Should Gay couples be able to marry Essay Example | Topics and Well Written Essays - 2000 words

Should Gay couples be able to marry - Essay Example On the other hand, same sex marriages are opposed by religious and moral groups who consider it to be unnatural. It is also argued that it is not a normal way of leading life and they present that same sex marriages should not be permitted. Should Gay Couples Be Able to Marry With the broadening of the human mind and the understanding of relationships, the road to new controversies has emerged and there are many matters which have become subjects of hot debates. The human behavior has changed and every human being has acquired knowledge regarding the fact that they have the right to choose and opt for what they want. Homosexual relationships provide with a very good example of controversy that has been emerging since the last quarter of the twentieth century. It is not that gays did not exist before this period but a true fact is that every human being has come to analyze and understand their importance in this world and it is a belief that a person has a right to choose for his life . Fight against woman’s suppression and racism was followed by the homosexuals who also needed proper identification and the opportunity to live their lives the way they want to. On one side the gays demand the provision of rights for them to marry and live normal lives on the basis of the fact that every human being has a right to choose their way of living. ... According to a survey conducted by the William’s Institute, it can be analyzed that the number of same sex couples is increasing in the United States. Its first study in the year 2000 indicated the fact that the number of the same sex couples was 594,391 whereas this number increased to 776,943 in the year 2005. This increase in the number of same sex couples is accompanied by the fight of these groups for their rights to be legally married (Romero et al 2007). The last decade of the twentieth century showed the initiation of many legal hearings on the controversy that whether the gays should be allowed to marry or not. The year 1993 served as a beginning for this cause in the United States when the Supreme Court in Hawaii took a strong stand against the denial of three same sex couple to get married by a lower court. The court upheld the fact that this refusal to the couple to get married was not correct as this indicated sexual discrimination. Similar hearings were followed in the Supreme Courts of Alaska and Vermont in the years 1998 and 1999 respectively but there was still no definite decision taken and same sex marriage was not officially allowed in any state. It was in the year 2000 that the marriage of same sex couples was permitted in the state of Vermont which was the first State in the United States to allow these marriages. Several other Supreme Court rulings were followed and in some states the same sex couples were married and New Mexico formed an example of a state where these couples were married but later their marriages were declared void. In the same year 2004, President Bush also invalidated and declared same sex marriages to be illegal. Thus this issue of

Why has feminism not been able to remove all sources of gender Essay

Why has feminism not been able to remove all sources of gender discrimination - Essay Example This essay "Why has feminism not been able to remove all sources of gender discrimination?" outlines the possible reasons why the women haven’t achieved the due recognition and the feminism movement. Apart from the pre conceived mindset of men being the superior forces, the cultural barriers and the cultural mindset that believes the man to be in a stronger position from different perspectives should be eliminated and equal opportunity and equal capability based mindset should be harnessed which will allow for the gender discrimination to get eliminated. The report published showing the findings from Great Britain institutions also come along with recommendations. Few of these include the introduction of clauses where the political parties are bound to increase the number of seats that they must dedicate to women. Similarly, other business enterprises, both private and government assisted must reserve quota for women which will allow for more inclusion of women. The lack of skilled women and the lack of women who can meet and fulfill the criteria of becoming the top heads of the business organizations or the government institutions or the political parties, all these would require women to be equipped in an effective manner. The need is to impart true means of education and empowerment amongst the women from grass root level. Policies and actions must be devised which will help the women in a longer run towards becoming an equal and effective members of the society and decision-making corridors.

Not All Companies Are Viewed as Equal Assignment

Not All Companies Are Viewed as Equal - Assignment Example Various significant aspects including the role play by capitalism in corporate decision making, detailed analysis of a selected business situation and the execution of certain effective theories will also be discussed in the assignment. Nowadays, every company operating in dissimilar industries is apparently observed to be offering the products in accordance with the preferences or the choices of the customers. As an advocate, I would like to support the industries, as due to global economic pitfall; the purchasing power of the general people is getting limited, which in turn affects their profitability at large. It can be affirmed that in order to sustain in this land of free trade, industries of different scales need to produce low-cost goods for serving the customers according to their respective preferences (Frank, 2007). Evidently, the notion of capitalism is identified to play decisive roles in the context of corporate decision-making procedure. It can be apparently observed that the aspect of capitalism has risen by a considerable extent specifically in the corporate sector with the gaining momentum of free trade. This certainly affected the decision-making procedure of the corporate sector at large. Every industry desires to sustain in this competitive landscape and earn more profit. Thus, the decision-making procedure in corporate sector has certainly changed the entire business environment with the alignment of free trade. Identifiably, due to the prevalence of high competitive market, every entrepreneur has emerged with the execution of new ideas. These ideas may entail liberalizing the operational or business procedures and appropriately using the accessible resources among others (Bell & et al., 1988). The existence of varied ethical theories often advocates supporting either the consumers or the industries in the land of free trade. In the context of

Colonial cities or regions in southeastasia Essay

Colonial cities or regions in southeastasia - Essay Example Colonial cities are the conquered trading ports basically by Europeans and later on Americans that are part of a country or nation which were heavily influenced with culture. In Southeast Asia, these may include Singapore, Jakarta, Manila, Hong Kong and Saigon. Historically, the Philippines is rich in culture and tradition prior to the conquest of the Spaniards in the 16th century. Negritos or Aetas came to the area via land bridges during ice age, while the vast majority of Filipinos are believed to have come from Austronesians from Taiwan. Filipinos intermarried with its neighbouring races Indonesian and Malays and these mixes traded with Hindus from India, Chinese and the Arabs (Zaide, 1993). Trade has been established in most of its earlier ports including Cebu, Davao, Manila, and Dagupan. Doeppers (1972) called these coastal villages. While there had been proofs of a very early settlement in the Philippines, its coastal villages and river courses engaged in wet rice agriculture combined with hunting and fishing. The villages were fragmented and there were frequent inter-village fighting. Each village roughly made up of thirty to a hundred families make up the barangay headed by a datu or chief, followed in rank by the warriors, free men and slaves (Zaide, 1993). Intra-island trade were present and exte... Philippine settlements in pre-Hispanic period were not at all cities such as Cebu which was a minor port call, and Manila or Maynilad which was a point of importation for the Tagalog living around Laguna de Bay (3) and it was also said that of the 2,000 Manila inhabitants, forty were Chinese and twenty were Japanese (Doeppers, 1972). In fact, due to its location at an outer extremity of the Southeast Asian insular, Philippines also remained more detached with its Southeast Asian neighbours so that Buddhism and Hinduism did not take roots, except for Islam in the south. Mindanao, nevertheless showed an integrated group of Muslims that were able to "defend themselves effectively" (Doeppers, 1972, p 771) and it remained culturally rich with Jolo as the seat of the Sultan of Sulu. Ming naval vessels also visited the area. Colonial Period The Colonial Era In 1564, an expedition set out from Nueva Espana or Mexico which was the fourth to exploit Magellan's discovery of the Pacific Indies. Ferdinand Legaspi, the expedition commander was commanded by the Royal Audiencia to spread the Roman Catholic faith and send back to Spain spices and wealth. Cebu, specifically the island of Panay, became Legaspi's choice of settlement. But unlike the South Americas, Manila had no gold or "easily exploitable wealth" (Doeppers, 1972, p 772). Instead, it was an established trade port that made Legaspi propose a trade with China. So, a move of the seat of operations became inevitable in 1571. Urbanisation started to occur only during the Spanish period where coastal villages were turned into coastal clusters or settlements with at least 10,000 engaged beyond agricultural activities. These are called ciudades for cities and villas for towns. Their purpose had

Rome's Religious History Essay Example | Topics and Well Written Essays - 3000 words

Rome's Religious History - Essay Example In fact, Beard, North and Price (1998) did not provide any definition of 'religion' in their work on religions of Rome because according to them, modern categories for thinking about religion are coloured by Christian ideas. They would not, therefore, be applicable for understanding the religion in ancient Rome. This was the same idea espoused by Imber (2007). Meanhile, Dumezil and Krapp (1996) described Roman religions as not only influenced by other religions, but influenced them as well. The worship of certain gods became the special concerns of certain parts of society, all of which needed attention to assure Rome's success in war, civil administration, and the production of food and goods. In trying to identify "religion" in the Graeco-Roman world, James Rives (2006) said the concept of "religion" does not seem to be a part of their traditional culture although it perhaps began in the second century. The religious history of Rome started from mythical origins, with its character and development running through the later Republican centuries with pagan response, to the coming of new religious forms during the centuries of Roman imperial rule (North, 2000). There were 12 or 15 major deities of the Romans familiar from art and myth where some are more popular than others (Rives, 2006) For example, it is said that the rural god, Silvanus, appears in more than 1,100 inscriptions from the western empire. In categorizing Roman deities, Mirza and Tsang (2007) virtually adopted the same ones of Turcan (2002) as follows: religions of the family, religions of the state, and religions in the imperial age. The only difference is that while Turcan (2000) promised to look into Roman religions the way Romans looked at them, Mirza and Tsang (2007) said they are exposing Rome for what its religions were. This paper looks into Roman religions from both stances of various authors. Finally, it presents the difficulties involved in studying Roman religions and makes a conclusion on this issue. Aspects of Roman Religions Numina. Religions in ancient Rome combined several different cult practices and embraced more than a single set of beliefs. The Romans originally followed a rural animistic tradition in which many spirits or gods were each responsible for specific, limited aspects of the cosmos and human activities. The early Romans referred to these gods as numina. For example, there were different numina for ploughing, for horses, and for cattle. There were no temples or statues, but the rites were clean and simple and they were practiced with an exactness believed pleasing to gods (Mirza and Tsang, 2007). Influences. Early in the history of the Roman Republic, foreign gods were imported especially from Greece, which had a great cultural influence on the Romans. In addition, the Romans connected some of their indigenous deities with Greek gods and goddesses. As the Roman Empire expanded and included people from a variety of cultures, there were more and more gods. The legions brought home cults originating from Egypt, Britain, Iberia, Germany, India and Persia. The cults of Cybele, Isis, and Mithras were particularly important. The ancient Roman beliefs and practices continued, including the worship of the lares and penates or spirits specific to a family, with altars in the home, the festivals such as the Lupercalia and Saturnalia, and a complex system of lucky and unlucky days (Mirza and

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

The Importance Of Being Ernest Character Analysis English Literature Essay

The Importance Of Being Ernest Character Analysis English Literature Essay The way Wilde characterized the characters in this play, chiefly Jack Worthing, displays these people as uptight and serious that wouldnt put a toe out of line. This initial characterization of Jack would seem to the audience a character that should belong in a drama, but Wilde added to Jack the extra quirk of being found in a handbag, and thus not knowing who his actual parents. Wilde did this first display and to ridicule the Victorian dogma stressing normalcy and their frowning upon that which, seems to display a contempt for the ordinary decencies of family lifeà ¢Ã¢â€š ¬Ã‚ ¦ (Lady Bracknell, Act I, pg. 134). Wilde uses the circumstances of Jacks abandonment to symbolize both Jacks ambiguous social status throughout the play and to emphasize his mobility within social circles, whether that is up or down. The handbag that baby Jack is perfectly used to symbolize this ambiguity, for this bag was has all the trademarks of normalcy: Thus, this commonplace container contains a baby of uncommon origin. There is no coincidence that this ordinary handbag/baby container is discovered in a cloakroom, for these pieces of apparel can all be worn to conceal ones true form, face, or identity. The Victoria Station has prevalence to this play as well. The western trail, including the Brighton line, led to the wealthier parts of London while the eastern road led to places like Chatham and Dover, which were more impoverished. Wilde uses the fact that the baby Jack is at the intersection of these two lines to literally put him in an identity crisis. Does he come from a poor common family or a rich aristocratic one? Lady Bracknell chose to look on the negative side and judge him as common until proven noble (indecently exposing Wildes contempt for the aristocratic propriety and downright snobbishness). There is however another, more positive way to interpret his discovery at Victoria Station. Trains are all about moving people to the places where they need to be. Wilde uses Jacks presence at Victoria Station to be a comment on his social status, suggesting that he has great social mobility; that he may have success in climbing up the social ladder to a prestigious position. This is foreshadowed by the fact that hes found specifically on the Brighton line, the road that leads to the richer parts of town. And indeed the story of  Earnest  is about Jacks social advancement. In fact, Wilde reveals at the end that Jack is a true member of the aristocracy as part of the Moncrieff family, which makes him a worthy husband for another aristocrat, Gwendolen. So the scene of Jacks orphaning contains aspects, like the ordinary handbag and the cloakroom, to show that he may seem common, but with the hint of an aristocratic background, through which Wilde reveals Jacks true social identity. The most prevalent reason the characters in  The Importance of Being Earnest lie is to get out of social or familial duties, to instead do something more enjoyable. Not surprisingly, only a few characters hold honesty in high regard. However, the viewer can see how hard it is for Wildes characters to set things straight once theyve lied about them. As the situation gets increasingly complicated, Wilde must weave more complex lies for his character to get out of the tangles of their previous lies. Perhaps the most striking thing is that none of the characters ever shows true remorse or guilt about lying. The first examples of lying are the two imaginary people created by Jack and Algernon, which Wilde uses to symbolize the empty promises or deceit of the Victorian era. Not only is the character Ernest anything but earnest for the majority of the play, but he also doesnt even really exist! This makes Jacks creation of him doubly deceitful. Bunbury sounds as ridiculous and fictional a s he actually is. Both of these figments of fantasy allow Jack and Algernon to live a lie; so as to seem as if they uphold these high moral standards, while in reality are gallivanting around without suffering any repercussions. Jack takes it a bit farther since he actually impersonates his so-called good-for-nothing brother. Even when Jack and Algernon are caught in their lies, they never suffer any real punishment. That they can both kill off their imaginary alter egos or friends without much to-do, shows Victorian societys real values; the Victorian era did not value honesty, responsibility, or compassion for the under-privileged (neither Lady Bracknell or Algernon exhibit much pity for Bunbury when he dies), but only style, money, and aristocracy. It is appropriate that the nonexistent characters of Ernest and Bunbury show how shallow are the Victorians real concerns. It seems that Wildes main point in  The Importance of Being Earnest  is to criticize Victorian society by showing how shallow and hypocritical is it. What do aristocrats do all day? Sit around, drinking tea, taking shallow gossip, and even gallivanting around under false pretence. What does Lady Bracknell want to see in Jack, her future son-in-law? Money, property, stylishness, and an aristocratic name. She cares little for his character. As the play goes on and we see just how shallow everyones desires are, and we tend to laugh. Wilde does not allow his tone to get too heavy or dark. Instead, we find the characters in  The Importance of Being Ernest  amusing.