Asking Questions Lesson Plan Lower Levels for ESL

Many beginning-  to lower-intermediate students are do well expressing themselves in positive and negative sentences. However, they often run into problems when asking questions. This is due to a number of causes: Teachers usually ask questions in class so students dont get enough practice.Inversion of the auxiliary verb and subject can be especially tricky for many students.Present simple and past simple require helping verbs whereas positive sentences do not.Students are unsure of what they should ask.Cultural interference such as the desire not to ask direct questions as it is considered impolite in a students culture. This simple lesson focuses specifically on the question form and helps students gain skill while switching tenses in the question form. Aim: Improving speaking confidence when using question forms Activity: Intensive auxiliary review followed by providing questions for given answers and student gap question exercises. Level: Lower-intermediate Outline: Focus on auxiliary verb usage by making a number of statements in tenses the students are familiar with. Ask students to identify the auxiliary verb in each case.Ask a student or students to explain the underlying scheme of the object question form (i.e., ? word Auxiliary Subject Verb). Have students give a number of examples in different tenses.Distribute the worksheet to students in class.  Focus on the use of time expressions as key to understanding correct tense usage with the gap fill exercise.Ask students to complete the first exercise on their own.Write a few sentences on the whiteboard. Ask which questions might have elicited  this answer.For example:  I usually take the subway to work.Possible questions: How do you get to work? How often do you take the subway to work?  Split students up into pairs. The second exercise asks students to provide a suitable question for the response given. Each group should come up with possible questions.Follow-up check of questions ei ther by circulating through the student pairs or as a group.Ask students to each take the second exercise (one for Student A the other for Student B) and complete the gaps by asking their partner for the missing information.Solidify question forms by quickly playing a verb inversion game using the various tenses (i.e., Teacher: I live in the city. Student: Where do you live? etc.).Practice some small talk focusing on basic questions. Asking Questions Worksheet Fill in the gap with the correct helping verb. Base your answers on the time expressions in each question. When ______ she usually leave for work in the morning?Where ______ they stay on vacation last summer?What _____ he doing for school at the moment?_____ you continue to study English next year?Who _____ you going to visit when you go to Greece next summer?How often _____ you usually go to the movies?When _____ you get up last Saturday?How long _____ she lived in your city? Ask an appropriate question for the response A steak, please.Oh, I stayed at home and watched tv.She is reading a book at the moment.We are going to visit France.I usually get up at 7 oclock.No, he is single.For about 2 years.I was washing up when he arrived. Ask questions to fill the gaps with the missing information Student A Frank was born in ______ (where?) in 1977. He went to school in Buenos Aires for ______ (how long?) before moving to Denver. He misses _______ (what?), but he enjoys studying and living in Denver. In fact, he _____ (what?) in Denver for over 4 years. Currently, he _________ (what?) at the University of Colorado where he is going to receive his Bachelor of Science next ______ (when?). After he receives his degree, he is going to return to Buenos Aires to marry _____ (who?) and begin a career in research. Alice ______ (what?) at the University in Buenos Aires and is also going to receive ______ (what?) next May. They met in _____ (where?) in 1995 while they were hiking together in the ______ (where?). They have been engaged for ________ (how long?). Student B Frank was born in Buenos Aires in ______ (when?). He went to school in _______ (where?) for 12 years before moving to ______ (where?). He misses living in Buenos Aires, but he enjoys ________ (what?) in Denver. In fact, he has lived in Denver for ______ (how long?). Currently, he is studying at the ______ (where?) where he is going to receive his _______ (what?) next June. After he receives his degree, he is going to return to _____ (where?) to marry his fiance Alice and begin a career in ______ (what?). Alice studies Art History at the ________ (where?) and is also going to receive a degree in Art History next _____ (when?). They met in Peru in _____ (when?) while they _______ (what?) together in the Andes. They have been engaged for three years.

Allegory and Truman Show - 774 Words

Allegory and Truman Show The Allegory of the Cave has many parallels with The Truman Show. Initially, Truman is trapped in his own â€Å"cave†; a film set or fictional island known as Seahaven. Truman’s journey or ascension into the real world and into knowledge is similar to that of Plato’s cave dweller. In this paper, I will discuss these similarities along with the very intent of both of these works whose purpose is for us to question our own reality. In his Allegory Plato shows us how a man ascends from the darkness of a cave to the light of the outside world. In this ascent Plato’s man passes through four distinct stages of cognition: from imagination, to belief, understanding, and finally knowledge. Imagination In this†¦show more content†¦However, his reality is now based on these objects vs. what is truly real. In Truman’s second phase he starts to believe that something is wrong with his world based also on his perception and his common sense. First, his father Kirk who had been written out of the show years earlier sneaks back onto the set. This sends Truman into a teenage flashback of his last moments with Lauren a girlfriend that had tried to tell him the truth before she was written off to Fiji. He also notices that the radio is following him around and people all around him are acting very strange. At this point he does not know what is wrong but he knows he is onto â€Å"something big† as he tells his â€Å"best friend† Marlon. Understanding Some might disagree at precisely which point Truman â€Å"sees the light† and begins to understand what is really happening. Like with Plato’s cave dweller the process of understanding is a slow one. â€Å"He will require to grow accustomed to the sight of the upper world. And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves†¦Ã¢â‚¬  In the same way Truman’s accent into understanding was a slow process. The scene where he notices that his wife is crossing her fingers in one of their wedding pictures is that crucial moment. From that point on we get the feeling that he has gone from assuming there was something wrong toShow MoreRelatedEssay on Allegory of the Cave/Truman Show Analysis856 Words   |  4 PagesAllegory of the Cave/Truman Show Limited Knowledge, truth (or revelation), reality, and idealism are some of the common themes expressed in Plato’s Allegory of the Cave and the film â€Å"The Truman Show.† The differences can be found in the way Plato allows some of the prisoners to remain unknowing, by giving them an almost fear-like stance involving the truth of their world, and how to free themselves. Another is that the â€Å"false† world is created on different premises, either to create a safe anRead MoreSynthesis of Truman Show and Platos Allegory of the Cave1440 Words   |  6 PagesCritical Analysis of The Truman Show and Platos Allegory of the Cave When The Truman Show was released in 1998, it was just another popular Hollywood flick, but its story is closely related to Platos Allegory of the Cave. The plot line for the movie follows this classic tale in many ways, some more obvious then others. As with most cinematic treachery, the movies similarities are no coincidence. The writers drew from Platos classic because it is such a universal story and is somethingRead More Parallels Between The Truman Show and Platos Allegory of the Cave866 Words   |  4 PagesParallels Between The Truman Show and Platos Allegory of the Cave The movie, The Truman Show is about a reality television show that has been created to document the life of a man who, adopted at birth by a television network, is tricked into believing that his life, his reality, is normal and the environment that he lives is real. It is set in a town called Seahaven, which is essentially a simulation of the real world similar enough to the outside world that the viewing audience can relateRead MorePhilosophical Principals Exemplified in The Truman Show and in the Allegory of the Cave807 Words   |  4 Pagesit is important to question any information that is given to an individual, instead of blindly accepting the majority opinion and giving it full credibility and validity based on other people’s opinions. Plato’s work, The Republic introduces the allegory of the cave, which is metaphorical scenario that attempts to explain the importance of questioning norms that may seem trivial. Plato illustrates a cave where bounded prisoners h ave lived all their lives in seclusion, away from the outside worldRead MoreThe Allegory Of The Cave1249 Words   |  5 Pagesas the allegory of the cave. Plato once wrote, How could they see anything but the shadows if they were never allowed to move their heads? (Plato) In The Truman Show, created in 1998, the man that controls Truman Burbank s life says, We accept the reality of the world with which we re presented. It s as simple as that. (Nichol) The allegory portrays mankind as prisoners. Said prisoners are chained up and forced to watch the shadows that are shown on the wall in front of them. Truman BurbankRead MoreTruman s Life Is Real For Many Reasons1480 Words   |  6 Pages1. Truman begins doubt whether or not his life is real for many reasons. The first reason being the light that falls from the sky, which he’s never seen anything like that before and has no idea what to think about it. Another reason is that Truman sees his father who â€Å"diedâ⠂¬  in a boating accident when he was a child. Truman seeing his father is what really pushed him over the edge into realizing that nothing in his life was actually real. The third thing that pushed him to question hisRead MoreThe Allegory Of The Cave, By M. Scott Peck Essay1592 Words   |  7 PagesSharmili Lakshmanan Dr. Mary Margaret Lobb HUMN 1301 September 26, 2016 The True Reality â€Å"Choosing a Map for Life,† by M. Scott Peck, â€Å"The Allegory of the Cave,† by Plato, â€Å"The Truman Show† and â€Å"Salvation† by Langston Hughes describe the views and perspective of the reality in our world. We have to get out, discover the world around and revise it. By setting up a map or goal and revising it in the world, will make us to control our perceptions and draw close to the realityRead MoreThe Themes Adresses in the Allegory of the Cave Essay843 Words   |  4 PagesExplain the Themes addressed in Plato’s allegory of the Cave, Making particular reference to the Theory of Forms There are several themes represented in the allegory of the cave, one of the first themes you come across while reading the Allegory of the Cave is ignorance. 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On television, it is largely debated which show was the first â€Å"reality TV show† since some may class them anywhere from game shows to documentaries, such as â€Å"Survivor† or â€Å"COPS†. Reality TV centers around characters who engage in current day life and situations, often true situations which are unscripted and spontaneous, captivating audiences by putting them in the shoes of cast members to see if they judge situations

Microsoft Outlook® User Manual Critique Free Essays

Microsoft Outlook ® User Manual Critique The objective of this paper will be to evaluate Microsoft manual for Outlook ®. According to Torkzadeh (1988), author of The Quality of User Documentation, â€Å"User documentation is an important tool for communications. It enhances the value of an application to the user and in turn, improves user satisfaction† (p. We will write a custom essay sample on Microsoft Outlook ® User Manual Critique or any similar topic only for you Order Now 99). When designing a manual Ganier (2007) suggests in his article, Comparative User-Focused Evaluation of User Guides, the strategy for a user manual should focus on 3 characteristics: format, structure, and its content. Ganier in his article also includes the criteria for measuring the quality and efficiency of the manual as, â€Å"attractiveness, practicality, simplicity, and efficiency†. The critique of the Outlook ® user manual will not evaluate the criteria using a weighted score for each criteria on a scale of 1 to 5, where 1 is very bad and 5 is very good (Ganier, 2007).Instead, it will provide a written critique of the Outlook ® user manual based upon Ganier’s identified characteristics and criteria. Assessment of the Design Strategy The first characteristic of the Outlook ® user e-manual is format. Since the Outlook ® user manual is in electronic format or e-manual, it can be launched from the application by pressing the F1 key on the keyboard. The cognitiv e workload required to utilize the function of the e-manual is minimal. Structure, the second characteristic, refers to the layout of the information and how users access the information based upon their knowledge.New users will typically access the information linearly; in a step-by-step fashion whereas, more experienced users will access the information by function. There is no â€Å"Getting Started† section on the main menu with directed instruction for new users. The Outlook ® manual is focused toward the experienced user, who would be searching for instructions to perform a particular function. The last characteristic of the design of the Outlook ® user e-manual is content, which includes prominent headings, the use of vocabulary the user can comprehend, and the combined use of text and illustrations.The Outlook ® e-manual contained very good content. It has step-by-step instructions that are easy to follow with a mixture of applicable illustrations. The manual uses clear and concise language which is easily understood; however, the only drawback is a lack of illustrations in the manual’s headers. Assessment of Criteria The first criterion Ganier identified for measuring the quality and efficiency of a user manual is attractiveness. (Merriam-Webster’s, 2010) defines attractive as â€Å"arousing interest or engaging one’s thought, consideration, etc†.Attractiveness is a subjective measurement which attempts to measure the ability of a manual to entice users to access it. The attractiveness of the Outlook ® user e-manual is minimal and the format is very simplistic. The headers are basic, but functional, and the lack of graphics or icons to help identify the topics makes the appearance less attractive and approachable. By using icons along with the headers, it would improve the overall look, making the document look more appealing and approachable. When clicking on a high level header for â€Å"creating messages†, the user is presented with a list of submenu topics from which to choose. The submenu topics have a third level of headings with instruction options for creating an e-mail message. The actual instruction is presented to the user after clicking on 3 levels of topics and sub-topics. It contains an explanation of creating an e-mail with step-by-step instruction and includes a good combination of illustration and white space.Practicality, the second criteria, as it applies to a user manual or an instruction, is whether or not the manual or instruction is designed and applicable to actual use. Overall, the manual is useful if the user is looking for instruction on performing a specific task. The user e-manual does a good job of explaining the various functions of the Outlook ® application. The tool bar menu items include navigation buttons which allow the user to easily move the focus of the manual back one page at a time or by clicking on the home button, to return to the first page. Simplicity is the lack of complexity, r intricacy, (Merriam-Webster’s, 2010). The Outlook ® user e-manual fulfills the definition of simplicity in its ability to reach a diverse target audience, with the ability to read and understand the content. Both basic and advanced users can utilize the search function of the manual to find instructions on the topic being searched. Basic tasks, such as creating an e-mail, or tasks for more advanced users, can easily be found in the manual. The user e-manual lacks overall efficiency as it does not give the user the ability to accomplish a task with ease and speed.The user e-manual should allow the user, no matter what their experience level with the application, to be able to access the information in the most efficient manner. The Outlook ® user e-manual headings are not in any particular order and the user must scan the headings to find a specific topic. If the headers were sorted alphabetically, finding the topics would be more efficient. Once the information is found the instruction are clear and concise, and include the appropriate amount of illustrations along with step-by-step instructions. ConclusionThe Outlook ® user e-manual is designed to be used in conjunction with the Outlook ® application. The manual has good content and is relatively easy to use, with the exception of the need to drill down to multiple sub-headings. The search function of the manual provides an easy way to find information on a particular topic if the reader knows what they are searching for. The lack of icons to illustrate the headings, and the headings not being sorted alphabetically detracts from the attractiveness and the overall usefulness of the document. Both beginning and advanced users of the Outlook ® application can benefit from reading the user e-manual. With the lack of a â€Å"Getting Started† section it makes utilizing the document for new users a little more tedious for progressive learning. The actual step-by-step instruction contains detailed and accurate information, which is attractively designed with the appropriate amount of whitespace and illustrations. Overall the user e-manual enhances the value of the Outlook ® application and helps the user improve their knowledge in using the application.References Torkzadeh, G. 1988, Fall). The Quality of User Documentation. Journal of Managment Information Systems, 5(2), 99-108. Ganier, F. (2007). Comparative User-Focused Evaluation of User Guides: A Case Study. J. Technical Writting and Communications, 37(3), 305-322. Attractive. 2010. In Merriam-Webster Online Dictionary. Retrieved Nov 23, 2010, from http://www. merriam-webster. com/dictionary/attractive Simplicity. 2010. In Merriam-Webster Online Dictionary. Retrieved Nov 23, 2010, from http://www. merriam-webster. com/dictionary/ simplicity Outlook ® is a registered trademarks of the Microsoft © 2010 How to cite Microsoft Outlook ® User Manual Critique, Papers

Important Role of Management Research-Free-Samples for Students

Question: Analyse the role of the Practitioner-Researcher in Business Organisations by Comparing three Management research studies included in this unit. These examples demonstrate the value of Management Research and its Practical Application. Answer: Management and Business Research Management research plays an important role in decision making processes related to any type of business. It is essential as it enables a person to make better decisions because he or she is aware of the various intricacies and concepts that are a part of managing a business. Businesses succeed or fail based on the decisions taken by these people in the organization(Nassar 2016). A common theme among all the three readings is that they assume that international projects are aimed to principally benefit organizations that send expatriates. However, the expatriate in itself does not have the same goals as the organizations themselves. The expatriate is found to have personal interests such as career growth in addition to other personal interests as well. Another key focus area common to all the three examples is that they focus on cross cultural training practices for all expatriates. Cross cultural training promotes self-confidence in individuals and teams through empowering them with a sense of control(Johnson 2016). The three examples are also different from each other in that their central focus happens to be at three completely different things. The first one tries to view career implications from a international point of view. The second one focuses a lot more on the host country while the third one is very specific in its discussion about western and Nigerian expatriates. A manager will probably not find all the three examples to be of equal value. This is due to the fact that all the three examples differ from each other in their way of data collection as well as the comprehensiveness to the readers. References Johnson, G. (2016), The Importance of Cross Cultural Training, Available at https://www.linkedin.com/pulse/importance-cross-cultural-training-gracie-johnson-lopez/. [Accessed 27 November 2017] Nassar, A. (2016), The importance of research in an organization., Available at https://www.linkedin.com/pulse/importance-research-organization-anwar-nassar/.[Accessed 27 November 2017]