A Good Man is Hard To Find: “Good” When Faced With Conflict Essay examp

As indicated by the Merriam-Webster Dictionary, there are eighty-one passages for the little and apparently basic word, â€Å"good.† The main definition given characterizes â€Å"good† as a descriptor meaning â€Å"of an ideal character or tendency† (Good). For this situation a â€Å"good person† must be somebody who shows those characteristics of â€Å"favorable character.† In the realm of today, a subject of much discussion has been the idea of what qualifies an individual as a â€Å"good person.† In Flannery O’Connor’s short story, â€Å"A Good Man is Hard to Find,† the anonymous grandma battles to find a person with the attributes of a â€Å"good person† both in others and eventually, in herself. This is clear when the grandma out of nowhere atones and her â€Å"good† characteristics show when the Misfit has a firearm highlighted her head. â€Å"Good† characteristics are found in an individual on the off chance that he is confronted with a contention. Flannery O'Connor utilizes dim amusingness, twisted characters and circumstances, and strict subjects to lead the perusers to a revelation about their confidence and their faith in God. Flannery O'Connor utilizes dim funniness and peculiar circumstances to get a handle on the reader’s consideration. O’Connor was naturally introduced to a Catholic family in the transcendently Protestant Georgia. She adapted not long after her advanced degree was finished that she experienced lupus, an immune system malady that had slaughtered her dad ten years sooner (Meyer). She utilizes the dull diversion and the unusual characters and circumstances since she felt that individuals were really more genuine and became â€Å"good† individuals when confronted with clashing circumstances. Her characters experience terrible minutes that inevitably prompts a revelation. The faith in supernatural occurrences and the â€Å"good† in individuals is the thing that all individuals need to find in others, yet for some ... ...rary Journal 36.1 (2003): 46+. Writing Resource Center. Web. 16 Mar. 2012. Great. 1a. Merriam-Webster. Online ed. 2012. N. pag. Web. 1 Apr. 2012. Hendricks, T.W. Flannery O'Connors' 'Ruined Prophet'. Modern Age 51.3-4 (2009): 202+. Writing Resource Center. Web. 16 Mar. 2012. Meyer, Michael. Presentation. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. ninth ed. Boston: Bedford/St. Martin's, 2012. 362-67. Print. O'Connor, Flannery. A Good Man is Hard to Find. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. ninth ed. Boston: Bedford/St. Martin's, 2012. 367-77. Print. Owens, Mitchell. The Function of Signature in 'A Good Is Hard to Find.'. Studies in Short Fiction 33.1 (Winter 1996): 101-106. Rpt. in Short Story Criticism. Ed. Janet Witalec. Vol. 61. Detroit: Gale, 2003. Writing Resource Center. Web. 16 Mar. 2012.

The Truth About Bad Common App Essay Samples

The Truth About Bad Common App Essay SamplesApplying for a high school teaching job is a good opportunity for you to earn an App Essay Sample. The hardest part of filling out the App Essay Sample is the skills-testing portion of the application process. Therefore, if you don't want to waste your time filling out the skills-testing portion of your application, you have to find high quality bad common essay samples on the Internet.Unfortunately, there are lots of terrible App Essay Sample available online that will not help you get your dream teaching job. The trick is to find high quality essays written by real teachers who have shown that they can teach others. You also need to know which of these essays will really make you stand out in the eyes of the hiring committee.One way to find high quality essays is to browse through the various website that offers teachers App Essay Sample. However, be careful about these sites because some of them are just mass copies of another site's ess ays. In addition, the people behind these copied websites will have no love for writing anything but the App Essay Sample that they sold in the first place.The better way to find good App Essay Sample is to do a little research on the Web and find out about sites that offer such essays. Once you have found sites where you can get high quality essay samples, you can choose the essays that best fits your profile as a teacher. For example, if you want to write an App Essay Sample about the events surrounding the death of a child, then you should write about it in a very honest and sincere way. You don't want to have an App Essay Sample that is full of sarcasm or with a politically incorrect perspective.Every teacher needs to learn how to balance practical knowledge with creative writing. Your App Essay Sample should be able to communicate that you are a good writer as well as show how you can help other teachers with their own writing skills. You also need to show how you understand bo th aspects of learning. Therefore, if you want to write an App Essay Sample about effective teaching, then you need to emphasize the experience factor.There are also quite a few websites that offer you App Essay Sample in the form of audios. However, if you are not that experienced with the audio writing form, then you might want to go for the written form instead. Even though audio recording is a good way to obtain high quality essays, it doesn't give you the same leverage you get from writing them down.Some good essay samples are also available as eBooks. However, if you are looking for more creative ways to get App Essay Sample, then eBook writing may not be a good option for you. There are too many variables involved in writing for eBook format.If you want to write App Essay Sample for teaching in the most creative way possible, then the best way to go is to take the step of creating your own articles. Good essay writers usually use their own unique ideas to write about topics t hat they find interesting. With the right methods, you can come up with some really interesting App Essay Sample.

The Positive of Painful Experiences

The Positive of Painful Experiences What is pain? Pain is defined a mental, physical, or emotional suffering in the dictionary.A lot of us tend to see pain as a negative experience and it is our desire to avoid pain as much as possible, and understandably so. But unfortunately, pain is an inevitable consequence of life and we have to deal with whether we like it or not. When it eventually befalls us, we should try as much as possible to turn it into a positive experience. ‘What doesn’t kill you makes you stronger.’ Understanding the positive aspects of experiencing pain can help us do this better.‘Feel the pain till it hurts no more.’ ShakespeareYou may be wondering, what is so positive about pain? What is he talking about? Well for one, there is strength that you gain from pain once it has subsided. Once the initial shock of the pain has passed you are able to see what you have learned from it and how it has made you a more resilient individual. For example, when you have fallen sick don’t your eyes suddenly open up to all the blessings you have before you? Don’t you suddenly realize what all the important things in life are?That was just but an example of how pain can have a positive result. Physical pain, however, can always go away, unlike emotional/mental pain, which may linger for a lifetime if not handled correctly. One way to handle this kind of pain is to change your perspective of it. Emotional/mental pain has the capacity to wear you down because your mind controls everything that you do.‘I think therefore I am.’ Rene DescartesYour thoughts have the capacity to put you in a prison and incapacitate you. Although this may sound extreme, I think it is necessary for any person’s growth , that the they hit rock bottom, whatever that is to them, in order to become as strong as they can possibly be… in order to find out what they are really made of.Pain can teach you a lot, it even makes you understand what happiness is and not to take it for granted.‘Joy wouldn’t feel so good if it wasn’t pain.’ Curtis JacksonThe purpose of this article is not to tell you to encourage pain or go about looking for it… the purpose of the article is to bring you to the realization that pain is inevitable and that you are better off learning how to perceive it better instead of letting it overwhelm you. Instead of letting pain consumer you and destroy you, you should learn how to let it change you for the better and make you a better person.6 KEY WAYS PAIN CAN MOLD YOUEvery time we encounter pain, we carry with us a memory of the experience. These memories in turn act as lessons that enable us to better handle any similar occurrences in the future.We are able to apply what we have learned in the future. So what effects do these lessons really have on you? How do they better position you for the future?Pain makes you StrongerWe mentioned in the introduction that pain helps make us stronger. The hard lessons you learn from pain help shape you into a better person. Pain shapes your character, like molten iron at the hands of the smelter.‘When He has tested me I shall come forth as gold.’ Job 23:10 New Improved Version BibleWhether you are Christian or not, the above statement shows you that past thinkers also came to the same conclusion; that pain leaves you better and stronger than it found you.When you endure and survive painful events, in all probability the inevitable painful experiences of the future will be a breeze and you will approach them much more boldly than you initially had. Pain teaches you HumilityThe painful experiences you encounter in the course of your life are a reminder of how bad things can get, especially when you hit rock bo ttom. Pain wards off pride… and we all know pride comes before a fall.Human beings have a habit of always wanting to feel special, like their own life somehow has more meaning than that of others, but when you have experienced pain you understand that we all face the same fears, fight the same fights, suffer the same pains, were all in this great war together… life.This awareness keeps you centered, humble, and even empathetic to the pains of other people. This new found humility enables you to keep away from situations based solely on your pride because you understand that, that same pride will lead you into circumstances that will cause you or someone else pain. We understand that pride is a dangerous, unnecessary, and expensive trait and that humility is much more gracious.‘You are not a beautiful or unique snowflake, we are all part of the same compost heap.’ Tyler Durden. Fight Club, 1999.Pain teaches you EmpathyPain gives us a greater capacity for compassion, love, an d empathy. Pain brings you closer to others because you can empathize with what another person is feeling when they are in distress. Experiencing pain brings us to the awareness that we are not exempt to it and it is what will drive you to give some of your money to that beggar on the side walk or to that singer by the corner. You realize that, that could be you and that there is really no special reason you have been exempted from another person’s misfortune.Similarly, the pain that we have experienced gives us a unique understanding and wisdom that enables us to help other people cope with their own pain. The people who give the best advice have gone through the worst.A simple ‘I understand you’, ‘I feel you’, or ‘I understand how you feel’ doesn’t cut it. Because you cannot really understand how a person in pain feels unless you have experienced the same kind of pain. For example, if you have ever lost a loved one you would be able to give a friend who’s going t hrough the same support that goes beyond repeating empty phrases and clichés.Pain Positions us for SuccessThe strength and resilience that results from pain is a big contributing factor to your future success. You have been through hell and back, what is a simple job application rejection? What is a minor failed investment?That is what pain does to you; it leaves you tougher and ready to face any challenge. It proves to you that you can overcome just about any obstacle. You are no longer fragile, you don’t just give up, and that kind of persistence leads you to success eventually.On the path towards success, there will be many obstacles and there are many factors that will make you stronger than you are now, but one of the biggest factors is pain.Pain Builds CharacterWe all have a character; it may not be what we would like it to be yet… or maybe it could be, it depends on the individual. Regardless, pain tests your character and demonstrates to you either that your character i s developed or that it could use a little bit of work. Learn to view any pain that comes your way as a test of your character and even if you fail the test you can always use that lesson as a to improve your character.Pain also serves as an indicator of your strengths and weaknesses. For example, if you find yourself getting insanely angry when you are losing a debate with a friend, it may be an indicator that you need to sharpen your communication skills or expand your knowledge. Alternatively, the lesson could be that you are a person of conviction and values, which is a positive trait in most cases.Pain gives you self-knowledge and self-awareness that brings you to your own attention, highlighting traits in you that need some improvement, promoting profound inner growth. Life is a series of tests and every time you get an opportunity to improve on your character and ready yourself for the next test, that’s a positive experience.Pain makes you AdaptableI’m sure you will agree that life is quite unpredictable for any rigid plans right?When you have experienced pain, for example, the pain of failure, you stop predicting things will go exactly as expected and learn to readjust your plans and strategies when things go ‘wrong’ as opposed to getting discouraged because they didn’t work out how you had planned them to.In fact, sometimes things will often work out even better when you are forced to readjust your plans, you learn that the gifts that life hands us are not always wrapped how you would expect them to be. With such as positive attitude you begin to perceive life’s unpredictability as interesting and spontaneous rather than inhibiting, you become an expert at readjusting in any situation and making the best out of it.I won’t sit here and try to convince you that if things don’t work out they just ‘weren’t meant to be’ because I don’t believe in destiny or fate.What I do believe in, however, is that if you really want something you should fight for it, you should have a plan and if in any case your initial plan is compromised, then adapt, re-strategize… find another route to reach your intended destination. Painful experiences will instill in you the ability to adapt when things don’t go exactly according to plan and to me, this is a very strong quality to possess because it keeps hope alive, you will never despair, you will truly be defeated.THE POSITIVE OF PAINFUL EXPERIENCES: THE CONSEQUENCE OF PAINGoing through pain is frightening. But remember, you are far more capable, far stronger than you give yourself credit for.All through history, people have faced adversity and come out victorious but only because they faced up to the pain and if you choose to do the same you will be surprised when you come out on top.You become more IndependentNo one in this world can truly say that they know what it’s like to be you or to walk in your shoes and when you are facing adversity, they understand you even less. S ure, your closest friends and family might offer you support but only you have to live in your mind so pain is a journey you have to brave alone.Pain forces you to dig deep inside you to find your true strength and push through the storm when all you feel like doing is sitting alone in a dark corner. Pain shows you that only you truly have the power to make the choices of your life and this makes you more self-aware, more self-confident, and more self-reliant.When you have had enough practice leveraging and learning from your pain you become confident that you can always bounce back from adversity so you aren’t afraid to take any risk in the pursuit of success/happiness. Pain is a necessity for growth, expansion, and resilience.Your Path becomes ClearNothing opens your eyes to what is truly important than painful experiences. For example, if you have just gotten fired it might dawn on you that the reason you couldn’t keep up with the demands the job was because it wasn’t fulfi lling for you and that your passion actually lies elsewhere. So losing your job in this case actually gives you the perfect opportunity to pursue your passion, after all, what else is there to lose?Or if you have just come from a failed relationship it might just hit you that you had been entertaining an emotionally abusive partner the whole while, which really clarifies what kind of traits you want in a partner and which ones you do not in the future.So this loss wasn’t really a loss was it? Major setbacks are sometimes the first step to something much better, so always keep your mind and heart open during painful times and ask yourself; what can you learn from this? How can this make you better for the future?Pain triggers evolution if you choose to face it head on. Human beings are wired to adapt, survive, and improve themselves and their situations, that’s why there has been extensive technological advancements over the past 200 years, we strive to create solutions for probl ems… build bridges where there were none and make our lives easier in any possible way.But beware, your brilliant mind is a double edged sword; it could imprison you if you believe that your pain has you defeated. Learn to use your discomfort to motivate you to overcome obstacles and watch yourself come out a better, more self-aware person.You become Resilient to StressThe more pain you face head on and get through with a positive lesson in hand, the better equipped you are to face future challenges and stress. Resilience is bolstered by the knowledge that you’ve been through adversity before and you got through it, its encouraged by the awareness that even if you are in pain now it is only serving to make you stronger for tomorrow.When you have gone through a painful experience, you can either choose to let the experience paralyze you, stress you, and make you anxious or you could use that pain to propel you. Make the latter choice and you will find yourself going through stres sful situations with ease.‘The only easy day was yesterday.’ Navy Seal SloganYou Find Out who your True Friends AreI guarantee that some people you consider close friends will not be there for you when you need them the most and pain acts as a perfect storm in which you distinguish who will always be there and who would abandon you in your time of need.Those who belong in your life are those who will hold your hand quietly through your pain. Very bluntly, those that don’t stand by you in your pain are not meant to be in your life, keep those who do close and cherish them.It’s an unfortunate and even painful realization, but at the end of the day it’s just how it is. Being there for someone in their time of need does not take much, even a simple phone call, or just being physically present, even without saying a word, can be enough. So if someone wanted to be there, they would be.‘Stop crossing Oceans for People who won’t jump a puddle for you.’ UnknownYou’re Aliv eEmotion, whether painful or not, is a part of being human. Every time we feel, we are experience life’s energy move through us.If you lost the ability to feel, would you even be a person/human? What would be the difference between you and the machines? Would you even be aware of our own consciousness? Wouldn’t we be despondent and empty? Feeling means you’re alive!‘Without personality we are only biological robots’ UnknownCONCLUSIONI’ve got good news and I’ve got bad news. What do you want to hear first?The bad news is; pain is unavoidable, and it’s not a pleasant feeling. The good news is; there are numerous lessons you can learn from pain. The most important of these is that there is always a lesson to be learned from pain in the first place.Pain can be terrifying and I won’t claim to be immune to that fear just because I’m the one dishing out the advice. But here’s how I see it; is the fear that results from painful experiences more powerful than the fear of failure? The fear of a life half-lived? The fear of a life wasted because you allowed some experiences to paralyze you and rob you of any potential that you had? I think not.Do not focus so much on the pain you are feeling in the moment, it will suck you in and trap you. Instead, seek out the lesson from each painful experience, keep your heart and mind open, and choose to use adversity to fuel the fire inside you instead of snuffing it out.‘And if you gaze too long into the abyss, the abyss also gazes into you.’ Friedrich NietzscheAlso, the more we are exposed to pain, whether in the form of anger, shame, betrayal, failure… the more we get to appreciate the enjoyable emotions such as love, hope, compassion, kindness, joy… This is the contrast of nature; without darkness we would never appreciate the light. Pain serves to enrich our positive experiences and as much as we have a capacity to feel pain we have a capacity to feel joy in equal measure.Every experience is nece ssary. The purpose of life is to live it to the fullest, to reach out to the world with open arms and brave it all, the pleasant and the not so pleasant… And if you are seeking success, if you have a dream or a goal, there are no shortcuts, you will have to go through unpleasant experiences but if you are to reach your destination you have to live by the code ‘what doesn’t kill you makes you stronger’, you cannot stop, you have to power through it and eventually, victory will be yours.The usefulness of pain can be a little difficult to come to grips with, especially when you are going through it in the moment. But when you will yourself to surface from it you will be stronger, wiser, and ultimately a better person all around. It is a rare occurrence that a painful experience will have no lesson to teach you. Almost all painful experiences teach you something about yourself, the world around you, and how you can live a happier, more fulfilling life.Don’t you think it’s be tter to look back on life and say, ‘How did I get through that, I’m glad I tried’ instead of ‘I wish I had tried’ or ‘What if I had chosen to look at it differently?’Don’t get to the end of your life and wonder why you didn’t change a perspective you have the chance to change now, or learn a lesson you have a chance to learn now, or to adopt a perspective that would have made the outcome of your life very different. Take the risk   Feel passion Feel pain… Feel joy… go through it all and make the most of every situation even the unpleasant. Live life…Run free.“Never give in; never give in, never, never, never, never give in. Nothing, great or small, large or petty, never give in except to convictions of honor and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy.” Winston Churchill

Why I Am An Effective Teacher Essay - 1275 Words

Great teachers are rare, are you an Effective Teacher It has been stated that teaching is a craft and a highly skilled craft that can be learned. What is consider to be an effective teacher? To keep this as simple as possible I could name a ton of attributes, but to name just a few I would say an educator that knows how to dress for success or maybe someone that has their classroom ready for learning, or even someone that knows how to create effective assignments for their students. Also a great teacher has a love for learning, has high expectations for each and every one of their students and even collaborates with colleagues on an ongoing basis. Chelonnda Seroyer spent two months poring through The First Day of School and using it as a guide for organizing for her first day of school. When the first day of school came, she had a script. She had a classroom management plan.(iii) Effective teachers are supportive and understand the importance of why students need good teachers to have personality, knowledge and compassion. Teachers have a significant role in influencing the lives of young children. With this duty comes great pride and pleasure. Therefore, all educators should strive to be good and effective teachers. Teachers are people that can change the lives of many. Just by being allowed to sit in a classroom that has been created to enhance the knowledge and intelligence of people can be life changing. Effective teachers have positive expectations for their studentsShow MoreRelatedTeaching Is An Essential Part Of Me977 Words   |  4 Pagesgraduating class, I left college and headed for the fast track world of law and finance. After two years crunching numbers, juggling real estate projects and emerging from Black Monday in October 1987 relatively unscathed, I realized I hated my job. 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Sports Drinks, Or Carbohydrate Electrolyte Beverages

Sports drinks, or carbohydrate-electrolyte beverages, are intended to maintain hydration and restore electrolytes, unlike energy drinks (which contain caffeine). There are two main goals for theses drinks rehydration and fuel for exercising muscles. As an athlete taking of your body is vital in order to have success in any sport. There are many different ways to help your body perform at the highest level possible. Most sports drinks are made with the intent that you are using them before, while, or after your workout. Tons of people believe that sports drinks are not that healthy for you. Many people believe that it is a perfect alternative to water. Theses drinks are appealing to the eye, which is mainly the reason people consume the†¦show more content†¦Many of these also contain a high level of protein, which athletes need to perform well. Protein is large molecules composed of one or more chains of amino acids (sugar) in a specific order determined by the base sequence of nucleotides in the DNA coding. Some athletes like sports drinks because the sports drink provides energy and prevents dehydration. Theses drinks are high in Carbohydrates which, are vital in keeping the high energy of your body especially when you are playing sports or exercising. During these circumstances, you need to keep your carbohydrate levels high in your system to maximize your performance. Drinking these beverages can also help adults rehydrate after an illness that causes vomiting, diarrhea, and fever. Next, PowerAde/Gatorade and other sports drinks can be harmful to your body. www.superhumancoach.com stated, â€Å"Critic acid contributes to dental erosion and in fact the effect can occur instantaneously upon consumption of any critic acid-containing food/beverage. Dental erosion is the loss of the tooth enamel caused by acid attack. Additionally, you can preserve your dental health by drinking sports drinks through a straw or drinking them quickly and rinsing the mouth with water to remove sugars from your teeth. Theses drinks can cause tremendous weight gain if you are not active while consuming. Most sports drinks have no evidence to prove the claims theyShow MoreRelatedEssay about The Effectiveness Of Sport Drinks731 Words   |  3 PagesThe major reason anyone drinks fluid before, during and after physical activity is to replace the water that is lost through sweat. If the water isnt replaced dehydration will occur and performance will be hampered. The purpose of sports dri nks is to help rehydrate your body quickly and help improve performance and productivity. This is accomplished through a well-balanced mix of water, sugar (carbohydrates) and salts (electrolytes), the major ingredients in most sports drinks. These ingredients, combinedRead MoreEssay on The Effectiveness of Sports Drinks Compared to Water961 Words   |  4 PagesStaying hydrated is one of the most important parts of physical activity. In Clinics of Sports Medicine, it explains that â€Å"Maintenance of water and electrolyte balance is important for sustaining cognitive and physical performance. Dehydration degrades morale and desire to work. Body water deficits of as little as 2% body weight can impair physical performance. Water deficits of 5% to 7% body weight are associated with headaches, dizziness, and apathy† (Latzka, Montain 1). To prevent dehydrationRead MoreTheforum1256 Words   |  6 Pagesand i will present to you my product presentation. HeWaDe or also know as (...) HeWaDe unlike other water dispenser’s that produce cold and hot water HeWaDe produces the healthy water (Gwater) that is made up of water and Gatorade vitamin energy drink. This is the inside part of HeWaDe Vitamin C - May help prevent  cell damage and  reduce risk for certain cancers,heart disease and other diseases. Helps heal cuts and wounds and keeps gums healthy. Protects you from  infections by keeping your  immuneRead MoreThe Effects of Gatorade on Athletic Performance641 Words   |  3 PagesWhen athletes are training or competing, it is apparent that they sometimes benefit by consuming various drinks that contain water, carbohydrate and electrolytes. This can assist and improve an athletes performance, and it may reduce physiological stress on an athlete’s cardiovascular, central nervous and muscular systems. During endurance events Gatorade is an effective drink to have in order for the athlete to sustain their maximum energy throughout the competition. Gatorade has been provenRead More Sports Drinks and Athletic Performance Essay1827 Words   |  8 Pages Since the creation of Gatorade in 1987 sports drinks have become a staple of American athletics. Every major sports league, including the NBA, NHL, MLB, NFL and NASCAR, are sponsored by and use Gatorade Thirst Quencher. All Sport and Powerade, two other smaller market sports drinks, have limited sponsorships of smaller sports leagues including the NCAA. The question is, how effective is Gatorade and other sports drinks in doing what it theyre advertised to do? One has to wonder if the wide useRead MoreCrazy History of Gatorade790 Words   |  3 Pagesdirected Florida’s College of Medicine’s renal and electrolytes division. They soon found out that players sweat so much that they didn’t have enough fluid to urinate. Then the research started. Cade and his colleagues took samples of Ten University of Florida freshmen football players. 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The question posed is do either sports drinks or energy drinks really do what they claim to do, and if so which one works best? First off, sports drinks and energy drinks may overlap however, they are not the same thing. Sports drinks such as Gatorade and PowerAde have been popular with athletes for decades. Historically sports drinks were specificallyRead MoreThe Idea Of Gatorade Was First Created By The University Of Florida Assistant Coach Essay1623 Words   |  7 Pagesdiscovered two factors as to why the players were feeling like this during practices and games. They found that the fluids and electrolytes the players lost through sweat were not being replaced and the amounts of carbs in the players’ bodies used for energy were not being replenished. They then went to the lab and came up with a â€Å"balanced carbohydrate-electr olyte† beverage called Gatorade that would replace the key components lost during sweating and exercising (Figure 1). The next step was to introduceRead MoreIt s A Chocolate Milk Party1337 Words   |  6 PagesParty â€Å"Be sure to drink your milk.† Everyone has probably heard this at some point in their lives. This plain, white drink is one of the most common groceries sold today. About half of all fluid milk that people consume is plain milk. Regular milk is not always the most satisfying beverage for people to drink. What if there was something with as much nutritional value that tasted better? Chocolate milk, plain milk’s delicious cousin, is the answer to having a tasty yet healthy beverage. Many people believe

Love and War Free Essays

They say all is fair in love and war. This commonly known idiom is accepted across the nation because, in reality, both love and war result in someone getting hurt. Whether it be human emotions or a human leg that ends up getting torn apart, the victim in question is also to blame. We will write a custom essay sample on Love and War or any similar topic only for you Order Now Everyone has complete and sole power over his or her emotions, and of their choice in a lover/choice to fall in love. When it comes to war, nobody (at least nobody who lives in America) is forced to enlist in any division of the army. It is a human right to protect one’s self from danger, and if that means not fighting for their country, then they don’t have to. However any particular that does choose to take part in battle understands the potential consequences. Both love and war are decisions, but the same is not true when it comes to economics and a person’s bank account. Financial status is determined at birth, which is very unlike the effects of love and war. Those who are born into wealth have the fortune of being able to start out their career, whatever it may be, at a higher than average rank. Achieving upper class status, retiring early, owning a fancy car, owning a big house etc. is sometimes caused by luck and can at times be the result of a high drive and a strong work ethic. Though, that is not usually the case. More often times than not, those who are rich when they are thirty, forty, seventy etc. start out that way. It all begins at birth. Upper class parents find it reputable to teach their children in a manner that is above par right from trying to get them to speak. Then, they send those children to a pre-pre school, followed by preschool, which not everyone has the opportunity to attend. Children from wealthy families usually attend private grade school (another privilege that comes along with having money), which starts them off with a good education and puts them on the path to a positive future. Upon applying for their first job at age sixteen or so (if they even want to; the rich usually have enough money to forget the job and focus on their bettering their education, which is yet another perk that sets them up for success), and since most of these people have lived in the same town for the entirety of their life, their parents have certain connections to certain businesses and business owners, and could easily get their kid an above par job (probably doing practically nothing) or better yet a high paying internship. The bonus of an internship, however, in this case would not be the extra cash. Rather, it would provide them with a positive learning experience. College is just another step in their life that will come easy, because they get into a better college than they should, simply because one of their parents went there, knew someone who went there, or because the admissions department can see a perfect scholarly record in their name (which, is what university is all about so, it greatly benefits them). Finally, offspring of the wealthy many times will take over their parents’ top tier business and make lots of money that way, or they will have done well enough at their great school (their parents set them straight from the beginning, it would be hard not to do well), that they acquired an equally prestigious or more prestigious job for themselves. Either way, the cycle of wealth starts again. In conclusion, all is fair in love and war. However, when it comes to financial status, it’s a man eat man world. And the ones with the money always win. How to cite Love and War, Papers

Task Based Approch Compred with Present Practice Production Method Essay Example

Task Based Approch Compred with Present Practice Production Method Essay Task-based learning (TBL) is an approach which concentrates more on carrying out tasks (solving puzzles, writing projects, investigating topics and so on) than on graded structures and vocabulary. Task-Based Learning (methodology plus) Contributed by Mark McKinnon and Nicky Rigby What is TBL? How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough. If we can make language in the classroom meaningful therefore memorable, students can process language which is being learned or recycled more naturally. Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nor can a normal role play if it does not contain a problem-solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL. In the task-based lessons included below our aim is to create a need to learn and use language. The tasks will generate their own language and create an opportunity for language acquisition (Krashen*). If we can take the focus away from form and structures we can develop our students’ ability to do things in English. That is not to say that there will be no attention paid to accuracy, work on language is included in each task and feedback and language focus have their places in the lesson plans. We feel that teachers have a responsibility to enrich their students’ language when they see it is necessary but students should be given the opportunity to use English in the classroom as they use their own languages in everyday life. How can I use TBL in the classroom? Most of the task-based lessons in this section are what Scrivener* classifies as authentic and follow the task structure proposed by Willis and Willis*. Each task will be organised in the following way: †¢ Pre-task activity an introduction to topic and task †¢ Task cycle: Task gt; Planning gt; Report †¢ Language Focus and Feedback A balance should be kept between fluency, which is what the task provides, and accuracy, which is provided by task feedback. Tasks: Getting To Know Your Centre Worksheet 1 2 | Worksheet 3 4 The object of the following two tasks is for students to use English to:   a. Find out what resources are available to them and how they can use their resource room   b. Meet and talk to each of the teachers in their centre. Task 1: Getting To Know Your Resources Level: Pre-intermediate and above It is assumed in this lesson that your school has the following student resources; books (graded readers), video, magazines and Internet. Don’t worry if it doesn’t, the lesson can be adjusted accordingly. Pre-task Preparation: One of the tasks is a video exercise which involves viewing a movie clip with the sound turned off. This can be any movie depending on availability, but the clip has to involve a conversation between two people. Pre-task activity: In pairs students discuss the following questions: †¢ Do you use English outside the classroom? †¢ How? †¢ What ways can you practise English outside the classroom? Stage One Running dictation. Put the text from worksheet one on the wall either inside or outside the classroom. Organise your students into pairs. One student will then go to the text, read the text and then go back to her partner and relay the information to her. The partner who stays at the desk writes this information. When teams have finished check for accuracy. You can make this competitive should you wish. Stage Two In pairs students then read the Getting To Know Your Resources task sheet (worksheet two). Check any problem vocabulary at this stage. This worksheet can be adapted according to the resource room at your school. Stage Three Depending on how the resources are organised in your centre, students then go, in pairs, to the resource room or wherever the resources are kept and complete the tasks on the task sheet. Stage Four Working with a different partner students now compare and share their experience. Stage Five Feedback. Having monitored the activity and the final stage, use this opportunity to make comments on your students’ performance. This may take form of a correction slot on errors or pronunciation, providing a self-correction slot. Task 2 Getting To Know Your Teachers Level: Pre-intermediate and above Students may need at least a week to do this activity, depending on the availability of the teachers in your centre Pre-task activity In pairs students talk about an English teacher they have had. †¢ What was her name? †¢ Where was she from? †¢ How old was she? †¢ Do you remember any of her lessons? †¢ What was your favourite activity in her class? Stage One Using the Getting To Know Your Teachers task sheet (worksheet three) and the Interview Questions (worksheet four) students write the questions for the questionnaire they are going to use to interview the teachers. Stage Two To set up the activity students then interview you and record the information. Stage Three Depending on which teachers are free at this time they can then go and interview other teachers and record the information. You may wish to bring other teachers into your class to be interviewed or alternatively give your students a week or so to complete the task, interviewing teachers before or fter class, or whenever they come to the centre. Stage Four Working with a different partner students compare their answers and experiences then decide on their final answers on the superlative questions. Stage Five Feedback and reflection. Allow time for students to express their opinions and experiences of the activity. Provide any feedback you feel is necessary. Further Activities The Get To Know Your Resources task sheet could be turned into a school competition entry form. Possible prizes could include a video or some readers. Stephen Krashen, The Natural Approach: Language Acquisition in the Classroom, 1996 *Jim Scrivener Learning Teaching  1995 *Jane Willis and Dave Willis Challenge and Change in Language Teaching A traditional model for the organisation of language lessons, both in the classroom and in course-books, has long been the PPP approach (presentation, practice, production). With this model individual language items (for example, the past continuous) are presented by the teacher, then practised in the form of spoken and written exercises (often pattern drills), and then used by the learners in less controlled speaking or writing activities. Although the grammar point presented at the beginning of this procedure may well fit neatly into a grammatical syllabus, a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point, which may or may not meet the linguistic needs of the learners, and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure. An alternative to the PPP model is the Test-Teach-Test approach (TTT), in which the production stage comes first and the learners are thrown in at the deep end and required to perform a particular task (a role play, for example). This is followed by the teacher dealing with some of the grammatical or lexical problems that arose in the first stage and the learners then being required either to perform the initial task again or to perform a similar task. The language presented in the ‘teach’ stage can be predicted if the initial production task is carefully chosen but there is a danger of randomness in this model. Jane Willis (1996), in her book ‘A Framework for Task-Based Learning’, outlines a third model for organising lessons. While this is not a radical departure from TTT, it does present a model that is based on sound theoretical foundations and one which takes account of the need for authentic communication. Task-based learning (TBL) is typically based on three stages. The first of these is the pre-task stage, during which the teacher introduces and defines the topic and the learners engage in activities that either help them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. This stage is followed by what Willis calls the task cycle. Here the learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. They then prepare a report for the whole class on how they did the task and what conclusions they reached. Finally, they present their findings to the class in spoken or written form. The final stage is the language focus stage, during which specific language features from the task and highlighted and worked on. Feedback on the learners’ performance at the reporting stage may also be appropriate at this point. The main advantages of TBL are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class, they are forced to consider language form in general rather than concentrating on a single form (as in the PPP model). Whereas the aim of the PPP model is to lead from accuracy to fluency, the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners. Learners who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of TBL, but if TBL is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all-round approach that can be adapted to meet the needs of all learners. Tim Bowen 1. Introduction At the outset of my teaching career, I readily adopted what little teaching methodology I was aware of to my classroom practice. As with most new teachers fresh from the CELTA course, my lessons followed the PPP (presentation, practise, production) model, or slight variations thereof. However, as my teaching quickly developed on a steep learning curve, so did my awareness of other methodological possibilities, and also the shortcomings of the method I had thus far applied. Nevertheless, I persisted with this method. Whilst the PPP method offered a comfortable and safe framework1 for me as a newly qualified teacher, I nevertheless soon realised that i) it is important to meet the specific needs of ones learners, and ii) an authentic context will enhance the learning experience. A failure to deliver on both of these counts is one of the major reasons why the PPP method is criticised. This is also the reason why I have chosen to examine an alternative to this model: Task-based learning. 2. A Comparison of Approaches 2. 1 PPP As stated, the model I based much of my early teaching on was PPP. In this method, a particular language item is presented by the teacher, it is then practised in a controlled way by the learners2, and then finally used by the learners in freer practise activities. My reasons for using this model were twofold. Firstly, it was the one presented to me during my initial teacher training. Furthermore, it offered me a very safe framework in which to operate as an inexperienced teacher, in that it is a reasonably straightforward process to present a structure from a grammatical syllabus (most coursebooks tend to have this to a lesser or greater extent). Having said this, there is a clear drawback. There is an apparent arbitrariness to most selected grammar points, which may or may not meet the needs of the learner. 2. 2 TTT A radically different model exists in the form of TTT (test, teach, test), in that the production stage occurs first: the learners are required to perform a task3 without any input or guidance from the teacher. The grammatical or lexical problems that this activity generates are used by the teacher for language analysis, the learners then being asked to do a similar/the same task again. Although Bowen suggests that the language presented in the teach can be predicted (especially if the initial test is car fully chosen)4, there is a distinct danger of randomness which in turn means that the language focus may not reflect the needs of the learner. 2. 3 TBL A third model for organising lessons is offered by Willis (1996)5. Task-based learning is not entirely different from the aforementioned TTT, although this approach clearly takes into account the need for authentic communication. Typically there are three stages6; 2. 3. 1 The Pre-task Phase Before the task, the teacher explores the topic with the class. Useful (relevant) lexical items may be given. Also, the learners may be given further input, such as a recording of someone doing a similar task or part of an authentic text as a lead in. During the pre-task stage the learners will have their schemata7 activated, and given the opportunity to become personally involved in the lesson. 2. 3. 2 The Task Cycle The task cycle can be broken down into three stages8; task, in which the learners do the task; planning, when the learners prepare to report to the whole class (usually orally or in writing) how they did the task; and report, when the reports are presented to the class and results compared. During the task, the teacher monitors and encourages all attempts at communication without correcting. Willis suggests that this harbours a free environment in whish learners are willing to experiment (as mistakes arent important)9. At this stage in a PPP lesson the focus would be very much on accuracy, with all mistakes corrected. During the planning stage, the learners are aware that their output will be made public and will consequently aim for accuracy. The role of the teacher here is therefore to provide assistance with regard to language advice10. The teacher then chairs the report, and comments on the content. At this stage, the focus is on both fluency and accuracy11. Also, the learners may hear a recording or read a text of a similar task, in order to compare how they did it. 2. 3. 3 Language Focus The language focus consists of analysis and practice. In the analysis learners examine the recording or text for new lexical items or structures, which they then record. The teacher conducts a practice of the new items either during the analysis or after. The learners are given the opportunity to reflect on how they performed the task and on the new language they used in this final part of the lesson12. 3. What TBL Offers Such a framework theoretically provides the learner with an opportunity to use the language they need for genuine communication13. I will now consider how this approach benefits the learner, and how it theoretically eliminates the pitfalls of other teaching approaches. 3. 1 Motivation A need to achieve the objectives of the task and report on it provide short-term motivation. Long-term motivation will be gained from successfully completing tasks14. Bowen (2002) notes that the range of useable tasks15 offer a great deal of flexibility and should also lead to more motivating activities for learners16. TBL also therefore accommodates different learning styles 3. 2 Private v Public There are clear instances in TBL in which the learner has the chance to privately practice the language, using it fluently, and then to publicly show other learners that they can use the language in a fluent and accurate manner. There is no such opportunity or necessity for public performance in the other methodologies. 3. 3 Reflection Task-based learning offers action and reflection. In contrast, PPP is elatively low in action and offers little if any chance for reflection as the language focus comes at the start of the lesson, and is entirely teacher generated. 4. Potential Shortcomings Learners who are used to a more traditional grammatical syllabus may find this approach difficult to come to terms with. This is primarily due to the apparent randomnes s of TBL, a criticism shared with TTT. Littlewood (1999) notes that one of the features of TBL that worries teachers is that it seems to have no place for the teaching of grammar17. Nevertheless, Willis (1998) suggests there are two phases of TBL in which focus on form prove beneficial18. Firstly, the planning stage between the private task and the public report promotes close attention to language form. Secondly, the language analysis activities provide a focus on form through consciousness-raising processes19. To summarise, TBL does not mean forget the grammar20. 5. Relevance to Teaching Contexts As stated, PPP is popular with many new teachers, as it offers what Scrivener (1996) defines as a single, simple, clear, workable lesson model21. Furthermore, it is very comforting for the teacher to be in charge of proceedings22, and this method of teaching is largely based on teacher activity. This ties in with shortcomings mentioned in the introduction, in that it isnt facilitating the needs of learners so much as easing the life of the teacher. Indeed, it is true to say that utilising learner interaction (which clearly occurs in TBL) as a teaching method is underused, mainly due to the fear of factors such as a reversion to L123. However, the relevance of learner motivation and involvement cannot be overlooked. Learner-centred methods, such as TBL, draw on the learners knowledge, and consequently materials are selected on the basis of both their needs and interests. Learning can be seen as a collaborative enterprise, in which there is a great deal of negotiation between the teacher and learner. Nevertheless, when considering TBL it is necessary to examine the context in which it is to be used, and furthermore the possible reaction of the learners. Will learners openly accept a methodology that is alien to them? If learners are unfamiliar with TBL, then it will be necessary to negotiate with learners to make sure that they are happy to learn in this way. If this can be done, then the learners become stakeholders in the approach. It is therefore vital for me as a teacher to take into account my teaching environment and apply this new approach sensitively. It is an accepted fact in my institution that learners cannot possibly be taught all the English that they need to know in one academic year. Consequently, a large part of their classroom time is allotted to teaching skills that will i) allow learners to cope with academic English using the level of language they have thus far attained, and ii) to encourage autonomous learning through the development of learning skills and the use of resources relevant to their future academic careers. Therefore, a methodology that supports the reflective learner, encourages autonomy and accommodates a range of learning styles should suit my learners needs. Also, as stated, TBL is of particular relevance as language is used for a genuine purpose, meaning that real communication should take place. Furthermore, learners are forced to consider language form in general rather than focusing on a single structure24, as is the case in PPP. Another way in which TBL is more relevant to learners than PPP is that the aim of TBL is to integrate all four skills25 and move from fluency to accuracy plus fluency26. . Conclusion TBL offers a structured approach to learning, and supports the notion that learning occurs most effectively when related to the real-life tasks undertaken by an individual. TBL encourages the development of the reflective learner, and accommodates a wide range of learning styles. TBL offers an attractive combination of pragmatism and idealism: pragmatism in the sense that l earning with an explicit sense of purpose is an important source of student motivation and satisfaction; idealism in that it is consistent with current theories of education. ask: An activity (or   technique) where students are urged to accomplish something or solve some problem using their language. Preferably, this activity is open ended; there is  no set way to accomplish their goal. What is Task-Based Learning? by Nick Dawson Using tasks Teachers have been using tasks for hundreds of years. Frequently, in the past, the task was a piece of translation often from a literary source. More recently, tasks have included projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances. The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language. In many cases, students may also be using a range of different communicative language skills. What makes task-based learning different? The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons. Tasks have been extension activities as part of a graded and structured course. In task-based learning, the tasks are central to the learning activity. Originally developed by N Prabhu in Bangladore, southern India, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students performance. In A Framework for Task-Based Learning, Jane Willis presents a three stage process: †¢ Pre-task Introduction to the topic and task. †¢ Task cycle Task planning and report †¢ Language focus Analysis and practice. Does it work? Task-based learning can be very effective at Intermediate levels and beyond, but many teachers question its usefulness at lower levels. The methodology requires a change in the traditional teachers role. The teacher does not introduce and present language or interfere (help) during the task cycle. The teacher is an observer during the task phase and becomes a language informant only during the language focus stage. You can read more about task-based learning in: How to Teach English p31 by Jeremy Harmer [Longman] The Practice of English Language Teaching 3rd edition pp86-88 by Jeremy Harmer [Longman] A Framework for Task-Based Learning by Jane Willis [Longman] A Task-based approach Richard Frost, British Council, Turkey In recent years a debate has developed over which approaches to structuring and planning and implementing lessons are more effective. This article presents and overview of a task-based learning approach (TBL) and highlights its advantages over the more traditional Present, Practice, Produce (PPP) approach. This article also links to the following activity. Try Speaking activities Task based listening planning a night out †¢ Present Practice Produce †¢ The problems with PPP †¢ A Task-based approach †¢ The advantages of TBL †¢ Conclusion Present Practice Produce (PPP) During an initial teacher training course, most teachers become familiar with the PPP paradigm. A PPP lesson would proceed in the following manner. †¢ First, the teacher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc. †¢ Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral and individual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it. Finally, they move on to the production stage, sometimes called the free practice stage. Students are given a communication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it. The problems with PPP It all sounds quite logical but teachers who use this method will soon identify problems with it: †¢ Students can gi ve the impression that they are comfortable with the new language as they are producing it accurately in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even wont produce it at all. †¢ Students will often produce the language but overuse the target structure so that it sounds completely unnatural. †¢ Students may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task. A Task-based approach Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesnt pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages. Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task. Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare. Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis. Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language. The advantages of TBL Task-based learning has some clear advantages †¢ Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. †¢ A natural context is developed from the students experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. †¢ The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. †¢ The language explored arises from the students needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook. †¢ It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson. †¢ It is enjoyable and motivating. Conclusion PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural. Task based speaking Richard Frost, British Council, Turkey This is a speaking lesson on the theme of planning a night out that uses a listening exercise to provide language input. †¢ Preparation and materials You will need to record two people planning a night out on the town †¢ Pre-task (15-20min) Aim: To introduce the topic of nights out and to give the class exposure to language related to it. To highlight words and phrases. o Show sts pictures of a night out in a restaurant / bar and ask them where they go to have a good night out. Brainstorm words/phrases onto the board related to the topic; people / verbs / feelings etc. o Introduce the listening of two people planning a night out. Write up different alternatives on the board to give them a reason for listening e. g. (a) restaurant / bar (b) meet at the train station / in the square. Play it a few times, first time to select from the altern atives, second time to note down some language. o Tell them that they are going to plan a class night out and give them a few minutes to think it over. †¢ Task (10min) o Students do the task in twos and plan the night. Match them with another pair to discuss their ideas and any similarities and differences. †¢ Planning (10min) o Each pair rehearses presenting their night out. Teacher walks around, helps them if they need it and notes down any language points to be highlighted later. †¢ Report (15 min) o Class listen to the plans, their task is to choose one of them. They can ask questions after the presentation. o Teacher gives feedback on the content and quickly reviews what was suggested. Students vote and choose one of the nights out. †¢ Language Focus (20min) Write on the board fives good phrases used by the students during the task and five incorrect phrases/sentences from the task without the word that caused the problem. Students discuss the meaning and how to complete the sentences. o Hand out the tapescript from the listening and ask the students to underline the useful words and phrases. o Highlight any language you wish to draw attention to e. g. language for making sugges tions, collocations etc. o Students write down any other language they wish to remember. Note: You can go on the planned night out with your students. This can make it even more motivating for them.