Night By Elie Wiesel Character Analysis - 849 Words

Traumatic and scarring events occur on a daily basis; from house fires to war, these memories are almost impossible to forget. The Holocaust is only one of the millions of traumas that have occurred, yet it is known worldwide for sourcing millions of deaths. Elie Wiesel was among the many victims of the Holocaust, and one of the few survivors. In the memoir, â€Å"Night†, by Elie Wiesel, Elie, the main character, is forever changed because of his traumatic experiences in the Auschwitz concentration camps. Prior to Auschwitz, Elie displayed many positive character traits, such as confidence, curiosity, and self care. Elie wrote about news from the Russian Front by claiming that â€Å"There could no longer be any doubt: Germany would be defeated. It†¦show more content†¦This being the case, Elie had been taking care of himself. Elie’s life before Auschwitz was average, yet also very taken for granted. During his time in the concentration camps, Elie’s outlook on life shifted to a very pessimistic attitude, showing emotions and actions including rebellion, forgetfulness of humane treatment, and selfishness. Elie shows rebellion early in the Holocaust at the Solemn Service, a jewish ceremony, by thinking, â€Å"Blessed be God’s name? Why, but why would I bless Him? Every fiber in me rebelled† (Wiesel 67). Elie had already shifted his view on his religion and faith in God. After witnessing some of the traumas of the concentration camps, Elie questioned what he did to deserve such treatment. Therefore, he began to rebel against what he had grown up learning and believing. Not only had Elie’s beliefs changed, his lifestyle changed as well. When Elie’s foot swelled, he was sent to the doctor, where they put him â€Å"...in a bed with white sheets. I [he] had forgotten that people slept in sheets† (Wiesel 78). Many of the luxuries that Elie may h ave taken for granted have been stripped of their lives, leaving Elie and the other victims on a thin line between survival and death. By explaining that he forgot about many of these common luxuries, Elie emphasizes the inhumane treatment the victims of the Holocaust were put through on a daily basis.Show MoreRelatedNight By Elie Wiesel Character Analysis1455 Words   |  6 Pagesmemoir, Night, Elie Wiesel recalls his experiences with his family during World War II. After he first arrives at Auschwitz, Elie Wiesel’s mother and sisters are taken away from him. His father is suddenly all that remains of his family. Elie Wiesel witnesses many other terrible events during his first night at camp; the only thing that keeps him sane is his father. Elie Wiesel’s father even keeps him from rebelling and possibly getting himself killed before the Germans intended. When Wiesel livesRead MoreCharacter Analysis In Night By Elie Wiesel1011 Words   |  5 Pagessuffering seemed t he right thing to do to people. Elie Wiesel was a victim of the torture and suffering by the Germans, in his book Night, and spoke up when he survived. In the book Night by Elie Wiesel, the main character, Elie, was a really good person and showed many positive traits, but when he was sent to the infamous death camp, Auschwitz, that forced him to change his character. Before Elie went to Auschwitz, he exhibited many positive character traits. (Such as Compassion, Depressed, and FriendlyRead MoreCharacter Analysis Of Night In Night By Elie Wiesel849 Words   |  4 Pagesthrough so they could survive. Just like Elie he survived Auschwitz and he will never be the same person he was before the concentration camps. In â€Å"Night† by Elie Wiesel, the main character, Elie developed into a new person through his experiences at Auschwitz Concentration Camp and survived. Before he was exiled to a concentration camp, Elie exhibited some character traits that he has had from day 1, such as he felt guilty, disciplined, and a great listener. As Elie stated in his book, â€Å" He wanted toRead MoreCharacter Analysis Of Night In Night By Elie Wiesel1053 Words   |  5 Pagessometimes you don’t even fear this happening. In the book Night the author Elie Wiesel takes the reader to a place in time that they wouldn‘t ever want to be; a place with terrifying experiences were the usually. All of these awful experiences, during the Holocaust, truly changed Elie as a character. Before, Elie was sent off to a concentration camp he had many good character traits. For example, Wiesel states on page 109, it speaks of Elie being caring. â€Å"‘Eliezer...Eliezer†¦ tell them not to beatRead MoreCharacter Analysis Of Night In Night By Elie Wiesel920 Words   |  4 Pagesfrom happening ever again. For Elie Wiesel, this is especially true, after he survived he went on to write the book â€Å"Night†, this book has really helped people to understand what truly happened and to gain respect for the survivors; he also went on to win a number of awards, including the nobel peace prize. In the book â€Å"Night† by Elie Wiesel, our main character, Elie, changes through the traumatizing events he experienced in Auschwitz. In the first place, before Elie went to Auschwitz, he displayedRead More Dawn by Elie Wiesel Essay716 Words   |  3 PagesDawn by Elie Wiesel In this report you will see the comparisons between the novel Dawn and the life of Elie Wiesel, its author. The comparisons are very visible once you learn about Elie Wiesel’s life. Elie Wiesel was born on September28,1928 in the town of Hungary. Wiesel went through a lot of hard times as a youngster. In 1944, Wiesel was deported by the nazis and taken to the concentration camps. His family was sent to the town of Auschwitz. The father, mother, and sister of Wiesel died inRead MoreNight Trilogy By Elie Wiesel1075 Words   |  5 Pages14 10 June 2015 Night Trilogy Criticism Elie Wiesel’s Night Trilogy is comprised of an autobiography about Wiesel’s experience during the Holocaust and the horrific struggle he faced while in concentration camps, and two other stories depicting the rise of Israel and an accident. The acclaimed Holocaust writer is most well-known for Night due to its effect across the globe. Dawn and Day are not autobiographies, yet they have lingering presences of Wiesel in the main characters and narrators. HeRead MoreNight: Heart-Wrenching and Traumatic Themes1189 Words   |  5 Pagesnovel, Night, by Elie Wiesel, contains heart-wrenching as well as traumatic themes. The novel unfolds through the eyes of a Jewish boy named Eliezer, who incurs the true satanic nature of the Nazis. As the Nazis continue to commit inhumane acts of discrimination, three powerful themes arise: religion, night, and memory. As the novel begins to unfold, Anti-Semitism does as well. As Wiesel demonstrates in the novel, â€Å"Three days later, a new decree: Every Jew had to wear the yellow star.† (Wiesel, 11)Read MorePerseverance Analysis. Many People Suffer Problemsin The1228 Words   |  5 PagesPerseverance Analysis Many people suffer problems in the world today. This includes terrorism and tyranny. It includes kidnapping and hate crime. It can also be cancer and starvation. Many have lived through problems like these and told the tale because they persevered. Through Hillenbrand’s Unbroken, Wiesel’s Night, and Lee’s To Kill a Mockingbird, perseverance is emphasized the readers by writing about characters, whether they are survivors of the Holocaust, a prisoner of war, or familyRead MoreSummary Of Night By Elie Wiesel1773 Words   |  8 PagesNight by Elie Wiesel Chapter Summary and Analysis Chapter 1 Sighet, Hungary Main Character - Elie Wiesel Son Romanian His father is a shopkeeper Has 3 sisters One of them is younger Two of them are older Jewish Scholar of sorts (loves to learn) Hasidic Judaism (super jewish) (with all the tassels and strict rules about eating) Studies the jewish mysticisms What they call the talmud the body of Jewish civil and ceremonial law and legend comprising the Mishnah and the Gemara. There are two

Jane Austen’s Novels Plot-Construction Free Essays

In contrast to the simplicity of her style, Jane Austen’s plots are unexpectedly complex. She is not content to simply draw two or three characters in isolation. She prefers a family, with their many friends and acquaintances and she tries within her limited range to make things as difficult as possible. We will write a custom essay sample on Jane Austen’s Novels Plot-Construction or any similar topic only for you Order Now SETTINGS OF HER NOVELS Jane Austen’s field of study is man. She is, therefore, more preoccupied with human nature than nature in the nineteenth century usage of the word. The background and the scenery of the provincial town is rich in its beauty and grandeur. But there is no attempt to look into the spirit of this country. Thus although, she has some sense of locality yet she does not paint an English community like the other writers of her time. She rather avoids those very elements of the population in which the local flavour, the breath of the soil is most pronounced. She is further incapable of evoking a scene or a landscape and cannot conjure up the spirit of Bath as Emile Bronte could conjure up the spirit of the Moorlands or Hardy that of Wessex. All this, one may say, would be fatal to her dramatic quality of construction. In all her novels, we see only a limited range of human society. Most of her characters are the kind of people she knew intimately, the landed gentry, the upper class, the lower edge of the nobility, the lower clergy, the officer corps of the military. Her novels exclude the lower classes-both the industrial masses of the big cities and the agricultural labourers in the countryside. Three or four families in the country village is the very thing to work on. She does not show any of the great agonies or darker side of human experience. There is no hunger, poverty, misery or terrible vices and very little of the spiritual sphere of experience. Nor do we see any political dimension or even discussions regarding major political happenings in any of her novels. Nature too, is rarely described and her characters are usually presented indoors with an occasional expedition or picnic thrown in. According to Andrew H. Wright, the novels of Jane Austen can be considered on three levels of meaning: first, the purely local-illustrative of country life among the upper middle-classes at the end of eighteenth century in Southern England. Second, they can be taken as broad allegories in which Sense and Sensibility, Pride and Prejudice and a number of other virtues and defects are set forth in narrative form and commented on in this way. Third is the ironic level whereby the incidents, situations and characters in a novel imply something more than what they seem. PLOT-CONSTRUCTION IN SENSE AND SENSIBILITY It is one of Austen’s simplest novels. The story deals with two sisters Elinor -the heroine represents a woman of sense, while Marianne, her foolish foil represents a woman of sensibility. The first volume of the book has a symmetrical pattern and a clear parallel is drawn between the two romances-Edward Ferrars and Elinor, John Willoughby and Marianne. True to Elinor’s cool, sensible nature the relationship between Edward Farrar’s is conducted on the level of the mind, with both displaying hardly an emotion. The theme of sense is thus exemplified through their relationship. On the other hand Willoughby who enters Marianne’s life as a true romantic hero having carried her home when she sprained her ankle, exemplifies the theme of sensibility in his relationship with Marianne. While the moral seems to illustrate the superiority of sense over sensibility there is an ironic twist in the plot whereby Elinor and Marianne virtually interchange their positions PLOT-CONSTRUCTION IN EMMA The plot of Emma can be said to have an ‘inward’ and an ‘outward’ movement. The inward deal with Emma’s self-deception- with what she thinks is happening while the outward deals with what actually is happening and this brings to light her mistakes. It is through a series of humiliations and self reproach that Emma finally awakens to self-knowledge. The reader’s enjoyment stems from an awareness that Emma is wrong. From chapter 1 to 15, Emma thinks that Mr. Elton is in love with Harriet only to discover to her horror that Elton loves her. From chapter 18 to 30, Emma thinks herself to be in love with Frank and Jane Fairfax to be associated with Mr. Dixon. From chapter 31 to 46, Emma is convinced that Harriet and Frank Churchill are interested in one another. Towards the end of the novel, from chapter 46, Emma’s theories about Frank and Harriet are about Jane Faifax and Dixon are destroyed and she has to face the possibility of Mr. Knightle y being in love with Harriet. It is only after Knightley’s proposals in the shrubbery that â€Å"what is happening† and â€Å"what Emma thinks is happening† converge and Emma’s progress from self-delusion to knowledge is complete. By analyzing the plots of ‘Sense and Sensibility’, ‘Emma’ and ‘Pride and Prejudice’, we observe that Austen’s theme-her subject matter revolves round courtship and marriage in each of her novels. By the time we have reached the end of any of her novels, not only the hero and heroine but most of the other people in the story have succeeded in pairing off in marriage. And it is from the courtship of the hero and heroine that the story derives much of their tension. PLOT-CONSTRUCTION IN PRIDE AND PREJUDICE The main plot of Pride and Prejudice presents the story of the misunderstanding, estrangement and union in the lives of two people-Elizabeth and Darcy. The novel begins with the flutter and eager expectation in the Bennet family at the arrival of the young â€Å"single man of large fortune†, Mr. Charles Bingley. The sub-plot of the Jane-Bingley relationship attracts greater interest for some time. They meet at a ball, are attracted towards each other and their intimacy grows through dinner-parties, balls, etc. All this while, however, the events of the main plot also gather interest. Darcy and Elizabeth are present at the same ball. Darcy is looked at with great admiration for about half the evening and is soon ‘discovered to be proud’, and when Bingley persuades him to dance with Elizabeth, he says that she is ‘tolerable’ but not handsome enough to tempt him. Elizabeth developed ‘no very cordial feelings towards him’. This prejudice form s in the very first meeting and is intensified by various other factors. Miss Caroline Bingley’s designs on Darcy and her efforts to reprobate Elizabeth during her stay at Netherfield are so persistent that inspite of his being attracted by Elizabeth’s pair of fine eyes, he realizes that it is dangerous to pay too much attention to Elizabeth and observes a studied reticence. Mrs. Bennet’s silly remarks, Mary’s all too quick consent to sing at a party, Mr. Collin’s sycophancy, Mr. Bennet’s want of propriety and Lydia’s shallowness—infact everything that the Bennet family did is enough to alienate anybody and Darcy’s poor opinion of the whole set urges him to avoid closer connections with Elizabeth. When Elizabeth meets Wickham, his winning manners grow on her good-will, and the altogether false reports of his victimization by Darcy intensify her prejudice far too much. Later, when she naturally suspects that Darcy plays a prominent part in ruining the prospects of her sister’s marriage w ith Bingley, she feels an almost irrevocably strong prejudice against him. From chapter 3 to 33, the prejudice grows in better strength and so when Darcy proposes to her, she bluntly rejects him. In reply to his enquiry about why she refused, she lays the charges at his door without any apology. The first stage in the history of their relationship is convincingly developed. Chapters 35 and 36 mark the climax in this development. Darcy’s letter to her marks the beginning of the second stage. Every event occurring subsequent to this helps to reverse Elizabeth’s conception of him, undo all the knots of prejudice and reveal the sterling qualities that he possesses. Even at the end of the first stage, his repulsive pride completely dominates all his thought and action, but the citadel staggers at the first rude shock Elizabeth gives him. ‘She showed him how insufficient were all his pretentions to please a woman worthy of being pleased’, and even though he was angry at first, he soon realized that the lesson she taught was ‘hard indeed at first but most advantageous’. When they met most unexpectedly at Pemberley, he ‘showed her by every civility in his power that he hoped to obtain her forgiveness and lessen her ill opinion, ‘Da rcy’s excessive pride is decreased and Elizabeth becomes proportionately less prejudiced. Many events in the second stage quicken this cleansing process. Even in the offending remarks about her family there is an admission that Elizabeth could inspire in Darcy a strong feeling of love capable of overcoming his strong scruple of family pride; and her vanity is touched. Darcy’s narration in the letter makes it clear to her that if he found Jane’s behavior ‘without any symptom of peculiar regard for Bingley’, it was a pardonable, even justifiable, error of judgment and the motives were certainly unchallengeable. The baselessness of her violent charge of ruining Wickham’s career becomes all clear to her. Colonel Fitzwilliam’s report about him is also creditable to Darcy. All these events make her conscious that she had acted despicably and that her certainty about her discernment was most unjustifiable. Her visit to Pemberley brings another surprise. His housekeeper, Mrs. Reynold’s, is genuinely proud of Darcy, who is ‘the best landlord and the best master’, ‘affable to the poor’, ‘an entirely good brother’: and she is sure to know better. Darcy’s unexpected meeting at Pemberley is still more effective: he impresses her aunt and uncle by his excellent manners, and Elizabeth has to admit that her prejudice was ill founded. Finally, Darcy’s most invaluable help in the eprisode of Lydia’s elopement with Wickham sweeps off all her objections. And so when Darcy’s second, and most polite proposal is made, her attitude has changed as much as his. The first minor eprisode is the Jane-Bingley relationship. It can be treated as an independent event, but Jane Austen has woven it well with the main theme. Jane and Elizabeth are sisters who share each other’s secrets, hopes and fears and it is the simplest connection. But on the strength of Darcy’s regard, Bingley has the firmest reliance, and of his judgment the highest opinion, and so when Darcy suspected that Jane did not love Bingley as fervently as Bingley loved her, and found that her family had all vulgar manners and shallow tastes, he ‘readily engaged in the office of pointing out to him the certain evils of such a choice’. This was one of the very important reasons of Elizabeth’s strong prejudice, and thus it is connected with the main theme. The Wickham-Lydia eprisode and the Collins-Charolette relationship is equally well connected with it. While Elizabeth has developed a prejudice against Darcy, she is strongly attracted towards Wickham— and it is very long before she knows what his real character is. One of the two strong charges she levels against Darcy is the ruining of Wickham’s prospects. Darcy reveals the truth to her later, but because of her silence on this point, she cannot stop her sister’s elopement and the slander on her family. It is this catastrophe, however, that brings Darcy closest to her because it is his love for her that he finds out the fugitives and makes a successful effort to bring about a marriage between Lydia and Wickham, neglecting the thought of the loss to him. Mr. Collins proposes to her, and later marries her best friend Charolette. All the threads are thus connected. Wickham and Charolette also serve as a comment on Elizabeth and Darcy. â€Å"The Darcy-Elizabeth couple is flanked on one side by the unexceptionable Bingley and Jane, it is flanked on the other by Charolette and Wickham†. The last two have the cleverness of the two main characters, but they are time-servers. The structure is therefore, most cleverly unifying. The precision, simplicity and symmetry of ‘Pride and Prejudice’ evoke instinctive appreciation. So well it is constructed that the action proceeds logically from exposition, complication and climax to the denouncement and finally the resolution. The sub-plots are also thematically unified. The theme of love and marriage is exemplified through the plot and the sub-plots. Jane Austen uses the dramatic narrative mode and irony so effectively to build her complex plot that it would not be amiss to say that she â€Å"is the most perfect dramatist who never wrote a play†. Furthermore, all Jane Austen plots are characterized by a unity of tone and are compact and well- knit. There are no loose ands anywhere, no event conceived outside the actual plot and nothing usually hampers the progress of the story. JANE AUSTEN’S COMEDY OF MANNERS  IN PRIDE AND PREJUDICE â€Å"The wisest and the best of men-nay, the wisest and best of their actions – may he rendered ridiculous by a person whose first object in life is a joke. â€Å"Certainly†, he replied Elizabeth-â€Å"there are such people, but I hope I am not one of them. I hope I never ridicule that is wiser or good. Follies and nonsense, whims and inconsistencies do divert me, I own, and I laugh at them whenever I can.† This brief dialogue between Darcy and Elizabeth throws distinct light upon Jane Austen’s purpose and programme in her novels. For once it be supposed that Miss Bennet’s point of view is but a projection of her creator’s. Her intention in these novels is to present a comedy of manners – to present the follies and vices of men and to expose them to general ridicule by employing the devices of comedy, parody, burlesque, irony, wit, satire, each one of them as is suitable for the occasion and need. THE UNITY OF TONE Hence, her plots are characterized by a singular unity of tone and she often achieves it by focusing our attention at it from more than one angle. In Pride and Prejudice alone the unity of plot has been achieved from as many as three angles. We can view the novel first, as Elizabeth Bennet sees everything; secondly, by assigning to Elizabeth and Darcy a prominent place into the novel and by centering the higher and nobler comedy around these two figures; and thirdly by making the whole story a study in Pride— pride of place and responsibility in some, pride in the form of social snobbery in others and also either a perverted pride or the lack of pride in the rest. However, the unity is therefore very essential in imparting coherence and shape to her design. Thus, the structure of Jane Austen’s novel is perfect and is ideally suited for the material she wanted to embody and the outlook she wished to present. How to cite Jane Austen’s Novels Plot-Construction, Papers

Self Reflection on Management Module

Question: Discuss about the Self Reflection on Management Module. Answer: The objective of any course study or module is to develop specific learning outcomes among the participants. In the learners must be able to relate to the actual practice and value of experiencing the module or the course. The management module in which I was enrolled has significantly enriched my skills and also enhanced my personality. The involvement with the practices and activity of the management module has been very effective in developing self aware skills in time and activity management technique. The management module entails a brief orientation at the primary stage with the participants. It is followed by the main activity which involves specific allotment of task which must be completed with a stipulated deadline. This task has eventually enabled in influencing my management skills and finish the task, which I could succesfuly do it at the end. My capabilities to manage, arrange and execute the tasks were put to extreme challenge and that inspired me to work hard with mor e precession and determination. The module also involved group activity and field survey which was a daunting task but it enriched us many great experiences. The best thing about the activities and assessments involved in the module was that it aided in boosting the confidence and spirit of the participants. I can say it for myself by self analyzing my approach towards task management, before enrolling and attending the management course and the results observed after it. The activities were very coordinated with the theoretical training and I could relate to the practical scenario that has been created while formulating the module it. The assessment really went well as the interaction and engagements were very realistic and helped in deciding various outcomes. The scope and opportunity present in the management module is extensive; therefore the learner is able to grasp both analytical and educational knowledge and expertise. This management course study is developed on the lines of pertinent skills and capabilities that are an essential pre-requisite for the prospective and sound nature of an individual. The module which has been formulated is participant friendly in nature. It is built on the framework of meeting the task management objectives and sense of prioritizing by an individual. A number of organization and enterprises seek for the best qualities in a candidate; therefore participants who shall introduce oneself to the aspects of the module with all the appropriate inter personal and other technical skills can develop them efficiently. The management of appropriate planning and organizing in distributing their time accordingly to both professional and academic actions can be determined throughout this course unit. In order to enhance the effective communication and interpersonal skills required in an organizational set up, the course has designed some special activities. These tasks will help in developing the interpersonal and occupational skills of an individual. It is the importance and significance of the coursework. It has equipped the participants with group work and collaborative assignments which has enabled me with several tackling capacities. Therefore, I can conclude that the scope of the module has been very fulfilling and has instilled many mana gement values and philosophies that one must be armed with in order to deal with crisis situation.

CELTA Language Task Essay Example

CELTA Language Task Essay I have chosen an authentic article, for it gives students taste of real language in use, and provides them with valid linguistic data for their unconscious acquisition (Swan 1 985, p. 85). Furthermore, an authentic text provides learners with opportunities to experience language as it is used beyond the classroom (Nana 1999, p. 80) as opposed to scripted texts. Thus, an authentic text proves to be more essential to LET for it should engage and challenge students at this level. Believe there are no words that are crucial to an overall understanding of the article. Ere with Harmer (2001 , p. 272) with reference to pre-teaching: by giving them some or all those words, we deny them a chance to practice tackling authentic texts. Nonetheless, I would elicit some lexis to make sure the students have understood the text and managed to guess the meaning from the context. This however would be done ATA later stage of the lesson. Lead in/prediction: At the beginning of a typical English languag e lesson it is good to lead-in by activating the students schema, which is their pre-existent knowledge of the world (Cook, 69, 1989). By encouraging students to use what they already now, the opportunity for language learning is maximized. I would begin by displaying the main picture and the heading of the article, then ask the class to work in pairs. The students would be asked to predict what the topic of the newspaper article is (Appendix 1. 0). This is a very student centered activity which creates interest in the content of the text and activates schemata. Once the discussions quiet down, class feedback would be gathered. To ensure the students read for gist in the next activity, would only flag up three predictions on the board for the students to verify. This stage will leave the dents with a good reason to read (Harmer, p. 288). Skimming (Reading for gist): would ask the students to skim read the article (Appendix 2. 0) and ask them to discuss in pairs whether the predictions they made earlier were correct or not before doing a class discussion. However, to ensure that students gist read only I would give learners 3 minutes, so that they do not read the article intensively. We will write a custom essay sample on CELTA Language Task specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on CELTA Language Task specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on CELTA Language Task specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This task is used to develop the students sub-skill Of reading for gist, or skimming (Scrivener, p. 185). Also to make students better readers, it is important to raise awareness that its not always essential to understand very word, as this could cause students to use their dictionaries and pause from reading (Scrivener, p. 153). Reading for further detail (Intensive reading In order to develop the sub skill of reading for further detail, set a series of true/false questions (Appendix 3. 0). The activity will test whether the student! Gained maximum information from the text (Harmer, p. 70). The true and false activities can fall both into reading for specific information and reading for detail, therefore it is very important to formulate appropriate questions, which will require the learner to read to find further detail as opposed to pacific piece of information. In order to have the students focus, they would work on their own, underlining the excerpts of text where they found an swers. Once done with reading and answering true/false statements, the students peer check and discuss their answers among themselves, referring to the highlighted text. Bellyacher quoted in (Alison, peg. 102) states that if there is a climate of trust and support in the classroom, then the students ARP more likely to contribute. One way of developing this is to allow pair checking of answers before open-class checking answers, the students will then be ore likely to contribute during the open class discussion. This promotes communicative language teaching. Furthermore, this would give me an opportunity to monitor student discussions. Once the conversation naturally quiets down I would gather whole class feedback. Nominating a student and also asking them to expand on their reasoning, as well as asking further questions or even getting their personal views. This is an important stage of the lesson, as Scrivener points out a lesson without feedback is teaching dhal proceeds forward without reference to what impact this is having on the g. 73). This is to show their engagement with the text, as opposed to simply answering true/false statements. This could be done with some follow up questions, as Harmer (2007, peg. 75) says, we should always ask the students where in the text they have found the answer, as it provoke a detailed study of the text. Post-reading free discussion The last activity is a free discussion, which would allow me to monitor further for any errors in meaning, form or pronunciation (MAP) while the students discuss their own opinions on these inventions in groups of four. Would first vie an example in the form of my own opinion to present the language in context and encourage students to express their thoughts on the topic. The purpose of the post reading task is to allow the students to utilize the studied vocabulary. I would then gather feedback from the class, nominating group members to summaries what their team has discussed, whether they agree with the creators or not. Having the chance to monitor two major discussion in the class, should at this stage have gathered some errors that the students have made, either with meaning, form or pronunciation. I have left his to the end, as interrupting student discussions to correct an error could be embarrassing, and would disrupt the flow of the lesson. Whereas, towards the end of the lesson it is easy to grab class attention and go through some of the errors together, eliciting the correct MAP from the students, in order to give them a chance to correct their mistakes and fossil the correct form. Reading like listening are receptive language skills and developing these skill: is key to increasing student comprehension and appreciation of the English language. Thus, a well-structured lesson which follows the SEA (Engage, stucco ND activate) stages is essential to the learners development.

How to Speak English As a Native Speaker

How to Speak English As a Native Speaker When you learn to speak English as a second language, it often seems that no matter how hard you study or how much you practice you still don’t get it quite right! There is a simple reason for this – the way we learn to speak English in an academic setting is not how native speakers actually talk! There are subtle nuances such as accent, vocabulary and grammar which make a world of difference between a native English speaker and someone who has learned English as a second language. However, there are a few helpful tricks that you can use if you want to know how to speak English fluently if you are not a native speaker! Why Put The Effort Into Perfecting Your English Before we get started with learning how to speak English fluently if you are not a native speaker let’s talk about why it is worth making the effort. For some people, knowing that you can speak the language well is enough, so why put in more time trying to sound like you have always spoken English? There are a number of benefits that come from being fluent in English. Native speakers will find it easier to understand you. If you use the same colloquialisms and accent as the local people it is going to make it much easier for them to understand you and there will be less likelihood of misunderstandings. You will feel more confident at work. If you need to speak English in a professional environment you will feel more confident if you know that you sound just like a native speaker. Get access to additional job opportunities. While we are on the topic of work, there are many jobs which require native-level English, so if you are able to master this skill you will find a whole new set of opportunities open to you. Often these jobs pay a little more too! How to Speak English Fluently If You Are Not a Native Speaker Now that we know some of the reasons why you might want to become as fluent as a native speaker, let’s get into how to achieve your goal. There are a number of great tips and tricks that you can use in your quest for how to speak English fluently if you are not a native speaker. #1: Familiarize Yourself with a Variety of English Accents There are so many different variations of English all over the world. In America, if you listen to a native New Yorker and someone from Texas they will sound completely different! In fact, you could be forgiven for thinking that they are speaking a different language! In the United Kingdom, the most well know accent is known as ‘Queen’s English’, but in reality, few native speakers actually sound like that! If you want to sound like a native English speaker you are going to need to choose an accent to work on! Listen to as many English accents as you can and think about what one is going to be more suitable. You probably won’t want to choose one of the extremes, instead opt for something neutral. Think about where you are likely to work or travel to narrow down your options. #2: Imitate Native Pronunciation Once you have chosen the accent that you prefer the next step in learning how to speak English fluently if you are not a native speaker is mastering native pronunciation. Start by watching videos and television programs featuring native English speakers. This will not only allow you to listen and mimic the pronunciation, but you can also study the mouth and lip movements of the speakers since this can also impact your pronunciation. Look on YouTube for videos which teach the lip and tongue positions for every letter and sound combination in the English language and practice in front of a mirror. We need to be honest here – this is a long and tedious process! However, it will be worth it! You need to practice repeatedly until it become muscle memory. Pay attention to sounds that don’t exist in your native tongue! #3: Use Slang Phrases When Speaking English Slang is the name given to informal words and phrases also known as colloquialisms. Native English speakers will use slang in speech, but not usually when writing. The type of slang used is going to vary by area, so think back to when choosing your accent – which area is it from? You will want to learn slang that matches your chosen accent. There are some types of slang that are universal and will be used in any area, others are more localized. Here are a few examples of common slang phrases that are quite universal: â€Å"Do you wanna hang out?† – Means ‘do you want to spend time together?’ â€Å"We had a blast at the carnival!† – Means ‘we had a great time at the carnival’ These are phrases you would not learn from formal language lessons, but rather from listening to how native speakers talk to one another. If you can master using slang you will immediately sound more like a native English speaker! #4: Learn How to Use Idioms As well as slang phrases, when listening to native English speakers you will also hear them use idioms. These are funny little phrases that probably don’t much sense to a non-native speaker. Some examples of commonly used idioms would be things like ‘in the blink of an eye’ meaning very fast or ‘it’s a piece of cake’ meaning its easy! These phrases should not be taken literally and like slang it takes learning the phrases and their meanings. It can be a good idea to keep a list of these in a notebook, so you can memorize them. Using idioms will make you sound much more natural and more like a native English speaker. These tips will help you to learn how to speak English fluently if you are not a native speaker. You should first learn the language and then apply these tricks to master an appropriate accent, pronunciation and use of informal language to make your speech blend in with native speakers.

Managing Health and Safety in the workplace Assignment

Managing Health and Safety in the workplace - Assignment Example This research will begin with the statement that legal provisions require employers to perform health risk and safety assessment. A typical risk assessment involves identification of health hazards and the associated risks at a workplace as well as how to deal with them. It is a legal and ethical requirement in any given workplace and is a key contributor to the business success through cutting down costs. Since fitness promotes body health, much of the health hazards are minimized. Nonetheless, health hazards are encountered at the training gyms. The gym-goers have high exposure to germ infection through the training equipment, water fountain or in the locker rooms. Infections like cold an athlete’s foot are easily transmitted to the training facilities. The training staffs at the fitness centers are exposed to hazards like clouds of dust and accidents from the training equipment. Similarly, the members undergoing training are exposed to these hazards alongside the side effec ts that may develop from improper exercise and equipment malfunctioning. Having identified the health hazards and the associated risks, the management of an organization evaluates the risks of exposures that go beyond the occupational limits and necessary adjustment made. This could include ensuring proper hygiene during training and improving the condition of the training facilities. The halls need not be dusty. The different legislation, like Chapter 16 of the Russian labor code, has existed in Russia that promotes health and safety of workers at the workplace. As a fitness center that is concerned with promoting the health of the individuals, Russian Fitness Center understands the potential health hazards and risks facing the employees and the members of the club, especially during training. The center requires and encourages no sharing of facilities like towels, sweatbands, razors, and goggles. The training equipment is cleaned daily with disinfectants after the exercise to avoi d germ transmission. The center has developed modern training facilities that are dust-free. At the same time, it encourages the trainees and trainers to put on water shoes to prevent cases of athlete’s foot. All the injuries need to be reported to the concerned personnel and appropriate first aid mechanisms taken. Similarly, the work environment should be properly arranged with the materials, tools, and equipment stored safely in their respective places in order to minimize injuries. This is in place at the center. The work area has to be kept clean and tidy and the operator has to check all the training equipment for safety before they are used. Besides, the training equipment should be maintained and operated by qualified personnel. Unqualified staff contributes to the risks. Members need to be guided on the use of gym equipment. The individuals using equipment should be aware of the mechanism of stopping the machine in case of an emergency. All these requirements are fulf illed at the fitness center. The fitness center has put in place most of the measures that comply with the health and safety policies in Russia.

Parenting Model Metaphor Assignment Example | Topics and Well Written Essays - 1000 words

Parenting Model Metaphor - Assignment Example Parents must be strong, patient and flexible travelers who would adjust to the situation given to them. Later towards the end of the journey, the parents would see in their golden years what kind of travelers they were. There is no course or learning program for people who would be parents one day that is why it is difficult to assume the role. It is a wonderful adventure yet quite fearful since many unexpected things can happen along the way. The important thing is to be prepared that is why married couples planning to have children must be able to settle their individual differences and adjust to each other before having a child. Each parent have different family background and experiences unless they share similar cohort ( classmates, next-door neighbors, childhood sweethearts) whose lives have been fused by their growing up experiences( Chapter 12). Nevertheless, they have their own individuality that would highly influence their decisions as they have witnessed and experienced from their collective efficacy. In short, the traveler’s backpack is already filled with their individuality that would soon come out along the journey of parenting. As they pull-out from their bags their own experiences to deal with situations (i.e. my mother taught me that the best way to cure fever†¦..) their child would absorb from them such ideas and experiences too. A bag filled with bitter, resentful, and painful life experiences would make the journey hard for the parent unless he/ she use them to teach life’s lessons and give hope to their children. The traveler’s also need to bring with them food on the journey to nourish their children with. These food are the family rituals, celebration, traditions and routine which according to Friesen helps † families establish habits that can help them succeed and connect on a regular basis. The familiarity of repeated activities and