Lesson Plan on Listening free essay sample

Students match words with heir definitions. (5 minis) Activity 3: Listening for gist. Students listen to the recording in order to find out who these women are, check whether their predictions were right or not, make some notes about what they are famous for. Then students discuss it with a teacher. The teacher writes on the board names of these women. (e. G. Picture A- Rosa Parks. ) (10 minis) Activity 4:Listening for specific information. Students listen to the recording one more time and fill in the gaps. Students say their answers.Teacher writes correct answers n the board. (7 minis) Activity 5: Summarizing listening text, practicing vocabulary. Students answer the questions according to the listening texts. Teacher writes correct answers on the board. (5 minis) Activity 6: Discussion, practicing speaking and vocabulary. Students should think of any heroes of the 20th century, choose two people and think of their personal qualities. Then they should tell the rest of the class who they chose and why. We will write a custom essay sample on Lesson Plan on Listening or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students are supposed to use the vocabulary taught In the lesson. 15 mils) Lesson Plan on Listening By Arkansan Learning objectives: by the end of the lesson students will be able to identify main Technique: individual work, whole group. Activity 1: Lead-in. Students look at photos and say if they know who the women are in the photos and why they are famous. (3 minis) Activity 2: Pre-teaching vocabulary. Matching exercise. Students match words with qualities. Then they should tell the rest of the class who they chose and why. Students are supposed to use the vocabulary taught in the lesson.

States by Edward Said Essays

States by Edward Said Essays States by Edward Said Paper States by Edward Said Paper Taylor Stephan Section 2 Exam â€Å"States† 1. Edward Said emphasizes the scattered, alienated nature of the Palestinian people. In my opinion, Said clearly displays that it is unfair to ask â€Å"What is it you Palestinians want? †. Palestine, once recognized as a country and a community, is now shattered into a plethora of pieces. These pieces, or people each with memories and experiences, were sprinkled all across the world. It would seem impossible to share national pride when one’s country does not technically exist. Palestinians do not have a unified home where they can share their sense of culture and their similar beliefs. Many Palestinians â€Å"speak of awdah (return)† (650). They want to restore their country, and glue together the broken pieces. Even if Palestine could be restored as a country, would it ever be the same? One cannot erase history. The Palestinians can never truly regain what they want, which is their identity and ethnocentricity. Questions can easily be misinterpreted. Misunderstandings due to poor communication have appeared throughout history. For example, in the 1940’s, America threatened Japan with an embargo, unless they cut relations with Japan. The Japanese mistakenly took this as a threat to their national security. The confusion caused the attack on Pearl Harbor, which is an extremely important event in American history. Japan and the United States were opposing forces, but trade held together the peace. This misunderstanding caused more hostility between the two groups. 2. Said explains that the photograph ignites negative, yet positive feelings about the condition of the Palestinian people. Said shows that this picture reflects symbols of vulnerability and disarray throughout the Palestinians. This shabby house, near Senjel, is covered with weeds. It appears to be out of place under the coverage of the trees. Said is very passionate for his own people. He has a great deal of emotional discomfort seeing a photographic display of the dislocation of his own people. I do not know what it feels like to lose my identity and be viewed through a skeptic’s eyes. Although this picture does not appear to incite certain emotions and feelings in myself, it is plausible for Said connect his feelings. Said understands the meaning of displacement with regards to his people’s history. Extra Credit: I can still remember the tragedy of September 11th. I was in second grade. All of the students were immediately sent home or picked up by their parents. I did not understand the images on the news. It almost seemed like a surreal action film. My aunt was on a flight to New York City that day, but luckily she arrived safe. I respect the people and rescue crew involved during September 11th. I think they displayed a deep sense of care for fellow Americans. I hope that the directly affected families have some sense of peace all of these years later.

Latino Culture Research Paper Example | Topics and Well Written Essays - 500 words

Latino Culture - Research Paper Example Further, Latinos have considerably different histories, cultural approaches and contemporary social problems (Suarez-Orozco & Paez, 2008). â€Å"Latinos are not a simple racial or ethnic group, but they are the product of a distinctive civil society† (Hayes-Bautista, 2005, p.5). Latinos are generally described by governmental policy models as: a racial group, a language group, a group with strong affilitation to their traditional culture, a dysfunctional minority group, or an urban underclass. However, the core element of Latinos is the continued presence of a Latino civil society, which provides Latino children with their initial experiences in the social world, teaches them right and wrong, duty, early concepts of civic responsibility, and first notions of personal identity. There is a great heterogeneity among the different groups of Latinos, their experiences depending on various factors such as â€Å"race, color, gender, socio-economic status, language, immigrant status, and mode of incorporation into the United States† (Suarez-Orozco & Paez, 2008, p.4). The social practices and cultural models of multiculturalism contribute to the experiences, perceptions and the range of behaviors of both immigrant and native-born Latinos in ways unprecedented during earlier large-scale immigration. The racial and ethnic categorization of Latinos has high stakes political and economic implications such as civil rights, equal opportunities, and affirmative action. Mainland Puerto Ricans and immigrant Dominicans indicate a high level of transnationalism, evident in the economic, political and cultural strategies adopted by diasporic people. They lead double lives with double loyalties, living alternately between their island and the mainland; remitting large sums of money to their homeland, continue to participate in political processes there, and periodically visit their homeland to maintain their social and cultural ties. Transnational behavior, and alternately