Meaning of Life and Language Free Essays

string(170) " Would you mind getting me a cheese sandwich\? \(intermediate\) Analysis| d\) Anticipated Problems| a\) Meaning \* to request politely that someone do something for you\." Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. We will write a custom essay sample on Meaning of Life and Language or any similar topic only for you Order Now TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might ha ve with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its meaning so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose ONE example from each pair. The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ————————————————- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————- She might have left already. (upper-intermediate) ————————————————- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ————— —————————————————————————————– 7. ————————————————- How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————————- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have commi tted academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical ob jects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder. Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. (intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infiniti ve) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fall on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past? Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. You read "Meaning of Life and Language" in category "Essay examples" * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/ No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * Stress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese s andwich? Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ——————————————â⠂¬â€Ã¢â‚¬â€- Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language ap propriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ———————————————— 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To de velop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, the things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT. You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used. Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profile of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later. You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group. You can also make generalisations on the basis of 2 or 3 students. Suggesting specific language focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————- These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. ————————————————- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to U K/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Which areas of their English do they feel they need work on? 12. ————————————————- What do they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are the re any activities they seem to dislike? 3. ————————————————- How do they react to working with others in class? 4. ————————————————- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stre ss, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ————————————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦ The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previ ous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and language skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale . | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:———â €”————————————- ————————————————- ————————————————- ———————————————— | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons. TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening. ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission de tails. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using terminology that relates to language skills and sub-skills. b. ————————————————- Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | | Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———————†”————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths weaknesses in your own teaching and your development needs. It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observing experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3 Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ————————————————- Assignment Criteria ————————— ———————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————- Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address the se development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:| How to cite Meaning of Life and Language, Essay examples

Meaning of Life and Language Free Essays

string(170) " Would you mind getting me a cheese sandwich\? \(intermediate\) Analysis| d\) Anticipated Problems| a\) Meaning \* to request politely that someone do something for you\." Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. We will write a custom essay sample on Meaning of Life and Language or any similar topic only for you Order Now TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might ha ve with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its meaning so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. —— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Choose ONE example from each pair. The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ————————————————- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————- She might have left already. (upper-intermediate) ————————————————- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ————— —————————————————————————————– 7. ————————————————- How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————————- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have commi tted academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical ob jects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder. Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. (intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infiniti ve) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fall on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past? Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. You read "Meaning of Life and Language" in category "Essay examples" * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/ No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * Stress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese s andwich? Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ——————————————â⠂¬â€Ã¢â‚¬â€- Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language ap propriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ———————————————— 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To de velop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, the things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT. You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used. Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profile of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later. You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group. You can also make generalisations on the basis of 2 or 3 students. Suggesting specific language focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————- These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. ————————————————- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to U K/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ Which areas of their English do they feel they need work on? 12. ————————————————- What do they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are the re any activities they seem to dislike? 3. ————————————————- How do they react to working with others in class? 4. ————————————————- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stre ss, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ————————————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦ The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previ ous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and language skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale . | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:———â €”————————————- ————————————————- ————————————————- ———————————————— | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons. TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening. ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission de tails. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using terminology that relates to language skills and sub-skills. b. ————————————————- Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | | Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———————†”————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths weaknesses in your own teaching and your development needs. It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observing experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3 Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ————————————————- Assignment Criteria ————————— ———————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————- Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address the se development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:| How to cite Meaning of Life and Language, Essay examples

Famous Speech Critique free essay sample

In brainstorming ideas about what speech I could study in detail, I turned my attention to highly influential leaders in history. One of those people is Adolf Hitler. Even the greatest ideological enemies of Hitler can agree that he was an extremely gifted and prolific speaker. In â€Å"Triumph of the Will†, one of the most important films of documentation and propaganda which was directed by Leni Riefenstahl and sponsored by Hitler himself, many of Hitler’s speeches are shown. Not only can viewers study his style of speaking, but we can also learn much about his mannerisms—and in turn, the massive support he received as a leader. I decided to hand-transcribe one of the speeches shown in â€Å"Triumph of the Will†, as few speeches were videotaped and shown elsewhere. The speech I focused on was delivered to a group of young Germans in which Hitler attempts to rile them up to want to fight and sacrifice themselves for their country. We will write a custom essay sample on Famous Speech Critique or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While this topic is not a very unique theme for a country’s leader to give to his people, Hitler’s speech is unique in the way he delivers and persuades a group of people. Albeit, his audience was already a receptive, willing group of young minds (easy to mold), however what Hitler was asking his people to do was quite serious. In critiquing Hitler’s speech, it is important to note the history and environment of the time: this speech occurred during the third year Hitler’s leadership and Germany was ready to emerge itself in a full-fledged world war. When listening to his speech, I realized that the words he used made his speech was quite personable and easily relatable because he referred to himself and his ideas as â€Å"we† and made the audience feel as if they played a direct part in the glorification and success of their country. He used a lot of repetition and key words such as â€Å"courage† and â€Å"peace†. Also, Hitler really made his audience feel empowered—as if the future of their country being â€Å"for the people† lay in the hands of the youth of Germany. Many of the things he preached in his speech (i. e. to â€Å"be peace-loving and courageous at the same time† and having â€Å"inner resolve†) sounds much like a father speaking to his son, encouraging him to believe in himself in order to build a stronger, unified nation. With such encouraging and empowering words, it is not surprising that he had so many supporters. In his manner of speaking, he was quite passionate and enthused about his speech. However, he remained strong and leader-like by keeping relatively still unless he was trying to accentuate his words by jerking or nodding his head and making harsh movements with his hands. An aspect I did not enjoy about his presentation, however, is that he always seemed grumpy and angry, making it difficult for me to keep a straight face while watching him give his speeches. This could have been a result of his personality as a leader, or a way for him to maintain distance from his people. This could also be the reason why he almost never used personal anecdotes or personable stories. Although the issues Hitler discussed in his speech would not be well received today, his manner of speech can often be seen in rallies or protests today. Hitler was an influential leader regardless of his detrimental and horrible ideas because of the way he presented his ideas and persuaded his people to follow him.

Policy free essay sample

It is my policy to set clear boundaries for children’s behaviour. My procedure is always to reward and encourage good behaviour. This could be done verbally or in the form of a reward chart. I will discuss the boundaries for behaviour with all children, if children understand the boundaries they will feel more secure. I will take into consideration the age and stage of the child and their individual needs. Distraction will be used to divert a child’s attention. Where possible, I will explain why what they have done is wrong. I will be a positive role model for them at all times. I will discuss any behaviour issues with parents, where necessary. I will never humiliate, restrain or isolate a child. Â  My policy is to treat everyone as an individual, and not to discriminate them on their beliefs, needs, abilities, or race. * I will ensure there are equal opportunities for all children. * I am happy to provide a range of facilities and activities that will support the child’s culture and beliefs. Children with learning difficulties or disabilities will be supported by working closely with the child’s parents/guardians. By giving each child in my care the attention they require to give them the equal opportunity to learn and develop. * By respecting that each child is an individual in their own right. Accident/Incident Policy It is my policy to keep children safe when they are in my care. The safety of your child is very important to me and I will take every measure to protect your child from causing an injury. However, unfortunately accidents do happen, in which case, these are the procedures I will follow: I will assess the extent of their injury and if necessary call for medical support/ambulance. I will carry any first aid procedures that are necessary as a trained First Aider. * I will comfort your child and reassure them * Once the child is settled I will contact you as soon as possible to inform you of the incident and if necessary ask you to care for your child. After every accident, however minor, I will: * Complete a report in my accident book * Ask you to sign the report and then provide you with a copy. Sick Child Policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be better cared for in their own home with a parent. I am happy to care for children with minor coughs and colds but will not care for children who are very unwell, infectious or running a high temperature. I have to consider all children in my care. If your child has had sickness or diarrhoea, the 48 hour rule applies. If your child becomes ill whilst in my care, I will make them as comfortable as possible, isolate them from the other children if necessary and reassure them. I will contact you immediately and continue to care for them until you arrive. By making alternative arrangements for your child and keeping them away from the setting we can minimise the risk of infection to other children and adults and contain the illness. If you have any concerns regarding this policy please contact me. Safeguarding Policy Child protection My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Board procedures. The relevant local procedures I have are available on request. I understand that child abuse can be physical, sexual, emotional and neglectful, or a mixture of these. I must notify Ofsted of any allegations of abuse that are alleged to have taken place while the child is in my care. Procedure I keep up to date with child protection issues and relevant legislations by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. I have copies of, and am familiar with, the local Safeguarding Children Board procedures. I have read them and have understood them. If I am concerned about a child’s welfare, I will contact the local authorities, the NSPCC, NCMA or any relevant support services for advice, confidentiality will be assured when it is clear the child is at no risk. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know the information. Parents must notify me of any concerns they have about their child, any accidents, incidents or injuries affecting the child, which will be recorded. If we notice: * Significant changes in children’s behaviour unexpected bruising or marks or signs of possible abuse. * Any comments made which give us a cause for concern * Deterioration in general wellbeing which causes concern * Signs of neglect I will implement the Local Safeguarding children’s Board procedures without delay to minimise any risk to the child. I will call the local services’ duty desk immediately; if it is known that a child is at risk of harm. I will follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The standards for registered childminders in England require me to let Ofsted know of any concerns that we have reported without delay. If a child tells me that they or another child is being abused, I will: * Show that I have heard what they are saying, and that I take their allegation seriously. * Encourage the child to talk, but I will not prompt them when a child is recalling significant events and will not make a child repeat their account. Explain what actions I take, in a way that is appropriate to the age and understanding of the child. * Write down what I have been told using exact words where possible. * Make a note of the date, time, place and people who were present at the discussion. * Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation If an allegation is made against me, I will report it to Ofsted and social services, following the Safeguarding Children Board procedures. I will also contact the NCMA’s information line for support and advice. In all instances I will record: * The child’s full name and address * The date and time of the record * Factual details of the concern, for example bruising, what the child said, who was present * Details of any previous concerns * Details of any explanations from the parents * Any action taken such as speaking to parents It is not my responsibility to attempt to investigate the situation myself.

Sample of Essay for College Application to Speech Pathology

Sample of Essay for College Application to Speech PathologyWriting a sample of essay for a college application to speech pathology is not that hard if you know what to write. Remember that this essay must be short and to the point so that it will have an impact on the counselor. Make sure that the essay is objective only. The way to make sure that your essay will have a good impact on the counselor is by writing it in a clear and concise manner.You need to give the sample of essay for a college application to speech pathology because it will make it easier for you to write a speech for your potential college. In this kind of career, there are not many opportunities for you to express yourself clearly. In fact, you will not be allowed to discuss anything that is personal in the first page of the essay. So, how will you find a way to tell what your speech should be about? Just read the sample of essay for a college application to speech pathology for some guidelines.If you are in the p rocess of applying for the job as a potential speech therapist, the sample of essay for a college application to speech pathology is very important for you to read. You need to read it carefully and figure out where the essay should be written. For instance, if your employer needs you to write about anything else other than your job, then you need to refer to your sample of essay for a college application to speech pathology.First, you need to start your speech therapy education by getting familiar with the basic tools and techniques that are necessary in order to make your students' speech understandable. Do not forget that a proper speech for the sake of communication is an important factor in order to keep the students from becoming frustrated by the school officials. So, you need to explain to them that they need to set aside their personal opinions about something and learn how to act respectfully to them. If you can accomplish these things, then you will get the approval of th e school officials.Next, you need to prepare yourself for a speech therapy career by taking note of the basic principles of speech therapy. After you finished your schooling, you will want to take advantage of the great salary that you will receive as a speech therapist. The best way to earn a lot of money is to become a speech therapist that is able to help out patients in speech therapy. You will need to see to it that you gain enough knowledge and skills to make your students comfortable when talking about themselves and their family members.Also, you need to note that a speech therapist is needed in order to help students who are suffering from any kind of speech disorder or any phonic disorder. However, you need to remember that no matter how tough your work might be, the bottom line is that you must follow the professional ethics in order to avoid a conflict of interest. You need to make sure that you answer all the questions honestly. You need to make sure that your students are comfortable with the skills that you learn during your course.One of the most important parts of the speech therapy professionals' college application is to be able to communicate effectively. It is essential that you use your speech to help your students make important decisions about their future. With the help of a little creativity, you can use your speech to present a different image to your students.As you continue on your way to find a speech therapy career, you need to go over the sample of essay for a college application to speech pathology for some suggestions. This will help you get through the process much faster.

College Tuition Satire Research Paper Example

College Tuition Satire Paper The average college students debt today is $23,700 with the average loan debt being $432 per month over 10% of happily monthly earnings at a post college job. These colleges claim to be building future leaders and preparing you for the real world. The irony is that they are causing the problem to begin with. Personally, I have felt the heavy burden of college debt already, and have done everything I could to prepare myself. I took eight AP classes in order to take a whole year off college, with much success taking over $30,000 off and graduating a year early, and I come home every day and fill out scholarship after scholarship with my mother. I think wave reached the 100 mark last week. My grades and test scores even qualified me for a $8000 renewable scholarship from the school. Even with a whole year of college off and countless scholarships, we dont know if I can afford college. If something sins done to solve this issue the majority of students will live the rest of their lives in debt and under financial burden. We will write a custom essay sample on College Tuition Satire specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on College Tuition Satire specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on College Tuition Satire specifically for you FOR ONLY $16.38 $13.9/page Hire Writer That is why propose a simple, yet ingenious and innovative, solution. The revolutionary theory engenders an everyone wins approach. All this solution requires is for students to make an easy choice -? Nobody apply for or attend college. We should retaliate. Not only will most students be better off by not going to college and receiving a colossal debt from greedy college institutions, but it actually makes a lot of sense. Imagine this scenario: a national movement of students refusing to go to college. The whole college system will collapse from lack of funds and lack of students. That puts us in control. Now an obvious rebuttal would be that college is a place where we learn in our future occupation. Well Somewhat. Most colleges require about woo years worth of General Education credits to make the students well- rounded. Sounds more like a money scheme to me. At some point or another most teenagers in high school learn to teach themselves. Theres plenty of resources out there, including the internet, internships at a job, vocational schools, etc. So why pay a teacher to do what we could do ourselves for much cheaper or even free? If the college system collapses, at least severely damaged, businesses will be more open to internships a hands on experience showing out of high school students exactly what the deed to know, not what they might need to know. This system will also be much more efficient because it prepares students for specialization, purrs a particular line of study or work, which our economy is based around. English majors will not need to calculate the area of a backyard pool, so v, should they be learning calculus? These disparate fields stymie specialize and incline more towards generalization. Normally college students will s a desk and be so stressed at trying to maintain social, educational, and w. Life, that they just sit their unmotivated and nobody wins. However, this system combines the educational and work life into one, so not only will t students have more free time and be less stressed, but it produces worker more focused to what their actual job will be, hence more efficient. This system takes students from paying heavy fines for their education and be partially ready for their line of work, to being completely ready for their ill work and actually getting paid to do so! This will work for many occupation Do you dream of being a pastor? Learn under a pastor! Are you inspired t a computer programmer? Research the topic on the internet, then go wool Want to be a chef? Learn from online tutorials or work at a restaurant! Of course there are a few exceptions -? doctors, lawyers, politicians, etc. But I difference here is that these are all high paying jobs right out of college. Debt will not be a problem. Certain institutions could be made for these f with a specific focus instead of generalized classes. This pioneering solution will not only make students more specialized in their field of choice, but employers get an exceptionally focused labor force, and students will be o afford more without the debt and feed the money back into the economy Everybody wins. In the likely case of the world not being ready for this measure yet, I offer another solution that will aid in the reduction of Cole tuition. Theres not too much we can do to cut college tuition at a nation level short of proposing laws to command colleges to lower tuition. Howe one idea is to rid colleges of required general education classes and makeÐ’Â « them strictly electives. Half of the cost for classes is towards general education classes. If you cut those, not only does the cost for classes cut half, but graduates can graduate earlier and spend more time focusing or their major. Therefore making better candidates for the workforce in less debt, and able to put more money into the economy. Another action is to propose laws to force colleges to not sit on their funds and give away mall more scholarships and aid, which they can definitely afford. On a more personal level, we need to educate incoming college students about the multiple resources to lowering what they personally will pay for college. Ay is to go to community college, either for two years or all the way thro Community College is a much cheaper option than any other alternative, it is also good for those who want to finish their general education classes for a cheap amount. Another way is to educate high school students on the importance of AP or CLUE exams, where students can earn college credit for much cheaper, and possibly take a whole year off of college. Free money for college is out all around the internet, one just has to look thats why only applying for a few scholarships is a bad idea. There are so many out there, and the average student only receives aid from 1/10 scholarships they fill out. Then there are many practical options, like comparing housing options, leaving your car at home, using used textbooks, avoiding credit cards, choosing the right meal plan, and graduating on time, because most students dont. Another useful opportunity is to work while you are in school, even if it wont put a huge dent in your financial aid, it is definitely useful spending money and for quick cash.

The Picture of Dorian Gray and Enduring Love Essays

The Picture of Dorian Gray and Enduring Love Essays The Picture of Dorian Gray and Enduring Love Essay The Picture of Dorian Gray and Enduring Love Essay Essay Topic: The Picture of Dorian Gray Throughout the literary ages, the perception of morality and life are constantly evolving to change people’s views on morality. Moral and ethical ideas were once chivalric traditions of honour, but have been changed from humanity’s freedom as individual beings to reject social principles and customs. Oscar Wilde once said ‘I am quite incapable of understanding how any work of art can be criticised from a moral standpoint’1, yet staged as the Machiavellian antagonist within Shakespeare’s masterpiece ‘Othello’, Iago acts on his emotions and feelings of jealously and personal competition, which leads Iago to corrupt Othello because of his evil nature – leading an issue to a moral standpoint. When Othello had the occasion to appoint a lieutenant with â€Å"Three great ones of the city in personal suit, it appealed to Iago but only to find that Othello had already chosen Cassio. It appeared to be a matter of personal preference only, for he could give no reason for the choice of choosing Cassio. This capricious choice lago at once took as a very great slight upon him, A. C Bradley commented on the â€Å"the usual lunacies† in Shakespeare’s tragedy plays that It has been held, for example, that Othello treated lago abominably in preferring Cassio to him. 2 Once this is done, Iago reveals to the audience that â€Å"In following him, I follow but myself. † This is a paradox as Iago follows Othello not out of â€Å"love† or â€Å"duty,† but because he feels he can exploit and dupe his master, thereby revenging himself upon the man he suspects of having slept with his wife. Furthermore, Iago expresses his deception to Roderigo to â€Å"wear my heart upon thy sleeve† to demonstrate to the audience that people who reveal their true motives makes themselves a victim. This therefore concludes that the day he decides to establish outwardly what he feels; inwardly, Iago explains, it will be the day he makes himself most vulnerable. In comparison to this, in ‘The Picture of Dorian Gray’ Basil reveals to the reader that Henry â€Å"has a very bad influence over all his friends†. This depicts Henry as being something of a powerful entity who no-one cannot say â€Å"no† to as a result of his philosophical ideology. This is quite similar to Iago as he purposely influences those who are around him just for his own gain and satisfaction as his â€Å"outward action doth demonstrate\The native act and figure of my heart†. Upon telling Dorian his ideology, Henry ‘was amazed at the sudden impression that his words produced’. From this, Wilde’s use of trajectory, readers can infer that Henry’s ‘amazed’ feeling of seeing what his philosophy has done to Dorian, seems to be his motive for the continuous corruption he places on Dorian further in novel. Iago reveals his deception to Roderigo and the audience that he is â€Å"not what I am† because Iago is consciously aware he is going to corrupt Othello. The parallel used to show Iago’s alter ego can be linked with Henry since he believes â€Å"there is no such thing as a good influence. All influence are immoral. † It could be suggested that Henry’s character is used as a parallel structure in the novel to show no remorse for his influences he has over Dorian and the latter for Iago over Othello. Iago believes that people who serve a cause or a person are acting sincerely, but they are indeed acting on their own behalf as they â€Å"trimmed in forms and visages of duty\Keep yet their hearts attending on themselves†. This shows Iago believes people look loyal by their appearances but, on the inside, they are thinking about themselves rather than the person they serve. In comparison, Henry seems to have the power to corrupt as his ideological viewpoint is that â€Å"to influence a person is to give him one’s own soul†. Here, this suggests that Henry is giving Dorian a new soul – to corrupt him to make him whole again. In contrast to this, In ‘Enduring Love’, Jed has an infatuated belief that Joe loves him and that â€Å"there’s nothing I can do but return your love. † Jed he believes that through a higher powerful entity â€Å"To bring you to God, through love† Joe will eventually love him. Through religion, Jed considers that he could manipulate Joe’s feelings through the â€Å"the purpose†¦ [of] Christ that is in you and that is you. † However, in ‘The Picture of Dorian Gray’, it could be argued that Henry seems to purposely challenge Victorian values. During the Victorian era people took literal truth and moral ethics from the bible and because of this, it was thought that if religion were accepted by all, ‘evil’ forces would not be able to corrupt humankind. But Wilde challenges this through a provocative statement that â€Å"great sins of the world take place† â€Å"in the brain, and the brain only†. With the use of repetition, this point emphasises that corruption of the soul or the mind is purely based on biology and not relied on an unknown source known to human kind. Similarly, with reference to ‘Enduring Love’, it could be considered that because Jed’s fixation on â€Å"without an awareness of God’s love you’re living in a desert† Jed believes that God’s love should be the reason to corrupt Joe’s mind, a mind of science. A further reason why Henry might want to poison Dorian’s mind is because Henry is jealous of Dorian’s â€Å"most marvellous youth† as Henry believes it is â€Å"one thing worth having† above all else in the world. To support the claim that aesthetic beauty and age seems to contribute for the corruption of one’s one psyche, Othello descends into questioning one of the reasons to why his wife might be unfaithful to him has he has â€Å"declined\Into the vale of years†. This metaphor taken from the phrase â€Å"vale of tears† seems intended in a more neutral sense; the vale of years is the broad, flat stretch of middle age beyond the slope of youth. Before murdering Desdemona, Othello admires her beauty like â€Å"thy rose† that has â€Å"vital growth†. He seems to be infatuated by her beauty that the only way he could possibly get rid of his jealousy of her, is to get rid of her beauty by killing her. According to Henry, when you grow old, â€Å"you will feel it, you will feel it terribly. † The adverb of manner â€Å"terribly† supports the claim that men in particular, seem to be almost afraid of aging and would do anything to take away these feelings of inadequacy caused by growing older, as shown by Othello and Dorian. Nevertheless, through the use of third-person objective narrator in ‘The Picture of Dorian Gray’, the readers start to see how far Henry’s ‘mere words’ of corruption is going and because of how ‘terrible they are’, we get to see Henry gain a powerful control over Dorian as he was ‘dimly conscious that entirely fresh influences were at work within him’. However, it is debatable whether Dorian would have wanted to change this as he â€Å"would give everything! † to be young and to stay young. In contrast to this, unlike Dorian, Othello was oblivious to any external forces at work for corrupting his perception of reality. The only person to see the change was Emilia who believed that a â€Å"wretch have put this in your head\Let heaven requite it with the serpents curse! The metaphoric allusive allegory to the serpents curse refers to the curse that God laid upon the serpent for deceiving the innocent Eve. By this, Emelia means that whoever has put these ideas into Othellos head deserves the same fate. According to Genesis 3:15 the snake was cursed to crawl on the ground and therefore be susceptible to man’s heel crushing its head (this vulnerability is a direct result of Satan’s sin). This foreshadowing of what will really happen to Satan someday – thus the religious allegory could be suggested that Emilia believes the man who corrupted Othello, should be crushed. Here, the audience notices Shakespeare’s deliberate use of dramatic irony that as far as Emelia is concerned the â€Å"serpent† is her very own husband Iago. In addition, Shakespeare illustrates the power and the extreme manipulation he can create with his protagonists, once again reinforcing that portrayal of the Machiavellian character. In all three texts, delusion seems to be one of the prevalent effects on the individuals because of the corruption they have been exposed to. In ‘Othello’, the audiences capture Othello’s obsessive impulse of his undying love for Desdemona as â€Å"Perdition catch my soul\But I do love thee, and when I love thee not, \Chaos is come again†. This indicates that Desdemona’s image means the world to Othello and therefore; if he stops loving her, the entire universe stops making sense for him and the world is reduced to â€Å"Chaos. † The effect of the corruption Iago has put on Othello is starting to progressively show and if he found out Desdemona’s ‘hidden agenda’, he would be devastated and the love wouldn’t be there, therefore his world would be in ruins. Shakespeare personifies chaos to highlight the feeling of not having Desdemona anymore, which would be a cruel phenomenon that Othello could not merely tolerate. This reinforces the idea that Othello would rather be dead than alive if he did not have Desdemona, which for some could be seen as foreshadowing Othello’s decline from grace. In contrast, Wilde portrays the element of losing oneself â€Å"when one is in love, one always begins by deceiving one’s self†. It could be argued that Othello is deceiving himself and not thinking rationally as he is overreacting. However, one could argue that this is almost an instinctual impulse he has and quite a literal one – without Desdemona in his life, he would fall apart and throughout the play when Othello seems to trust her less and less, it is quite visible to the audience that his mind seems to implode and fly into disparity. Equally in Enduring Love, McEwan puts Jed in a similar situation and claims to â€Å"understand† what Joe is â€Å"feeling† and believe he â€Å"feels it too. I love you. † Pathos is created and we can only sympathise with Jed because of his mental illness. But, as the story progresses we see that he is deceiving himself once Joe consistently tells him he is â€Å"not interested† in pursuing any form of relationship with Jed. At this time, we see that Jed still does not listen, and further deceiving himself into believing it was God’s wish that they should be together. For Dorian, however it is explained that his ‘sudden mad love for Sibyl Vane was a psychological phenomenon’. The ambiguity behind the attributive adjective ‘mad’ suggests to readers that Dorian’s mind has emphatically changed over the course of seventy-two hours of meeting Sybil. The obsession with aestheticism and beauty is driven further since the text was written in the Victorian period when ‘mad’ could have been taken for someone who is literally insane, thus leaving a connotation of Dorian’s poisoned mind and his descent into madness and obsession for perfection. Alternatively it could mean that because he is young himself, he is first feeling what it feels to be in love with someone. It could be said since Sibyl was considerably younger than Dorian, he wants to fall in love with her to retain the youth that he so desperately wants to cling onto. Corruption of morality does not happen solely to the protagonists, but also to the supporting characters, such as the strong-willed, pragmatic character Emilia. When Emilia reveals to the audience in her monologue that her â€Å"husband hath a hundred times\Woo’d me to steal it† we see; even though Iago has not directly poisoned her mind, she has now done something immoral that she had not done before. Since the Elizabethans took the Seven Deadly Sins literally, it could be argued that Emilia stole the handkerchief because she wanted to do â€Å"nothing but please his fantasy†. She has gone against her own moral and social standing and the Elizabethan’s values to be a good wife and to save the embarrassment of not being able to satisfy her husband, thus resulting in her pride being saved. In comparison, Dorian consciously corrupted the mind of Sybil Vane by having no sympathy and crushed her by saying she is â€Å"nothing to me now†¦ I will never think of you. I will never mention your name. † Dorian’s changed course of judgement has made him conform to the lowest of the low to insult Sibyl, the girl he thought he loved. The repetition of the adverb â€Å"never† left a mark on Sybil and since at no time in the future, Dorian will ever think of her or mention her, it leads no hope for her and believing that she is worthless, she decided to commit suicide by drinking poison. Likewise, in ‘Othello’ we see a change of his character dramatically when he reveals to the audience his â€Å"bloody thought with violent pace†. Evermore, Desdemona falls dangerously in love with Othello and because of this Desdemona gets called a â€Å"Devil! † by Othello and he ‘[Strikes her]’. Thus seems like both Desdemona and Sybil Vane are punished for unintentionally falling in love with ‘the wrong person’ which results in both of them losing their lives. Furthermore, the corrupted mind of Othello has affected the perception of how Lodovico sees the new, ‘darker’, changed Othello as he cannot believe that this is â€Å"the nature\Whom passion could not shake?. † In comparison to this, it is also seen when Basil seems horrified by the sudden change of Dorian’s behaviour when Dorian exclaims about Sybil Vane’s death as â€Å"What is done is done. † Both Basil and Lodovico cannot believe what they have witnessed and thus could be said that because of the corruption of Othello and Dorian’s mind, Lodovico and Basil’s perception about morality have also been changed, resulting in corruption having affected them inadvertently. Murder is a contributing factor to the consequences of corruption to the mind and soul. Iago’s aside to the audience clearly shows us that he does not care â€Å"whether he kill Cassio,\Or Cassio him, or each do kill the other† because â€Å"Every way makes my gain. † Iago does not care who is involved and who get killed as long as his overall outcome is achieved. When Iago ‘[Stabs RODERIGO’ Roderigo calls out â€Å"O damned Iago! O inhuman dog! † The pre-modifying adjectives in Roderigo’s blasphemous call, tells the audience that Iago is so embroiled in immorality and corruption that he is like the devil’s spawn. He is the reincarnation of the devil as it could be seen that Roderigo has damned Iago to hell. In addition to this, when admiring Desdemona in her sleep, Othello decides to â€Å"put out the light, and then put out the light. † The meiosis Shakespeare uses here means Othello is resigned to an immoral and corrupt act. Also the metaphoric irony emphasises Desdemona’s innocence. He describes her with words that suggest her brightness and innocence alongside the fact that he is determined to condemn and kill her. Furthermore in ‘Enduring Love’ the realism portrayed through the first person narration, shows how Joe succumbs to the realisation that he ‘was the man who was selling me a gun. ’ Here, it appears to the readers that he is now prepared to do anything and has become so obsessed with getting Jed out of his life, he is prepared to go against his previous moral code. In the same way, Dorian Gray’s morality fails him miserably as his mind has totally descended into madness as he ‘dug the knife into the great vein†¦ crushing the man’s head on the table, and stabbing again and again. ’ The structural repetition of â€Å"again and again† graphically highlights the immoral behaviour Dorian has because of the influence Henry had over him about morality. This supports Wilde’s view that ‘The promising youth [Dorian] plunges into ever kind of mean depravity’. As well as murder, suicide is an essential part of how the characters seem to escape from their madness. For instance in ‘Othello’, Othello pictures himself as â€Å"a turbaned Turk who â€Å"Beat a Venetian and traduced the state†. Here is one of his own enemies, which he most certainly became in the end. According to Isaac Asimov â€Å"Othellos use of the reverse phrase in his last agony is like a return to his origins. 4 However, Othello dies speaking of himself in the third person, perhaps signifying his lost identity. Along with Iago, we Look on the tragic loading of this bed. Equally important is in ‘Enduring Love’ when Jed ‘slit his throat in front of us’ which could suggest his suicide was influenced by his own delusions about religion whenever he blurted out his tainted perception of it to Joe, making Joe reject Jed’s words and Jed himself. Likewise in ‘Dorian Gray’ the definitive catastrophic moment is when ‘a dead man’ was ‘lying on the floor’ ‘with a knife in his heart’ the readers simultaneously ‘recognized who it was’. According Wilde5 ‘Dorian kills conscience, and at that moment kills himself. ’ It is seen here that for Dorian to be completely free of being ‘withered, wrinkled, and loathsome of visage’ he had to kill himself to save himself from more immoral acts. Bibliography 1 Taken from the selection of The Letters of Oscar Wilde [noted in The Picture of Dorian Gray: A Norton Critical Edition]. 2 From the essay, Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth. (page 208) 2nd ed. London: Macmillan, 1905. 3 Extracted from the ST. JAMES’S GAZETTE, article ‘A Study in Puppydom’ (June 24, 1890). 4 Online source: Part II. Roman 23. The Tragedy of Othello the Moor of Venice