The Cask Of Amontillado. Essays - The Cask Of Amontillado, Fortunato

The Cask Of Amontillado. The cask of amontillado is astory of revenge. montresor,the villainous narrator of this story vowed to avenge insults he received by administering death to fortunato. montressor proved himself to be the aggressor because of the way he plotted and excuted his plan to eliminate fortnnato.the reasoc behind montresor's villainous behavior is somewhat understates. montressor is a very unreliable narrator claiming that he suffered,''the thousand injuries of fortunato i had borne as best as i could'',9750.This statement that montresor made is not only exaggeration, but also leads us to wonder if their was another motive behind montresor's actions. Upon reading this story i realized that i could not believe montressor descriptive ways of how fortunato criticized and humiliated him. we as the reader do not know what causes this line of insults from fortunato. montressor could have initiated this kind of behaviour that he received; it is only best to be speculative about this because there is not hard evidence that points out without bais the true aggressor. The way montressor executed his brilliant plan was to lure fortunato to his home saying that he wanted him to sample a wine by the name of amontillado. The reason behind this was that he knew that fortunato was also a connoisseur of wines.We continue to see the devious mind of montressor at work and also how ironic his compassion for fortunato was. ''Come,'' i said,with decision, ''we will go back your health is precious.You are rich ,respected ,admired,beloved,you are happy as i once was''(77). In the paragraph above montressor's compassion for fortunato is a first rate reverse psychology in progress. Montressor anticipated that if he appeared to be fortunato friend who cared about his health, his plan would be flawless. It is known that montressor wanted to avenge fortunato ,but their is no indication of when this would take place so this leave us to believe that the carnival created the atmosphere for fortunato to be drunk, therefore allowingf Montressor to move forward with his plan to murder fortunato. By the end of Poe's story, montressor has gotten his revenge against unspecting fortunato ,whose taste for wine led him to his death. Once again we are reminded of the coat of arms and the the montresor family motto. The insignia is symbolic of montressor's evil character, which like the serpent intends to get revenge. Acceptance Essays

A pot of oil

A pot of oil IntroductionOil this dark thing is one of the world's most valuable sources of energy. It is called "black gold". This essay will discuss the importance of oil to the national economy and world economy. This text will show an in-depth description about how the oil influences the economy. The emphasis in the text is understands the supply and demand theory to explain this questions appropriately. Oils are extremely useful for our daily activities, but extracting and using oils has a damaging effect on the environment and also if we are not careful, oil will soon become rare and very expensive. In this essay, it also will talk about environmental and ethical aspects of use of oil. Besides, the substitutions of oils are important to human.BackgroundOil plays an important part in our lives. Many million of years ago, oil comes from the remains if tiny water plants and animals.English: Supply and demand market curvesWhen there organisms die, they settle in the land and are slowly buried b y mud and sand. After million of years, the oil was formed (Mercer, 2003: 14). As we know, oil is one if the world's most valuable resources and our most necessary source of energy. The oil processed into petrol, diesel and other important things. Without the oil, millions of trucks, planes, cars, power station, furnaces heating systems and so on will stop work. Human life will back to remote antiquity. The oil also is a raw material for plastics, paint and countless other products (Parker, 2002:5). It plays an important part in our lives. It dominates our modern world. However, the oil is fossil fuels and it is not renewable. We consume them fast but they are not being replaced. If we keep using oil at today's rates, the oil may run out in perhaps less than...

It is an article for my experimental economy class to summary Essay

It is an article for my experimental economy class to summary - Essay Example The standard preference demands that a specified amount of money has to be invested by people to save their lives. Depending on the economy, there is the assumption that the procedure of invariance is not unique to the study of preference. Invariance arises when the money is invested monthly or yearly but the money is not fully utilized. When accidents and injuries do not happen, the people who pay monthly feel that their money is being wasted causing some to withdraw payments. Violations of transitivity arise when preference reversal implicates the payoff schemes as means of exploiting cash from desperate clients. Main Findings of the Article Several major findings include first, intransitivity alone accounts for a very small portion of the preference reversal patterns. This means that the subjects are supposed to pay a lesser amount of money in cases where a client does not incur regular accidents. The irregularity where clients experience delayed compensation despite claiming on t ime. Secondly, preference reversal is hardly affected by the payoff scheme hence not attributed to the failure of expected utility theory. This means that it cannot be used to explain the violations and independency complains from clients. In addition to this, predictions that clients will get accidents cause them to pay.

Should the government impose stricter guidelines on how much students Annotated Bibliography

Should the government impose stricter guidelines on how much students can borrow in student loans - Annotated Bibliography Example Therefore, it will be significant in enabling us to come up with an in-depth conclusion. Giving loans to students play a significant role in enabling them to finance their education. However, there must be strict rules in order to avoid overspending. This book will be significant in understanding the specific needs that are required. In addition, it will enhance the understanding of benefits of loans to the students. Students’ loans increase equality in the society. It enables the government to distribute funds equitably to the student. This book analyzes the costs of sustaining student loans. Therefore, it will be important in understanding the necessary measures that the government should take in order to help the students. Many students are burdened by loans after finishing school. This is because the government has not put the necessary measures to curb overspending. This book will be important in understanding how the gaps in laws are making it hard for the student and the government to recover from the loans. In addition, it will highlight the challenges that come with the issuance of the loans. Students’ loan has increased inequality. This is because there lacks effective laws to govern its distribution. This book will enable me understand how the loan has increased inequality in the society. In addition, it will be significant in understanding different gaps that need to be closed in order to increase its

Chinese Economic Revolution Research Paper Example | Topics and Well Written Essays - 1250 words

Chinese Economic Revolution - Research Paper Example As a result there was a wide variety of goods and services to choose from. Chinese producers were also able to export their goods and expand their businesses overseas. By the late 1980’s these reforms had accomplished extraordinary results: incomes increased, more consumer products, food and housing was made available and the country experienced high growth rates. The economic reforms were Chinese government’s way to emphasize an increase production, consumption and people’s income as well as advancement in technology without it having an adverse impact on budget deficits, inflation and unemployment. The first of these economic reforms were introduced in the agricultural sector. Under the agricultural reforms, agricultural land was divided among farmers who became owners of the lands they worked on. The farmers were allowed to keep the agricultural output if they agreed to give a small share of it to the government. This was a popular move among the farmers who f ound a way to increase their incomes. The result of these reforms was a dramatic increase in production of agricultural goods and this move stimulated the growth in the agricultural industry. Farmers were also able improve their standard of living as the reforms allowed them to increase their income by producing more goods (Myers 1991). Foreign trade played a significant role to boost China’s economy once the new economic reforms were introduced. In the years preceding the economic revolution foreign trade rarely contributed more than 10% to China’s GDP as the country mostly relied on self-sufficiency. However after the reforms the contribution increased significantly and by 1986 foreign trade contributed to 36% of the... The modern world has become familiar with the phrase ‘Made in China’. Chinese goods and services are being sold all over the world. There is clearly a shift in economic power from the developed West to China and India. The remarkable growth of China can be credited greatly to the Chinese Economic Revolution that occurred in the late 1970’s. The remarkable growth of China can be credited greatly to the Chinese Economic Revolution that occurred in the late 1970’s. In 1978 Deng Xiaoping introduced economic reforms in China. There were two phases to the reforms. In the first phases focus was on the countryside. A ‘Household Responsibility System’ was introduced which made peasants, working on farms, owners of those lands. The second phase of these reforms focused on industrialization and worker welfare as well as on enterprises. One of the key changes as a result of these reforms was that control was shifted from state-owned to private enterprise. These reforms were against the communist philosophy as they supported a free-market system. These reforms helped arouse a sleeping economic giant from its slumber and take the world’s economic stage by storm. The reforms encouraged private entrepreneurship, foreign investment and foreign trade, reduced government control with focus on free-market and education of the labor force among others. The Chinese economy will continue to grow and maintain its average growth rates of 10% per annum till 2020.

The Role Of Communicative Language Teaching

The Role Of Communicative Language Teaching Introduction Foreign languages play a very important role in our system of knowledge. They are not only an effective tool for us to exploit information to acquire scientific technology, to share experiences with or to learn experiences from others in specialized fields but also a useful means of improving peoples material and spiritual lives. In the sixteenth century English became known as a communication language for people around the world. Its popularity as a foreign language has been increasing since then and been developing into the second language of many countries (Richards and Rodgers, 2002). English is now the most popular foreign language in Vietnam and English competence is considered one of the most necessary characteristics for anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life. English gradually becoming the main communication language in parts of education, business, entertainment and culture exchanges with o ther cultures excitingly taking place in daily life in Vietnam require appropriate recognition of English speaking from Vietnamese learners, especially teachers and those who are working in education. Language teaching profession has experienced many changes and a number of different language teaching methods and approaches have been proposed and applied for the sake of teachers and learners benefits in their teaching and learning so far. However, which one is the most appropriate for teachers and their learners depending a lot in their teaching and learning context. Therefore, Communicative Language Teaching has been employed in most of Vietnamese classrooms, especially in PVMTC, for its advantages in improving the speaking skills though it is not the latest one. HISTORICAL BACKGROUND THE MAJOR TRENDS OF LANGUAGE TEACHING METHODS AND APPROACHES. Since the begining of the twentieth century, communication between people of different cultures in differrent parts of the world has became urgent request. Teaching and learning a foreign language became more and more popular. However, to teach a foreign language effectively requires a lot of effort from the teachers who have direct and significant impact on their students achievement which is controled by the methodology they choose to apply to their language teaching in different learning and teaching contexts. Understanding the importance of the matter , linguists and teachers themselves have been done a large number of studies on language teaching in order to find out and introduce more practical and effective language teaching methods and approaches that help teachers in performing well their job. The two recent centuries have witnessed ceaseless changes and innovation in language teaching in terms of teaching methods and approaches. These decide how the language is taught and what materials and activities are used in the classroom to help learners get the best achievement in their language learning. Thus, each approach shows its own view of the nature of the language and how the language is learnt. According to Richards and Rodgers (2002, p. 3), Latin was the dominant language of education, commerce, religion and government in the Western world until the sixteenth century when French, Italian and English gradually replaced it to become the languages of communication. However, the tremendous impact of Latin teaching and learning principles and procedures on the way of teaching and learning the newly emerging languages was still occuring until the nineteenth century. This language teaching method has been known as Grammar Translation Method (GMT). As the result, the language lessons occured mostly in students first language, heavily focused on grammar rules which were deductively taught to students in order to guide them to decoding written texts and producing correct writing in target languages (Prator Celce-Murcia, 1979). Translation activities with the assistant of billingual dictionaries were conducted to achieve the accuracy. Students were expected to memorize a number of w ords and their meanings and all grammar rules and then apply them to make sentences. They were also expected to read, comprehend literature and write sentences without errors. Listening skill and speaking skill were completely ignored (Larsen-Freeman, 1986) in GMT classrooms. However, the changes in the society at the time resulted in the change of learners goal of learning languages: learning languages to communicate. The Grammar Traditional Method then couldnt meet the requiement since it appeared to fail to equip learners with interaction and communication skills in the target language (Larsen-Freeman, 2000, p. 23). In 1880 Francois Gouin, a teacher of Latin in France introduced a famous book called Art of teaching and learning of languages to the public. His assumptions of how a foreign language could be taught together with those of Henry Sweet, an English philologist, came together on encouraging students to think in the target language in learning process (Nagaraj, 1996, p. 71-72). This shaped the early version of the Direct method, a revolution in foreign language teaching, which went against the current traditional one. The Direct Method (known as Natural Method) was first introduced in Germany and France and it was the strong response to the dra wbacks of the Grammar Translation Method. It then became popular in The United States in the late of nineteenth century. At the time, Lambert Sauveur, an extraordinary man and his colleage, Gottlied Henness, first applied object lesson technique to teach German and French in their classrooms and they enjoyed great success. Sauveur after that developed this teaching method to the one known as Natural Method and used it widely in his language schools (Howatt, 2004, p. 217). At the same time, Maximilian D Berlitz also used this teaching method in his language schools in the US but in another name: Berlitz Method. Basically, the Direct Method based on the assumption of using the target language to teach itself and that oral practice could help students assess the target language in terms of forms and meanings. It was also the advocacy for the natural language learning principles and teaching of oral skill. So all instructions in the classroom were in the target language. Pronunciation a nd speaking skill were strongly emphasized by conducting question-and-answer activities to motivate and encourage students in using the language confidently (Larsen-Freeman, 1986). Interaction between teacher and students in the target language was considerd a way to present it. Grammar, vocabulary and translation skills which were very important under the Grammar Translation method was now marginalized to guaratee the acquisition of oral proficiency because the proponents of the method had a strong belief that everyday vocabulary used in the classroom could be learnt effectively through visual presentations and that grammar rules could be worked out by students through the teachers inductive grammar teaching. By means of its innovation in language teaching, the Direct method, which negated the effectiveness of the Grammar Translation method, became the first and the most concerned language teaching method that marked the begining of the method era (Richards Rodgers, 2002, p. 14). However, apart from being a breakthrough in teaching interactive speaking skills, the Direct Method also showed its weaknesses in terms of applied linguistics which made the method not take well in public education where the constraints of budget, classroom size, time, and teacher background made such a method difficult to use (Brown, 1994, p. 54) or to Richards and Rodgers it was a dramatic alteration in language teaching which firmly focused on oral skill but lacked a systematic basic in applied linguistic theory and practice (2002, p. 38). In the 1920s and 1930s in Britain, British applied linguists led by Harole Palmer and A. S. Hornby exerted themselves to establish an approach called Oral Approach (or Situation Language Teaching) to language teaching based on more scientific foundation, in which sponken language was important, only general and useful vocabulary was introduced, grammar was graded strictly and all practice took place in situations. The approach also enjoyed the popularity in English for decades there and many textbooks and courses were designed under it principles (Richards and Rodgers, 2002, p. 36-41). Another method became known as the Army method fisrt and then Audio Lingual Method (ALM) as we know it now was a new creative trend in language teaching methodology in The US in the second World War. It was first applied in a special language training programs of Military of the United States. It was devised by an American linguist, Leonart Bloomfield for the servicemen who were going to work as translators, interpreters and quickly needed to have perfect communicative proficiency to perform their jobs in different parts of the world. The method was the combination of language teaching through intensive practice of speaking skills to develop communicative competence with the language learning method based on the disciplines of descriptive linguistics and behaviuor pychology (which considers language learning is a set of language). In this method, immitation, repetition, memorization and reinforcement were impressed within speaking practice with variety of drills. Limited vocabulary w as introduced. Grammar was important but was taught inductively and inexplicitly throughout the conversational dialogues that learners practised orally but no errors were accepted because according to them errors could become bad habits. It was Charles Fries, another American linguist advocating Audio Lingual Method applied the method widely in his English language center, who deserved credit for making this method popular in foreign language teaching in the United States particularly in the 1950s and 1960s (Wong, 2006) and the world. However, the effectiveness of Audio Lingual Method on oral proficiency got questioned in the 1960s. Many experiments were done and according to Scherer and Wertheimer (1964), this effectiveness was not significant. In the 1970s, the new method based on the wiew of language learning as active mental processes, which was advocated J.B. Carroll and K. Chastain in the 1960s, Cognitive-code-Method was born. As Carrol stated, this deductivist method was a modified, up- to-date grammar-translation theory (1966 cited in Stern, 1987, p. 469). It adopted generativist grammatial theory (Danesi, 2003) and focused on grammar structures and all four skills. Clear examples and grammar structure explanation to learners came first. Learners were then asked to pracise them in meaningful contexts. Despite the fact that the method did not win the teachers and linguists favour for long, it deserved merit in leaving contexttualized gramar tranning and the technique of Error Analysis to language teaching ( Danesi, 2003, p. 11). In the early 1980s, the Natural Approach was developed by Tracy Terrell and Stephen Krashen based on Krashens theory about second language acquisition. It looks at language as a set of messages which can be understood. Vocabulary and meaning are primary (Terrell Krashen, 1983 cited in Richards and Rodgers, 2002) and the principles for teaching a language are based on the five hypotheses in Krashens second language acquisition theory. The approach was widely welcomed in the US and around the world for its positive influence on forming more overall principles for effective language teaching that have been considered in the later approaches. In the 1970s, the need for communicative competence continued to increase in line with the changes of economic and political situation in Europe. But teachers and linguists did not satisfy with the current language teaching methods and approaches which were not effective in helping learners use the target language to interact or communicate in real life situations. Communicative Language Teaching (CLT) or Communicative Approach to the teaching of foreign languages then emerged as the answer to the problem. It has didfferent features from those of the other approaches since one of the most characteristic features of Communicative Language Teaching is that it pays basic attention to functional as well as structural aspects of language (Littlewood, 1992, p. 1). To serve communicative goal of language learning, the Communicative Approach is based on the premise that what we do in the classroom should have some real life communicative values or it looks at what people do with language and how they responde to what they hear (Flowerdew Miller, 2005, p. 12). Therefore, all activities used in a CLT classroom are appropriately designed based on these principles. Teachers measures language learnerssuccess by looking at their development in communicative competence which is implied in their making use of any means of communication, verbal or nonverbal, within the limited knowledge of the language they have to. To some extent, CLT makes use of presenting and practising speaking and listening in real life situations to help students complete tasks and build their fluency and confidence. The last approach I would like to mention is Task-Based Approach popularized by Prabhu. The method has attracted teachers and linguists in recent years. It impresses on using authentic language in real life, classrooms are managed to take place in real world communicative context in form of tasks and the tasks outcome, not the accuracy of language forms, is used to evaluate students progress and competence. The activities in the classroom mainly focus on speaking and students are required to be highly active and cooperative. The approach is rather new and not very familiar to teachers and students in some Southeast Asian countries. However, nobody who concerns linguistics negates its state of the art in the field and it is considered the development of CLT. ENGLISH LANGUAGE TEACHING IN VIETNAM: STATE OF THE ART In the last twenty years, the demand for communicating between people of different cultures has pushed English to its recent status as a popular global language. English has become an official languge in Singarpore, India, the Philipines, Hongkong and a popular foreign language in most Asian nations for economic and political reasons. English teaching profession in the region, as the result, receives more concern of teachers, educators and linguists. In line with the current language teaching trends of the world, English language teaching in Asia has also been inspired by a more effective alternative, Communicative approach which emerged in the ash of less effective approachs and methods of language teaching that had big impact on English language learning and teaching for a long time. The wind of changes prevails and results in a lot of other changes related to English language teaching. Teachers have been encouraged to employ CLT in their English classrooms to improve students spea king skill. However, in some Asian countries of ESL where CLT and other later approaches have been imployed in English classrooms and claimed for some success whilst in Asian EFL classrooms whether CLT has been really applied or not, and if it has, how effective it has been, is still questioned. So, what has been the problems? In his study, Hird (1995, cited in Lewis McCook, 2002) stated that the differences in cultures led to the differences in interpreting CLT. The Asian traditionally appreciate the perfection such as acurracy in learning, CLT to their understanding, however, emphasizes more on fluency, appropriateness and spontaneity, not acurracy. Therefore, teachers as well as students were dubious about the effectiveness of CLT. A study of Musthafa Personal author, compiler, or editor name(s); click on any author to run a new search on that name. (2001, p. 1-10) on CLT in Indonesian argued that the communicative approach has failed to help students become any more competent in the use of the English language for real-life purposes. Or Manajitt (2008, p. 83-87) pointed out, although most of the Thai EFL school teachers in Bangkok were very intersted in CLT, learnt about it in many ways and had clear CLT conceptualization, their teaching and their students learning was still a combination between trad itional and communicative approach or still stayed traditional because of difficulties they faced while organizing a CLT classroom. In Vietnam, English became one of the subjects at school in 1987 after Vietnam started Doi Moi in 1986. English appeared in classrooms in some parts of the country. The course books at the time focused on reading skills and grammar and the Grammar Translation Method was applied widely in English teaching in Vietnam (Denham, 1992) beacause the new approaches and methods of teaching English did not reach the country yet and the teachers who were trained before 1986 felt most confident using it (Pham, 1999). Speaking skills were overlooked. Students had to work very hard with grammar rules to past the examinations. Teachers taught to test and students studied to do tests. In 1996, English proficiency at different levels was required to high chool and university students when they finished their study. English joined the rank of major subjects at education institutions. However, teacher-centred or teacher-fronted classrooms remained typical ones in Vietnam (Sullivan, 2000). Students cont inued with their rote learning in teacher-centred classrooms and the English teaching methods of the teachers in Vietnam in the late of 1990s were out-of-date (Kennett Knight,1999). The fact that teaching and learning English in Vietnam for over a dacade was staying the same. Yet the social demands for English for communication purposes were increasing because more and more activities in different fields needing poeple with good communicative English competence urgently required a significient change in language teaching profession. In an attempt to improve the quality of teaching and learning English especially the speaking skill, a movement to transform curriculum, text books, and teaching methodologies (Kim, 2001, p.140) was launched. Now, CLT has been announced to be the best choice to replace Grammar Translation approach in Vietnam. Teachers are annually invited to attend workshops about CLT. The new versions of English text books for students at secondary and high schools have replaced the old ones. The new text books, however, include more every day dialogues as the only evidence for the change since long reading texts and grammar exercies which promise to be the most in typical tests that students are going to take still predominent these books. As a result, speaking skills are skipped in class. Teachers spend most of the time on explaining grammar rules and translating reading texts to students. Students have to work with reading and grammar even harder than ever to survive the exams which mainly compri se long reading texts and extremely complicated grammar points. So, CLT although is officially prefered in Vietnam but whether it is really applied in classrooms to enhance students communitive competence or not is still a big question to anyone who has ever taught English in Vietnam. These lead to far-reaching consequence. At universities and colleges, Communicative course books are also chosen for students like the Lifelines set (Hutchinson, 2001), International Express set (Taylor Lane, 2007). The course books cover four macro skills. However, no oral or listening tests but reading and writing tests are carried out during the course. Inconsistencies between teaching and examinations lead to serious consequence like speaking skills are inorged in such these test-oriented tertiary EFL classrooms, students dont even have oppotunities to use the language verbally inside their classrooms because Vietnamese is used by teachers and students most of the time (Bui, 2006). Under these con ditions, students suffer from the failure in communicating or interacting. In terms of applying effectively new methods to teach English to students to help them use English communicatively, teachers fail to teach their students how to speak or listen but read and write in the target language. According to Pham (1999), there are socio-cultural factors against success in tertiary English language training programs in Vietnam. He emphasizes the fact that not only students but also teachers who lack ability of communicating in the target language get so scared to be in CLT classrooms where speaking skills are focused. The new method required both teachers and students really work actively in class. However, they got used to learning and teaching passively with Grammar Translation Method and they have to struggle to overcome their inherent passiveness, shyness, inferiority and fear to deal with the lesson in the new method. To these teachers and students, their English class put them in a state of panic. These have resulted in the quality of teaching speaking skills at university in Vietnam is still poor. And the explanation of the poor quality speaking teaching in English language tertiary education in Vietnam which results in a large number of graduates who have difficulty with communicating English (Bui, 2006) must take into account the concrete factors such as teachers and students conceptualization and practice of CLT, teachers ability and enthusiasm for their badly paid jobs, budget for language education, syllabus design, material and assessment which are the same in most developing countries (Gorlach, 1995). PetroVietnam Manpower Traning College (PVMTC) belongs to the system of vocational schools in Vietnam but mainly funded by Petrovietnam. For nearly fifteen years, the Streamlines set was used as the main course books and Grammar Translation Method was applied in teaching English in our college. But since 2007, we have replaced the course books with the Lifelines and International Express set. CLT has hardly received any warm welcome from the senior teachers beause they do not want to change the method that they have used for such a long time and as for them, they do not believe in the effectiveness of the new method and they even do not exactly know what CLT is and how to apply it. However, it has enjoyed the popularity among the younger teachers like me. We have been sent to have training courses on CLT together with our colleagues from other schools and colleges. We have excitingly discorvered it and applied or adapted it to our classes when we teach thousands of both types of stude nts studying English there: regular students and project students. Most of the students in PVMTC now are project students who are recent graduates or experienced technicians and engineers from different parts of Vietnam recruited to work for projects of Petrovietnam. They are paid to take a special intensive English course at PVMTC to improve their English skills, especially speaking skills, to perform their job together with foreign experts in their field at industrial facilities or in offices. They are highly motivated because they are given test of four skills and they are expected to achieve at least 650 marks on TOIEC when they finish the training course. They already took a placement test before doing the course and their English proficiency is Pre-intermediate. These are also advantages to us to apply CLT in these classrooms. International Express set is chosen for the course for its characteristics which support teachers and students a lot in conducting a communicative approach classroom. Inductive approach to grammar employed to guide stude nts to work out rules and usage which is usually a foreseen failure to many regular classes for regular students can be acceptable in these classes although both teachers and students have to work extremely hard when dealing with complicated grammar points and occasional failures are inevitable. Students are offered oppotunities speak, to discuss to complete all the task given by the teacher or to solve the problems emerging in the lessons. They are encouraged to use their own experiences, limited language they have learnt and appropriate learning strategies to deal with the English language in particular situations together in pair and group work activities. They are encouraged to keep speaking English with their classmates and teachers as much as they can without caring much about making mistakes when speaking. Authentic materials such as video clips or articles from the internet or newspapers, or any sourses relating to the topics of the lessons can be taken into the classroom to link the language they learn in the cousre book and those in real life. Although English is used by teachers and students most of the time in class, most of the students, especially more advanced and senior ones, generally appear to be successful and get progressed in their learning in terms of using the language communicatively, fluently and confidently. With regard to applying CLT in teaching English speaking effectively in these kinds of classrooms, we proudly claim that both the teachers and students in PVMTC have worked increadibly hard to make it success. We, however, confess our less successful outcome when applying CLT to most of the classes for regular students who are young adults at college and are being trained as workers to work for PetroVietnams subsidiaries. Most of them have been studying English for at least three years at high school but their English proficiency level is still beginner only. They are required to pass an English reading and writing test after finishing 90 hours of learning English in the first semester. Then they are offered a free optional 200 hour course of English to get the A level certificate as the education policy of PetroVietnam. The impacts of the different learning context on English teaching and learning are obvious in this situation. Therefore, as motivated language teachers, we have been doing our best to adapt the most appropriate teaching methods we have known to teach our students to get them improved and to these classrooms, an adapted combination of Audio Lingual Method and CLT has appear ed to be the most appropriate. To a large extent, CLT has enjoyed the popularity in PVMTC for proving itself a more effective method in teaching and learning English speaking skills in PVMTC context in this stage. CONCLUSION AND RECOMMENDATION FOR FUTURE DIRECTIONS In conclusion, language teaching profession has undergone great changes. Teaching approaches and methods ranging from Grammar Translation to Task-based were born in different stages in teachers, linguists tireless attempts to improve quality of teaching and learning languages. The later coming into the world does not completely exclude of the previous ones but it maintains the quintessence and condemns the drawbacks of them and contributes innovation to the field ensuring its appropriateness for teaching and learning contexts in a particular period. A number of studies have been done for centeries on teaching approaches and methods reflecting increasingly concerns about speaking skills and the recognition of the importance of the the skills in teaching, learning and using the target language. Improving the quality of teaching and learning English are the main chalenges facing Vietnam educators and government beacause it has been considered part of its social, economic and political development strategies. The first step as access to expected success has been made. In Vietnam, CLT has just really been popularized and used in English classrooms to ameliorate learners English competence. A lot of objective and subjective factors impacting on the effectiveness of this communicative method are still existing in Vietnam education system. So CLT will be the most appropriate one to use in the next years in Vietnamese teaching and learning context before trying to exploit the later ones. PVMTC have become aware of the neccessary of choosing and applying CLT in teaching English to acheive the proposed objective of any English courses to satisfy our students need, to prepare them for their future jobs by getting students involved in using English communicatively effectively, And as I mentioned early, we have enjoyed remarkable success but sometimes our teaching ends in falures. In spite of those, I believe that no teaching methos or approaches are perfect to all types of learners and that depending on object of the courses, as asthusiastic language teachers and if we are creative enough in teaching art, we will know how to adapt the methods we have known for use in each of our particular teaching and learning contexts and we will be successful in preparing our students with communicative competence.

Horror Movies Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ... Horror Movies Essay -- essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Natural Born Killers,† â€Å" Psycho,† â€Å" Friday the 13th ,† and â€Å"The Legend of Sleepy Hollow† are all horror films. In these films there is always some crazy person or monster-like character that goes around and slaughters innocent people. And usually, but not all the time the killer is killed at the end of the movie. The media publishes or broadcasts stories that say that horror films influence people to imitate these wrongful acts of violence. I believe that these movies do not influence people to imitate these murderous crimes onto innocent people. Horror films are a way for people to exercise their violent emotions with out hurting anyone.   Ã‚  Ã‚  Ã‚  Ã‚  The media publishes ,in my mind stupid , stories about horror films that say that some whacked out kid has just killed someone because of a horror film he or she saw. I think that the kid blaming the movie is just a reason to get out of jail time. The parents of these kids should not be showing there 8 years old children horror films in the first place. That is why there is a ratings system. And all horror movies are rated R, which means no one under the age of 17 should watch the movie with out adult supervision.   Ã‚  Ã‚  Ã‚  Ã‚   A movie that comes to my mind for a movie supposedly influencing people is the Oliver Stone movie â€Å"Natural Born Killers.† In it Woody Harrelson and Juliette Lewis play a couple that go on a violent crime spree. They kill dozens ...

Bad effects of fast food Essay

Did you know as of January, of this year, there is about 50 million people daily that eat fast food in America. That around 1/6th of the population. The average meal for a family of four at McDonalds can cost around $27.89, with a homemade meal for four costing $13.78, or $9.26 for a vegetarian meal. People argue that it just cheaper than cooking a meal but in reality it is a lot more. Even if you just order off the $1 menu you still have to think of the other expenses like gas. Another factor is health. On average someone eat fast food a least 2 times a week so compare to someone who doesn’t eat that much can gain up to 10 more pound. If you don’t exercise daily you can become out of shape fast. People who have family members with some diseases like Diabetes and high blood pressure should not eat as much fast food as they do because just eating it 2 times a week can double the incidence of insulin resistance, a risk factor for Diabetes. There is also lots of sodium in fast food and that alone can give you high blood pressure. People who eat fast-food 4 or more times a week, up their risk of dying from heart disease by 80%. Fast foods create a much higher risk of heart disease because of the high level of saturated or transfats found in much of the food. Those fats can clog the arteries and cause high cholesterol levels. A well-balanced food contains all essential elements which are necessary for human development. Whereas fast food does not have all these elements, this type of food contains some elements in high quantity while others are absent. So just by eating out because it cheaper at the moment or quicker in the long run you are actually paying more because of medical bills it’s just a game of cause and effect.

Free Essays on Forshawdowing In By The Waters Of Babyon

Foreshadowing in â€Å"By the Waters of Babylon† Foreshadowing plays a big part in a lot of stories, especially in â€Å"By the Waters of Babylon† by Steven Vincent Benet . In this story foreshadowing helps the reader to fully understand the ending, which can be tricky at times. When first reading this story it seems to be some type of fairy tale, or an old medieval story, but it isn’t that’s what makes Benet so clever. As one continues to read he/she will began to notice some examples of foreshadowing. Take for instance when the main character, John goes to cross the river which is named the Oudasun River, does that name ring a bell, if it doesn’t you’ll notice later on. Then John arrives in the Place of the Gods. There John sees things like, skyscrapers some standing, others barely there. He also notices that there are pigeons nesting on the tops of these buildings. John also notices weird numbers and writing on the buildings, below these structures he notices an area with tracks and high beams. Then John sees a couple of wild cats and dogs roaming the street; this should sound familiar. John manages to find an area to sleep and then he has a dream, even though this dream itself is not an example of foreshadowing it contains a lot of facts which are. In his dream he sees the city in all its entirety. There are bright lights, which work without wicks, or lighting fluid, there are washing rooms with no water, kitchens with no fire and all types of things. John also sees the Gods but he doesn’t understand why they fight so much, but the most important revelation is when he finds out that the so-called Gods are nothing but humans just like him. Now, the reader must have some type understanding. Remember the Oudasun River, well that’s the Hudson River. Remember the skyscrapers, pigeons, and the cat’s and dogs. Look around, if the reader lives in a city or remotely near one then he/she should kno... Free Essays on Forshawdowing In 'By The Waters Of Babyon' Free Essays on Forshawdowing In 'By The Waters Of Babyon' Foreshadowing in â€Å"By the Waters of Babylon† Foreshadowing plays a big part in a lot of stories, especially in â€Å"By the Waters of Babylon† by Steven Vincent Benet . In this story foreshadowing helps the reader to fully understand the ending, which can be tricky at times. When first reading this story it seems to be some type of fairy tale, or an old medieval story, but it isn’t that’s what makes Benet so clever. As one continues to read he/she will began to notice some examples of foreshadowing. Take for instance when the main character, John goes to cross the river which is named the Oudasun River, does that name ring a bell, if it doesn’t you’ll notice later on. Then John arrives in the Place of the Gods. There John sees things like, skyscrapers some standing, others barely there. He also notices that there are pigeons nesting on the tops of these buildings. John also notices weird numbers and writing on the buildings, below these structures he notices an area with tracks and high beams. Then John sees a couple of wild cats and dogs roaming the street; this should sound familiar. John manages to find an area to sleep and then he has a dream, even though this dream itself is not an example of foreshadowing it contains a lot of facts which are. In his dream he sees the city in all its entirety. There are bright lights, which work without wicks, or lighting fluid, there are washing rooms with no water, kitchens with no fire and all types of things. John also sees the Gods but he doesn’t understand why they fight so much, but the most important revelation is when he finds out that the so-called Gods are nothing but humans just like him. Now, the reader must have some type understanding. Remember the Oudasun River, well that’s the Hudson River. Remember the skyscrapers, pigeons, and the cat’s and dogs. Look around, if the reader lives in a city or remotely near one then he/she should kno...

Telling Time Lesson With Worksheets

Telling Time Lesson With Worksheets Children usually learn to tell time by first or second grade. The concept is abstract and takes some fundamental instruction before children can grasp the concept. You can use several worksheets to help children learn how to represent time on a clock and how to decipher the time on analog and digital clocks. The Fundamentals The concept of time may take some time to grasp. But, if you use a methodical approach to explaining how to tell what time it is, your students can pick it up with some practice. 24 Hours in a Day The first thing that will help young students learn about time is if you explain to them that there are 24 hours in a day. Explain that the clock divides the day into two halves of 12 hours each. And, within each hour, there are 60 minutes.   For an example, you can explain how there is an 8 oclock in the morning, like when children are getting ready for school, and an 8 oclock at night, usually associated with bedtime. Show the students what a clock looks like when it is 8 oclock with a plastic clock or another teaching  aid. Ask the children what the clock looks like. Ask them what they notice about the clock.   Hands on a Clock Explain to children that a clock has a face and two main hands. The teacher should demonstrate that the smaller hand represents the hour of the day while the larger hand represents the minutes within that hour. Some students may have already grasped the concept of skip counting by 5s, which should make it easier for children to understand the concept of each number on the clock representing 5-minute increments. Explain how 12 at the top of the clock is both the beginning and end of the hour and how it represents :00. Then, have the class count out the subsequent numbers on the clock, by skip counting by 5s, from 1 through 11. Explain how the smaller hash marks between numbers on the clock are minutes.   Go back to the example of 8 oclock. Explain how oclock means zero minutes or :00. Usually, the best progression for teaching children to tell time is to start in larger increments, like start with children only identifying the hour, then move to the half-hour, then the quarter hour, and then intervals of 5 minutes.   Worksheets for Learning Time Once students understand that the small hour hand represents the 12-hour cycle and the minute hand points to 60 unique minutes around the clock face, they can begin practicing these skills by attempting to tell the time on a variety of clock worksheets. Blank clocks worksheetTelling time to the nearest 5 minutesTelling time to the nearest minuteTwo worksheets for filling in random times:  Worksheet 1  and  worksheet 2Fill in the digital times for analog clocksMiscellaneous time worksheets Other Teaching Aids Engaging multiple senses in learning helps support understanding and providing manipulatives and hands-on experiences enhance  the learning experience. There are many plastic-type clocks that are available to help children learn time concepts. If you cant find mini plastic clocks, have your students make paper clocks using a butterfly clip. When a child has a clock to manipulate, you can then ask them to show you various times. Or you can show them the digital time and ask them to show you what it looks like on an analog clock. Incorporate word problems into the exercises, such as it is now 2 oclock, what time will it be in a half an hour.

Financial Performance of Retail Banking in India Essay

Financial Performance of Retail Banking in India - Essay Example According to World Bank report of 2011, the value of the Indian economy is around $1.848 trillion, which can be considered as the tenth- major economy in terms of exchange rates (World Bank, 2013). However, the major challenge that the country faces is poverty. Though the country and its government has been successful in diminishing poverty from 55 percent in the year 1973, to around 27 percent in 2004, but around 1.1 billion citizens of the country are below the poverty line (Nayak, Goldar, and Agarwal, 2010). It has been noticed that 30 percent of the rural population are below the poverty line (Rural Poverty Portal, n. d.). Financial development is an integral factor for the growth of country’s economy. It has been proved through many studies that for any well-functioning fiscal system, mobilizing saving and allocating resources support functions such as risk management, economic growth, etc. This fact proves that financial development can be achieved through savings throug h establishment of proper banking system in the country, which in future would lead to elimination of poverty (Kapoor, 2011). Retail banking is not a fresh phenomenon in the country. It was prevalent in different forms previously, but in the last few years a phenomenal change has been seen and demand towards mainstream banking has increased. Retail banking is mainly facilitating the rural segment of the country and assisting them with loans for durables, educational loans, auto loans, etc. In the recent past it has been seen that the retail credit has been the major source of profit for the banks, which comprises of around 21.5 percent of the total outstandings. There are certain drivers which lead to the growth and development of retail banking in the country. Firstly, consistent increase in the purchasing power of the consumers and for economic prosperity. Secondly, the changing demographics of the consumers and vast potential of quantitative and qualitative consumption of the pop ulation was another reason for the growth of retail banking in the country. Thirdly, the demand for convenience banking increased due to the usage of mobile phones, internet, etc. fourthly, retail business has become good sources for profit maximisation. Lastly, declining level of interest rates is also the cause of growth in the retail credit, though the generation of demand for credit (R. Kapila, and U. Kapila, 2007). Retail banking is however, considered as a new concept because the functions within the banking framework were not segregated as retail, wholesale or corporate banking. Retail banking in modern terms comprises of asset based services and products, financial services that are designed for individual consumption or use. The concept of retail banking has been widespread with the increasing market share of private banks in the banking sector of India. Retail banking caters to the banking needs of the individual customer (Shrivastava,  Pandey,  and Vidyarthi, 2007). T he products that banks consider under retail banking are housing loans, education loans, car loans, personal loans, saving bank accounts, recurring deposit accounts, etc. The Indian retail banking system has seen a dramatic change over the last few years. It has evolved drastically from traditional debt averse, middle class mindset, to modern loan-taking, and risk inclined mind-set. In order to keep up with the latest trend of changing mind-set of the

Family genogram progect Term Paper Example | Topics and Well Written Essays - 1500 words

Family genogram progect - Term Paper Example My parents did raise me, however, to believe in the tenants of religion and the teachings that are important in any religious observance. These teachings include the admonition that I must treat everybody with kindness and respect; that I must not judge anybody, as I am not perfect myself; that I must love my neighbor as myself; and that I must not become too enamored of material things, because material things are not what brings true happiness. My parents are very traditionalists, aside from the fact that they are not religious overtly. Their parents were even more traditionalists, and they observed more traditional religion. They believed not only in the Supreme Being, but they also believed in lesser gods, ancestral spirits and magic and medicine. In a way, my grandparents shaped my religious identity more than my parents did. This is because I believe, at least somewhat, in the old ways of my grandparents. I understand that Christianity has some of the same beliefs as what my grandparents ascribed to, which includes the beliefs in guardian angels and the like. I also believe that my ancestors are watching over me, like a kind of guardian angel. My beliefs in magic and medicine are derived from my grandparents, and they are translated into my beliefs in the Tarot and astrology. In other words, I have more of a mystical basis for my overall belief system that does not necessarily comport with Christianity, but is more in line with my grandparents. And, from my parents, come the values that they have taught me, which I have listed above. As far as the sociopolitical foundations of my family, my parents showed the typical exchange theory of labor within the family dynamic, which means that my mother had the role as a homemaker, and she exchanged her labor for my father’s economic provisions. My grandparents have exhibited the same type of exchange. I am different, however, as I am raising my three teenagers on my own, with some