Hedda Gabler Essay -- essays research papers

TITLE People may argue that George, Eilert, and Judge Brack are liable for Heddas death, but in reality it is the fault of Heddas society.Ive chosen this statement for several reasons. Ibsens character, Hedda Gabler, represents the women of the eighteenth and nineteenth century. Hedda stands the issues of self-worth and the deflated tax that each woman places upon her proclaim importance as a result of male dominance.We can see this in the play, as we read we learn to a greater extent about the character of Hedda Gabler. She is the daughter of a General who expected a life if glamour and wealth and rebels against the boredom of a dull, narrow existence by vindictively scheming against everyone around her. Hedda excessively strives to ruin Eilert Lovborg, the intellectual she once rejected as a suitor. She is meddling in Eilerts life for her own amusement and control.She lives in a male dominance society and environment which caged her and made her lose her emancipation. Her de sire to escape and her yearning for individual and spiritual freedom come to the surface as she discovers her fathers pair of pistols. Comparing Hedda with the other women of the play we can see that thea wasnt the woman with the more control. She also had an unhappy marriage because of Eilerts work. Aunt Julia is different she likes to help people, she raised George and took care Rina. As far as Berda is concerned, there i...

Tin :: essays research papers

TinTins discoverer is unknown but one thing is known. Tin has been employ anddiscovered by the ancients. Tin was an accidental discovery. Tin has been aroundfor many a(prenominal) years. Proof is in the fact that behind is mentioned in the aged(prenominal) testamentof the bible. Tin had a great effect on the world because of its low price, highelectric conductivity, and because tin protects against rust and weak acids in sustenance if the can is made out of tin instead of aluminum. Some common compounds oftin are organtin a combination of atomic number 6 and tin. When tin is formed with carbonto make organtin it can make more than 500 organtin compounds. These compoundsare used in everyday things. One is toothpaste containers and also are thingssuch as wood, paper, textile, call down sprays, and Hospital disinfectants. To getpure tin you must first find ore cassiterite or tin stone, a dioxide of tin. Theore cassiterite before smelting and roasting must be down(p) into a powd er toremove the arsenic and sulfur from the ore cassiterite. When you smelter the tinyou must heat it with carbon to remove the zinc, copper, bismuth, and iron fromthe tin.Tin had been used for many things but tins use is dropping rapidly althoughtin is still used a lot for plating. Plating such things as electical contacts.Tin is also used as a protective coating. This protective coating can be assmall as 15/1,000,000 of an inch. This protective coating protects against ruston steel and other metals. A coating of tin also gives a great look to plain oldsteel.Tin cans for food prevents weak acids from minus the inside of the can.Not many cans are made of tin since aluminum started to be used for cans tinsuse dropped sharply.Tin is also used to coat staples, pins, bronze bell, pewter pitchers and manyothers things.Another popular tin mixture is tin and lead. Tin and lead make solder forelectric work. Battery contacts in the Black and Decker snake in the grass lights are alsotin plat ed.A compound tin salt is used to spray onto glass windows to produceelectrically conductive coating for dialog box lighting and frost free windshieldsfor cars.One last use for tin is in the making of glass windows that are made byfloating run glass on molten tin. This produces a flat piece of glass to beused as a windows.Industries basically only use tin for plating for electricity or forprotection on there metals such as tin.Tin is found in Molaya, Bolivia, Indonesia, Zaire, Thailand, Nigeria, but

Warren G. Harding :: essays research papers

Before his nomination, Warren G. Harding declared, "Americas present need is not heroics, precisely healing not nostrums, but normalcy not revolution, but restoration not agitation, but adjustment not surgery, but serenity not the dramatic, but the dispassionate not experiment, but equipoise not submergence in internationality, but sustainment in triumphant nationality...." A Democratic leader, William Gibbs McAdoo, called Hardings speeches "an army of pompous phrases moving across the landscape in search of an idea." Their very murkiness was effective, since Hardings pronouncements remained indecipherable on the League of Nations, in contrast to the impassioned crusade of the Democratic candidates, Governor James M. Cox of Ohio and Franklin D. Roosevelt. Thirty-one distinguished Republicans had signed a manifesto assuring voters that a vote for Harding was a vote for the League. But Harding interpreted his election as a mandate to stay out of the League of Nations . Harding, natural near Marion, Ohio, in 1865, became the publisher of a newspaper. He married a divorce, Mrs. Florence Kling De Wolfe. He was a trustee of the Trinity Baptist Church, a director of almost any important business, and a leader in fraternal organizations and charitable enterprises. He organized the Citizens Cornet Band, available for both Republican and Democratic rallies "I play every instrument but the slide trombone and the E-flat cornet," he once remarked. Hardings undeviating Republicanism and vibrant speaking voice, plus his willingness to let the machine bosses set policies, led him further in Ohio politics. He served in the state Senate and as Lieutenant Governor, and successfully ran for Governor. He delivered the nominating address for President Taft at the 1912 Republican Convention. In 1914 he was take to the Senate, which he found "a very pleasant place." An Ohio admirer, Harry Daugherty, began to promote Harding for the 1920 Republican nomination because, he later explained, "He looked like a President." therefrom a group of Senators, taking control of the 1920 Republican Convention when the principal candidates deadlocked, turned to Harding. He won the Presidential election by an unprecedented landslip of 60 percent of the popular vote. Republicans in Congress easily got the Presidents signature on their bills. They eliminated wartime controls and slashed taxes, established a Federal budget system, restored the high cautionary tariff, and imposed tight limitations upon immigration. By 1923 the postwar depression seemed to be giving way to a new surge of prosperity, and newspapers hailed Harding as a wise statesman carrying out his campaign promise--"Less government in business and more business in government.

Essay --

According to Laurence Sterne, Nobody, but he who has felt it, can conceive what a plaguing thing it is to have a mans mind rupture asunder by two projects of equal potence, but obstinately pulling in a contrary direction at the same time. In Mark Twains novel, The Adventures of huckabackleberry Finn, the character Huckleberry Finn, also known as Huck, is one who can conceive this plague. Huck Finns two projects of equal strength was the difficult decision whether to turn Jim, a black slave, over to his arightful property owner or to continue helping Jim escape to freedom. This inside(a) deviation took place in Jims conscience of trying to decide what the right thing to do was. These two conflicting forces were the basis of how the story was told. The Adventures of Huckleberry Finn is told from Hucks viewpoint, and it illuminated the quandary that Huck faces as he befriends Jim and helps him to freedom, as well as convincing himself talkimg himself into believing feeling . A part of Huck vox populi helping Jim was wrong because helping a black man escape to freedom was against societys rules and went against everything that he had been taught and raised to believe. The other part of Huck saw Jim as a good person, a friend, and believed Jim should be free from slavery. It was a war between Hucks conscience of not spare-time activity societys conventional laws and following his heart in what seemed right. Throughout the novel, Huck questioned whether he was doing the right thing. Even though he felt he was doing the right thing, he kept thinking about how he was going against societys values and ideals. Huck also felt that he was betraying elude Watson by taking Jim, her property, away from her. Miss Watson was always good to Huc... ... I studied a minute, sort of holding my breath, and then says to myself All right, then, Ill go to helland tore it up (Twain 317). At this point in the novel, Huck realizes that he would rather go to Hell for doing what he believed to be right even if it is wrong in others eyes, including Gods. Although Huck knew it was wrong to help a runaway slave, he also knew it was what he had to do, it felt right to him. The inner turmoil that Huck experienced within his conscience was a constant battle, but Huck make the decision to follow his heart. Huck learns, from his own breeding experiences of befriending Jim and his own moral conscience and intuition, that standing up for what seems right isnt always easy to do, but its the right thing to do. Huck made the moral decision to go against what he had been taught was right and do what he knew was right.

Themes of Arthur Millers The Crucible :: Essay on The Crucible

Arthur Millers The CrucibleA group of teenage girls were secretly dancing in the woods with a black slave, named Tituba. When they were discovered of what they were doing, the girls started accusing certain individuals in the village of dealing with witchcraft. Within a blink of an eye, the entire village is controlled by a devil that exists within the fear of from to each one one person. A drama of suspense and impact, Arthur Millers The Crucible, explores through the individuals vengeance, fear, reputation, and quest for baron. Vengeance is the main theme of The Crucible. The people of the town of Salem were not united, but instead, distrusted and disliked each other. During the court trials, the girls started accusing certain people that they didnt like of dealing with witchcraft. For example, Abigail Williams couldnt forget John Proctor even though their affair was over. She believed that if his wife, Elizabeth Proctor, was out of the way, Abigail and John would be together ag ain. Therefore, she told everyone that Elizabeths spirit was trying to kill her and accused Elizabeth of creation a witch. Fear besides played an important role in The Crucible. The girls were afraid of being accused as witches themselves, so they started accusing other people in the town of being witches. Moreover, many people who were accused of being witches confessed to being witches because they were frighten of death. People who confessed to witchcraft and dealing with the devil only stayed in the jail for a short time while others who refused to give in were hanged. Towards the end of the play, Abigail and lenity ran away with huge amounts of money because they were afraid that if the authorities found out that they were lying they would be punished severely. The theme of reputation and quest for people is also portrayed clearly in The Crucible. In the old days, children were considered unimportant. They werent allowed to speak until given permission to, and they didnt ma ke important decisions at all. However, during the witch court trials, Abigail and other girls had the power to say who was innocent and who was guilty. Probably, for the first time in their lives, they had power over Salem and they wanted to maintain it. Moreover, the authorities of Salem were afraid of losing authorities and power. For example, the judges, governor Danforth and Ezekiel Cheever didnt want to admit that they were being fooled by a bunch of girls so they insisted that witchcraft existed in the town of Salem.

Themes of Arthur Millers The Crucible :: Essay on The Crucible

Arthur Millers The CrucibleA group of teenage girls were secretly dancing in the woods with a black slave, named Tituba. When they were discovered of what they were doing, the girls started accusing certain individuals in the village of dealing with witchcraft. Within a blink of an eye, the entire village is controlled by a devil that exists within the fear of each person. A drama of suspense and impact, Arthur Millers The Crucible, explores through the individuals vengeance, fear, reputation, and quest for power. Vengeance is the main theme of The Crucible. The people of the townsfolkspeople of Salem were not united, but instead, distrusted and disliked each other. During the court trials, the girls started accusing certain people that they didnt like of dealing with witchcraft. For example, Abigail Williams couldnt forget John Proctor even up though their affair was over. She believed that if his wife, Elizabeth Proctor, was out of the way, Abigail and John would be together agai n. Therefore, she told everyone that Elizabeths spirit was trying to kill her and accused Elizabeth of being a witch. Fear also vie an main(prenominal) role in The Crucible. The girls were afraid of being accused as witches themselves, so they started accusing other people in the town of being witches. Moreover, many people who were accused of being witches confessed to being witches because they were scared of death. People who confessed to witchcraft and dealing with the devil only stayed in the jail for a short clock time while others who refused to give in were hanged. Towards the end of the play, Abigail and Mercy ran away with huge amounts of money because they were afraid that if the authorities found out that they were lying they would be punished severely. The theme of reputation and quest for people is also portrayed clearly in The Crucible. In the old days, children were considered unimportant. They werent allowed to speak until given permission to, and they didnt mak e important decisions at all. However, during the witch court trials, Abigail and other girls had the power to say who was innocent and who was guilty. Probably, for the first time in their lives, they had power over Salem and they wanted to save it. Moreover, the authorities of Salem were afraid of losing authorities and power. For example, the judges, Governor Danforth and Ezekiel Cheever didnt want to admit that they were being fooled by a bunch of girls so they insisted that witchcraft existed in the town of Salem.

Environmental Science Essay

Gagandeep Rai Period 3/4 Criteria air pollutants assignment Multiple Choice 1. A pungent reddishbrown gas often associated with photochemical smog. (C) NO2 2. A corrosive gas from burning coal often associated with industrial smog. (d) SO2 3. A wild indoor air pollutant. (A) CO 4. Emitted from diesel and burning fuel. (E) PM10 5. All of the following are examples of primary air pollutants except. (c) tropospheric ozone 6. The greatest emission of entropy dioxide comes from (C) Industrial processes 7. The least(prenominal) amount of nitrogen oxide emissions comes from (A) on road vehicles 8. The accumulation of tropospheric ozone at night depends mainly upon the atmospheric concentrations of (B) volatile organics 1. What are they? The six criteria air pollutants are sulfur dioxide, nitrogen oxides, carbon oxides,lead,particulate matter and tropospheric ozone. These six pollutants significantly threaten human health, ecosystems and/or structures. 2. How is each produced? Sulfur dio xide is mostly produced from the burning of fossil fuels like coal and oil. It can likewise be released during volcanic eruptions. Nitrogen oxides are produced from vehicles as well as stationary fossil fuel combustion. Some is also released done lightning and forest fires.Carbon monoxide is formed by incomplete combustion of most matter. Vehicle exhaust and many other combustion process produce Carbon monoxide. It is also a indoor pollutant when exhaust systems on natural gas heaters misfunction. Carbon dioxide is produced from complete combustion of most matter such as biomass and fossil fuels. particulate matter is released when fossil fuels and bio fuel is burned. Also it is released with activities that involve movement of dust or sand. Lead is released from old paint, gasoline additive and combustion of fossil fuels.

English Speaking

englishbanana. coms lecture a solidifying Spoken English Course by Matt Purland A Great New Way to Learn Spoken English simple(a) obligate 1 Complete 12-week spoken English dividing line All materials, instructions and resolvents be included Brand refreshing and unique scholarship mode Learn and recall interrogates, answers and negatives using 8 common verb assortments Learn quatern hundred+ inwrought mental lexicon al-Qurans 100% photocopi able englishbanana. coms lambast a gage Spoken English Course dewy-eyed reserve 1 This book is apply to Anna and Julia, with love and thanks xx nd also . (Insert the name of the instructor who has most inspired you to learn. ) English Banana. com emailprotected com ISBN-13 978-0955701511 English Banana. com Copying Licence You may impec beartly print, copy and distri simplye this book, open(a) to our Copying Licence (visit our website at www. englishbanana. com for full details) First published in the UK by English Banana. com 2008 Copy even extinct Matt Purland 2008 rebuke a striation Introduction Welcome to a invigorated kind of English ph matchless line blither a stripe is a salient rude(a) way to learn spoken English, and quite a departure from the standard ELT subscriber line book. Instead of sp wind uping hours reading and piece of music, scholarly persons gain the opportunity to engage in challenging and pleasure speaking and lis decenniuming activities with their friends. On this subscriber line learners learn how to loadk in English as vigorous as gibber a megabucks The chat a flowerpot course objectives ar very(prenominal) simple Every school-age child talking in English Every student listening to and showing English Every student thinking in English, and Every student taking part in class slop a Lot is unified so that every student cigargont practise and improve English grammar, phraseo logy, pronunciation, transition, word and metre stress, and i nterpersonal skills, by twisting in pairs, mathematical groups and angiotensin-converting enzyme to cardinal with the instructor. The master(prenominal) benefits of Talk a Lot are Students consecrate to think in English during lessons in a controlled and centre way Students learn how to perk shop English structures naturally, with off abstract and unrelated grammar lessons Students learn how to construct octette distinguishable common verb forms, using positive, negative and question forms, as healthful as embedded grammar ap carryriate to their level.The verb forms studied are represent Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect, Modal Verbs, coming(prenominal) Forms, and First Conditional Students learn 400+ essential phraseology lyric poem by heart Students enjoy future(a) a simple and effective method that produces results quickly The ten lesson topics studied in Talk a Lot simple(a) Book 1 are Town, Food, obtain, Health, exile, habiliments, course, Family, Home, and separated prison term. Thanks to all of our students who have been trialling this course in new-made months. Remember, instructors ordure download and print all the blank forms hat are requirement for becomening an English course, such(prenominal) as blank registers and enrolment forms, individual learning plans, and initial assessments, all for free, from our website at www. englishbanana. com. Wed love to hear from you about how you have hire of goods and servicesd this book and how your course went, so please feel free to contact us via our website feedback form or by emailing emailprotected com. Wed also be really excited to hear about your ideas and proposals for in the raw Talk a Lot topics and activities that we rouse use in future Talk a Lot books.With better wishes for a successful course, th Matt Purland, Ostroda, Poland (6 April 2008) For to a greater extent romp ca-casheets, games and quizzes log onto www. englishbanana. com promptly Talk a Lot elemental Book 1 English Banana. com i Talk a Lot Contents i ii Introduction Contents 1 1 How to enjoyment this Course How to Use this Course Course Outline Lesson Outline judgement Methods, analyses and mental testing prison term Blocks countersign Questions subroutine Plays backchat speech communication and Question Sheets 8 13 14 15 17 18 19 Student Course overlay conviction Blocks Q & A clock measure Blocks Six Great Tips for Students 20 20 21 22 23 24 25 26 27 28 29 30 execration Blocks Town Sentence Blocks Food and insobriety Sentence Blocks Shopping Sentence Blocks Health Sentence Blocks go Sentence Blocks Family Sentence Blocks tog Sentence Blocks prevail 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 Discus sion Questions Transport Discussion Questions Family Discussion Questions Clothes 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 to a greater extent 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 H ealth 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 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 Le sson 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 Transport 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 stimulates perform an initial assessment with severally student to check that they are at a suitable level for the course, and because enrol them onto the course.This course is aimed at students who are at a good instalmentary level or preintermediate level. For this course we recommend that thither are no more than ten students per class. The course is divided into twelve lead-hour lessons. T he premiere 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 consume one lesson per week, making this a twelve week course comprising 30 guided learning hours, plus 6 hours of guided revision and examination. Its up to you what order you do the lessons in you dont have to hap our order of topicsIf your students need more than three hours of think over per week, why non allege them two 3-hour lessons per week one Talk a Lot lesson, as described below, and one lesson using traditional teaching methods, which include conventional reading, writing and grammar- ground 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 L ot lesson, so that in Week 2, for representative, both(prenominal) 3-hour lessons are on the subject of Food and Drink. This would indeed flag 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 spots). This can vary according to your needs, for example, in some English speech communication 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 forgetfuler timeframe.For more fun worksheets, games and quizzes log onto www. englishbanana. com now Ta lk a Lot Elementary Book 1 English Banana. com 1 Talk a Lot How to Use this Course from each one lesson focuses on a specific vocabulary topic, for example Town. For each lesson the instructor can draw from seven different activities Sentence Blocks Discussion Questions Role Plays Discussion Words Vocabulary Test Lesson Test Show & Tell It is non necessary to use every act 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 is not necessary to do the activities in the same order (as given below) in every lesson, only when mix things up each time so that students dont 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) establish on the previous lessons topic. The teacher reads out the twe nty language to the students in their native language and they keep open them in English. The teacher gives back lesson tests, discusses the answers with the students, and can also drive random questions from the previous lessons decry belt ups to check how much the students have retrieveed. The teacher introduces the topic of this lesson, for example, Home. Each student has to show and tell an item to do with this topic, e. g. or Home a student could bring a improvement bill, or a cushion from their favourite chair, and then tell the class about it. The teacher also brings something to show and tell, and then introduces the octad new doom dodge kickoff convictions and wh- questions on the come on or on the handout (see page 8). It is essential that the teacher checks that the students understand the meters, so that they are significant to students when they practise them later on. The teacher asks different students to model one or two of the strong belief blocks, w hich depart act as a reminder to students of how to engage the condemn blocks. 15 mins 20 mins Students make the sentence blocks in pairs, for example, sitting back to back without eye contact.They dont write anything down and mustinessinessiness 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 news questions for this lesson to the unit class (see page 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 intelligence 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 expend, 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. Were middle(a) through Have a cup of tea and some fresh air or just hang out 25 mins After a relaxing break its 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 define to use this slot for activities with the banter words (see page 15) or for making post 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 compose 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 new(prenominal) 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 bequeath be more difficult for the students, but afterwardwards a few lessons with this method students should be able to answer confidently, having memorised some or all of that lessons 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 synd icate and which complements the lesson) and checks students build.The teacher sets the topic for the succeeding(prenominal) lesson and gives out the handouts for the next lessons 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 hold the line all of their handouts in their own file, for revision and further dissect at home. 25 mins 30 mins 10 mins discernment 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 passim 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 the true and to work hard at home, e. g. learning the vocabulary words each week. Each st udent 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 students lesson mark accuracy students lesson mark effort total lesson mark level outgo 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 dont 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 wi thout 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 fit 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 road Pass Fail Grades A-E are passes. Grade U is ungraded and means that the student has failed the course.The students grade is recorded on their course certificate, for example Grade A Achievement First Class You could use one of the course certificate templates at the back of this book (see pages 110-111), or cr eate 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 this Course block employ. In all such 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 What you indigence? , remind them that 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 sho uld 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 Talk a Lot method encourages students to use their memories as a learning tool and to set out 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 round 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 s ee 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 vocabulary tests and lesson tests, the marks from which are added to each students running total of marks. The teacher keeps track of each students 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 head start 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 struc ture and routine to the tests which can be reassuring for students. Teachers should essay 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 realizes on their Student Course Reports and measures progress do, as well as spending time during and surrounded by 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 unornamented support, e. g. help with making the sentence blocks, and identify stronger students who may need a greater challenge during le ssons. 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 disoriented a lesson to understanding up on course marks by taking both tests at another time, e. g. after the present lesson. Or the teacher may decide tha t 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 conjecture 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, its 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 wont have missed out on study ing 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 recorded onto tape and marked by the teacher. The results are added to the students individual Student Course Report and their overall course score and final grade can be calculated, which are then added to the students 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) take downing 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(prenominal) 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 any answer that is grammatically correct and makes sense within the given context.Dont penalise students for making contractions, or not making them. For example, if the answer on the examination paper says No, he doesnt, but the student says No, he does not, dont 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 surrounded by 0-2 errors.Exce llent 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 marksThe teacher should make a note in the box provided of several examples of the students performance, including errors as well as correct structures. 3. recite 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 tal ly 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 starting 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 expla ining the underlying 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 with 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 inversion How auxiliary verbs are used, and the rule for using 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 labor 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 coach ing 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 Shopping lesson I used my calculate card to buy a pair of shoes for work. For more fun worksheets, games and quizzes log onto www. englishbanana. com nowTalk a Lot Elementary Book 1 English Banana. com 8 Talk a Lot How to Use this Course The teacher OK, were 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 What underneath the starting sentence. To make the second line can you ask a 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 producin g any part of the sentence block, the teacher should prompt them with the first word, then the next, and in this way coax the sentence out of them by, if necessary, saying the whole sentence and getting the student to say it with them, then to plagiarize it without the teachers help. The teacher And what is the short answer? The student My account 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 weve got three lines. Can you repeat them for me? The student does so correctly. Now, lets 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 teach er Good. And the short answer? The student 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 weve got five lines. Were almost there. Can you repeat the five lines, please? The student does so correctly. OK, so, to complete the sentence block, lets ask the same kind of question with inversion but this time to get a negative answer.Look at the question word. centralize on the what. Change the 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 didnt. The teacher Then a full negative answer. The last line is made up of two negative sentences. The student I didnt use cash to buy a pair of shoes for work. Note students have to invent something here (Did you use cash? ) that m akes 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 Did you use a car to buy a pair of shoes for work? because it doesnt 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 students to think about word and sentence stress and to emphasise the correct words in each sent ence, 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 didnt. I didnt 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 didnt? 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 remembering each line and forming the sentence blocks as quickly as possible. Ask them to slow down and to focus on what each sentence mea ns. 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 didnt.I didnt 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 Um and Er their way through each line, challenge them to say the lines without doing this. As they monitor the pairs intermeshed 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 focusedFor 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, must, have to, and so on ) future forms (with will and 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 p ractice 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 In todays lesson we are going to study wh- questions 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 sub ject 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 comparatives 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 an d 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 raft 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 rough 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 So and continues with the question on line 2. For example personal line of credit 1 Peter walks two kilo metres to his office every day. Line 2 Who walks etc. Line 7 No, he doesnt. Jeff doesnt walk two kilometres to his office every day. Line 8 So, who walks then, continuing with line 3, 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 same 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 head for the hills to see which student finds each word the fastest. Extension activity pairs that have finished the activity 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 partners answer.The teacher should suck up 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. For more fun worksheets, games and quizzes log onto www. englishbanana. com nowTalk 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 occasion 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 You did that on purpose The role play can be fully acted out, with props and costumes, or be simply a dialogue, but students shouldnt 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 should 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 conclusion To make this task more challenging, you could agree as a group that all role plays have to include sealed things, as well as what is in the outline, for example a) a persons name b) a place name c) an object (e. g. n aubergine or a camelopards 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 f or 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. Its 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 unembellished 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 di mension 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 audience 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 bl ocks.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 students course report. Because this activity is drama-based, the audience could make their judgment 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 students course report. Discussion Words and Question Sheets Its amazing how much you can do with forty cut-out vocabulary wordsWe 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 fol lows 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 and 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 dont know. Its possible for students to make this activity designedly 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 min utes for this activity its 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 course in general, there is more material here than will probably be needed but as all teachers know its 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, 30 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. Yes/No questions one student takes a card with a word on it, keeping it secret from the others, who have to ask Yes/No questions in order to find out what the word is. The first student can only answer Yes or No. For example, for food and drink words the other students could ask Is it a vegetable? , Is it green? , 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 assoc iation 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 car the students could say rotate, engine, driver, gears, Ford, 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 supermarket shopping centre middle school work job, and so on. b) Make any of these activities into a competition individual or team with points given for 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 t hink 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 combative 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 students course report.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 last 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 loot Date ________________ Total Marks /80 Class ________________ Teachers 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 (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 wh-. For example, what, where, when, who, why, whose, and which. How is also a wh- question word because it contains the letters h and w. Wh- quest ions are asked to obtain information, rather than a yes or 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 yes-no questions. Q What is a question with inversion? A Also known as a yes-no question, because the answer is usually yes or no, a question with inversion is a question where the subject and verb have been swapped around (or inverted). They always start with an auxiliary verb (be, have, or do), a modal auxiliary verb (e. g. can, will, must, should, etc. ), or verb to be. For example, this sentence is a statement John is a DJ. To make this statement into a question with inversion we need to swap around the verb (is) and the subject (John) to make 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 dont have any meani ng of their own in the sentence, but they help the main verb to form a verb phrase. For example, in this sentence Ellen was talking about her sister who loves fish and chips, was is an auxiliary verb (from verb to be) which works together with the main verb talking to make the past continuous verb form. There are three primary auxiliary verbs in English be, have and do, as well as modal auxiliary verbs such as can, will and 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 permi ssion, 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 wh question or phrase (such as What time? or How long) there must follow an auxiliary verb or main verb to be. 3.Questions with inversion always start with an auxiliary verb or main verb 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 isnt, 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) Were waiting patiently for the bus at the bus stop opposite the church. Where (Past Simple) Jennifer bought a dyad of cakes at the bakery, then ran to the post office. What (Past Continuous) The department store was opening until 10 oclock because they were having a massive sale. wherefore (Present Perfect) Ive agreed to run 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 opticians next to the bank will open next Friday. When What First Conditional) If the tennis court is busy we can go to the gym instead. 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 cut bread. What (Present Continuous) Michelle is having salad and pasta because she doesnt 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) Were going to buy some fruit at the supermarket this afternoon. When (First Conditional) If you eat too much java 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 Engl ish 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. Marks 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) Ive looked everywhere in this shop for a tin of vegetable soup, but I cant find one anywhere. Where (Modal Verbs) We should take the enkindle to the fifth floor. What (Future Forms) After we finish buying groceries, well go to Neros for a quick coffee. When What (First Conditional) If the checkout assistant offers to pack my bags Ill 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 i mportant 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 husbands painful arthritis. How many (Present Perfect) Ive taken two tablets three times a day for a week, but I still dont feel any better. When (Modal Verbs) Kenny has to take his prescription to the pharmacy tomorrow. (Future Forms) Simon is going to visit the opticians 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 nowTalk 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 driving force 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) Weve 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)

Discuss how Ralph changes in the course of the novel

Lord of the Flies Short Essay Discuss how Ralph changes in the course of the novel and why these changes occur. Ralph is an English schoolboy who is stranded on an isolated island without adults together with the other boys after a plane crash. He tries to consecrate a civilized society with rules and localise by blowing the conch to assemble the boys. His magnetized nature allows him to be elected the leader. Rallys changes throughout the boloney bath also be reflected by his changing experience on Piggy. At the beginning bullies PiggyAs the story progresses has become more dependent on logical thinking and Is more determined to rebuild the community with the help of Piggy and his rational mind Rallys perception towards Piggy has changed from an inferior boy with physical illnesses to an intelligent true friend by the end of the story He has changed from a bully to a senesce boy and a responsible leader who understands the need to establish a civilized society with democracy He relies on Piggys reminders and his intelligence to call assemblies and collect himself clear-He treasures Piggy and ales his opinions Piggys Intelligence has a great Influence on Ralph (how adults perceive the world) Examples Exercised verbal violence on Piggy (sucks to your ass- mar/auntie) Insisted on call him the mention he hates-Apply, laughed at his name Ralph wept for the end of Innocence, the darkness of mans heart, and the fall through the air of the true, wise friend called Piggy. Seeing how savage the boys like Jack and Roger can be while having Piggy as his companion,By Caring As the story progresses has become more dependent on logical thinking and is more establish a civilized society with democracy He relies on Piggys reminders and his values his opinions Piggys intelligence has a great influence on Ralph (how adults mar/auntie) Insisted on calling him the name he hates-PiggY, laughed at his name Ralph wept for the end of innocence, the darkness of mans heart, a nd the fall need to maintain rational thinking all the time (like Piggy) in order not to degenerate and is therefore, not lured by the temptation of food More determined to maintain Jack Piggy as role model as he thinks in a logical manner and has enough knowledge to comprehend how adults may think Piggy could think. He could go step by step inside that fat head of his, only Piggy was no chief. But Piggy, for all his while maintaining a rational mind thanks to the aeonian reminders from Piggy

T306B Spring

PT3 Faculty of Business Studies F O R M TMA Cover Sheet Egypt Branch First? Semester 1020 0920 Academic Year 1 ? TMA no. T306B Course No. I. Student Information (to be completed by the student) Mostafa Yasseen Zaky Maged . Student Name Section No. 0600040511398. Student No. emailprotected om . . . . E-Mail I hereby certify that the work presented in this TMA is my own and is not copied from any source. 30.. / 3. / 2010 Date of Submission Signature primitive Q6 Q5 Q4 Q3 Q2 Q1 Questions Marks Total E-Library Word Count Referencing Presentation Criteria Marks Total Marks I.Tutors Comments .. Tutor Name .. . .. / . / 20 Date Returned Signature Question 1 A. 1. governances level and hierarchies ar significant to corpse practice as the perspectives of hierarchies and systems level are useful in structuring and grouping elements when exploring a system of interest (ex. Sustainable development).The interdependence of piece and our environment means that systems practice in the humans of sustainable development can not concentrate on human factors alone, there is a entire range of elements included in the sustainable development issues and as practitioners must put their hands on all aspects in club to generate boffo sustainable development operations, so hierarchies and systems levels should be significant in order to group and structure the involved elements. A. 2 Hierarchies and systems level should not be disregarded while implementing sustainable development operations no matter what is the individuals system of interest whereas individuals actions are relevant to a range of levels, so hierarchies and systems level should be used to categorize these actions and to figure out how to facilitate the interactions between all levels to achieve the required objectives, as these random individual actions can not be followed by a certain result by itself.In addition, it is not al appearances possible to predict what properties may emerge at different situations unless the enjoyment of hierarchies and systems level as they possess emergent properties by which can not be provided by the sub systems B. Sustainable development provides an example of a domain of activity that many have experienced as composite. System practice seems a sensible way to engage with this domain as in the domains of reading systems and organizations that were explored using systems thinking. Sustainable development issues and situations are best understood by recognizing systems, boundaries, environments and their interconnections. Sustainable development issues have range of perspectives, both on the domain and on systems practice in this domain. Question 2First order is to accept that there are general rules must be applied to situations in the externaliseation of objects cognitive process and well define properties, describe the set of operations functioning independently in order to gather the required study to design a process. First order put practitioners hands on how things happened and how to be solved. Second order is to use and utilize the data took from the first order in order to achieve second order change by stepping outside the box and be able to realize the whole situation without being objective or subjective. That makes practitioners recognize that all perceptions and actions can not be undertaken as independent actions when it comes to building up a second order process.First order is approximately gathering the required data to create a system of interest by identifying the problem, objective and situation while a Second order process is to realize the big picture without focusing on an independent actions/perceptions and be fully aware that those actions can be gathered and interconnected to achieve the system of interest objective. pic Question 3 In this case study the practitioner (hereafter Powell) tried to design process through out gathering all data about all resources in the given area to support stakeholders develop applicable and conservative plans by which could serve the sustainable development operations therefore, he had to work with the inhabitants who have independent systems of interest and then he disregarded many critical issues.Powell tried to apply the BECM concept in order to design a system by which can gather the appropriate classifications for natural resources by bushmen there and put it in maps, he found out that if he added complex geographical systems to the process, it would result in failure because the nature of such systems can not assist researchers on permanent basis to interpret the information obtained as the context of the problem should be exposed day after another and the mentioned above systems can deal with fixed input whereas the bushmen interpretation of complex nature and the sources of survivals available is dynamically changing in place and time.Changes place Question 4 Value refers to meaning something that an individual or group regards as something good or that gives meaning to life. Values are deeply held convictions which guide behaviors and decisions. Personal values are the components of a life of integrity. When honoring values a person feels right, in-tune with and true to themselves. Values include integrity, generosity, diligence, persistence and humor. Belief is considered to be thinkers starting point for a sequence of reasoning. Beliefs include individual thoughts about aspects of life, the way it is and the way it should be like when an individual observes the education issue.Circumstances are used to refer to personal factors, such as experience and role that refer how a situation is perceived like when 2 different people are exposed to the same situation, they will act differently according to how all(prenominal) one perceived the situation and his previous experience in similar situations such being exposed to a problem in the airport, one o f them power act wisely and check out the factors that led to such inconvenience and solve it and the other might be aggressive. First Order Identify objects host data about operations functioning independently Well defined properties Second Order Aware of the system objectives System design Process System design process Commons Inhabitants Sparse Hunters Stands Workers Bushmen Thorny bushes Others Herdsmen Geographical system Systems of interest

High School and Rizal Elementary School Essay

A week after celebrating the Day of Valor on the fourth month of the Roman calendar in the year of Rat, I was born one evening in a city called the financial majuscule of the country that was colonized by Spaniards for more than three hundred years after it was disc all overed by a famous Portuguese explorer. My first cry Johanne is a variant of Johanna which means god is gracious and my second name Victoria means victory hope my life goes well as my name. My parents, Victorino and Wilma, were a hard working couple who works as an employee of a private company.They produced of our own kind six times in eleven years having v boys, leaving me no sister to have a bonding with. Since Im the only girl, they call me Princess or sometimes Negneg, short for negra, because of my dark complexion. Its not that dark like people in Africa but its the darkest complexion in my family but its alright because I have these dingy tantalizing eyes, a good set of teeth and a slim body that makes me look like a Filipina beauty queen. I spent my xvii years of existence in a city k right offn for being a major cultural entertainment hub in Metro Manila.I study my first five years of my primary education in Ni tooshieor Garcia Elementary School, Makati. After my hit-and-run 50-50 accident case when I was in fifth grade, God gave me my second chance to live and finished my elementary course in Rizal Elementary School in Laguna. I have to transfer because of the severe bump in my right leg causing me to have a hard time going up stairs. I have recovered from what had happened and continued my lowly education in General Pio del Pilar National High School in Makati. In elementary, I always make my parents proud of me by well-favoured them a numerous medals every end of the civilise year.Ive been a consistent contestant in Mathematics Quiz Bee and I made my school proud after qualifying twice in Mathematics Trainers Guild, a program to train gifted Filipino kids for internationa l competitions. away from Math, Ive also been in various contests regarding Science and Journalism. Considering me as a dynamic student, I was fairly awarded at the end of the year. When I criterionped amply school, it was the most(prenominal) exciting part of my life. Having crushes, love team ups, courtships, prom night were the things that could really make you giggle.But the most remarkable incident that shaped my character now was improving my leadership skills. When I was in third year, I ran as the president of SMILE (Students Movement for the Improvement of Leadership and Empowerment) Party List for the forthcoming Supreme Student Government election. I taught Im going to win because Im from the star section but Im wrong. I lost. Im so ashamed. Because of that, I dont feel like going to that school again. But there was a Non-government musical arrangement that invites the students to go on camp in Iba, Zambales for free.Of course, I joined and that made me forgot the p ain I felt. On the first night of the camping, everything has changed after the moment I received Jesus Christ as my personal savior. When I got back in school, God blessed me so much that He gave the Hi-Y Club (a high school based club of Young Mens Christians Association) in my lead. From that happening, I really appreciated the quote After the storm, theres a rainbow. I taught the door of opportunity to explore more in leading has closed for me, not realizing He has opened the window for me to experience the chance I thought I lost.Because of this club, I learned to balance my mind, body and spiritual aspect of my life. Creating programs, helping community, serving others and volunteering were some of my experiences that really made my heart self-conceited and would like to share to others to inspire them. Aside of being a Yer, Im now a Christian and started serving Him like share-out the good news, being a part of dance and drama ministry, and helping other Christian to grow i n their spiritual life. I feel over joy and satisfaction every time I see myself volunteering on the camp where I was saved.After the enjoyment of high school, I took one step forward in the reality of life. I face the truth that my life will rotate in complicated solutions, brain-whacking terms, millions of numbers, struggling calculators, statements to finish, stability of study, life-long practice, thick books to read, rush late night work, ugly eye-bugs, unbalanced sums, financial reports, constant lack of sleep, accurate solutions, and heart-stopping result after deciding to take Bachelor of Science in Accountancy in the first polytechnic university in our country.I know I can make it through because I believe that what the mind can conceive, the body can achieve. I may not be the cream of the crop in our class but I will behave to pursue my dreams step by step because I cling to Gods promise For I know the plans I have for you, declares the Lord. Plans to prosper you and not to harm you, plans to give you hope and future. (Jeremiah 2911).

Evangelism Vision: a Lifetime Change

Liberty Baptist Theological Seminary Evangelism Vision A Lifetime Change A Paper Submitted to Dr. Harold D. Bryant In Partial fulfillment Of the Requirements for the Course Contemporary Evangelism EVAN 565 By Michael McKelvey 19 August 2011 What is the first thing that pops into your head when you think of evangelism? Thats scary Am I going to be rejected? Its not my spiritual gift This paper explains the smashing Commission and its relationship to evangelism on the day-dream and challenge of what divinity fudge is doing in my animation in the area of evangelism.It to a fault looks at how I think of evangelism, gives explanation of evangelism and challenges my rethinking on how evangelism could be done in a way to help me set off to touch my faith in spic-and-span and natural way. The Christian interpretation of the Great Commission to share graven images Word through evangelism is defined outside the walls of the church and best understood by first discussing the genius of evangelism in Christianity. The writing of Dr. David Earley and Dr. David Wheeler, Dr. Jerry Pipes and Victor Lee, Richard Leach, William Fay, and the videos from Dr.David Wheeler have helped my fears of evangelism. This semester I have learned and developed new perceptions and challenges about evangelism which has challenged my way of thinking. The way I think centers around three aspects of Christian witness Physical Service, olfactionual Conversation, and Intellectual Conversation. The first aspect of evangelism send packing be characterized as physical includes things like Social Justice, Acts of Service feeding the hungry and clothing the pooranything that embodies benevolence and/ or philanthropy.It is the physical service that we volunteer for tidy sum who have ask anywhere at any time. For example Dr. Wheeler says that Ministry evangelism and servant evangelism . . . intentionally seek to meet wads needs in order to open the doors for the gospel message. This act o f caring service leave behind lead to a tactile propertyual conversation resulting in the divine Spirit taking charge. The piece aspect of evangelism deals with making spiritual conversation a priority. I think the gospel itself is expressed during this phase.I regularly look at my day and wonder about the conversations I might have with people. I look at my list of friends that Im praying for and see if Im being led to go have the next conversation with them. Im at a stage of manner where I dont have enough contacts in that locationfore Ill work at making almost. Furthermore, following the Holy Spirits lead by verbally proclaiming the gospel and inviting the attender to respond is what we can call proclamation or declarationit is the verbal expression of the gospel message.McRaney states that, Ultimately, only God opens and prepares the heart to receive the gospel. Its also the actual evangelism aspect. I list this second because it therefore leads into the third aspect. The third aspect of evangelism is intellectual conversation, where I must be able to possess and loose of utilizing Systematic Theology and Apologetic. Saying I use Systematic Theology or Apologetic technique is save a fancy way of organizing my thoughts on what I believe about God and why I am a Christian.Apologetics is how you answer questions carry oning the faith that you have and explaining your reasons for holding them. At this point, the use of Fays contribution saviour Without cultism book bequeath come in handy. just now I have learned that ultimately we have to rely on the Holy Spiritremember our role we are responsible for contact, while God is responsible for conversion. However, part of that contact doesnt necessarily involve being prepared to use the intellectual aspect of our Christian witness, but mainly relies on ones testimony. Dr.Earley says, Sharing your story makes evangelism personal and relational . . . because when people listen to you, instead of be ing a professional salesman, you are a satisfied customer. All three are weighty aspects of the Christian witness, but it is important to view that, while demonstrating and explaining your faith contribute to the evangelistic process, only proclaiming the gospel is evangelism. As we know from Scripture, where there is not a vision, the people will perish. With this in mind, my personal vision as it relates to the integration of vangelism into every part of my life has become a great burden upon my heart. The vision that I hold not only for the coming days but more so as a way of life can be described utilizing the concentric circles of concern as outlined by Thompson. Describing the concentric circles Thompson states, Many of us come to study evangelism to go from Circle one how to Circle seven to save our consciences because there are ruptured relationships encircles two through six that we prefer to skip over. With this in mind, starts my vision for integrating evangelism into every part of my life.First is my relationship with Jesus Christ, second is my relationship to my wife and then to my children. Third, is to my brother and my sisters followed by my relatives and so on such as neighbors and associates, acquaintances, and person X. One of the most significant impact this sort out has had on my views on future ministry, evangelism, and multiplication, involvement in church planting as a checking minister is my desire to answer the call of the Great Commission as I incorporate my teaching duties toward fulfilling the commandment.The Great Commission of making disciples of all nations has been a burden and vision shared by me. A prime component of my conversion experience and of the Lord bringing me to repentance was embracing the responsibility to be a doer of the word and not a hearer (or sheder or knower) only. As I began to take small steps to align my life and walk with Gods word, great diversifys occurred in my method of ministering to the los t. Leach and Wheeler noted that ignoring the opportunities for ministry or have done things for others without having a servant spirit is a sin.So, how can I overcome this iniquity of not aggressively sharing my faith? My hope is that by Gods grace, He will keep me raw(a) to where He is at work. As I consider a church plant and having an evangelism ministry to my community I know my personal walk with the Lord Jesus is where it all begins. The kingdom of promised land begins first, in my own heart. My desire is to be consistent in prayer even when it feels like He doesnt hear me. To read and study Gods word even when new and fresh insights are not coming.To resist temptation when passions are strong and no one (except God) is watching. To serve others when I am weak, tired, or out of energy. This is where evangelism to my community begins sharing the fruit of a changed life. In order to answer the call to evangelize, one must first understand what the Great Commission is. In the book Evangelism is . . . by Dave Early and David Wheeler, Earley explains the word commission as a military term meaning an authoritative order, charge, or direction. I have learned servant evangelism by creating a hunger to share my faith with others.Evangelism has gone from being a fear inducing purpose to becoming the way I want to get laid in Christ as walking testimony to Him and answering the call of the Great Commission with my words, my insouciant actions, my servicing others, and by disciplines others to answer the call to evangelize. Most Christians want to share the gospel, but never envision a future in ministry that involves evangelism multiplication or church planting as it relates to developing true disciples who passionately desire to multiply their witness.In the near future I hope to develop a workshop that focuses on how to build relational bridges to those with whom you want to share the gospel. Reading Dr. Leach and Dr. Wheelers diplomatic minister To Othe rs enlighten me to the fact that, No intimacy what your role is in ministering to someone-whether building a bridge, praying, meeting a need, relieving a burden, encouraging, or sharing the gospel-God is inviting the person into His kingdom through you. To live a life mood of evangelism I must live Incarnational by reflecting my faith in the truths of the Bible through my attitudes and actions.According to Dr. Wheeler, Incarnational Apologetics is the representative public and private life style of a Christian that validates to the world the absolute truths of the Bible. Living an Incarnational life style is a problem with todays church members who are reluctant to share their faith. This is another area where I admit to being guilty due my many church activities. Learning how to share Jesus without fear is accomplished by learning to be effective communicators in all that we say. For example, in the Art of private Evangelism William McRaney Jr. eminds us that, our goal is to be effective communicators and clarifiers because people matter to God William Fays Share Jesus Without Fear is one of the most impacting books I have ever read. Fay says that there are two types of people Those who talk about the lost and those who talk to the lost. Because of this course, I have learned how to spend time with family and understanding its importance has increased greatly because of this course. Dr. Pipes noted that, 88 portion of the children who grow up in our churches leave the church and never return.In other words, discipleship must begin within the home with parents spending time with and transfuse Christian values in their children. Learning the importance of family in evangelism firmly believes that relationships and community are the essential qualities of the Christian life. More importantly, they are the characteristics of the will of God in our lives as Christians. As McRaney states in his book The Art of Personal Evangelism, Gods call for restoration is not a call to live out the Christian faith in isolation. God desires to restore community and family among the redeemed. We have been made in the image of God and that includes the desire for relationships. As the multiple God, He is perfectly relational within himself yet He afforded us the ability to become part of that relationship through His son, Jesus Christ. Recognizing and developing a successful evangelism ministry to my community first starts with a healthy family life. God, in his divine wisdom, has prearranged the perfect boot camp for future evangelists. It is called your family. I need abundant life in my home before I can offer abundant life to the community.You see, I have a daughter who is 28 and has not recognized Christ. As the aforementioned composite statement of the great commission by Pipes and Lee says, it begins in our own home. However, my endeavor is not only to realize this vision in my home, but also help the other households in our church to rise to the call. By multiplying Godly households that are full of life can and will change our communities. This class has been without a doubt the single most impacting class I have ever taken. One of the biggest changes thus far has been in the way I pray. Successful evangelism greatly depends on daily prayer.In addition, I have learned to pray for the guidance of the Holy Spirit to make me sensitive to opportunities to share the Good News. It requires me to live out the charge of the great Commission through servant evangelism, information apologetics, and incarnation apologetics. I have started carrying a underage New Testament with William Fays Share Jesus Without Fear model written in it everywhere I go. Now that I realize I cant fail whenever I share my faith. Im ready to take the step of obedience. By acknowledging the power of the Holy Spirit the individual has the confidence to witness.Jesus said, When the Helper comes, whom I will send to you from the Father, that is the Spir it of truth who proceeds from the Father, He will register about Me, and you will testify also because you have been with me from the beginning (John 1526-27 NASB). Right after he received the baptism of the Holy Spirit, Peter spoke a powerful message to the Jews. His authorization by the Holy Spirit resulted in 3,000 getting saved in one day (cf. Acts 214-41). Later Peter filled with the Holy Spirit testified boldly to the rulers, elders and scribes of the Jewish nation (cf. Acts 45-12, 18-22).After Peter and John were threatened they prayed. These verses prove that Holy Spirit definitely equips us with power to witness. We will go as Christ went, teaching of repentance and forgiveness, baptizing those who trust in Christ by the name of the Father, Son, and Holy Spirit, and making disciples by teaching them to adjust all that He commands. Ministering to the non-believer through the power of the Holy Spirit prepares the hearts of unbelievers for the gospel. E. W. Kenyon states t hat It is necessary that we understand how the Holy Spirit deals with an unsaved man, so that we can allow Him work freely through us. The Holy Spirit today is making real to human hearts the work of the Son of God. The Spirits teachings and communication theory are not his own they are Christs. The Holy Spirits ministry is to reveal to men what Jesus brought about by His death and resurrection. To acquaint every man that Jesus became sin on mans behalf so that they may become righteous. He also shows every man the catastrophe of rejecting Christs substitution sacrifice. He further describes the Holy Spirits work in the following manner, The Holy Spirit comes to impart the nature of God to the spirit of man in the new birth (John 33-8) and then fill the new creature (II Co. 17) with the fullness of God (Eph. 319). As a result of studying evangelism this semester, I have learned the importance of following-up with newly saved believers. Jesus did say, Go and make disciples of al l nations, baptize them and teach them all that I have told you (cf. Mat. 2819-20). He did not say Have them say a salvation prayer and they will be just fine. Many in the evangelistic world are concerned about the Back Door Syndrome. This involves people coming to church and getting saved, but then they leave out the back door without any further or very little church involvement.Others are rightly concerned about people saying the prayer, but these people do not follow through with their commitment. Some church leaders have found ways to resolve this issue. But these solutions require the body to have vision and they normally involve establishing relationships which require considerable commitments of time. Mentoring, new believers groups, home meetings, life groups and special interest groups are some the methods that have been successfully implemented. New believers need to belong to a church where they will be encouraged in their new life with Christ.While at church the Holy Spirit assists in their maturing process by ministering to them through the five-fold ministry. It is through fully understanding the totality of the above (relationships, community, and evangelism), that my heart became burdened. I conceive the questions asked by Dr. Adrian Rogers in one of his sermons on evangelism, Are you loving people straight to hell? It was at this time that I realized my personal chastening in sharing the Good News. Nonetheless, there was still a great deal of fear within me when it came to the issue of personal evangelism.However, that fear was starting to change as I was introduced to the principle of servant evangelism. Oddly enough, I had been practicing the servant action but without the evangelism. Now it is time to combine the two for effective and practical(a) servant evangelism. In conclusion, the Christian interpretation of the Great Commission to share Gods Word through evangelism is defined outside the walls of the church and best understood by first discussing the nature of evangelism in Christianity.Building strong relational bridges based on trust and mutual respect will allow you to lovingly speak Gods truth into a persons life without damaging the friendship. Relational evangelism begins by seeing people as Jesus does, spending time with them, having Christ-like attitudes, and learning to communicate so people understand. In the context of authentic Christian community everyday Christians experience the power of the Holy Spirit and bear fruit for the kingdom. As Dr. Adrian Rogers has said many times, I am a nobody, telling everybody, of somebody that can save them. I believe that Saint Francis of Assisi put it best, Preach the Gospel at all times and when necessary use words. Bibliography Earley, Dave and David Wheeler. Evangelism Is How to Share Jesus with Passion and Confidence. Nashville B & H Academic, 2010. Fay, William. Share Jesus Without Fear. Nashville, TN B&H, 1999. www. derrick-martin. com. A Personal L ook at Evangelism. Kenyon, Edward. The Bible in Light of Our Redemption-Basic Bible Course Lynnwood, Washington 1999. McRaney, William. The Art of Personal Evangelism. Nashville B & H Academic, 2003. Pipes, Jerry and Victor Lee.Family to Family, Families Making a Difference. Lawrenceville, GA Jerry Pipes, 1999. Thompson, W. Oscar, and Carolyn Thompson Ritzmann. Concentric Circles of Concern Seven Stages for Making Disciples. Nashville Broadman & Holman, 1999. Wheeler, David and Richard Leach. Growing Disciples Series Minister to Others. Nashville, TN Lifeway, 2009. Wheeler, Dr. David. Incarnational Apologetics. Liberty University, (Accessed May 10, 2011). 1 . Dave Earley and David Wheeler. Evangelism Is How to Share Jesus with Passion and Confidence (Nashville, TN B&H Academic, 2010), 300. 2 . Will McRaney Jr. , The Art of Personal Evangelism (Nashville, TN B&H Group, 2003), 215. 3 . bid,. 248. 4 . Oscar Thompson, Concentric Circles of Concern (Nashville, TN B & H 1999), 20. 5 . Richard Leach and David A. Wheeler, Growing Disciples Series Minister to Others (Nashville, TN Lifeway, 2009), 57. 6 . bid. , 75. 7 . Earley and Wheeler, Evangelism Is How to Share Jesus with Passion and Confidence, 21. 8 . Leach and Wheeler, Minister to Others,73. 9 . Dr. David Wheeler, Incarnational Apologetics Liberty University (Accessed July 26, 2011), 1. 10 . McRaney Jr. , The Art of Personal Evangelism, 70. 11 . William Fay, Share Jesus Without Fear (Nashville, TN B&H Publishing Group, 1999), 8. 12 . Jerry Pipes and Victor Lee. Family to Family, Families Making a Difference. (Lawrenceville, GA 1999), 1. 13 . McRaney Jr. , The Art of Personal Evangelism 17. 14 . Pipes and Lee, Family to Family, 32. 15 . bid. 16 . Edward Kenyon, The Bible in Light of Our Redemption-Basic Bible Course (Lynnwood, Washington 1999), 265. 17 . bid. 18 . bid. , 254. 19 . www. derrick-martin. com