The Values of Life Essay Example | Topics and Well Written Essays - 750 words

The Values of Life - Essay Example I’m still 23, and I’m in the second year in the university, which I need to use them in order to get my bachelor degree. Accomplishment is a value that drives a person to meet their personal goals and objectives in the sense that, there is that need to be somewhere after going through the education program. In my case, I want to accomplish so much in life, for example, I want to ensure that by the time I get to 30, years I will have a well-established career, and I will be financially stable. Additionally, I will give back to the society by helping the needy as it is the society that has helped in shaping my values. Honesty is a virtue that should be owned by every individual this us because it allows people to move forward and to correct mistakes that were made in the process of achieving goals and objectives. Honesty as a value allows people to have good relationships because there is a creation of the trust, which is very important in the lives of people. Am living in accordance with these value by ensuring that in each and every activity I undertake I am first honest with myself and then to other people. There is a need to treat every individual equally and fairly and by so doing, other people will not feel left out. Being fair means that there is justice when it comes to serving people and also treating them. This value is important to me because it allows me to see every person as an equal which in turn allows me to respect every person despite their social, cultural or economic background. Strength is another value that I have become accustomed to especially through my education because sometimes being a university student is not easy. This is because it requires strength and dedication to ensure that a person completes their course. This is because sometimes school can be frustrating, but with adequate strength, I set my mind to the goals and objectives I want to receive in life.

Theory assessment Essay Example for Free

Theory assessment Essay As a trainer, teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments, practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level. The first impact I play regarding my role is either interviewing possible candidates or meeting and greeting them on the first day of their course. Meeting potential apprentices/apprentices on their first day induction requires me to make a good first impression and aim to create a degree of respect and professionalism from the onset. Geoff Petty says in his book. â€Å"When you go for an interview you put your best clothes on. Employers are affected by first impressions, but so are you as a teacher. We do this because we want to know how to behave towards a person and how we can expect them to behave towards us. It would of course be fairer to suspend judgement, but few of us manage this in practise†. (Petty G 2009) It has been proven (Petty G: 2009) that students’ that don’t look interested in studies or that have a â€Å"don’t care attitude† are more likely to do worse on their course that those that appear bright and willing to learn. This is partly due to our â€Å"first impressions† leading to the student being taught differently even though this may be subconscious. This is when it is important in your role as teacher to be the needs identifier and try to teach to the needs of the students’ as individuals and not to teach to the needs of the class as a whole when designing the learning and implementing it. Every student is an individual that has their own preferred learning styles one of the most common and widely used categorizations of the various types of learning styles is Fleming’s VARK model (sometimes VAK) consisting of visual learners, auditory learners, kinaesthetic learners or tactile learners. Flemming claimed that visual learners have a preference for seeing (think in picture; visual aids such as overhead slides, diagrams, hand-outs, etc. ). Auditory learner’s best learn through listening. Tactile/kinaesthetic learners prefer to learn via experience, moving, touching and doing (active exploration of the world; science projects; experiments, etc. ) Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their preferred learning style and maximize their educational experience by focusing on what benefits them most(Wikipedia. org/learning styles). During my lessons I always try to give students a mixture of learning styles so overall the lessons are more varied. I find this keeps the levels of interest much higher and it caters for the group as a whole, this way each student gets to learn at some point in their preferred learning style, this helps me confirm that they have knowledge and understanding from classroom based auditory and visual learning and that they can demonstrate through practical assessments that they have the skills and ability to perform tasks to a standard which can be deemed competent. I insist my students must understand how, when, where and why they should perform tasks. By giving students as much information as possible I believe this empowers the individual and gives them more incentive for learning. As a railway trainer assessor it is my responsibility to ensure support and guidance is available to help support students with various needs and personal issues, any apprentices who report a problem to me it is my duty to speak to the respective students and help deal with their learner needs, if it is anything regarding personal issues it is then my job to involve the appropriate person that deals with those issues, from the designated safe guarding officer to councillors within the affiliated colleges, chaplains or in some cases if the severity of the matter is such by contacting police. All aspects on quality and diversity must be considered at all times and any issues must be kept confidential as the tutor has a duty of care to his/her students. As a railway assessor I am responsible for a class of up to 26 students as their supervisor/mentor it is my duty to inform the student of any relevant legislation and codes of practice. One of the first subjects covered is Health and Safety at Work Act (HASAWA) giving students information on company safety policies and information regarding fire and first aid. Week one of their initial six week course involves presentations and QA regarding legislation that is applicable to the railway such as COSHH (control of substances hazardous to health), RIDDOR (reporting of diseases dangerous occurrence Regs) as well as HAVS (hand arm vibration syndrome) Noise Regs, LOLER (lifting operations lifting equipment Regs), Railway Regs and manual handling. â€Å"Recording provides the platform from which teachers can base their reporting to others and is a mechanism for evaluating learning and teaching. (highlandschools) One of the most important roles of a teacher (and assessor) is record keeping. From day one it is my responsibility to start with a course register as the course progresses I am responsible for gathering evidence that students produce assessing it, evaluating it, marking it and keeping it filled away safely. Data protection is very important because as a teacher we deal with personal details. Part of my job entails collecting apprentice’s bank details and personal details this documentation needs to be collected and passed on to the wage department safely and securely. Weekly reports are carried out on each candidate this information must be kept in a secure location because any misuse could be detrimental to the welfare of students and break any trust built up between student and teacher. Keeping records is a very important reflexive tool for both teachers and learners. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measurement against what the candidate should be learning, what they have been taught, whether or not they are making progress and whether the structure of the lesson plan is sufficient or not. Indications on whether the student needs more additional help can also be highlighted. Holistic record keeping is beneficial as it can give an indication if there is external problems for example poor attendance may be due to a multitude of reasons and as a tutor this gives you an initial warning that there may be an underlying problem with this information you can then look deeper and begin to analyse behavioural patterns to identify whether or not there is any issue that might require the notification of other professional bodies. Keeping accurate records of candidates work is necessary for progress, monitoring student achievement, ability and skill through ongoing assessment is essential to track their progress with the additional constructive feedback helps teachers set realistic targets for the candidate to achieve. Once these targets are met the end product is passed on to the awarding bodies for certification. My personal interpretation is that the role of a teacher is a very varied and flexible one. Structured by lesson plans and course criteria the simple fact that individual students can be so diverse due to background, ability, age, and motive for learning makes the role of a teacher unique each and every day. It is my opinion that there is a great responsibility of a tutor to pass on knowledge in a positive and passionate way, the tutor creates his/her own environment for learning and in that environment all the needs of the learner should be met. The teacher should be able to relate to individuals to develop a good personal teaching relationship and to understand what gets the best results out of each student to maximise learning outcome.

Religious Rationale for the Plague in Rosemary Horrox’s The Black Death

Religious Rationale for the Plague in Rosemary Horrox’s The Black Death After the September 11th, 2001 attacks, prominent religious figures claimed that depraved American lifestyles were to blame for the bombings; Protestant leader Jerry Falwell came forth and stated that the attacks were a manifestation of God’s irritation at impious people. This attitude stems from a reaction to contemporary events, but possesses roots that date back to 1348. Throughout the time of plague in medieval England, priests and other spiritual leaders insisted that mass devastation via disease was a God-sent punishment for decadent lifestyles and impious behavior. These officials claimed that the promiscuous, the scantily dressed, and the flamboyant were all to blame for outbreaks of pestilence. Religious responses to the plague of 1348, found in passages of Rosemary Horrox’s The Black Death, clearly display this sentiment, signifying the fact that standards of propriety and decorum were highly relevant to medieval religious authorities attempting to pin down th e causes of plague. In 1348, religious authorities determined that the immodest behavior of certain groups led to outbreaks of ubiquitous plague. The tendency to regard indecency as the cause of plague is displayed in records of the day. Henry Knighton’s description of a guilty crowd attending the tournaments is a telling example. He laments that, â€Å"they spent and wasted their goods, and (according to the common report) abused their bodies in wantonness and scurrilous licentiousness. They neither feared God nor blushed at the criticism of the people, but took the marriage bond lightly and were deaf to the demands of modesty† (130). As one can gather from this passage, the 1348 religi... ...se of the plague’s presence by delimiting impious behavior according to biblical law, and condemning displays of impropriety. Individuals who failed to adhere to religious dictates regarding frugality and matrimony were blamed for ushering in the disease. Those who ignored social conventions regarding decent dress and gender codes were also accused of inciting God’s wrath and bringing society to ruin. According to excerpts of Rosemary Horrox’s The Black Death, the religious message of 1348 states that human pain and suffering are divine punishment for decadence, licentiousness, and frivolity. It is interesting to note that religious leaders of the 21st century state much the same thing regarding catastrophic events. This leads one to conclude that standards of propriety and decorum will always remain an inherent part of any religious diagnosis for societal ailments.

Ethics Bank Bailout

This paper explores the ethics of bank executives receiving large bonuses despite the fact that they received a bailout. I identify the utilitarian and deontological implications of these executives’ actions. This paper also examines if the executives deserved the bonuses, did the banks need a bonus, and how the banks should have been regulated by the banks.Keywords: bailout, utilitarian, deontologyEthics of Bank Bailout BonusesCurrently the economy is still in â€Å"The Great Recession† largely due to the fallout caused by banks. Banks caused this fallout by giving out home loans to unqualified borrowers.  The banks approved loans they know could not be repaid by the borrower because of the terms such as adjustable rates.These home loans started defaulting; which started a domino effect of bank failures, further driving the economy into a downward spiral. In came the government, armed with astronomical sums of money determined to rescue these large financial institut ions. Enrich, Hilsenrath, and Solomon (2009) state that 700 billion dollars of taxpayer money was used to bailout these banks under the Troubled Assets Relief Program (TARP).It wasn’t long after these bailouts that these banks continued to reward the executives with large bonuses. Should have these top executives of these major banks that received the bailout money been allowed to receive large bonuses? I say definitely not because it was wrong under the provisions of utilitarian ethics which I believe should have been applied in this situation. These executives were at the helm when these banks failed. Bonuses should be rewards for success not compensation for a title or position. If these banks had enough money to give bonuses then the question of do they really need a bailout should be asked.Furthermore, this bailout money did not belong to the banks to give out as they pleased, it belonged to the taxpayers and the money should have been accompanied by stringent regulation s imposed by the government. A bonus is normally given as a reward for production or as an enticement for favored behavior or performance. On Wall Street a bonus is an equivocal right with no strings attached. Success or failure does not matter. Being an executive in the country’s most powerful financial firms is justification enough to entitle them to a bonus. This is the methodology that these institutions follow.Executives used deontological ethics because they focused on their rights and entitlements as executives. They decided their rights to large bonuses outweighed the importance of righting the economy which affected the entire country. Meanwhile, these are the same executives that were in charge when many American’s retirement plans and investments were depleted or completely wiped out. These were the same executives that oversaw an industry that gave out home loans with impossible repayment terms. It can be argued that the banks caused the entire financial wo es that are still present today.Instead of the institutions terminating their executives for not stopping their organization’s misdeeds they were rewarded. These bank executives drove their institutions to the brink of demise. Yet, they were still rewarded with multi-billion dollar bonuses. How could this be justified or ethical? According to Freifeld (2009), Citigroup Inc. , Merrill Lynch & Co. and seven other U. S. banks paid $32. 6 billion in bonuses in 2008 while receiving $175 billion in taxpayer funds through TARP. That means that almost 20% of the government’s bank bail-out to these banks was used on bonuses for their institution’s executives.The question has to be asked, â€Å"Could the bank bailout have been 20% less to these banks? † An even more interesting question would be, â€Å"Did these banks really need the bank bail-out money? † These executives took an ethical egoistic approach by accepting these bonuses. Andre and Velasquez (198 9) explain that three steps to apply utilitarianism to any situation to decide a moral course of action. The first step is to identify all the course of actions that are available in a situation. The second step is to determine all the beneficial and harmful consequences of each course of action for everyone affected by the action.Finally, the third step is to select the course of action that provides the greatest benefits after the costs have been taken into account. Let’s apply this theory to the bank executives and their choice to receive a large bonus. First step would have them identify all their course of actions available to them, which was to take or leave the massive bonus. Secondly, was to determine all the beneficial and harmful consequences for each course of action for everyone affected by taking or refusing the bonus. Those affected by the taking or leaving the bonus include the executive, the financial institution, and the taxpayers.The beneficial consequence o f taking the bonus for the executive is a very large sum of money. The benefit to the financial institution and the taxpayer is none. The harmful consequence to the executive would be obvious, which would be the loss of a tremendous amount of money. The harmful consequences for the financial institution would be loss of capital that could be used somewhere else more productive and the loss of the government’s confidence. The harmful consequence of the executive taking the bonus would be an increased budget deficit which may lead to higher taxes and loss of federal program funding.Finally, weighing the consequences using the utilitarian theory the greatest benefit would be for the executives to refuse the bonus. The right decision for these bank executives would have been to take a utilitarian ethical approach and not accepted their bonuses. These bonuses hurt the government and the people of the United States by costing the bailout more money than necessary and creating a lar ger deficit. Thus, the act of the executives taking their bonuses was morally unethical under the theory of utilitarian ethics because the consequences were more harmful for the greater population.Instead, these executives prioritized their needs and wants higher than the needs and wants of the people. Financial executives were following the ideology of deontology when they made their decision to take their multi-billion dollar bonuses. According to Alexander and Moore (2008) deontology is based from the word â€Å"duty. † I believe that these bank executives felt it was their duty and entitlement to take the bonus. Also deontologists believe in following the rules even though the act may be considered the right thing to do even if it produces bad consequences (Alexander & Moore 2008).They were not breaking the rules or law when they took their bonuses because there were no regulations or rules against them doing so. They followed the rules and it produced the bad effect of c reating a larger than necessary bailout amount. On the other hand however, the government made the bank bailout loan on good faith. Utilitarian ethics were applied in the decision to give out the loan because they feared the banks would ultimately fail without the money. The choice was made out of consequence. The consequence of failing banks would be a country with an even worse economy and completely ruined financial sector.Thus, the government acted and followed utilitarianism’s theory of the greatest good, for the greater amount of people. The government should have not rushed to give the money to the banks without devising stricter regulations. Restrictions were placed on some executive compensation for participating banks, but did not limit salaries and bonuses (Despite Bailout 2008). If the government had placed limitations regulating excessive bonuses this could have been avoided. Executives would have been able to follow either consequential or deontological ethics b y following these limits imposed.Instead the government through legislation did not impose sanctions against bonuses as part of TARP. By failing to do so they left the door open for banks and executives to make ethical choices on their own. I explored the utilitarian and deontology implications of the bank bailout bonuses. I found that the bank executives should not have taken the bonuses after receiving bailout money from the government by using the utilitarian theory because ultimately the consequences were more harmful than good for greater population. I also explained why executives should not have received the bonuses based on their and their institution’s performance.I also questioned whether the bank bailout money was necessary because the banks had enough money to give out large bonuses. Also discussed was the idea of the government imposing stricter sanctions with the TARP legislation forbidding large bonuses. I also stated that the bank executives could have been et hically right under the pretense of deontology. Deontology’s theories revolve around duties, rules, and obligations (Waller B. , 2008). Therefore, the bank executives felt they had the right and duty to an enormous bonus as heads of multi-billion dollar financial institutions. They also followed the rules by accepting the bonuses.

Basic Legal Environment

Regarding the scenario the best way to go in that situation will be a partnership. The reason for that being, it cause he has little financial skills and management skills. From what I know regarding starting a business. If you do not have the skills or do not know much about the process, then you will need help starting and running the business. Everyone has their own way to of doing things so that decision it really you to you. Just make sure that you make the right one for you and your family. Abstract This paper will address the issues of sole proprietorship, partnership, and corporation. This will discuss the advantages and disadvantages for all three. This will also discuss which will be the best way to go when starting a business and why. There some advantages and disadvantages to each type of business. Depending on how much say the owner wants to have in the decision making of the business. If it was I starting a business the best would be corporation or ever better a Limited Liability Corporation (LLC). The reason for that being is that if anything happens to the business the liability does not fall back on you. There will be hard getting help with the start up cost, because with this type of business in the beginning, creditors will use individual for credit situations. Out of the three types of businesses, the best would be Sole Proprietor because the owner has 100% of all decisions and it is easy to start up, even though all debt falls back to the owner personally. This would be to the best way if you are starting up a new business. As you grow you can easily which it over to a partnership or corporation. Conclusion When starting up a business there are many decisions the make and questions to be asked. If you do not make the right one it can come back on you in the long run. I have learned a lot from starting my businesses that I have started in the past. Now I have a successful business that will go a long way.

Analysis of Netflix Essays

Analysis of Netflix Essays Analysis of Netflix Essay Analysis of Netflix Essay It slightly decreased one year and increased in the remaining three. Firms would like to have a high margin and a high turnover, so it is a mostly positive trend that turnover is increasing as well as the net profit margin. Total Leverage: unfavorable. The trend Is positive because total leverage has increased most years. The higher number, the more debt a company has which means that the company has to pay a higher interest expense. Therefore, the net income will be lower which will in turn lower the net profit margin, affecting the ROAR. Stockholders want ROE to increase, but not strictly due to the leverage increase. The first two years the LEVEL was O, in year 3 it was . 05 and in year 4 it was . 507. This has been a positive trend. Leverage is defined different in the advanced model. Leverage only includes financial obligations in the numerator. It is favorable that LEVEL has increased from O because it does increase the ROE; however, it is important that the company does not borrow more than it can handle. B. Are any of these ratios meaningless because of factors such as negative amounts, denominator close to zero, accounting distortions? There are several ratios that are meaningless. In the Advanced DuPont model the Net Borrowing Cost, the Spread, and the ROE are all not available for 2006 and 2007. This not because the cell is simply empty but because the denominators are close to zero. The cell content looks like this: #DIVE/O!. Also, the Financial Leverage for the same two years is O in the Advanced DuPont Model, which may be why the NBC cannot be calculated. Also, it is important to note that there are no negative numbers in this data. C. Are there any factors that make you think the 2009 ratios are aberrations and that the future may be significantly different? There are a few insignificant factors that make me think the 2009 ratios are abnormal and that the future may be exceptionally different. I think it is important to note that the NBC stays the same into the future. I would think that the net borrowing cost would change as the company borrows money and takes on more debt. Also, total leverage increased from 2. 295 to 3. 333 from 2009 to 2010. I am not sure if the future wall De very Deterrent u tens mummer seems to De RA mere Ashley Schmidt Accounting 411 Professor Bartlett Due: October 14, 2010 Assignment 5-8: Decomposing the Dupont Model Ratios to better understand underlying causality. To better understand the economic fundamentals that are driving Nineteens ROE, we an decompose (analyze) each of the variables in the Dupont Model. Examine the ratios calculated by veal. A. Examine the more detailed margin, turnover, and leverage ratios. What interpretation can you place on each of these detailed ratios? Looking at the financial statements may help you understand what the ratios mean. Margin Ratios Gross Margin: The gross margin measures the difference between sales and cost of goods sold as a proportion of sales. The gross margin of Nineteens has stayed relatively around the same. It looks like it may start to increase in the near future, UT from the data there is not a definite positive or negative trend. The Gross margin in 2009 was . 378 which means that 37. 8% of sales were profit. This ratio is important to watch if you are worried about increased competition, which is something that Nettling will be facing very soon. EBITDA Margin: This ratio has been consistently increasing for Nettling over the past 5 years. It is the earnings before interest, taxes, depreciation, and amortization as a proportion of sales. Depreciation and amortization only represent the allocation of past capital expenditures and even though a firm may look good with this ratio they ay have to reinvest in its capital base to continue to stay in business. We would want to make certain that Nettling is spending/using capital expenditures wisely. BIT Margin: This is earnings before interest and taxes and it provides a valuable summary of operating performance. This margin abstracts from leverage or tax rate effects and gives a clean measure of underlying operating performance. From gross margin to this ration the relation between sales and profits gets weaker. This margin has also been consistently increasing for Nettling over the past five years and is a good indicator of operating performance. Net Operating Margin before non-race. : This margin is net operating income with any nonrecurring expenses AAA Dacca In wanly are statutes Tort tenet tax consequences. This number has not been consistent for Nettling and is probably due to taxes or costs of non-equity capital (like tax adjusted interest expenses and preferred dividends). Net Operating Margin: This is the net operating income with nonrecurring items. The difference between these numbers from year to year is due to nonrecurring items. In some years there was a bigger difference than others due to these items. The nature of these items can be unidentified from the 10-K and should be looked at to ensure that they are unusual and not likely to reoccur. Turnover Ratios Net Operating Asset Turnover: The net operating asset turnover has increased for three consecutive years and it is currently at 4. 068. Net Working Capital Turnover: This ratio measures how efficiently a firm is managing its working capital accounts. It is ideal to create sales with the smallest investment in working capital. This number has increased and should be looked at further, it is currently at 4. 68. Average Days to Collect Receivables: This ratio is simply the average amount of time that it takes Nettling to collect the money that its customers owe. This number has been O for the four years that veal has data. This may be because Nettling is a subscriber based company, so you have to pay when you sign up for its services. However, there should still be a time greater than zero that it takes Nettling to collect because transactions do not happen instantaneously. Average Inventory Holding Period: This ratio is the average number of days that Nettling holds its inventory. The quicker it is turned over the better. The past three years this number has decreased which is positive for the company. Average Days to Pay Payable: This ratio simply takes the average payable to determine how long it takes the company to pay its bills. This ratio has decreased the past three years which is positive for the company because it means that they are paying off their debt faster. UPE Turnover Leverage Ratios- Long Term Capital Structure Debt to Equity Ratio: This ratio is similar to the financial leverage definition that is used in the Advanced DuPont model; however, preferred stock is excluded from the numerator. It provides an indication of the extent of a firms long-term credit commitments. A higher ratio means a higher probability of financial distress. Nineteens debt to equity ratio is relatively low but did sharply increase from 2008 to U. It would a De Denial to Turner Investigate ten reason Enola D ten Susanne increase. OFF to Total Debt: Funds from operations to total debt shows the working capital created or destroyed by the operations of the firm. This ratio directly compares the debt with the flow of funds that will be used to service the debt so it overcomes the horologists that the debt to equity ratio presents.

KENNYATTA UNIVERSITY Essays - Pleistocene, World History

KENNYATTA UNIVERSITY Essays - Pleistocene, World History KENNYATTA UNIVERSITY SCHOOL OF EDUCATION MUSYOKA JOSEPH REG NO: E35/1979/2017 UNIT: UNIT NAME: TOPIC: DISCUSS THE CONTRIBUTION OF ARCHEOLOGY TO THE RECONSTRUCTION OF AFRICAN HISTORY Discuss the contribution of Archeology to the reconstruction of African history Africa is the birthplace of humankind and a continent of tremendous social and cultural diversity. As such, knowledge of Africa's past is central to understanding our species' deep history; the diverse pathways of our social, technological, and political economic development; and the mutually entangled character of our continentally siloed histories. For all but the last few centuries of its diverse and dynamic 2.5 million-year history, insight into Africa's rich and diverse pasts rests on material evidence generated through archaeological investigations (Ucko, 2000). Yet systematic archaeological study of Africa's pasts is relatively recent and characterized by significant temporal and geographical disparities; some time periods and areas have seen considerably more intensive research than others. While the cradle of civilization may have been in the Fertile Crescent, the birth of humanity laid in the heart of Africa. After the Diaspora of human beings around the world, people began to gradually forget about Africa as civilizations began to materialize. Up until the 18th century in fact, the area was largely serene, impervious of the perils of the humanity. When Imperialism began in nations, Africa was the final frontier. No one knew Africa. No one knew but those in Africa itself. This led to many explorers as they set out in the uninhabited jungles of Africa, touching on land their ancestors escaped from thousands of years before. Soon, Africa was divided up between many of the imperial powers. Each nation took their part. England with their superior status at the time took the most land. South Africa, which after conquest became English, soon had a major role in the affairs of imperialism. One man, Cecil Rhodes, and his vast fortune which continues to affect the world today, played the crucial role of leading England down the path of glory and wealth. African Historical Archaeologies is an interesting experiment. Beside the excitement of transplanting ideas that have succeeded somewhere else one may wonder if Africa is the right place for this battle. Africa has the longest record of human home on the planet. The principal hominins rose 6-7 million years prior, and among the soonest anatomically present day human skulls discovered so far were found at Omo Kibish. European archaic exploration is for the most part partitioned into the Stone Age (containing the Lower Paleolithic, the Middle Paleolithic, and the Upper Paleolithic), the Bronze Age, and the Iron Age. African archaic exploration is grouped in a somewhat extraordinary manner, with the Paleolithic for the most part partitioned into the Early Stone Age, the Middle Stone A ge, and the Later Stone Age. ( Isaac, 1971) After these three phases come the Pastoral Neolithic, the Iron Age and afterward later authentic periods. Africa's ancient times has been to a great extent overlooked, except for inquire about into early human development. Nonetheless, it is administered by the Pan African Archeological Association, whose individuals comprise of expert archeologists from all finished Africa. Notable too are the effects of preconceptions about Africa and its peoples on the questions posed and answers sought by archaeologists. Deeply held presuppositions led early scholars to deny the capacity of African peoples to make gains on what 19th- and early-20th-century European scholars envisioned as a singular progressive pathway, one modeled on the elevation of European and Near Eastern history to the status of a universal expectation. For early postcolonial archaeology, as for history, colonial dismissals of Africa's progressive capacity became a rallying cry for research aimed at demonstrating that Africa's past was dynamic and filled with examples of independent and early innovation. Recent postcolonial decades have seen expanded research, more nuanced engagements with questions of origins and connections, and growing attention to the formative role of material practice in the configuration of social life, as described in separate sections of this bibliography. The focus of this article is the breadth and depth of African archaeology. It directs readers to literatures on the history, goals, and practices of African archaeology, aiding readers unfamiliar with archaeology to gain insight into issues

French Expressions Using Casser

French Expressions Using Casser The French verb casser literally means to break and is also used in many idiomatic expressions. The verb is used to talk about breaking someone, boring someone stiff, warning someone, making an omelet by breaking eggs, and more. Possible Meanings of casser to breakto crack (a nut)to snap (a branch)to spoil the flavor (of wine)to demoteto annulto lower (prices)(familiar) to kill (esp. if motivated by prejudice) Expressions with casser crier casse-cou quelquunto warn someone casser du sucre sur le dos de quelquunto talk about someone behind his back casser la baraque (informal)to bring the house down casser la baraque quelquun (informal)to screw everything up for someone casser la croà »te (informal)to have a bite to eat casser la figure quelquun (informal)to smash someones face in casser la graine (informal)to have a bite to eat casser la gueule quelquun (familiar)to smash someones face in casser le morceau (familiar)to spill the beans, come clean to give the game away casser les oreilles quelquun (informal)to deafen someone casser les pieds quelquun (informal)to bore someone stiff, get on someones nerves casser les reins quelquunto ruin, break someone casser la tà ªte quelquunto deafen someone, to bore someone stiff casser sa pipe (informal)to kick the bucket, snuff it tout casserstupendous, fantastic; at the most Ça / Il ne casse pas des briques (informal) Thats no great shakes. Ça / Il ne casse pas trois pattes un canard (informal)It / He is nothing special, nothing to get excited about Ça / Il ne casse rien.It / He is nothing special, nothing to get excited about Casse-toi  ! (familiar)Get the hell out of here! Il ne sest pas cassà © le cul (slang)He didnt bust his butt. Il ne sest pas cassà © la tà ªte (informal)He didnt overtax himself, put any effort into it. Il ne sest pas cassà © le tronc / la nà ©nette (familiar)He didnt do much, try very hard. Il nous les casse  ! (familiar)Hes a pain in the neck! Tu me casses les bonbons  ! (familiar)Youre a pain in the neck! un/e casse-cou (informal)daredevil, reckless person un/e casse-couilles (slang)pain in the butt un casse-croà »tesnack casse-cul (slang adj)bloody/damn annoying un casse-dalle (familiar)snack un casse-graine (informal)snack casse-gueule (fam adj)dangerous, treacherous un casse-noisettes/noixnutcracker(s) un casse-pattes (informal)slog, difficult climb un casse-pieds (informal)pain in the neck, nuisance, bore le casse-pipes (informal)the front un casse-tà ªteclub, brain-teaser, puzzle un casse-vitessespeed bump, sleeping policeman se casser (familiar)to split, take off   se casser pour infinitive (informal)to strain oneself to do something, to work at something   se casser le couto fall flat on ones face, go bankrupt se casser la figure (informal)to fall flat on ones face, go bankrupt se casser la figure contre (informal)to crash into se casser la jambe/le brasto break ones arm/leg se casser netto break clean off / through se casser le nezto find no one in, to fail se casser la tà ªte sur (inf)to wrack ones brains about Proverbs with casser Il faut casser le noyau pour avoir lamande.No pain no gain. On ne fait pas domelette sans casser des Å“ufs.You cant make an omelette without breaking eggs. Qui casse les verres les paie.As you make your bed, so you must lie on it. You pay for your mistakes.

Strategy Innovation & Change - Critically evaluate the alliance Essay

Strategy Innovation & Change - Critically evaluate the alliance between Avebe and Noveon. What does this case show us about strategy as a process and its imple - Essay Example is a holistic approach that is adopted by organisations in planning the future course of business and as Mintzberg points is out, â€Å"strategies are both plans for the future and patterns from the past† (Mintzberg, 1987, P. 67). Of the various methods that organisations generally adopt in order to manifest strategic success, strategic alliance is very popular, and as Kanter propounds, â€Å"business alliances are living systems, evolving progressively in their possibilities† (Kanter, 1994, P. 97). She further suggests that â€Å"relationships between companies begin, grow, and develop – or fail – much like relationships between people† (Kanter, 1994, P. 99). This essay will focus on the strategic alliances and their conceptual tenets. This essay will focus on the strategic alliance that was struck between Avebe and Noveon in March 1995, and was terminated in September 1999. It was observed that the alliance was based on shared-supply as they joint ly developed a product but marketed it independently (Dussauge & Garrett, n.d., P. 63). When companies wish to enter into a shared-supply alliance, comparative analysis of core competencies is indispensable in evaluating technological and other resources-related compatibility and thus helps in anticipating the outcomes of such alliances. Generally firms also take into consideration the mutual competencies in terms of marketing as well in order to project the future prospects of the novel products, if any, that are focused on developing. While conducting an internal appraisal, organizations should also consider their cultural aspects and try their best to enhance employee-involvement so that they are properly aligned with strategic objectives. Das and Teng suggest that â€Å"the first stage in forming alliances is the selection of partner firms† (Das & Teng, 1999, P. 56-57). Prior to formulating any organizational strategy, the management should take into consideration the external business environment as these

Treatment of Women and Minorities in Corporations Essay - 1

Treatment of Women and Minorities in Corporations - Essay Example But, despite these changes, many in the world in positions of power do not have the patience or adaptability to accept the fact that woman can play a leading role, and so discrimination has become a normal experience for women. This paper examines how females are treated in companies as they have now become a threat to the continued economic and political ascendancy of men. Women in America face different opportunities, types and levels of treatment, and cultural acceptance and norms than a century ago. Women a hundred years ago were not expected to have full and free civic and cultural participation, and were expected to ultimately deserve domestic tasks, have and raise offspring. Social norms constructed women as passive and frail, and not as competent to achieve strongly or intellectual all that men could. Men were supposed to be breadwinners, strong John Wayne figures with unquestioned authority over the home and over children. Though this was always an idealized view of the world, and ignored micro-conflicts going on in the culture at all times (especially since the feminist movement is as old as the 19th century), certainly these archetypes and schema are still important to cultural formation today. Counterintuitively, despite obvious cultural and social changes, family responsibilities have not modified much in todays society. Women might be in the workplace more often, but the conventional responsibilities of women are still dominant. They are still the very compassionate provider and nurturer of infants and children, the comforter for the weeping young offspring and the feminine existence of the household.

RECRUITING Research Paper Example | Topics and Well Written Essays - 2500 words

RECRUITING - Research Paper Example The industry of recruitment has its basis on the objective of facilitating a candidate or job seeker for a reward. On one end of the continuum, there exist the recruitment agencies which find jobs for the candidates and get their reward only when the candidate that they deliver to the organization stays with it for a long time. The individual has to spend a certain probationary period with the client. The other end of the continuum comprises of certain recruitment agencies which are given a retainer who concentrates on, analyses the needs of the clients, and accomplish the targets and milestones that are set in terms of the search for the right candidate. These agencies are again rewarded with a certain percentage of the salary of candidate as soon as the individual is placed in the organization and works even after the period of probation ends. The recruitment industry of the present age is sufficiently competitive, and this is the reason that there are various ways that have been s ought out by the agencies that aim to distinguish themselves and provide value added services by concentrating on the diverse areas of recruitment life cycle. 4 The various job search engines and recruitment websites are utilized to collect the maximum number of potential candidates by posting the vacant advertisements of the vacant position across a broad geographic area. Though, it is supposed to be a cost effective option, yet, a department manager or human resource department will consume time in addition to their normal responsibilities in screening through the resumes. 5 Various organizations desire to develop in-house recruitment and branding strategy of employer instead of the proper recruitment firms. The technological factor, in the current era, has resulted in the emergence of meta-search engines which permit the people seeking jobs in different professionals, to browse through different

The Background of the Technology - Annotated Bibliography Research Paper

The Background of the Technology - Annotated Bibliography - Research Paper Example This resource has a twice-monthly publication, focused conference series and custom research form the hub of the worlds largest global IT media network. All this information has helped in compiling my data required especially about the new launches and their social, legal and ethical aspects. InfoWorld is the principal source of information on rising enterprise technologies, and the only trade name that explains to senior technology decision makers how these technologies work, and how they can use them to drive their business. All such information has proved to be of great help while compiling my developments and benefits of new advances section. This online resource has also helped me in discussing the advantages and disadvantages of this new technology. Moreover, this link has helped me in covering social, legal, ethical and security aspects, along with the hurdles which are being faced in order to make this technology as a success. The main questions which will be discussed in my literature review are: the background of the technology itself, in-detail discussion of the topic along with its history and advancements is obtained from this resource.

Role Of Women Essay Example | Topics and Well Written Essays - 2250 words

Role Of Women - Essay Example words, a woman's demand of her partner's sexual abstinence as a form of birth control, meant mothers with fewer children could spend more time raising each one. The mother's role as nurturer superseded the father's former importance as disciplinarian, and thus required women to receive more education to satisfy this new societal charge. As per Sklar, the schoolmarm of the American frontier was a direct result of this surge in the number of educated women in the late 1800s, as was the growth of powerful organizations such as the Women's Christian Temperance Union, also known as WCTU. (Paxton and Hughes, 2007). This organization called WCTU started to support women’s suffrage in the year 1880, and as the progressive period got underway, these educated, socially conscious women dealt with various industrial issues. Sklar also noted that the women of middle-class America rallied for fundamental labor rights, which was the goal of working-class men in other countries, mainly Great Britain. As for example, the National Consumers League, created in 1898, lobbied for minimum-wage protection for female workers. By 1915, 22 states had such legislation for women only, and the minimum wage was not extended to men until the New Deal in 1938. Sklar also added that in the year 1920, the women who were newly franchised, received a less than cordial welcome from the Republican Party. They told women to lose their agenda of social issues. It is therefore that all women organizations turned out to promote women right for them who were captive of sufferings, like of getting women their due right on juries. (Paxton, and Hughes, 2007; Paxton, 2010). Therefore, as a result, younger women aligned themselves with the Democratic Party, which already espoused concern regarding social-justice... This essay discusses today’s women who have made serious progress in terms of their educational attainment, health status, labor market participation, etc., but they are still lagging behind men in the area of politics. Women have no longer confined themselves only to their household duties. The progress of women is quite visible across the world. However, there still arises a question over whether gender equality has really been achieved across the world and across every field. While in some countries women have made huge progress, in some other nations they are still lagging far behind than men. Similarly, while in some fields, their progress is really startling, in some other spheres there is not much development. This paper will try to focus on the role of women in the area of politics of two countries. For the purpose of this study, USA and France have been chosen. In this present world, women are no less than men. In these past thirty years, the world has progressed to a huge extent and so as women. The women who reside in USA have seen to explore the outer space, run in the Olympic marathons and also occupying a respectable position on the highest court in the land. Then now the question comes in then why not women are given a due chance to be the president of America. In France, the battle for equality in the women rights movement still continues. Despite having the much hailed equal right, the realm of French politics still remained to be very unjust and rude to women.

GlobShops Management of Outsourcing to Date Case Study

GlobShops Management of Outsourcing to Date - Case Study Example The paper tells that in this age, globalization and introduction of internet facilities enhanced the pace of outsourcing. In order to amplify the productivity and profitability of an organization, the concept of outsourcing of information technology are recognized as one of the most important business strategies so as to improve the position and ranking of the organizations in the market among many other rival players. The prime aim behind such type of outsourcing or offshore mergers is to reduce the amount of cost that may amplify the total revenue and operating income of the organization. Keeping this aspect in mind, the global travel retail organization, Globshop also decided to outsource, the activities of information technology. Such a tactical and strategic decision is taken by the CEO of the organization, Mr. Roger Deen in order to mitigate the challenges aroused due to terrorist attract in the year 2001 in 11th September. In addition to this, Mr. Deen implemented such type of decisions, in order to amplify the competitive advantage and reliability of the business by outsourcing, informational technology activities to Indian firms at a quite cheap cost and easy shipping facilities. The prime aim of this paper is to evaluate the perspective of management of Globshop in regard to the process of outsourcing varied services of information technology. Along with this, it also highlights, the benefits and risks associated with such type of corporate strategies, rather than cost savings. Along with this, the pros and cons of the concept of outsourcing are also described with the help of various theories so as to analyze its effectiveness as a corporate strategy.

Role Of Women Essay Example | Topics and Well Written Essays - 2250 words

Role Of Women - Essay Example words, a woman's demand of her partner's sexual abstinence as a form of birth control, meant mothers with fewer children could spend more time raising each one. The mother's role as nurturer superseded the father's former importance as disciplinarian, and thus required women to receive more education to satisfy this new societal charge. As per Sklar, the schoolmarm of the American frontier was a direct result of this surge in the number of educated women in the late 1800s, as was the growth of powerful organizations such as the Women's Christian Temperance Union, also known as WCTU. (Paxton and Hughes, 2007). This organization called WCTU started to support women’s suffrage in the year 1880, and as the progressive period got underway, these educated, socially conscious women dealt with various industrial issues. Sklar also noted that the women of middle-class America rallied for fundamental labor rights, which was the goal of working-class men in other countries, mainly Great Britain. As for example, the National Consumers League, created in 1898, lobbied for minimum-wage protection for female workers. By 1915, 22 states had such legislation for women only, and the minimum wage was not extended to men until the New Deal in 1938. Sklar also added that in the year 1920, the women who were newly franchised, received a less than cordial welcome from the Republican Party. They told women to lose their agenda of social issues. It is therefore that all women organizations turned out to promote women right for them who were captive of sufferings, like of getting women their due right on juries. (Paxton, and Hughes, 2007; Paxton, 2010). Therefore, as a result, younger women aligned themselves with the Democratic Party, which already espoused concern regarding social-justice... This essay discusses today’s women who have made serious progress in terms of their educational attainment, health status, labor market participation, etc., but they are still lagging behind men in the area of politics. Women have no longer confined themselves only to their household duties. The progress of women is quite visible across the world. However, there still arises a question over whether gender equality has really been achieved across the world and across every field. While in some countries women have made huge progress, in some other nations they are still lagging far behind than men. Similarly, while in some fields, their progress is really startling, in some other spheres there is not much development. This paper will try to focus on the role of women in the area of politics of two countries. For the purpose of this study, USA and France have been chosen. In this present world, women are no less than men. In these past thirty years, the world has progressed to a huge extent and so as women. The women who reside in USA have seen to explore the outer space, run in the Olympic marathons and also occupying a respectable position on the highest court in the land. Then now the question comes in then why not women are given a due chance to be the president of America. In France, the battle for equality in the women rights movement still continues. Despite having the much hailed equal right, the realm of French politics still remained to be very unjust and rude to women.

Why cinema should be allowed in saudi arabia Research Paper

Why cinema should be allowed in saudi arabia - Research Paper Example By 1917, 80 movies were produced in Egypt (Kraidy, 2007 pp.49). In Saudi Arabia, the production of cinema was not accepted until the 1960’s and 1970’s. This was after King Faisal dealt with the negative attitudes of the Muslim religious school in regards to film production. Even so, movie theaters are still not run in Saudi Arabia and this is because of the religious suspicions. In addition, the introduction of most Arabic Cinemas is due to the influence of foreign residents. The first film in Egypt took place in the year 1927 and was known as Leila (Fandy, 2003 pp 27). In addition, there are filmmakers in the Arab world including the qualified and skilled artists and technicians in the industry. Moreover, there is adequate equipment that is used for the production of a film. On the other hand, in some Arab countries the production of cinema is not encouraged or is very limited. Additionally, the first film in Syria took place in 1928 but by the year 1968, less than 20 films had been produced in the country. To support the film production industry some Arab countries like Syria and Egypt took crucial steps in the 1960’s to support the production of cinema (Kraidy & Joe, 2009 pp. 22). The government has not been supportive of the film industry. In 1980, the government banned the cinema industry and the entire cinemas operating at that particular time were closed (Dubai press, 2010). On the other hand, there is a huge possibility that the government will support the cinema industry. In addition, many government officials have been heard saying that they will lift the ban of the industry. Rumors were circulating in regards to the issue of film production but became true when the minister of labor of Saudi Arabia gave details on the processes and procedures that allow for the registration of cinema as well as obtain license in Saudi Arabia. Some of the

Sensibility comparision Essay Example for Free

Sensibility comparision Essay Women have been struggling to prove themselves to society for centuries, yet many people today, living in the twenty-first century still think that women arent equal to men. The society one lives in defines a womens role and status and for many years society has always defined women to be too weak and overly sentimental. William Shakespeares Othello and Jane Austens Sense and Sensibility show that despite women continuously fighting for their rights, they still find themselves in the same position after two hundred years. Othello was written in the sixteenth century whereas Sense and Sensibility was written in the eighteenth century, yet the women of both texts struggle to be considered equal to men. Othellos Desdemona and Emilia are obligated to be obedient towards their husbands in order to be considered loyal and of high stature. If women are unmarried they are to be obedient to their fathers as they are considered to be their fathers property. Likewise Sense and Sensibilitys Elinor and Marianne are obliged to find husbands of good fortune in order to live a comfortable life as they are not given the opportunity to earn their own fortune. Throughout Sense and Sensibility Elinor and Marianne are imposed by society to find a husband even though they are not even adults yet. The societies the women of the play Othello by William Shakespeare and the novel Sense and Sensibility by Jane Austen live in, compel them to cope with the mistreatment of women and overcome it with regards to their contemporary society. The women in both texts are forced to behave as is expected of them in order to fit into their societies. In Othello Desdemona personifies an oppressed woman who admits to being obedient to her husband, I am obedient. (III. iii. 99). Throughout the play Desdemona follows her husbands orders, despite his insults towards her. She continues to be a dutiful wife when he commands her to go to bed and till the end where she accepts his decision to kill her. The Venetian society Desdemona was raised in has taught her to be submissive and dutiful. She acknowledges her role as an obedient wife and decides to follow what is asked of her by society. Furthermore Emilia also chooses to follow her role in Venetian Society in spite of her being an arguably stronger character than Desdemona. Tis proper I obey him, but not now. (V. ii. 233). Towards the end when she chooses to reveal Iagos acts she still feels the need to justify herself and explain why she is going against her husband. From the very start of the play Emilia does various things to please her husband, without trying to find out his true intentions. She is blinded by her role to be obedient towards him and does everything in her power to depict a perfect wife. Similarly in Sense and Sensibility women also try to conduct themselves in a proper way in order to be accepted by society. Elinor Dashwood portrays a woman of proper demeanour in the eighteenth century. She is careful not to hurt anyone, in spite of their narcissistic characteristics. The pleasantness of an employment does not always evince its propriety. (Jane Austen, 39). Elinor explains to her sister that how polite you are shouldnt always depend on how good ones company is. Being the eldest daughter, Elinor abides to having proper manners and takes on the role of the man of the house, making sure the small amount of money they have is being spent wisely. In order to be accepted by society Elinor also refuses to show her affection for Edward Ferrars knowing the reaction she would get from the people in her society. She knows she must be careful to not let her reputation get tainted if she wants to be accepted by her friends and relatives. Just like Desdemona, Elinor is very selfless and sensible as she cares more about the people around her than herself. These attributes are significant as to why both these characters are well liked in their society. Just as Desdemona is obedient to her husband, Elinor is obedient to her family. Furthermore Marianne Dashwood is another woman who is also forced to behave to the liking of the society in which she lives. Unlike Elinor it is more difficult for Marianne to portray an ideal woman due to her being more frank and caring for things other than being liked by the society. It was impossible for her to say what she did not feel, however trivial the occasion; and upon Elinor, therefore, the whole task of telling lies, when politeness required it, always fell. (Jane Austen, 68). Mariannes thoughts express how she feels obligated to be polite to others because of her sister, who encourages her to be polite in order for their family to have a good reputation in their society. Marianne believes that being polite is just telling lies to a person in order for them to like you. Although she does not like how the people in her society think Marianne must accept the fact that she must fit into her society and in order to do so she tries to behave in a respectful manner towards others. Both Marianne and Emilia are forced to be someone they are not. It is easier for Desdemona and Elinor to be passive women but Emilia and Marianne have more personality that comes in their way of portraying the type of women accepted in their society. Regardless, Emilia and Marianne force themselves to follow the conduct of women of their society. Desdemona, Emilia, Elinor and Marianne all must behave like courteous ladies and conceal their passion and frustration in order to be a part of their society. Not only does the society force them to behave a certain way, women are also taken advantage of and mistreated. In Othello Iago wants to get revenge from Othello for allegedly sleeping with his wife by sleeping with Desdemona. For that I do suspect the lusty Moor Hath leapd into my seat; the thought whereof Doth, like a poisonous mineral, gnaw my inwards; And nothing can or shall content my soul, Till I am evend with him, wife for wife. (II. i. 317-321). To Iago women are just possessions which is why he does not take into consideration the feelings of Emilia and Desdemona while planning his revenge. Iago knows that there is not much that Emilia and Desdemona can do because of the limitations Venetian society places on them. Therefore he continues to treat his wife with disrespect and plot to make Othello think that Desdemona has committed adultery. Moreover Othello mistreats his wife by killing her at the end . Yet she must die, else shell betray more men. (V. ii. 6). He plots to kill Desdemona because he thinks she has committed infidelity. He continues with his plan even when Desdemona states that she has been loyal to him. Othello is blinded by Iagos manipulative acts and cannot see right from wrong. Him not believing in Desdemona over Iago shows how Othellos mind has been affected by society into believing a mans say is more important that a womans. Correspondingly women in Sense and Sensibility are also uncared for by men. Willoughby is a prime example of a man who mistreats women. He is a heartless womanizer who seduces Eliza, Colonel Brandons foster daughter and then easily moves on to Marianne. Careless of her happiness, thinking only of my own amusement, giving way to feelings which I had always been too much in the habit of indulging, I endeavoured, by every means in my power, to make myself pleasing to her, without any design of returning her affections. (Jane Austen, 173-174). Willoughby confesses to Elinor that he never had any intentions of falling in love with Marianne and he admits to have been a Casanova in the past. Throughout the novel Willoughby mistreats women and uses them for his pleasures. He is driven by society to please women but not care for them and at the end his flawed propensity leads him to being punished by not being able to be with the one he loves. Similar to Othellos Iago Willoughby does not think highly of women. Both Iago and Willoughby are villains of the story because of their harsh behaviour towards women. Although Iago shows no remorse for hurting women whereas Willoughby regrets his dishonesty towards the women in his life, they both are still seen to be of the same nature because of their characters being so deceptive towards women. Furthermore Elinor is also a victim of mistreatment. She now found that, in spite of herself, she had always admitted a hope, while Edward remained single, that something would occur to prevent his marrying Lucy. But he was now married; and she condemned her heart for the lurking flattery which so much heightened the pain of the intelligence. (Jane Austen, 194). Elinors thoughts express how hurt she is by the news of the her loves marriage. Edward Ferrars is someone the reader would least expect to hurt a woman but his loyalty towards Lucy Steele and unplanned love for Elinor lead him to having to choose between the two women. Knowing that either way he will hurt someone, he chooses to be with Lucy in order to be keep the promise of marrying her and not be hated by society for leaving her. One cannot help but blame Edward for leading Elinor on and not letting her know about his engagement with Lucy. Although Othellos killing Desdemona is very extreme compared to Edwards choosing Lucy over Elinor, both characters invoke catharsis in the audience because of the situation the characters find themselves in. Othello is driven to kill Desdemona because of his role in society and what society might think of him if they were to find out that his wife has cheated on him. Edward is driven to leave Elinor because of his engagement to Lucy which is persisted because society would not accept a broken engagement. In both cases the role society plays coerces both men to mistreat women they love and care for. Othello and Iagos treatment towards Desdemona and Emilia and Willoughby and Edwards treatment toward the Dashwood sisters are illustrations of they can be compelled to behave a certain way because their thoughts are driven by the beliefs of society. Though the women in Othello and Sense and Sensibility have to deal with living in a sexist society they are still able to overcome it through their emotional strength. Desdemonas obedience towards Othello does not blind her of how much power she has over him. My lord shall never rest; Ill watch him tame and talk him out of patience; His bed shall seem a school, his board a shrift; Ill intermingle everything he does with Cassios suit. Therefore be marry, Cassio, For thy solicitor shall rather die than give thy cause away. (III. iii. 24-30). Desdemona tells Cassio how she shall continue to pester Othello until he is given his lieutenancy back. She is aware that she has a fair bit of control over Othello and she uses this to her advantage when trying to help Cassio. Desdemona does not let society hold her back from showing that she has a voice and that her say in a situation is important to her husband. Emilia also prevails as a strong women by defying Iago, in spite of society judging her for going against her husband. No, I will speak as liberal as the north. Let heaven and men and devils, let them all, all, all cry shame against me, yet Ill speak. (V. ii. 261-263). Emilia chooses to speak up against her husband and reveal him for the evil person he truly is because he has just caused her mistress death. She no longer cares for what society thinks of her as it is more important for her to prove Desdemonas innocence. You see Emilia at her strongest point in the play as she fights for Desdemona and herself, revealing the true strength of women and their ability to rise against men and society. Likewise, Elinor is able rise over societys hardwired perception of women by accepting what society expects from her but still having a mind of her own. Her ability to hide her emotions from others is her greatest strength. Sense will always have attractions for me. (Jane Austen, 29). For Elinor sense is something that allows her to be a part of society and still have as many emotions as Marianne. Therefore she believes that she will always approach life with sense. This is Elinors way of overcoming society. From hiding her feelings about what she really thinks about the Steele sisters to hiding her love for Edward, Elinor is able to keep everybody guessing about her true character and what people should really think about her. Elinors approach of overcoming societys perception is similar to Desdemonas approach as they both take a more subtle path. Elinor and Desdemona both show an enormous amount of strength through their empowerment over people. Elinor is able to get information from people that she doesnt even expect to get by being silent and approachable. Desdemona is able to get Othello to see her as an important figure until Iagos manipulative acts part Othello from her. Elinor and Desdemona are both the voice of common sense in their texts as they rise above societys mentality about women through the power of wisdom. Marianne struggles to accept what society asks of her but by the end she is able to use her sister as an example to find her way from a world of over-romanticizing to a more realistic place. She was born to discover the falsehood of her own opinions, and to counteract, by her conduct, her most favourite maxims. She was born to overcome an affection formed so late in life as seventeen, and with no sentiment superior to strong esteem and lively friendship..! (Jane Austen, 206). Jane Austen describes how at the end Marianne learns from her mistakes of being excessively sentimental and is able to overcome societys perception of women by being more like her sister. Marianne is able to accept that Willoughby was not meant to be with her and that she was meant to be with Colonel Brandon. Marrying Colonel Brandon helps Marianne start life on a new note and accept what society asks of her but still have her own say in matters. For both Marianne and Emilia it takes more time to find a way to rise against society and still be a part of society at the same time. At first Marianne doesnt accept to be a part of society whereas Emilia decides to be obedient and try to be accepted by society. By the end both characters are able to learn from their mistakes and acquire a way to triumph over societys perception of women. Marianne is able overcome society by accepting what society expects of her and Emilia is able to rise above society by telling the truth about her husband, not caring about what society thinks of her. The women of Othello and Sense and Sensibility are able to prevail over society by acknowledging the standards society sets for women but accepting them to an extent that does not allow them to control how they think. The women in Othello and Sense and Sensibility accept the role society gives them regardless of the consequences, and at the end they are able to rise above society by proving how strong women are. Othellos Desdemona chooses to obey Othello as that is what society expects her to do, even though he physically and emotionally abuses her. However she is still able to prevail as a strong women through her empowerment over Othello. Emilia is an obedient wife to her husband because she wants to fit into society, despite him constantly neglecting her. Yet she is able to over throw her husband by revealing his evil acts. By doing this she is able to prove to society how strong women are as she dies protecting her friends honour. William Shakespeare depicts how even though society portrays women as irrelevant people during his time, they still have a great impact on the lives of men. Elinor takes a more restrained approach to fight societys beliefs of women. She accepts to behave as expected of her but does not allow that to change the way she thinks. As a result Elinor learns that she does not always need to approach everything with common sense and she is able to learn to let herself go sometimes. Marianne starts off being the opposite of Elinor, as her being younger and more emotional prevents her from understanding the necessity of being accepted by society. By the end she is able to accept her role in society but at the same time she does not let her sensibility go. Jane Austen shows how that even though there is parallel of both Dashwood sisters fighting society and trying to find love at the same, they both approach it differently and at the end they decide to embark the same route. Jane Austen depicts how a balance between sense and sensibility allows women in the eighteenth century to not only be a part of society but also have a more dominant role as a woman. Though there is a large difference in the period both these texts were written in, the women still struggle with the same problems. Living in the year two thousand and eleven, yes there has been some improvement in how women are treated but that hasnt changed the way men think. Women are still not strong enough or not brave enough in the minds of men. Its still rare for you to see a women as a president or prime minister. After centuries of fighting for their rights women still have a long way to go to prove their strength and capability to men and society.

Sexist Attitude in Joseph Conrads Heart of Darkness Essay -- Heart Da

Sexist Attitude in Joseph Conrad's Heart of Darkness This paper will discuss the way Conrad's novel Heart of Darkness relies, both thematically and formally, on values that could be called sexist. By "sexism" I mean the those cultural assumptions that make women be regarded, unjustly, as in different ways inferior to men: socially, intellectually and morally. Since Heart of Darkness has often been regarded as one of the best and profoundest discussions of morality in English literature, this issue is very important. One of the most interesting aspects of the book is how the narrative itself is thought of as unsuitable for women. The narration takes place on a small sailing boat, waiting for the ebb of the Thames to bring it out to the sea, and the listeners to Marlowe's story, of whom the primary narrator is one, are all men. They are, moreover, all comrades, and can be assumed to share certain fundamental values. Some of these values, a blind patriotism for example, are questioned by Marlowe's narrative, while others, such as the contemporary attitude towards women are only confirmed and reinforced. There are not only very few female participants in the story. The secondary, although most important narrator Marlowe, at several points defines the story as itself ill-suited for feminine ears: Girl! What? Did I mention a girl? Oh, she is out of it - completely. They - the women I mean - are out of it - should be out of it. We must help them to stay in that beautiful world of their own least our gets worse. Oh, she had to be out of it. You should have heard the disinterred body of Mr. Kurtz saying, 'My Intended.' You would have perceived directly then how completely she was out of it. (Conrad 75) Here, Marlow fores... ...n of action either to become passive, or to deviate from their righteous ways. By analogy, the voyages of Kurtz and Marlowe, and the enterprise of discovery of colonization themselves, can be seen as essentially masculine acts. Such acts, always perpetrated, it seems, by white men, simply befall, happen to, passive peoples or cultures. As a result, these peoples are turned into the mere receivers of the actions - military, educational, sexual - of others, and are thus, to an extent, "feminized". In this way, the racist discourses of Conrad's times can be understood as connected to the assumptions by which women were, and still are, subjected to social and cultural oppression. Works Cited: Conrad, Joseph. Heart of Darkness. New York: Norton, 1988. Achebe, Chinua. "An Image of Africa". In Hopes and Impediments: Selected Essays. New York: Doubleday, 1988.

Internet Censorship Essay - Internet Needs a Dot Kids Domain :: Argumentative Persuasive Topics

Internet Needs a Dot Kids Domain The Dot Kids Implementation and Efficiency Act of 2002 proposes the creation of a second level domain within this Country's United States Top Level Domain that sets aside an address on the Internet and World Wide Web for information that is suitable for minor children of age 12 and younger. Various pro-family groups fully endorse and support this initiative. For example, those at the National Law Center for Children and Families can wholeheartedly say that such a domain is needed, would be a welcome solace to parents and educators who care about the best interests of our children and grandchildren, and is a constitutionally viable program for our Government to provide. There are those who will complain that Congress and our Government should not create domains at all, but Congress and the United States Government created the Internet and have a stake in its development and usefulness, including to children, who are our most dependent citizens. Whether management of a .kids.us sub-domain is beyond direct agency control or whether what is "suitable" is left to the discretion and best judgment of those entrusted with management of the United States domain and the Dot Kids subdomain are not serious problems. The Dot Kids domain would not be a public forum, but rather a proprietary and gratuitous public service of the Government. The courts should not consider it a justiciable issue for challengers to claim vagueness or access rights to this domain or its operation. A Dot Kids domain should be free from judicial review and immune from outside demands, much like the Library of Congress and the Smithsonian Institution have the right to manage their own collections and decide what content and links to place on their own Websites, as well as every other Federal agency. If the U.S. Park Service decides to create a playground for children under 13 and exclude older kids and adults, they should be able to do so, and if Congress will create an online safe-haven for kids under 13 to find suitable, age appropriate information and entertainment, it should be able to do so.

English Speaking

englishbanana. com’s Talk a Lot Spoken English Course by Matt Purland A Great New Way to Learn Spoken English Elementary Book 1 Complete 12-week spoken English course All materials, instructions and answers are included Brand new and unique learning method Learn and recall questions, answers and negatives using 8 common verb forms †¢ Learn 400+ essential vocabulary words †¢ 100% photocopiable †¢ †¢ †¢ †¢ englishbanana. com’s Talk a Lot Spoken English Course Elementary Book 1 This book is dedicated to Anna and Julia, with love and thanks xx nd also: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Insert the name of the teacher who has most inspired you to learn. ) English Banana. com [email  protected] com ISBN-13: 978-0955701511 English Banana. com Copying Licence: You may freely print, copy and distribute this book, subject to our Copying Licence (visit our website at www. englishbanana. com for full details) First published in the UK by English Banana. com 2008  © Copyright Matt Purland 2008 Talk a Lot Introduction Welcome to a new kind of English course!Talk a Lot is a great new way to learn spoken English, and quite a departure from the standard ELT course book. Instead of spending hours reading and writing, students have the opportunity to engage in challenging and fun speaking and listening activities with their friends. On this course students learn how to think in English as well as Talk a Lot! The Talk a Lot course objectives are very simple: †¢ †¢ †¢ †¢ Every student talking in English Every student listening to and understanding English Every student thinking in English, and Every student taking part in classTalk a Lot is structured so that every student can practise and improve English grammar, vocabulary, pronunciation, intonation, word and sentence stress, and interpersonal skills, by working in pairs, groups and one to one with the teacher. The main benefits of Talk a Lot are: †¢ †¢ †¢ Students have to think in English during lessons in a controlled and focused way Students learn how to memorise correct English structures naturally, without abstract and unrelated grammar lessons Students learn how to construct eight different common verb forms, using positive, negative and question forms, as well as embedded grammar appropriate to their level.The verb forms studied are: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect, Modal Verbs, Future Forms, and First Conditional Students learn 400+ essential vocabulary words by heart Students enjoy following a simple and effective method that produces results quickly †¢ †¢ The ten lesson topics studied in Talk a Lot Elementary Book 1 are: Town, Food, Shopping, Health, Transport, Clothes, Work, Family, Home, and Free Time. Thanks to all of ou r students who have been trialling this course in recent months. Remember, teachers can download and print all the blank forms hat are necessary for running an English course, such as blank registers and enrolment forms, individual learning plans, and initial assessments, all for free, from our website at www. englishbanana. com. We’d love to hear from you about how you have used this book and how your course went, so please feel free to contact us via our website feedback form or by emailing [email  protected] com. We’d also be really excited to hear about your ideas and proposals for new Talk a Lot topics and activities that we can use in future Talk a Lot books.With best wishes for a successful course, th Matt Purland, Ostroda, Poland (6 April 2008) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com i Talk a Lot Contents i ii Introduction Contents 1 1 How to Use this Course How to Use this Course: Course Outline Lesson Outline Assessment Methods, Tests and Examination Sentence Blocks Discussion Questions Role Plays Discussion Words and Question Sheets 8 13 14 15 17 18 19 Student Course Report Sentence Blocks – Q & A Sentence Blocks – Six Great Tips for Students 20 20 21 22 23 24 25 26 27 28 29 30 Sentence Blocks Town – Sentence Blocks Food and Drink – Sentence Blocks Shopping – Sentence Blocks Health – Sentence Blocks Transport – Sentence Blocks Family – Sentence Blocks Clothes – Sentence Blocks Work – Sentence Blocks Home – Sentence Blocks Free Time – Sentence Blocks Sentence Block Extensions 34 4 35 36 37 38 39 40 41 42 43 Discussion Questions Town – Discussion Questions Food and Drink – Discussion Questions Shopping – Discussion Questions Health – Discussion Questions Transport – Discussion Questions Family – Discussion Questions Cl othes – Discussion Questions Work – Discussion Questions Home – Discussion Questions Free Time – Discussion Questions 44 44 45 Role Plays Town – Role Plays Food and Drink – Role Plays For more fun worksheets, games and quizzes log onto www. nglishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com ii Talk a Lot Contents 46 47 48 49 50 51 52 53 54 57 Shopping – Role Plays Health – Role Plays Transport – Role Plays Family – Role Plays Clothes – Role Plays Work – Role Plays Home – Role Plays Free Time – Role Plays Role Play Extensions Role Plays – Mood Chart 58 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 Discussion Words and Question SheetsTown – Discussion Words Town – Discussion Words (Question Sheet) Food and Drink – Discussion Words Food and Drink – Discussion Words (Question Sheet) Shopping – Discussion Words Shopping – Discussion Words (Question Sheet) Health – Discussion Words Health – Discussion Words (Question Sheet) Transport – Discussion Words Transport – Discussion Words (Question Sheet) Family – Discussion Words Family – Discussion Words (Question Sheet) Clothes – Discussion Words Clothes – Discussion Words (Question Sheet) Work – Discussion Words Work – Discussion Words (Question Sheet) Home – Discussion Words Home – Discussion Words (Question Sheet) Free Time – Discussion Words Free Time – Discussion Words (Question Sheet) 78 78 79 80 81 82 83 84 85 86 87 Vocabulary TestsTown – Vocabulary Test Food and Drink – Vocabulary Test Shopping – Vocabulary Test Health – Vocabulary Test Transport – Vocabulary Test Family – Vocabulary Test Clothes – Vocabulary Test Work – Vocabulary Test Home – Vocabulary Test Free Time â €“ Vocabulary Test 88 88 Lesson Tests Lesson Test – Town For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iii Talk a Lot Contents 89 90 91 92 93 94 95 96 97 Lesson Test – Food and Drink Lesson Test – Shopping Lesson Test – Health Lesson Test – Transport Lesson Test – Family Lesson Test – Clothes Lesson Test – Work Lesson Test – Home Lesson Test – Free Time 98 98 99 100 101 102 103 104 105 Verb Forms Practice Present Simple Present Continuous Past Simple Past Continuous Present Perfect Modal Verbs Future Forms First Conditional 106 End of Course Oral Examination 06 110 111 End of Course Oral Examination Talk a Lot Course Certificate – Template 1 Talk a Lot Course Certificate – Template 2 112 Answers 112 113 114 115 116 117 118 119 119 121 122 123 124 125 126 Sentence Blocks Town Food and Drink Shopping Health Tra nsport Family Clothes Work Home Free Time Sentence Block Extensions Discussion Words and Question Sheets Town Food and Drink Shopping Health Transport Family Clothes For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iv Talk a Lot Contents 127 128 129 131 Work Home Free Time Lesson Tests Town Food and Drink Shopping Health Transport Family Clothes Work Home Free Time 132 133 34 Sentence Stress 134 137 140 What is Sentence Stress? Sentence Blocks – Sentence Stress Sentence Stress Activity Cards 141 Sentence Block Verbs from Elementary Book 1 142 Discussion Words from Elementary Book 1 147 The 48 Sounds of English with the International Phonetic Alphabet (IPA) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com iv How to Use this Course Talk a Lot How to Use this Course Course Outline: †¢ Before the course be gins perform an initial assessment with each student to check that they are at a suitable level for the course, and then enrol them onto the course.This course is aimed at students who are at a good elementary level or preintermediate level. For this course we recommend that there are no more than ten students per class. The course is divided into twelve three-hour lessons. The first ten lessons each have a different topic; while lesson 11 is intended for the revision of material studied over the ten weeks, and lesson 12 is reserved for the students’ examinations and an end of course review. We recommend that you hold one lesson per week, making this a twelve week course comprising 30 guided learning hours, plus 6 hours of guided revision and examination. It’s up to you what order you do the lessons in; you don’t have to follow our order of topics!If your students need more than three hours of study per week, why not offer them two 3-hour lessons per week: one T alk a Lot lesson, as described below, and one lesson using traditional teaching methods, which include conventional reading, writing and grammar-based activities that could complement the intensive speaking and listening work of the Talk a Lot lessons. You could follow a standard EFL or ESL course book such as New English File or New Headway, using material that complements the Talk a Lot lesson, so that in Week 2, for example, both 3-hour lessons are on the subject of Food and Drink. This would then give you a course with 60 guided learning hours.The lesson topics are: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Town Food Shopping Health Transport Clothes Work Family Home Free Time Revision Exam & End of Course Review †¢ †¢ †¢ Lesson Outline †¢ In our lesson outline, each lesson lasts for three hours (180 teaching minutes). This can vary according to your needs, for example, in some English langu age classrooms one teaching hour is equal to 45 minutes, and so 3 teaching hours would be 2? hours. Or it may be that you have only 2 hours per week with your group of students. You can still use Talk a Lot activities to serve up a satisfying and stimulating lesson – just in a shorter timeframe.For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 1 Talk a Lot How to Use this Course †¢ Each lesson focuses on a specific vocabulary topic, for example â€Å"Town†. For each lesson the teacher can draw from seven different activities: Sentence Blocks Discussion Questions Role Plays Discussion Words Vocabulary Test Lesson Test Show & Tell It is not necessary to use every activity in every lesson. We believe that there is more material in this book for each lesson than is needed to fill 3 hours, so the teacher can mix and match, using different activities in different lessons.Similarly, it i s not necessary to do the activities in the same order (as given below) in every lesson, but mix things up each time so that students don’t become used to a set lesson order. †¢ Bearing that in mind, here is an example of how you could structure a 3-hour long Talk a Lot lesson: 15 mins Welcome and vocabulary test (see page 5) based on the previous lesson’s topic. The teacher reads out the twenty words to the students in their native language and they write them in English. The teacher gives back lesson tests, discusses the answers with the students, and can also ask random questions from the previous lesson’s sentence blocks to check how much the students have remembered. The teacher introduces the topic of this lesson, for example, â€Å"Home†. Each student has to show and tell an item to do with this topic, e. g. or â€Å"Home† a student could bring a utility bill, or a cushion from their favourite chair, and then tell the class about it. Th e teacher also brings something to â€Å"show and tell†, and then introduces the eight new sentence block starting sentences and wh- questions on the board or on the handout (see page 8). It is essential that the teacher checks that the students understand the sentences, so that they are meaningful to students when they practise them later on. The teacher asks different students to model one or two of the sentence blocks, which will act as a reminder to students of how to make the sentence blocks. 15 mins 20 mins Students make the sentence blocks in pairs, for example, sitting back to back without eye contact.They don’t write anything down and must not copy the sentence block starting sentences from the board. For this activity all the talk flows from the students making the sentence blocks from the starting sentences and wh- questions on the board or on the handout. Next, the teacher introduces the eight discussion questions for this lesson to the whole class (see pag e 13). Again, it is important that the teacher checks that their students understand the vocabulary that is used. Students should be encouraged to use their dictionaries to check new words. 10 mins For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 2 Talk a Lot How to Use this Course 0 mins Working in pairs or small groups, students practise the discussion questions. This is free speaking practise – the antithesis of having to make pre-set sentences using the sentence blocks. The students can change partners several times in order to get a good variety of practice, then the whole class comes together and feeds back to the group, with the teacher asking additional follow-up questions. During this time the teacher removes the sentence block sentences from the board, or asks the students to return their sentence block handouts. We’re halfway through! Have a cup of tea and some fresh air â €“ or just hang out! 25 mins After a relaxing break it’s time for some brain work – the lesson test (see page 5)!The aim of this test is for the teacher to find out what vocabulary the students can remember from the previous lesson and to get an idea of how well they are coping with making the sentence blocks. The teacher could decide to use this slot for activities with the discussion words (see page 15) or for making role plays (see page 14) – or for both, if your students are up to the challenge! The students practise the sentence block sentences again, but this time without any written record – nothing on the board and no handout. The teacher monitors each pair and helps them where necessary, making sure that they are making the sentence blocks successfully.Towards the end of this time the whole class comes back together to give each other feedback. The teacher asks questions from the eight sentence blocks to different students, who should give a correct, or nearly correct, sentence – all from memory. In the early weeks this will be more difficult for the students, but after a few lessons with this method students should be able to answer confidently, having memorised some or all of that lesson’s sentence blocks. Open question time – students can ask any English-related question. The teacher looks at the students’ workbooks (this can be any suitable course book that students work through at home and which complements the lesson) and checks students’ progress.The teacher sets the topic for the next lesson and gives out the handouts for the next lesson’s vocabulary test. The teacher could either give or spend a few minutes eliciting the twenty new words in the students’ first language. The teacher should encourage students to keep all of their handouts in their own file, for revision and further study at home. 25 mins 30 mins 10 mins Assessment Methods, Tests and Examination The overall course mark for each student is reached by continuous assessment and an end of course oral examination. Individual students are monitored throughout the course and their progress recorded in a number of different ways.The aim of using continuous assessment is to encourage students to work hard in every lesson – because every lesson counts and effort is rewarded along with accuracy – and to work hard at home, e. g. learning the vocabulary words each week. Each student gets a combined mark out of 80 for each lesson which is based on the following: For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 3 Talk a Lot How to Use this Course †¢ †¢ †¢ †¢ †¢ vocabulary test: lesson test: student’s lesson mark – accuracy: student’s lesson mark – effort: total lesson mark: maximum of 20 marks maximum of 40 marks maximum of 10 marks maximum of 10 marks maximum of 80 marksThe lesson marks are added together on the individual Student Course Reports as the course progresses. Students don’t have access to their lesson marks as they are added together, but they do see their marks for the vocabulary and lesson tests, as well as getting feedback on these tests and on their general performance each week. Teachers should award marks out of 10 to each student for every lesson based on the level of their achievement during the lesson (accuracy) and their commitment during the lesson (effort). It goes without saying that teachers should strive to be wholly objective and not give in to favouritism when awarding these marks.Over the ten lessons all of the lesson marks are added together to give an individual total for each student, to which is added the score from their final exam. This gives each student a grade for the whole course, ranging from A to U (ungraded fail): †¢ †¢ †¢ maximum lesson mark of 80 x 10 = 800 marks + maximum final exam mark of 100 = maximum course mark of 900 marks Grade system: Grade A = 800-900 marks Grade B = 650-800 marks Grade C = 550-650 marks Grade D = 400-550 marks Grade E = 250-400 marks Grade U = less than 250 marks First Class Very Good Good Fair Pass Pass Fail Grades A-E are passes. Grade U is ungraded and means that the student has failed the course.The student’s grade is recorded on their course certificate, for example: â€Å"Grade: A† â€Å"Achievement: First Class† You could use one of the course certificate templates at the back of this book (see pages 110-111), or create your own. Lesson Assessment During pair and group work the teacher monitors the students, checking and correcting grammar and vocabulary where necessary, e. g. during discussion questions and sentence For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 4 Talk a Lot How to Use t his Course block practice. In all such â€Å"free practice† work the teacher should keep referring students back to the grammar that is being learned by making the sentence blocks, for example if a student says: â€Å"What you want? †, remind them that: â€Å"You must have a verb after a wh- question. In this way the free practice work will help to consolidate what is being learned from the more structured practice of forming the sentence blocks. Written homework based on the topics and activities from each lesson could be given, checked and marked by the teacher. However, written work must be kept to a minimum during the lesson and students should not to write out full sentence blocks. This is Talk a Lot, after all! The students may instinctively begin to write down the starting sentences from the board, or make notes about the sentence blocks, but discourage this because it is a waste of lesson time in which they have a valuable opportunity to talk in English.The Ta lk a Lot method encourages students to use their memories as a learning tool and to activate the grammar that they already know before they join the course. When a student writes down the sentence blocks, they give full permission to their memory to forget this information, since they know it is safely recorded somewhere. Without the safety net of pen and paper students have to challenge themselves to work harder to make the sentence blocks (which are, after all, simply question forms and answers, based around individual verb forms). The time for writing out sentence blocks is at home, where students can write to their hearts’ content! They also get a chance to see full sentence blocks in written form when they do the lesson test – once per lesson.As we have seen, the Talk a Lot certificate is based on marks gained during continuous assessment along with a final oral exam at the end of the course. Lesson assessment also includes more formal testing with regular vocabul ary tests and lesson tests, the marks from which are added to each student’s running total of marks. The teacher keeps track of each student’s progress by adding the results of their tests and other marks to their individual Student Course Report (see page 17). Vocabulary Tests All Talk a Lot tests should be run in exam conditions, with folders and dictionaries closed, no talking, and no copying. The vocabulary test could be held near the beginning of the lesson, as a way of quietening students down and getting them into study mode.We recommend that the teacher runs the vocabulary and lesson tests in the same positions during the lessons each time so as to give a sense of structure and routine to the tests which can be reassuring for students. Teachers should try to mark the vocabulary test during the lesson break and give students their results in the same lesson. The teacher keeps a record of the students’ scores on their Student Course Reports and measures pr ogress made, as well as spending time during and between lessons addressing issues with individual students. Lesson Tests The primary aim of the regular lesson test is to consolidate the work done in the previous lesson. If you run this test immediately after the break it will help to settle students down and get their minds focused again on learning English. Set a time limit of no more than 25 minutes and stick to it.As with the vocabulary tests, the aim of the lesson test is to check students’ progress and both identify weaker students who may need extra support, e. g. help with making the sentence blocks, and identify stronger students who may need a greater challenge during lessons. For example, to maximise the effect of pair work the teacher could pair a stronger student with a weaker student. Lesson tests are marked by the teacher after the lesson and the results given to students at For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 5 Talk a Lot How to Use this Course the beginning of the next lesson, when there is time for a brief discussion of incorrect answers and other points raised by the test.The results from both tests enable the teacher to see not only who is paying attention during lessons, e. g. when making the sentence blocks, but also who is working at home: learning the vocabulary words, both meanings and spellings, and writing out sentence blocks. At their discretion, a teacher may allow students who have missed a lesson to catch up on course marks by taking both tests at another time, e. g. after the present lesson. Or the teacher may decide that the student has missed the lesson and so cannot catch up on the marks, a scenario that will affect their final course score. However, if the latter applies the teacher should give the student in question the material to study at home in their own time.Verb Forms Practice These pages can be introduced by the teacher as extra worksheets at any time during the course if students are having problems with sentence blocks based on a particular verb form, or if they need more focused verb forms practice. A follow up activity would be for students to imagine their own sentence blocks based on particular verb forms, e. g. the teacher asks students to work in pairs and make four new sentence blocks using present perfect form – orally, without writing anything down. In general, it’s better for students to use a variety of different verb forms in a normal lesson, rather than studying a different verb form each lesson, because if a student misses one lesson they won’t have missed out on studying a complete verb form.End of Course Oral Examination General Notes on the Examination: The Talk a Lot end of course exam is a one to one oral examination with the teacher reading the questions and the student answering. The exam should last for a maximum of 20 minutes. The exam is recor ded onto tape and marked by the teacher. The results are added to the student’s individual Student Course Report and their overall course score and final grade can be calculated, which are then added to the student’s certificate. At no time should the student see the examination paper, whether before, during or after the examination. Nor should the student write down anything during the exam. The teacher writes the starting sentence and question word (printed in bold) on the board for each sentence block question.The examination questions are taken randomly from the course work studied and include material from every topic covered during the course. During the examination the teacher should not prompt the student for answers or help them in any way, apart from to explain the instructions so that the student understands what they have to do. Students may not use a dictionary during this examination. At the end of the course the teacher could give a prize to the student (or students) with: †¢ †¢ the best course score overall the best vocabulary test grades overall For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 6 Talk a Lot How to Use this Course †¢ †¢ the best lesson test grades overall the best attendance record the most improved student (comparing the beginning and the end of the course) Marking Guide: There are four kinds of question that form the examination: 1. Make sentence blocks (questions 1, 5, 9, and 13) The maximum score is 8 marks. Students score one mark for each fully correct line, with correct intonation and sentence stress, and one mark for naming the correct verb form. Students get only half a mark if the intonation and/or sentence stress of a line is incorrect. In the last two lines of each sentence block the answers will vary as students have to change part of the original information to produce a negative answer. Accept an y answer that is grammatically correct and makes sense within the given context.Don’t penalise students for making contractions, or not making them. For example, if the answer on the examination paper says â€Å"No, he doesn’t†, but the student says â€Å"No, he does not†, don’t mark them down. It is still an accurate answer. 2. Answer discussion questions (questions 3, 6, 11 and 14) Students can score up to a maximum of 4 points for each question based on the following criteria: The student should answer the question and speak for approximately 1 minute: 4 marks: the student produces sentences which are completely or almost completely correct in terms of grammar, pronunciation, intonation, and sentence stress. There are between 0-2 errors.Excellent use of vocabulary and interesting subject matter the student produces sentences which are good in terms of grammar, pronunciation, intonation, and sentence stress, but there are between 3-4 errors. Good use of vocabulary the student produces sentences which can be understood in terms of grammar, pronunciation, intonation, and sentence stress, but there are many errors the student attempts to answer the question, but not using full sentences nor correct grammar, pronunciation, intonation, and sentence stress. Part of their answer can be clearly understood, but there are many errors the student has not attempted the question or the answer is incoherent 3 marks: 2 marks: 1 mark: 0 marks:The teacher should make a note in the box provided of several examples of the student’s performance, including errors as well as correct structures. 3. State ten vocabulary words on a given topic (questions 2, 7, 12 and 15) When students have to list ten vocabulary words, the teacher could keep a tally in the box provided, e. g. IIII IIII †¦ Give a half mark in the event of wrong word stress or incorrect For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 7 Talk a Lot How to Use this Course intonation and/or pronunciation. When stating ten different vocabulary words the student cannot include the example word which is given in the question. 4.Answer discussion word questions (questions 4, 8, 10 and 16) The answers and marks for these questions are provided on the examination paper. Give a half mark in the event of wrong word stress or incorrect intonation and/or pronunciation. Sentence Blocks Designed specifically for the Talk a Lot course, the sentence block method is a brand new way to teach English grammar with speaking practice. The main benefit of this method is that the students have to do all of the work. They must listen, think hard, and remember. They must produce eight sentences, both positive and negative, using a given verb form, and two different question forms, using wh- questions and questions with auxiliary verbs.They must produce the eight sentences based on a given st arting sentence and a given wh- question word, using a pre-agreed set of rules. When they are working on the sentence blocks students are speaking and memorising correct English. They are learning to use key verb forms in English, forming questions and responses organically as they focus all their attention on making the sentence blocks successfully. They are also learning new vocabulary and have to produce their own ideas to make the last two negative sentences work. So what is a sentence block and how do you make one? A sentence block is a group of eight consecutive sentences, made up of seven lines, that forms a two-way conversation.There are strict rules governing how a sentence block must be made, which students should learn. At the beginning of the course: The students receive two handouts explaining the basic terminology used when talking about sentence blocks and some helpful rules for making them (see pages 18 and 19). The teacher should spend time discussing these pages wi th the students, in particular explaining: †¢ †¢ †¢ When we use each of the eight verb forms that are explored during the course What we mean by subject-verb â€Å"inversion† How auxiliary verbs are used, and the rule for using â€Å"do† as an auxiliary verb In the first lesson or two the teacher will need to train the students to make the seven lines that form a sentence block.In the ensuing lessons students should be able to form the sentence blocks themselves, based on the given sentences on the board or handout. It is very important that in each lesson the teacher ensures that students understand the vocabulary used in the sentence blocks before they are let loose on the task of making them. This is an example of how an individual student could be coached to form a sentence block for the first time. When coaching groups, ask a different student for each of the lines. The teacher has written the first starting sentence on the board; for example, this one from the â€Å"Shopping† lesson: I used my debit card to buy a pair of shoes for work. For more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 8 Talk a Lot How to Use this Course The teacher: OK, we’re going to make a sentence block. There are seven lines in a sentence block and eight different sentences. [Pointing to the board at the starting sentence. ] This is the first line. Can you read it for me, please? [The student reads it out loud. ] Do you understand this sentence? The student: Yes. The teacher: OK. [Writes â€Å"What† underneath the starting sentence. ] To make the second line can you ask a â€Å"what† question based on the starting sentence? The student: What did you use to buy a pair of shoes for work? The teacher: Good. Very good. Excellent.Note: if a student has a problem producing any part of the sentence block, the teacher should prompt them with the first word, then the next, and in this way â€Å"coax† the sentence out of them by, if necessary, saying the whole sentence and getting the student to say it with them, then to repeat it without the teacher’s help. The teacher: And what is the short answer? The student: My debit card. The teacher: OK. Great. Note: it is very important that the teacher praises the student as they get sentences right and gently encourages them when they have taken a wrong turn. It is also important for the teacher to keep the momentum going so that the sentence block is made with a sense of rhythm and an almost urgent pace. This will keep the student focused and thinking about the task in hand. The teacher: So now we’ve got three lines. Can you repeat them for me? [The student does so correctly. ] Now, let’s get to five lines.Ask a question with inversion. The student: Did you use your debit card to buy a pair of shoes for work? The teacher: Good. And the short answer? The studen t: Yes. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 9 Talk a Lot How to Use this Course The teacher: Yes, what? The student: Yes, I did. The teacher: Good. Very good. So now we’ve got five lines. We’re almost there. Can you repeat the five lines, please? [The student does so correctly. ] OK, so, to complete the sentence block, let’s ask the same kind of question with inversion but this time to get a negative answer.Look at the question word. Focus on the â€Å"what†. Change the â€Å"what† to get a negative answer. The student: Did you use cash to buy a pair of shoes for work? The teacher: And give a short answer in the negative. The student: No, I didn’t. The teacher: Then a full negative answer. The last line is made up of two negative sentences. The student: I didn’t use cash to buy a pair of shoes for work. Note: students have to invent some thing here (â€Å"Did you use cash†¦? †) that makes sense in the same context. They should try to think of a sensible option to get a negative answer. For example, the teacher must not accept: â€Å"Did you use a car to buy a pair of shoes for work? because it doesn’t make sense. Students often struggle to remember to make two negative sentences for the last line. Encourage them and stress the two negative sentences. The teacher: Excellent! Now tell me all seven lines†¦ Throughout, the teacher should help the student to achieve the correct pronunciation, word and sentence stress (see page 134), rhythm and intonation. If a student makes a mistake during a line, ask them to repeat the whole line again. Of course, in the example above the student has given almost all of the correct answers straight away. This is purely to serve a purpose in this guide – to give a clear example of what the students should aim for.The teacher should also encourage the stud ents to think about word and sentence stress and to emphasise the correct words in each sentence, for example: Did you use your debit card to buy a pair of shoes for work? Yes, I did. Did you use cash to buy a pair of shoes for work? No, I didn’t. I didn’t use cash to buy a pair of shoes for work. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 10 Talk a Lot How to Use this Course Students may have a tendency to try to say all seven lines with a questioning intonation at the end of each line. For example, they might say: The student: Did you use cash to buy a pair of shoes for work? No I didn’t? Ask them to think about the meaning of what they are saying and to make definite statements without the questioning intonation.Some students may try to gabble and deliver their lines very quickly without apparent thought of what they mean – wholly focused on their goal of rememb ering each line and forming the sentence blocks as quickly as possible. Ask them to slow down and to focus on what each sentence means. So, in the example above the seven lines and eight sentences of the sentence block are: 1. I used my debit card to buy a pair of shoes for work. (starting sentence) 2. What did you use to buy a pair of shoes for work? (wh- question) 3. My debit card. (short answer) 4. Did you use your debit card to buy a pair of shoes for work? (question with inversion) 5. Yes, I did. (short answer) 6. Did you use cash to buy a pair of shoes for work? (question with inversion to get a negative answer) 7. No, I didn’t.I didn’t use cash to buy a pair of shoes for work. (two sentences – a short negative answer and a long negative answer) The teacher should ensure that the students follow the sentence block structure and that they recap each group of sentences after the 3rd and 5th lines. If a student has a tendency to â€Å"Um†¦Ã¢â‚¬  and â €Å"Er†¦Ã¢â‚¬  their way through each line, challenge them to say the lines without doing this. As they monitor the pairs engaged in making the sentence blocks – saying one line each – the teacher will sometimes need to be firm with the students, and ask them to keep focused when it looks as though their minds are beginning to wander, and of course the teacher also needs to keep focused!For example, when leading sentence block practice at the front of the class, the teacher will need to be one step ahead of the students and know the next sentence in their mind – what they want the student to produce – before the student produces it. Embedded Grammar: In each lesson students will practise making positive sentences, negative sentences and question forms using the following verb forms: †¢ †¢ †¢ †¢ †¢ †¢ †¢ present simple present continuous past simple past continuous present perfect modal verbs (e. g. can, should, mu st, have to, etc. ) future forms (with â€Å"will† and â€Å"going to†) For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 11 Talk a Lot How to Use this Course †¢ first conditional While doing sentence block practice the students may be unaware that they are using eight different verb forms.It is better not to focus on this and blow their minds with grammar, but instead make sure that the students are making the sentence blocks correctly. For example, it is essential that students understand the eight starting sentences on the board or handout at the beginning of the lesson, and also know how to make a sentence block, before they begin pair work with a partner. The starting sentences all contain embedded grammar, which means grammar that occurs as a natural part of the sentence block as it is being spoken and automatically memorised, rather than grammar that is explicitly presented to students as an isolated grammar topic, such as: â€Å"In today’s lesson we are going to study wh- questions†¦Ã¢â‚¬  etc.The embedded grammar in the sentence blocks at Elementary level includes: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ positive and negative forms use of articles use of auxiliary verbs a variety of main verbs in each unit subject and object pronouns yes/no questions wh- questions active and passive sentences punctuation marks prepositions of place and time some/any singular/plural nouns: common, proper, abstract, countable, uncountable, etc. intensifiers – too, really, very, completely, etc. use of infinitives adjectives adverbs of frequency and manner possessive pronouns determiners – this, that, those, these, etc. there is/there are formal and informal situations use of gerunds comparat ives and superlatives relative clauses – that, which, who, where, etc. The teacher could pick up on any or all of these grammar topics in more detail if they run the course as a 60-hour course (see page 1).Miscellaneous Notes: †¢ As well as with students in groups and pairs, this method can also be used successfully with students on a one to one basis, with the teacher prompting the student to produce the sentence blocks, first with the sentences on the board or handout, and later from memory. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 12 Talk a Lot How to Use this Course †¢ Teachers (or students) can also imagine their own starting sentences based on the verb form or vocabulary that they wish to practice. Different Ways to Practice Forming Sentence Blocks: †¢ †¢ †¢ †¢ †¢ In a circle – the teacher or a student leads and chooses each student in turn to form the complete sentence block. The students sit back to back in pairs and say one line each, then reverse who starts.The students chant a complete sentence block altogether as a group. The students say one line or one word each, going around the group in a circle. The teacher says a random line from a sentence block and asks a student to produce the next line. Note: every sentence block can be said or chanted in a continuous way by adding an eighth line at the end that begins with â€Å"So†¦Ã¢â‚¬  and continues with the question on line 2. For example: Line 1: Peter walks two kilometres to his office every day. Line 2: Who walks†¦ [etc. ] Line 7: No, he doesn’t. Jeff doesn’t walk two kilometres to his office every day. Line 8: So, who walks†¦ [then, continuing with line 3, â€Å"Peter does. † and so on] Discussion QuestionsStudents work in pairs with student A asking student B the first question, then student B asking student A the sa me question, before moving on to the next question. After between 510 minutes the students change partners and repeat the process with a different student. Where there are empty boxes on the handout – for example questions 1, 3, 4, and 6 on the Town Discussion Questions handout – the students should write down their partners’ answers. This is partly to encourage the students to focus on the task in hand, and partly so that the teacher, who should be monitoring all the pairs, can see written evidence that the questions are being asked and answered.Before the students move off to work in pairs the teacher should look at the handout with the whole group and ensure that everybody understands the task and vocabulary used in the questions before they begin. For example the teacher could pre-teach some of the more difficult words and there could be a dictionary race to see which student finds each word the fastest. Extension activity: pairs that have finished the activ ity early could think up their own new discussion questions based on the same topic, or the teacher could prepare additional questions for the students. At the end of the activity the whole group comes back together for group feedback, where the teacher chooses a student to read a question and tell the class both their own answer and their partner’s answer.The teacher should highlight errors that have occurred and elicit the answers from the group. Interesting structures could be explored in more detail on the board. Assessment: This activity is assessed by the teacher checking and correcting students as they monitor each pair, listening in and making comments where necessary, e. g. challenging incorrect question forms, and writing down notes for later exposition on the board during the group feedback period. The students’ achievement in this activity is recorded as part of their overall lesson score (for accuracy and effort) by the teacher at the end of the lesson. Fo r more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 13 Talk a Lot How to Use this Course Role Plays Students work in pairs or groups of three to develop and rehearse a short role play with three scenes, based on the information given to them on the handout, which is then performed to the rest of the class. They have to include the title of the outline somewhere in their role play, e. g. Family role play 1: â€Å"You did that on purpose! † The role play can be fully acted out, with props and costumes, or be simply a dialogue, but students shouldn’t be writing during this activity. Writing can be done at home. In the Talk a Lot classroom the focus should be mainly on spoken English.As with the discussion questions activity the teacher should ensure that students understand what they have to do and are confident with the vocabulary used on the role play handout before they begin. The teacher s hould insist that each group produces three different, distinct scenes, teaching them to think of the role play as three parts of a whole, with a through-line and a logical progression through the scenes, for example: †¢ †¢ †¢ Scene 1: Setting up the situation Scene 2: Action Scene 3: Result To make this task more challenging, you could agree as a group that all role plays have to include certain things, as well as what is in the outline, for example: a) a person’s name b) a place name c) an object (e. g. n aubergine or a giraffe’s toothbrush) d) a certain phrase e) a prop f) a costume The teacher could provide a costume box and a prop box in the classroom with plenty of dressing up clothes or objects for students to use in their role plays. If your students particularly enjoy doing role plays, they could try the role play extensions (see pages 54-56) in addition to the role play outlines on the handouts, but role play must be only one element of a Talk a Lot lesson. Make sure that in each lesson there is a balance of activities, for example: tests, sentence block building, discussion questions, role plays, etc. It’s fine when students want to veer away from the outlines given on the handouts. The aim of the activity is for the students to put the flesh on the bare bones of the outlines.For example, they should suggest character names, place names, names of businesses, and so on. The suggested outlines are only there to get ideas flowing. The teacher could suggest new situations for role plays or more imaginative groups of students could think up new role plays of their own, but based on the same lesson topic. The Mood Chart: Use the mood chart on page 57 to add an extra dimension to the role plays. Print the page onto card, cut up the cards and put them into a bag. Each student picks one card – one mood – and they have to act out their role play using this mood exclusively. When watching each role play the aud ience have to guess which moods the actors have picked.In another variation, the audience pick the moods that they want to see used in a role play, or all the groups have to rehearse the same role play using different moods, and the audience have to For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 14 Talk a Lot How to Use this Course guess the moods. Assessment: As with the discussion questions activity this activity is mainly assessed by the teacher checking and correcting students as they monitor the groups, listening for errors that could be dissected later on in a group feedback session, and correcting grammar in line with the work being done on forming sentence blocks.Again, the students’ achievement in this activity is recorded as part of their overall lesson score (for accuracy and effort) by the teacher when they sit down and write each student’s course report. Because this ac tivity is drama-based, the audience could make their opinion heard too, giving marks out of ten for each role play based on: a) language accuracy b) effort c) imagination d) best costumes, use of props, lighting, sound, etc. Or they could give thumbs up (1 or 2) or thumbs down (1 or 2). The audience feedback is just for fun and not recorded on each student’s course report. Discussion Words and Question Sheets It’s amazing how much you can do with forty cut-out vocabulary words!We have outlined many activities for using these words with students on the discussion words question sheets. First of all, print the discussion words page onto thin card and cut up the cards with scissors. If possible you could laminate them to make them extra sturdy. The main activity goes as follows: sit down with the whole class around a large table and lay out all the cards face down. Students take a number of cards each. The number they take depends on the number of students in the class an d for how long the teacher wants the activity to last, e. g. for a ten minute activity ten students could each take two cards. Go around the group one student at a time. Each student picks up a card and has to describe the word in English without saying it.The other students have to guess the word. The students could use dictionaries to find new words that they don’t know. It’s possible for students to make this activity deliberately harder for their peers by giving a more cryptic description! Using the Question Sheets: The teacher reads the questions out loud in a random order. Or one or more of the students could read the questions out. The teacher should use as many of the questions as is necessary to fill the time that they have allotted to this activity. For example, if you have 25 minutes for this activity it’s unlikely that you will need to use the main activity as described above as well as all twenty questions on the handout.As with the Talk a Lot cours e in general, there is more material here than will probably be needed; but as all teachers know: it’s better to have too much material planned for a lesson that not enough! For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 15 Talk a Lot How to Use this Course Extension Activities: †¢ †¢ †¢ †¢ The students work on the main activity with the words in pairs or small groups. The students have to think of ten, twenty, thirty or forty additional words on the same topic, e. g. Home, and make their own discussion words cards. The teacher or the students invent new questions based on the original/new words. Have a game of vocabulary bingo.Each student writes down fifteen words from the forty words in three lines: five on the top, five on the middle and five on the bottom. The teacher reads out words from the group at random. The students cross out the words they have written down when they hear the teacher say them. The students race to see who can cross off the first line, then two lines, then all the words. â€Å"Yes/No† questions: one student takes a card with a word on it, keeping it secret from the others, who have to ask â€Å"Yes/No† questions in order to find out what the word is. The first student can only answer â€Å"Yes† or â€Å"No†. For example, for food and drink words the other students could ask: â€Å"Is it a vegetable? †, â€Å"Is it green? †, â€Å"Does it grow in a field? †, etc. ntil they are able to guess the identity of the word. This is a great activity to get students making questions with inversion. The students match the phonetic and English spellings of different words (see page 142), translate words into/from the IPA, or group words by the sounds they contain. A student mimes different words without talking, while the others have to guess them. Word association activities: a) the teacher (or a student) chooses a word and each student has to say six words that they associate with this word, or each student in the group has to say one word. For example, if the word is â€Å"car† the students could say â€Å"wheel†, â€Å"engine†, â€Å"driver†, â€Å"gears†, â€Å"Ford†, â€Å"garage†, and so on. he teacher (or a student) chooses a word and the first student says the first word that comes into their head, followed by the next student and the next in a kind of word association chain. See how long your group can go for without running out of steam. You may be surprised where you end up! For example: â€Å"supermarket† > â€Å"shopping† > â€Å"centre† > â€Å"middle† > â€Å"school† > â€Å"work† > â€Å"job†, and so on. †¢ †¢ †¢ †¢ b) †¢ Make any of these activities into a competition – individual or team – with points given f or correct answers, and prizes. The teacher could even deduct points for incorrect answers. Prizes could be awarded for the first student to answer a question correctly, or the student who wins the vocabulary bingo, or who can think of the most new words on the same topic without a dictionary.For a fun group competition there could be a league, with the same teams competing in each lesson for points that accumulate towards a running total. It depends on how competitive your students are! Assessment: As with the other free practice activities in Talk a Lot (show and tell, discussion questions and role plays) assessment is performed by the teacher checking and correcting during the task, giving individual and group feedback, and referring students back to the grammar learnt from forming the sentence blocks. The students’ achievement in this activity is also recorded as part of their overall lesson score (for accuracy and effort) by the teacher on each student’s course re port.For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 16 Talk a Lot Student Course Report Name: ___________________________________________________________ Lesson Town Food & Drink Shopping Health Transport Family Clothes Work Home Free Time Final Exam /100 Course Total Mark Course Final Grade Attendance /30 GLH Vocabulary Test /20 Lesson Test /40 Lesson Mark – Accuracy /10 Lesson Mark – Effort /10 Start Date: ________________ Total Marks /80 Class: ________________ Teacher’s Comments Attendance as a % Talk a Lot Elementary Book 1  © English Banana. com 17 Talk a Lot Sentence Blocks – Q & A Q: What is a sentence block?A: A sentence block is a group of eight consecutive sentences, made up of seven lines, that forms a two-way conversation. It consists of positive and negative sentences, and two question forms – a wh- question and two questions with inversion (â₠¬Å"yes-no† questions). Q: What is a starting sentence? A: The first sentence in a sentence block. Q: What is a wh- question word? A: A question word that begins with â€Å"wh-†. For example, â€Å"what†, â€Å"where†, â€Å"when†, â€Å"who†, â€Å"why†, â€Å"whose†, and â€Å"which†. â€Å"How† is also a wh- question word because it contains the letters â€Å"h† and â€Å"w†. Wh- questions are asked to obtain information, rather than a â€Å"yes† or â€Å"no† answer.They have a falling intonation, which means that the tone of your voice does not go up at the end of the question, as it does with â€Å"yes-no† questions. Q: What is a question with inversion? A: Also known as a â€Å"yes-no† question, because the answer is usually â€Å"yes† or â€Å"no†, a question with inversion is a question where the subject and verb have been swapped around (or â€Å"inve rted†). They always start with an auxiliary verb (be, have, or do), a modal auxiliary verb (e. g. can, will, must, should, etc. ), or verb â€Å"to be†. For example, this sentence is a statement: â€Å"John is a DJ†. To make this statement into a question with inversion we need to swap around the verb (â€Å"is†) and the subject (â€Å"John†) to make: â€Å"Is John a DJ? Questions with inversion always have a rising intonation, which means that the tone of your voice has to go up at the end of the question. Q: What is an auxiliary verb? A: Auxiliary verbs are helping verbs. They don’t have any meaning of their own in the sentence, but they help the main verb to form a verb phrase. For example, in this sentence: â€Å"Ellen was talking about her sister who loves fish and chips†, â€Å"was† is an auxiliary verb (from verb â€Å"to be†) which works together with the main verb â€Å"talking† to make the past continuou s verb form. There are three primary auxiliary verbs in English: â€Å"be†, â€Å"have† and â€Å"do†, as well as modal auxiliary verbs such as â€Å"can†, â€Å"will† and â€Å"must†. Q: What is each of the eight verb forms used for?A: The uses of the verb forms studied during this course can be summarised as follows: Present Simple: Past Simple: Present Continuous: Past Continuous: Present Perfect: Modal Verbs: Future Forms: First Conditional: to talk about regular actions and things that are always true to talk about completed actions in the past to talk about what is happening at the moment to talk about continuous actions in the past: what was happening when†¦ to talk about past actions which are quite recent or relevant to now to talk about permission, possibilities, ability, and probability to talk about future plans, predictions and intentions to talk about what will happen if a certain condition is met For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 18 Talk a Lot Sentence Blocks – Six Great Tips for Students 1. During each lesson we work with the same verb forms in the same order. Look for patterns. Each lesson try to apply what you have learnt in previous lessons. 2. After a â€Å"wh† question or phrase (such as â€Å"What time†¦? † or â€Å"How long†¦Ã¢â‚¬ ) there must follow an auxiliary verb or main verb â€Å"to be†. 3.Questions with inversion always start with an auxiliary verb or main verb â€Å"to be†. 4. In questions with inversion the subject of the sentence must follow the auxiliary verb. 5. If there is either auxiliary verb be or have in the starting sentence, use it to make the questions and answers that follow. If there isn’t, you must use do as an auxiliary verb to make the questions and answers. 6. Use as much of the starting sentence in the resulting questions and answers as you can. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 19 Sentence Blocks For full instructions see page 8 Talk a Lot TownSentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Peter walks two kilometres to his office every day. Who (Present Continuous) We’re waiting patiently for the bus at the bus stop opposite the church. Where (Past Simple) Jennifer bought a couple of cakes at the bakery, then ran to the post office. What (Past Continuous) The department store was opening until 10 o’clock because they were having a massive sale. Why (Present Perfect) I’ve agreed to meet Dan in the old market place outside the library. Who (Modal Verbs) We could drive to the lake and go fishing. Where (Future Forms) The new optician’s next to the bank will open next Friday. When What First Conditional) If the tennis court is busy we can go to the gym in stead. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 20 Talk a Lot Food and Drink Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) The best kind of bread is white sliced bread. What (Present Continuous) Michelle is having salad and pasta because she doesn’t eat meat. Why (Past Simple) Daniel gave himself the largest portion of ice cream. Who (Past Continuous) Ellen was talking about her sister who loves fish and chips. Who (Present Perfect) Jenny has just put the cheese in the fridge. Where Modal Verbs) Potatoes can be boiled, mashed, fried, chipped, roasted or oven-baked. How (Future Forms) We’re going to buy some fruit at the supermarket this afternoon. When (First Conditional) If you eat too much chocolate you will put on weight. What For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 21 Talk a Lot Shopping Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Emma is the manager of a small Italian restaurant. Who (Present Continuous) Simon is visiting the new shopping centre near St. Mark’s Road. What (Past Simple) I used my debit card to buy a pair of shoes for work. What Past Continuous) Jan was leaving the car park because she had finished her shopping. Why (Present Perfect) I’ve looked everywhere in this shop for a tin of vegetable soup, but I can’t find one anywhere. Where (Modal Verbs) We should take the lift to the fifth floor. What (Future Forms) After we finish buying groceries, we’ll go to Nero’s for a quick coffee. When What (First Conditional) If the checkout assistant offers to pack my bags I’ll let her. For more fun worksheets, games and quizzes log onto www. englishbanana. com now! Talk a Lot Elementary Book 1  © English Banana. com 22 Talk a Lot Health Sentence Blocks: 1. 2. 3. 4. 5. 6. 7. 8. (Present Simple) Being healthy is very important to me. What Present Continuous) Sammi is sitting in the waiting room with her mum and brother. Where Why (Past Simple) I phoned my doctor this morning to make an appointment. Who (Past Continuous) Ella was telling the receptionist about her husband’s painful arthritis. How many (Present Perfect) I’ve taken two tablets three times a day for a week, but I still don’t feel any better. When (Modal Verbs) Kenny has to take his prescription to the pharmacy tomorrow. (Future Forms) Simon is going to visit the optician’s for an eye examination. Why What (First Conditional) If you ask the doctor she will give you some good advice about your problem. For more fun worksheets, games and quizzes log onto www. englishbanana. com now!Talk a Lot Elementary Book 1  © English Banana. com 23 Talk a Lot Transport Sentence Blocks: 1. 2. 3. 4. (Present Simple) I usually get the train at 7. 28. When (Present Continuous) Gemma is drivin g to the airport to pick up her grandmother. Where (Past Simple) I flew from Heathrow to Copenhagen last night. What (Past Continuous) Oliver was crossing the road when he was hit by a bus. Who 5. 6. 7. 8. (Present Perfect) We’ve cancelled our flight because our daughter is ill. Why (Modal Verbs) All passengers must show their passports and boarding passes at the gate. What (Future Forms)