clear context, to create a model, deconstruct it all, make a joint construction and then set independent construction.
Teachers must be sensitive when we go through books or texts. We read for meaning across the text. We read for context. The use of five different skills to comprehend the meaning will be decisive in thorough interpretation of text.
Pronouns refer back (and sometimes forwards) to content within the text.
Vocabulary is part of grammatical English. Grammar teaching requires cohesive conjunctions. Words like when, while, although, in other words, in the case of this, and so on are often new to students. Creating a list or glossary to assist will be useful.
Rhetorical conjunctions
Foregrounding at the whole text level.
By unravelling these pieces, peace in reading should follow. The purpose, schematic structures and language choice are all connected. Foregrounding is essential when it comes to almost all forms of texts. If a student is expected to look at and understand an article, then giving them the bigger picture and idea about reading the whole article is a must. Students from ESL backgrounds may be unfamiliar with conjunction forms and how linking words are used to tie together unknown vocabularies into their related sentences. Conjunctions should be provided to students, whether by heading, indexing or other means. Examples must be given for each and every one whether provided steadily or as a block. Familiarity takes time, and with gentle nurturing a student can be supported in focusing on reading text to know exactly which keywords of an introduction paragraph to look for. How do those words lead into the following paragraph and so on…
Cohesive conjunctions:
Conjunctions and connectives are cohesive devices that work to improve the flow of the writing.
Conjunctions operate within sentences and connectives relate to meaning between sentences.
Different types of conjunctions are used to express different types of relationships between ideas.
I know being in lockdown isn’t ideal and staying at my Mum’s for the best park of a year isn’t so independent, but at least our kid is safe and sound.
Astrid has the unfortunate month of birth that falls in the shadow of Christmas and just after the January sales dry up, usually. This year has been testing and it seems the future is also difficult. I know my sister is strong and she’ll do her best to keep herself busy and relaxed. Copious amounts of Beyonce and other vocalists will probably be heard. YouTube will be in good company with our kid playing tune after tune.
Our kid has always been wonderful to me, sharing her Hotel Chocolat chocolates, buying me snazzy and fragrant soaps from Lush or simply watching movies with me and our brother Paul. Astrid has always and will always be my friend and sister. I can’t wait to catch her when I’m in the U.K. next. We’ll have a good natter and a party later. Until then, all my love and best wishes for? this special day.
Cutting into me, it twists like a knife. Confidence hasn’t been in my hand for too long. This companionship I hold drains me. An awful lonely feeling of dread and dreams that have disappeared.
Will I be disappointed? Will it all go wrong? What should I do now? WHAT SHOULD I DO? My soul screams at me. Echoes ping around my head like a thousand pinballs on a pinball board. Each ball finds a hole but no points join the scoreboard.
Silence hasn’t visited me in weeks. I’m trying. Oh, how I’m trying! Trying and crying. Solace? Where are you? I’m sensitive to you but you haven’t called for me in so long. Remember peace? I don’t recall it’s calm. My millpond is full of rippling waves. A cask of broken rocks plummets here and there. A plethora of circles expand ever outwards. This is my universe’s big bang.
A street that has no name is where my feet fall. I’m lost. I’m a shadow without a being. Am I a ghost without life? I want you to understand that I’m not looking for sympathy. You’ll forget me, as soon as you look at me. My skin is supposed to be thicker but every whisperer who whispers makes me want to shrivel away into nothingness. I’m not really here.
Religion and words won’t relate to me. Poems and stories won’t leap from the page. Songs won’t pull me together. I’m sure that I’ll see you again. Whatever you are. Whoever you were. We’re far apart. We’re not really here. Like the face of an invisible man. We’re not really here. We’re not. We are not. We’re not really here.
Oh doubt, you cut through me like fear. You tear me apart. You give me indecision. I’m in Dante’s inferno dancing without feet. My eyes are red-raw bleeding tears of sorrow and my lips are dry. Where did it all go wrong? Sometimes, no, all the time, I wonder why. Why does my soul wander? Why does it choose to wander hand-in-hand, side-by-side with you, doubt?
THUD! THUD! THUD! Clattering tapping, scraping, raking of metal on concrete, tapping to no discernible rhythm, whooshing of liquids of pressure too high to be useful (surely) and horns of an arriving concrete mixer. Jangling metal lifted by crane slams to the floor of an unfinished level. Thank you my neighbouring alarm clock that forever remains unwanted.
A yapping dog, barking, growling and filling the air with its territorial call of power. I imagine it’s been disturbed by the building site. The dull humming of pumped up storey after storey probably haunts the ears of that canine. Either that or the dog is angry that it is confined to an exposed balcony. Howling away without shame. Poor thing. Wouldn’t you be? Balconies should be silent, not living, breathing, wolf like alarm clocks.
The pressure is too much. It hurts. I’m going to burst. Can I sleep through this? No. Just no. I must get up. The call of my bladder has rang. Get up! Get up! Get on up! I stretch on wearying legs, reach up, straighten and with legs like Bambi, I strut awkward motion toward the bathroom. Here I greet the porcelain telephone and deliver my undesirable alarm clock’s stream away.
I settle back into bed. The din of the building site. The dog yapping. Wet hands from washing them after my body refused me a minute more of closed eyes. Vrrrrrrrrrr. The whirring of a power drill in the apartment overhead. It wakes a baby. Screams echo around the walls in a room somewhere adjacent to the drill hall above. Twinkle twinkle… What’s that? A piano thunders into life. Repeated notes, some off, some tuneless ditty from the apartment below. The nonessential alarm clock is an orchestra today.
A scream for good measure echoes down the corridor by my apartment. The immediate neighbour’s daughter is in a singing mood. Their cockerel on the balcony let’s out a few sounds. Little does it know that it’s on the menu tonight. Their washing machine had finished. I can hear it beeping. The treble electronic bleeps come every minute, and have been doing so for at least this last hour. I hear as the grandparents of the family rip up large packaging boxes and slam plastic bottles together before compression by foot and body. They sing a song, gently, no doubt, but to my alert morning ears, it is at karaoke level. My neighbours are a reliable alarm clock. But please… not today.
De trop. Redundant. Rejected. Unsought. Unwelcome. Unsolicited. These alarm clocks aren’t of my choosing. I close my eyes. Trucks and cars honk on a nearby road. An ambulance siren is piercing the air, screaming at traffic to move aside. Judging by the duration, the selfish traffic is refusing to assist. Blackballed the ambulance shrieks a lonely sound of hope to narrow-minded folk going about their day, unaware of an emergency vehicle probably on the way to something more important than my desire to snooze a little more. These alarms are not in the picture of my plan to doze.
The body clock, programmed by weeks of morning necessity has won. The Monday to Friday alarm clock of my mind has triggered. Saturday is now a school day too. I wonder if Sunday will be any different.
Swirling swirls swirl around, swirly and softly to the ground. Drops drip and drop beyond. Down, falling high and low without sound. A roar of wind breezes through, pushing all air aside, drawing every room’s breath outwards. A vacuum for a split second, all life freezes. The rip of heat singes and severs flesh from bone. Dust from stone fragments, as waves upon wave of pressure jump and ripple in circles ever outwards. Heat rises. Metal buckles. Fragrance ceases to exist. The particles refuse to cooperate. Iron tastes flutter but refuse to reach the tongue. Rainbows of orange, red, gold and yellows in every known shade flicker, flash and flurry. A crack of sound, as if the sky itself had collapsed. And. In one brilliant flash. It was all over. Gone. Blank and no longer.
Help I’m alive. It’s the end of the world as we know it. Comfortably numb. Fall. Still feeling blue. Boulevard of broken dreams. Everybody hurts. I’m so lonesome I could cry. If you’re reading this. More than a feeling. I’m so lonely I could cry. Nothing compares 2 U. While my guitar gently weeps. Apologize. Mad world. Is there life out there? I just wanna dance with somebody (who loves me). You don’t even know who I am. Creep. All by myself. Hurt. Life is a lemon and I want my money back. O my heart. Left outside alone. Act naturally. Only the lonely. No hard feelings. Don’t let me be lonely tonight. Here comes that rainy day feeling. If you’re happy and you know it (clap your hands). Smile to keep from crying. Say something. Peaceful easy feeling. Into you. I feel the earth move. Dancing with myself. Hooked on a feeling. I feel fine. I can feel a hot one. Electric feel. I got the sweetest feeling. I got you. The way you make me feel. I will rise. Cum on feel the noize. Make you feel my love. I feel free. Feels like the first time.
Twisting and turning, weaving and looping, over and over again, the thread winds and binds itself together, securing passage, places to capture and sending signals far beyond the centre. Each radiating line sends ripples outwards and inwards. A prang here. A twang there. Waves of delight or despair depending on your view. As wings flutter, powerless to escape, out I step, ready to drink the juices of life. The sun beats above, or it doesn’t, I’m ever present. Ever ready. Ready to feast. All on the web of life, that I spun.
Sat in the passenger seat across from my Dad, the warm fans blasted heat into my legs and the windows were wound down. The cool Lancashire air drifted in. We were returning from Morecambe to Manchester. It was probably a Sunday night. Dad had been playing heavy metal from Iron Maiden, the early stuff with drums plentiful.
“You see you’re losing, yet you still try The game just a’watches your life go by You’re playin’ well, Oh you’re playin’ the game.” – Meat Loaf’s song Razor’s Edge
Now, in he popped a new cassette, and on played Meat Loaf. The smooth tracks mixed with electric and melodic blues rock took me beyond the car journey. I’d suddenly been transported beyond my pre-teenage self into a world of words sang at just the right tempo to catch my ear. Razor’s Edge is my favourite track on the often-ridiculed album. It has a frantic feel but is such a short song in terms of lyrical content. That’s considering it’s just over 4 minutes long.
“I can tell by the look in your tear-filled eyes; You need somebody you can hold onto; If you really want to, I’d love to hold you; If you really want to, then I’d love to be the body that you hold onto.” – Meat Loaf’s song If You Really Want To
I still remember looking at my Dad at the wheel. As a small kid, I looked up to my Dad. He was a colossus of a man with shoulders like bridges and arms like tree trunks. His chest stuck out like a rugby forward. His hands were like two shovels. He smoked casually at the wheel, eyes forward into the traffic and we talked a little. City this. City that. I gained my passion for Manchester City from my Dad. Stories of the ballet on ice, Kippax crowds, Uncle George and Grandad at the games. King Colin Bell, the floral named Summerbee, Franny One-Pen (took me years to understand that name), Tony Book, Trevor Francis, John Bond, Asa Hartford, Paul Powers, Gerry Gow and so on. Many other names were mentioned but times eroding effect on a kid’s memories can be harsh.
We talked lego, steam trains and finally Dad introduced me to Meat Loaf. With the finale of the Midnight at The Lost and Found album, Dad ejected the cassette and popped in Bat Out of Hell. The first Meat Loaf album I’d heard had been like a warm up act. Now I was spellbound by the range of vocals, the ferocity and energy, the theatrical length of several tracks and the tracks within tracks. The lyrics of Jim Steinman were sensational and to this day are poetry in musical form. A few weekends later Dad played me Dead Ringer on vinyl. Fond memories. I can’t wait to talk with my Dad again on a video call soon. If only the VPN would work with Messenger, Skype or something to make it. easy. Here’s hoping. Until then writing helps homesickness.
I awoke on January the 2nd in Shangri La. The final day of trekking around YuBeng (雨崩) village involved a 500m ascent followed by a 1100m descent to XiDang village. YuBeng translates directly as rain and collapse or avalanche. As Piotr, Oliver and I were ascending we heard a mighty crack in the air and watched an avalanche high on the wide expanse of the Hengduan mountain range. A shelf somewhere near Kawagabo peak slid away. Rather noisy.
On arrival at XiDang, our driver Mr ZhaShiDingZhu (扎史定主), a warm-hearted Tibetan, picked us up. He would take us to Shangri La. Our driver stopped at three historic monuments, two dramatic views and to enjoy a chicken hotpot. It was a good journey indeed. The long road of return was pleasant and a fitting end to a wonderful few days in the mountains. Arriving late to pleasant digs gave us all a chance to rest our weary heads.
A day of gentle cycling and pottering around followed. With hire bicycles from the Boudhi Boutique Shangri La, Oliver and I cycled around old buildings, shops and I stripped down to my underwear as the rear of my trousers underwent a cheeky repair. The shopkeeper wasn’t too perturbed but his wife certainly showed embarrassment.
In Shangri La, Oliver and I bid farewell at breakfast to Piotr. He was off exploring more snow-capped wonders. As he wandered off, Oliver and I meandered and ambled up and down the Shangri La old town. Between gift buying and sightseeing, we ate great Nepali food at the Bohdi Boutique Inn. A most wonderful find. Shangri La beers did their best to quench our thirst and that’s where the trip closed. One simple flight back the next day and we were back to Guangdong. Yunnan was far away but close to my heart.
Sat eating our selection of dishes, people were drifting by the window in small groups. Sometimes one or two. Sometimes ten strong. Our dishes featured Tibetan pork, eggplant, potato in some shape and form, lovely eggs, and various vegetables cooked to perfection. Our New Year’s Eve selection was delectable. Piotr, Oliver and I supped Shangri La Beer local lager and nattered away carelessly. By 10pm, Oliver was flagging by the hot stove and Piotr was busy on a phone call. I suggested Oliver can sleep as nothing seemed to be happening. Soon after we all decided to go and get some fresh air. And beer. Mainly the beer.
With our carrot dangling before us, we set off like donkeys on a mission. We briefly called into a neighbouring hotel/KTV bar before watching a party there. It was rather boisterous and loud but not our cup of tea. The warm stove was welcoming but the floor beneath it rocked precariously. Off we set to the Yak Butter Inn, and the many cats within. Here the boss welcomed us but a group of footbath users were less than warming. The cats wandered around, greeting us with gentle mewing and meow sounds. A beer sank ever too easily and we strolled back to our lodge. Still people passed by heading to the upper part of Upper YuBeng.
After another beer at our lodge;curiosity swung it’s hands at us. We followed the now more frequent groups heading to the upper limits and temple area of Upper YuBeng. Off we trotted. Here, by Upper YuBeng’s main stupa, a group of a few hundred people were doing their best to resemble Chinese druids. A swelling and pulsating circular throng of people moved around to no particular beat. Some instructions by people in the middle rang out. A central fire, with warmth attracted Piotr and Oliver. I stood around the edge trying to make sense of it all. As 2020’s final minutes arrived, a ripple of excitement charged through the gathering.
Western breakfast, almost. Sadly, no HP Sauce.
A girl from Beijing grabbed my hand and explained the proceedings. Sparklers, countdowns and fireworks with some local dancing. And that’s almost what happened. Some of it was wonderful, other bits disorganised and cumbersome. Either way it was a welcome surprise and a great experience to share the welcoming of 2021 with trekkers, some local Tibetan people in modern takes on traditional headwear and attire. I never thought I’d see Apple-brabded Yunnan clothing. This is China, after all. Everything is possible. The next morning involved Tibetan pork, eggs and Tibetan bread for breakfast. Well if you’re heading off, head off on a full tummy…
Let’s drink a drink a drink a drink/For Colin the King the King the King/He is the leader of Man City/He is the greatest inside Forward/that the world has ever seen.
I grew up on Colin Bell stories from my Dad, Uncle, and Granddad. Our kid had some too, but his playing days were before his time. Met Colin Bell many times in the years that City moved to the cold new grey City of Manchester Stadium. Can’t say, I was blown away, but I will say that talking with Colin Bell, was like talking to any down-to-earth person. He was quiet, welcoming and warm-hearted. Me being shy, I didn’t get a photo, but I did get a signature on more than one occasion. His Maine Road folklore will last long into the future.
Colin Bell MBE played 501 games (scoring 153) for City. He played about 48 games (scoring 9) for England. He began his career in Bury, scoring 25 goals in 82 games. He had a short spell at San Jose Earthquakes. Nicknamed after a racehorse, Nijinsky had stamina and was soon nicknamed The King of the Kippax. He played in the days of Bell, Lee and Summerbee. Having scored at the Maracana Stadium (against a Brazil team featuring Pele), Wembley, Maine Road and countless other grounds, the crowds were won over by the skilful player who was forced to retire from the game all too early. He would later move on into coaching at City with the youth and reserve teams. Following that he quietly held club ambassador roles.
Number one was Colin Bell, number two was Colin Bell, number three was Colin Bell…
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