Teaching English Through Role Play - Free Essay Example

Sample details Pages: 4 Words: 1175 Downloads: 5 Date added: 2017/09/25 Category Advertising Essay Type Argumentative essay Level High school Topics: Student Essay Did you like this example? TEACHING ENGLISH THROUGH ROLE PLAY (PREDAREA LIMBII ENGLEZE UTILIZAND JOCUL DE ROL) Role-play is a classroom activity in which learners take on a ‘role’, they play the part of someone else, from a simple discussion between a tourist when asking for directions in a new city or at the airport, to more elaborate conversation about the American Dream or Genetics. Role-play is a useful tool not only for developing language skills, but also for increasing sociocultural knowledge and intercultural awareness. Depending on how a role-play is designed and set up, it can be used for a wide variety of purposes. Frequently, role plays are used to offer a chance to practice the language of particular situations, but they can also be used to practice particular areas of grammar, sets of vocabulary, functional language and even features of pronunciation. They may not even have a specific language focus and can be used to provide opportunities for students to practice their sp eaking and listening skills. Role-plays are simple but important way of extending the range of useful practice. There are many good reasons for using role-plays in class: role-plays help students cope with real-life situations, commonly used expressions, forcing them to think â€Å"on their feet†; role-plays help students work together as a team or group, and communicate in order to understand each other, because role-plays are not simple acts of reading or reproduction the information from a piece of paper; role-plays can be adapted to the needs of the students, they may use specific vocabulary for specific situations, as learning English is sometimes done for a specific purpose; role-plays give learners more responsibility in their learning, encouraging interaction; role-plays offer students the chance to evaluate their learning progress and their level of English. Role-plays in general tend to have some common characteristics: they are usually spoken, but they c an be conducted in written form, they usually involve role cards (role cards are very useful but not always necessary); in role plays learners are pretending to be someone else, there are also contexts when learners can play themselves; role plays, most of the time, involve some preparation, this does not mean that role-plays are always planned in advance. When using role-play as a teaching tool there are some stages to be followed: 1. Preparation time: it is very important to give students time to prepare themselves in order to understand the task and role card, to think some ideas and appropriate language. 2. Students ought to be watched and actively helped, but the teacher should avoid interrupting or interfering too much in the role-play because a role-play is usually a chance to practice using language to communicate. It is often more important being fluent and getting one’s message across than getting it 100% correct. Afterwards the teacher must give his/her feedback and correct the mistakes students have made. 3. All students should be involved as they may feel watched and judged. It is very easy to turn many activities into role-plays besides those from textbooks. Many teachers like to support role-plays with some kind of prop or realia. Using props can help make a role-play feel more real and more fun. Props and realia also give students something to ‘hold on to’ while doing a role-play, providing another level of security and confidence. Props that are easily used, being present in the classroom can be: mobile phones, a hat, sunglasses, newspapers and magazines. All these can help students feel less nervous. Each student has his/her own level of English; it is the teacher’s role to adapt the material from beginner, elementary to intermediate or advanced classes. Here are some examples of role-play activities from Macmillan official page. Celebrity party Level: beginner – elementary Preparation: complete the inv itation cards with a date and place and make a copy for every student in the class. Procedure: 1. Draw two stick people on the board. Explain that they are at a party. Ask ‘What do they say? ’. Elicit the following dialogue line by line and write it on the board: Hello. /Hi. /My name is XX. What’s your name? /I’m YY. /Nice to meet you. /Nice to meet you too. 2. Drill the dialogue chorally, line by line. Focus on the pronunciation and intonation of the dialogue. 3. Ask students to practice the dialogue in pairs, using their own names. 4. Set the scene. Explain that the students are all at a celebrity party. They are all going to play the roles of famous celebrities. Give them a minute to choose who they are. Distribute the invitation cards with useful language. 5. Ask everyone to stand up. Tell them to talk to at least six or seven people. They should use the dialogue as a starting point, but can talk more if they like. 6. After the activity finishes, as k students to sit down again. Can they remember who was who at the party? Money talks Level: intermediate Preparation: prepare copies of the material so that every student in the class has a card. Procedure: 1. Write the word Money Problems on the board and ask students to brainstorm in pairs as many different money problems as they can think of. Set a time limit of 2 minutes. Give the first example, e. g. you owe money to a friend and can’t pay it back. 2. Elicit suggestions and put them on the board. Use this time to pre-teach/review the following words: owe, borrow, lend, spend, inherit, pay. 3. Explain that today the students are going to role play some money problems. You are going to give them cards to half of the students. Explain that they have the problem listed on the card and they must talk to three different people and ask for advice. 4. Distribute the role cards and tell students with the cards to talk to a partner about the problem. After three or four min utes, tell the students with the card to talk to a different partner. Note: for this activity, only the students with role cards need to move around. The other students remain where they are. 5. Repeat stage 4 two more times. 6. At the end of the role-plays, ask the students to tell their problem to the class and explain what was the best solution offered. Also, corrections can be done on mistakes or to underline the good examples of language use. Cards: 1. You inherited a very large sum of money and you don’t know what to do with it. Ask other people for advice. 2. You need to borrow some money, but the bank won’t give it to you. Ask other people for advice. 3. You think your wife/husband is too careful with his/her money. He/she never buys anything nice! You are always arguing about money. Ask other people for advice. You can do this ‘giving advice’ role-play activity with any other typical problems: work problems, love problems, school problems etc. Bibliography: 1. Lindsay Clandfield, Philip Kerr, Ceri Jones, Jim Scrivener, Straightforward, Guide to Roleplays, Macmillan, 2004. 2. Adriana Vizental, Metodica predarii limbii engleze, ed. Polirom, Iasi, 2007. Don’t waste time! Our writers will create an original "Teaching English Through Role Play" essay for you Create order

A Comparison Of Dracula And Dracula - 1429 Words

Dracula is the infamous vampire that readers were ï ¬ rst introduced to by Irish author Bram Stoker in 1897 when they read his novel Dracula (Stoker). The author conveys the story of Count Dracula, a mysterious being that is half man, half vampire that sucks blood from the neck of his victims to stay alive (Stoker). This novel is an outstanding masterpiece of work, which is why it has been a prototype for various movie releases over the decades, such as Nosferatu, Horror of Dracula, Dracula A Love Story, and Bram Stoker’s Dracula (â€Å"Dracula (Universal Classics)†). When a novel is a basis for a movie the hope is that the characters coincide from one to the other, which leads to the exploration of the resemblances and modifications of the†¦show more content†¦He cannot come into a house unless invited or walk in water and his favorite meal is human blood (Stoker). While these traits are consistent in both the novel and the movie there are differences (Stoke r). Starting with the novel, it describes Count Dracula’s shadow coordinates with his body, yet in the movie, his shadow works separately from his body movements (â€Å"Dracula (Universal Classics)†). The next modification of Count Dracula’s character in the novel is, he cannot be in or near the sunlight or it will kill him, however, in the movie, he meets Mina in the daytime and it does not harm him (Bram Stoker’s). Then, in the novel, Dracula is a purely evil, terrifying blood hungry monster that wreaks havoc on anyone he meets and feels the need to take life or end life with his arch nemesis being with anyone who wants to preserve life (Stoker). But in the movie when he meets Mina on the streets of London, he pursues a courtship with her and he begins to develop feelings for Mina (Bram Stoker’s). When he proclaims his love for her and refuses to condemn her to the life of a vampire, he is no longer a vile, evil monster (Bram Stoker’s). 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Comparative Business Case Studies

Question: Discuss about the Comparative Business Case Studies. Answer: Explanation of vegetable price hike The price of vegetable is determined by the market demand and supply. According to law of demand, when price of the product rises, quantity demand for the product increases given other influencing factors remaining the same. The law of demand depicts that, when other factors remaining same, increase in the price of the product leads to the decrease in the quantity demand for the product. On the other hand, law of supply says that, producers supply more in the market, when price increases per unit of the product. Demand curve shows the price that the consumers are willing to pay per unit of the product. Vegetables are necessary good for human being. Due to natural calamity like Typhoon, agricultural production has been fallen drastically. Agriculture is mostly dependent on climate. Due to loss of production, vegetable supply in the Metro Manila has been fallen. Therefore, for a given demand supply has been reduced. Shortage in supply pushes the price upward. Figure 1: Effect of typhoon on vegetable price (Source: created by author) The initial equilibrium point is at E1, where price is P1 and vegetable supplied in the market is Q1. Production of vegetable is affected and shortage of supply occurs in the market. The supply curve shifts to the left and the new supply curve is S2. Therefore, the new equilibrium achieved where the new supply curve cuts the demand curve, which is at point E2. At E2, supply of vegetables is reduced in the market to Q2, which is less than Q1 and price hikes at P2. As the demand exceeded the supply of vegetable in the market, suppliers have increased price to meet the demand. 2. a) Hike in university tuition fees Deregulation of University tuition fees by government indicates reduction in government subsidy in higher education. This decision gives freedom the Universities to determine the tuition fees on their own. When there are unique fees in the top ranking Universities within the country, students choose their favourite university based on quality. Students also get admission based on their merit. Deregulation of tuition fees may make the Universities competitive players. The objective of the University to hike in tuition fee is generating revenue and reducing budget deficit. Low tuition fee is a form of subsidy to the richer. In this ground, hike in University tuition fee is justified. However, this decision disrupts social equity. Higher tuition fees discourage the low-income group from accessing post secondary education. Therefore, the students belong to families with low income are less likely to take admission in that top ranked University even if they have merit. This may have negat ive impact on the quality of study in that University. The decision of the vice chancellor to hike tuition fees is feasible in the round of social equity, as education needs to be accessible equally to all the section of the society. b) Monpoly power of QantasLink As QantasLink is the only service provider between the Sydney and Toowoombas Brisbane West Wellcamp Airport, it has monopoly power in this route. However, this monopoly power is a type of natural monopoly, as QantasLink provides service in a large scale. In case of natural monopoly, average cost is falling continuously. Therefore, the firm is able to provide product or service at a very low price. Entry of new firm in this industry would be inefficient. Figure 2: Natural monopoly (Source: created by author) In the figure 2, the monopoly price is Pm and the quantity is Qm. If the firm charges the monopoly price, this will generate maximum profits. There will be a deadweight loss by the amount of BEC. If price is set equating average or marginal cost, profit of the firm reduce. Therefore, government subsidy is required for sustaining the business. Therefore, QantasLink sets price where MR = MC. Business traveller uses the route frequently compared to the leisure traveller. Therefore, price discrimination for two groups of customers can help to increase revenue. The company can charge higher price to the business travellers as marginal revenue would be higher for this group due to having inelastic demand curve. Figure 3: Price discrimination by monopolist (Source: created by author) Benefits and cost of Qantas and China Eastern alliance Cooperation between Qantas and China Eastern give rise of monopoly power in the airline industry. Therefore, in order to maximise joint profit, they can hike in airfare. Figure 4: Pricing policy and deadweight loss in cartel (Source: created by author) In the above figure, the AEC triangle indicates the deadweight or welfare loss as aresult of cartel between two firms. Pc is the competition price, which is lower than monopoly price charged by the collude firms. Competitive supply of service is more than cartel. As the two firms together produce less than competitive output, deadweight loss is created and inefficiency in total production increases. As the Qantas and China Eastern make collusion, this would give them significant profit compared to single operation. Both individual and joint profit would be maximised. Co-operation often helps to minimise the risk of business fluctuation. However, as far as social welfare is concerned, the monopoly creates welfare loss by charging higher price and supplying less products or services. Consumer has to pay higher price compared to competitive situation. Therefore, inefficiency increases. Stability of the cartel depends on the trust of each other. 4: Introduction This section discusses effect of taxation on sales of cigarettes. Cigarette is harmful for human health. Therefore, one way of recuing consumption is taxation. Demand price elasticity of cigarette consumption is highlighted. This essay discusses about alternative policy for reducing cigar rates. Cigarette tax has mixed effect on consumption. However, the effectiveness of tax is evaluated in this essay. Discussion If the price of one packet cigarette is increased more than $40 after taxation, this has immediate impact on sales of cigarette. As, price rises significantly, the quantity demanded for cigarette reduces as per law of demand, when other things remain same (Callison and Kaestner 2012). As shown in figure 5, tax is imposed on the sale of per packet of cigarette. Therefore, tax increases price by t per packet. Therefore, the supply curve shifts upward for a given supply (Jha and Peto 2014). The new equilibrium is achieved at a higher price P1 and a lower quantity Q1 as sales decreases. Some consumers of cigarette are left out from the market due to higher price of cigarette. They either may reduce their consumption of cigarette or may shift to other substitutes (Diaz, Chaloupka and Jernigan 2015). If cigarette is regarded as a normal good, imposition of tax reduces the sales as consumption decreases (Abadie, Diamond and Hainmueller 2012). Figure 5: Effect of sales tax (Source: created by author) Demand for cigarette is inelastic in nature. Increase in cigarette does not have much effect on cigarette consumption. Law of demand is not applicable effectively in this case. The addicted people continue their consumption even after increase in cigarette price (DeCicca, Kenkel and Liu 2013). When government imposes a sales tax on cigarette, the sellers pass the effect of tax onto the consumers by reducing supply. The producer has no extra cost however, the consumers borne the increased price if consumption remains same. There are few consumers, who reduce the consumption to save money (Tauras et al. 2016). Minimum price law or price floor policy of government imposes burden on seller by restricting them selling price below the minimum price. Price floor is termed as basic cost to the whole seller and retailer of cigarette. Price floor increases cost of doing business (DeCicca, Kenkel and Liu 2013). Figure 6: Price floor in cigarette market (Source: created by author) As the above figure depicts that, the price floor is Pf, which is more than the market equilibrium price. At Pf, the supply of cigarette is more than its demand. Therefore, excess supply is created in the market (Harding, Leibtag and Lovenheim 2012). At this price, producers reduce their production of cigarette in order to clear the market. Hence, there will be underproduction in the market (Tang, Tang and Posner 2013). Underproduction creates deadweight loss in the economy by reducing some part of both the consumer and producer surplus. Apart from the price floor, there are many other alternative ways of reducing sales of cigarette such as increase in licensing fees of tobacco retail and banning multipack discounting offer (Holford et al. 2014). Increase in licensing affects the retail price of cigarette pack and may reduce the number of retailer. In the view of Brown et al. (2014), increase in tax on cigarette pack reduces smoking behaviour among the young and person with low socio economic status. However, as cigarette demand is inelastic in nature, increase in price does not reduce the cigarette demand much (Schenk, Thuronyi and Cui 2015). According to World Bank report, tobacco consumption is increasing among the men in low and middle-income countries and among the women compared to the men in the high-income countries (web.worldbank.org, 2016). There is little impact of tax on the addicted and long-term cigarette smoker. They respond slowly to the hike in price of cigarette (Chiou and Muehlegger 2014). However, number of smoker, who is children and adolescents, reduces, as they have no source of income. Furthermore, the cigarette smokers have incomplete information about the risk of tobacco consumption. Hence, number of smoker is less likely to reduce even after taxation. Conclusion The essay highlights different aspects of taxation on cigarette. According to the demand supply model, imposition of tax on cigarette consumption reduces the supply in the market and sales of cigarette pack reduce. Demand for cigarette is price inelastic. Hence, increase in price of cigarette has not much effect on cigarette consumption. Reduction in cigarette consumption can be done in many other ways apart from taxation. When taxation is not effective, price floor, imposition of license fees on retailer, banning multipack discounting can be alternative policy. References Abadie, A., Diamond, A. and Hainmueller, J., 2012. Synthetic control methods for comparative case studies: Estimating the effect of Californias tobacco control program.Journal of the American statistical Association. Brown, J., Beard, E., Kotz, D., Michie, S. and West, R., 2014. Realà ¢Ã¢â€š ¬Ã‚ world effectiveness of eà ¢Ã¢â€š ¬Ã‚ cigarettes when used to aid smoking cessation: a crossà ¢Ã¢â€š ¬Ã‚ sectional population study.Addiction,109(9), pp.1531-1540. Callison, K. and Kaestner, R. (2012). Do higher tobacco taxes reduce adult smoking? new evidence of the effect of recent cigarette tax increases on adult smoking. [online] www.nber.org. Available at: https://www.nber.org/papers/w18326.pdf [Accessed 2 Sep. 2016]. Chiou, L. and Muehlegger, E., 2014. Consumer response to cigarette excise tax changes.Available at SSRN 1693263. DeCicca, P., Kenkel, D. and Liu, F., 2013. Excise tax avoidance: the case of state cigarette taxes.Journal of health economics,32(6), pp.1130-1141. DeCicca, P., Kenkel, D. and Liu, F., 2013. Who pays cigarette taxes? The impact of consumer price search.Review of Economics and Statistics,95(2), pp.516-529. Diaz, M.C., Chaloupka, F.J. and Jernigan, D.H., 2015. The effects of alcohol excise tax increases on public health and safety in Texas. Harding, M., Leibtag, E. and Lovenheim, M.F., 2012. The heterogeneous geographic and socioeconomic incidence of cigarette taxes: Evidence from Nielsen Homescan Data.American Economic Journal: Economic Policy,4(4), pp.169-198. Holford, T.R., Meza, R., Warner, K.E., Meernik, C., Jeon, J., Moolgavkar, S.H. and Levy, D.T., 2014. Tobacco control and the reduction in smoking-related premature deaths in the United States, 1964-2012.Jama,311(2), pp.164-171. Jha, P. and Peto, R., 2014. Global effects of smoking, of quitting, and of taxing tobacco.New England Journal of Medicine,370(1), pp.60-68. Schenk, A., Thuronyi, V. and Cui, W., 2015.Value Added Tax. Cambridge University Press. Tang, Y.Y., Tang, R. and Posner, M.I., 2013. Brief meditation training induces smoking reduction.Proceedings of the National Academy of Sciences,110(34), pp.13971-13975. Tauras, J.A., Pesko, M.F., Huang, J., Chaloupka, F.J. and Farrelly, M.C., 2016.The Effect of Cigarette Prices on Cigarette Sales: Exploring Heterogeneity in Price Elasticities at High and Low Prices(No. w22251). National Bureau of Economic Research. Web.worldbank.org. (2016). Economics of Tobacco Control - Myths and Facts. [online] Available at: https://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTHEALTHNUTRITIONANDPOPULATION/EXTETC/0,,contentMDK:20365226~menuPK:478891~pagePK:148956~piPK:216618~theSitePK:376601,00.html [Accessed 2 Sep. 2016].