Lesson Plan on Present Perfect and Past Simple

The switch between the present perfect and the past simple is one of the most challenging aspects for English learners. There are a few reasons for this: Students use a language — such as German, French or Italian — which uses its version of the past simple and the present perfect interchangeably.Students find the difference between specific past experience (past simple) and general experience (present perfect) difficult.Students speak a language in which tense usage is much more loose such as Japanese. This lesson focuses on the switch by first narrowing the choices down to either the present perfect or the past simple. It asks students to first ask questions about general experience with ever and then drill down to the specifics with question words such as where, when, why etc. Aim Becoming more proficient in switching between the present perfect and the past simple Activity Number 1 Asking about experiences # 2 Writing about experiences Level Lower-intermediate to intermediate Outline Begin the lessons by speaking about your own experiences in a general way. Be careful not to give any details about these experiences. In other words, keep to the present perfect. I find topics such as travel, education, and hobbies work well. For example: Ive been to many countries in my life. Ive traveled in Europe and Ive visited France, Germany, Italy, and Switzerland. Ive also driven a lot in the United States. In fact, Ive driven through almost 45 states. Ask students to ask you questions about the specifics of some of your adventures. You may need to model this. However, students will hopefully be able to catch on fast and keep to the past simple. On the board, create a timeline showing past to present with some of your adventures. Put question marks above the general statements, specific dates above specific statements. Point out the difference between the two. You can use the ​tense time charts on this site as well. Introduce the question Have you ever ... for general experience. Review information questions in the past simple to focus on specific experiences. Model a few question-and-answer exchanges with students switching between Have you ever... followed by information questions When did you ..., Where did you ..., etc. when students answer in the affirmative.   Have students complete exercise one with partners or in small groups.   Moving around the class, listen to these conversations helping when necessary. To continue, ask students to fill in the worksheet following the example provided. Move around the room making sure students are switching between the present perfect and the simple past in writing. Exercise 1 Use the present perfect with Have you ever... to ask your classmates questions. When your partner answers yes, follow-up with information questions in the past simple. For example: Student 1: Have you ever been to China?Student 2: Yes, I have.Student 1: When did you go there?Student 2: I went there in 2005.Student 1: Which cities did you visit?Student 2: I visited Beijing and Shanghai. buy a new cartravel in a foreign countryplay football / soccer / tennis / golfwork in a large companyfly over the oceaneat something that made you sickstudy a foreign languagelose your money, wallet, or purseeat snailsplay an instrument Exercise 2 Write a few sentences on each of these topics. First, begin with a sentence using the present perfect. Next, write a sentence or two giving specific details. For example: I have learned three languages in my life. I studied German and Italian when I was in college. I also learned French when I visited the country for a three-month French language program in 1998.   Hobbies I have learnedPlaces I have visitedCrazy food I have eatenPeople I have metStupid things I have boughtSubjects I have studied

Intesectionality Gender, Race and Gangs Essays - 2452 Words

Intersectionality: Gender, Race, and Gangs Introduction In much of social science research, gender, race, class, and other dimensions of identity are treated as discrete variables, to be studied and measured separately. In recent years, however, feminist sociological theorists have argued that race, gender, class, and other axes of identity must be treated as overlapping and intersecting forms of oppression. Kimberlà © Crenshaw, (1989) was among the first to articulate this theory, and coined the term â€Å"intersectionality† to describe it. Intersectionality has emerged as a major paradigm of research in women’s studies (McCall 2005). In her book Black Feminist Thought, Patricia Hill Collins argues that we must understand â€Å"race, class, and†¦show more content†¦Through in-depth interviews with 20 female gang members in Columbus, Ohio, Miller (1998) found that women often have difficulty being accepted as gang members. Many attempt to show â€Å"masculine† leadership qualities, such as being tough, able to fight, and being willing to engage in criminal acts for the gangs. Beliefs that women are weaker than men, however, mean that women have a harder time proving their commitment to the gang. Nevertheless, women might also gain acceptance through connections to influential, high-status men – a route to acceptance that is less available to men (Miller 1998). Women’s participation in crime within the gang is also different from men’s. Though girls are involved in less serious forms of delinquency, gang boys are still more likely to be involved in the most serious forms of crime, such as drive-by shootings and gun assaults. This is due both to the deliberate exclusion of girls from these types of crimes and the fact that young women themselves often use gender as means of avoiding crimes they find dangerous or morally dubious (Miller and Brunson 2000). The lesser involvement of girls in more serious forms of crime, however, can lead to the devaluation and mistrea tment of female gang members because they are perceived as less valuable to the gang. Female gang members are also more likely to be sexually mistreated than male gang members (Miller 1998). Given these

Two poems by Archbishop Jien Free Essays

Two poems by Archbishop Jien (Carter, p. 171, poem 327; p. 172, poem 330) and two by Shunzei’s Daughter (Carter, p. We will write a custom essay sample on Two poems by Archbishop Jien or any similar topic only for you Order Now 175, poem 341; p. 176, poem 342) â€Å"plumb the depths of your intent without laying it [the situation] bare† (Kamo no Chomei, p. 3, No. 6) to depict mankind’s paradoxical approach to the moon: seeking reassurance and companionship in its permanence and predictability, despite it being an uncertain mystery, inaccessible directly and impossible to control nor fully understand. The poets merely provide a stark glimpse of the situations in which the speakers find themselves, so that the reader must fill in with his or her resonance to complete the poetic experience. The speakers’ attempts to escape their predicament by seeking fulfillment in the deceptive permanence of the moon are left hanging incomplete, creating in turn for the reader an atmosphere embroiled with lack of fulfillment and the mystery of the moon, which probes the reader’s depths of intent to understand as best he can. The sense of lack of fulfillment upon which the poems end creates a vacuum into which any careful reader fills to restore the equilibrium. The lingering sense of incompletion creates an atmosphere that â€Å"hovers over the poem† (Fujiwara no Shunzei, p. 3, No. 7), â€Å"plumb[s] the depths of [their] intent†, thereby extending the reader’s frame of mind into a realm â€Å"distinct from its words† (Shunzei, p. 3, No. 7). All four poems possess this quality. In Jien’s poem 327 (Carter, p. 71), the moon sets before a lone traveler has had enough of the moon’s company and beauty manifested in its reflection in the mountain spring water he was drinking, as his cupped hands suggest. As honkadori from Ki no Tsurayaki’s poem 171 (Carter, p. 105) on â€Å"Parting, composed upon bidding farewell to someone with whom he had talked near a spring on a mountain road†, it reaffirms the instinctive human desire for any type of company, human or not-Monk Saigyo even makes a companion of solitude: â€Å"If not for solitude,/how dismal my life would be! † (Carter, p. 167, poem 318). In this case, the floating, unanswered to last line â€Å"leaving me still wanting more† conveys the speaker’s loneliness and desire for his trustworthy but only temporarily graspable (through reflection) companion the moon. The consciousness of such emotional attachments and desires indicates the timelessness of the emotions, perceptions, and aesthetic sensibilities of past poets, to which humanity has been responding even till now. Furthermore, the experience is not restricted to one specific context; Tsurayaki’s speaker was not satisfied with the brief human contact, but Jien’s speaker made do with the inanimate moon. That the experience transcends not only minds but also contexts reinforces it. All this was not laid out bare. The speaker in Jien’s other poem (Carter, p. 172, poem 330) calls out for someone to understand his sorrow and looks to the moon for an answer. His exposure to the indiscriminate, sharp and harsh â€Å"bright gleam† of the moon suggests through a heightened monochromatic contrast and the fact that no one responds to the speaker’s resounding question spoken out loud in this darkness delineates the individual alone in the stark, empty world, on a clear, dark night. Whether or not he answers his question remains ambiguous until one recalls that the moon shining in the darkness has long since been a symbol of Buddhist enlightenment within this transient world of suffering and sorrow. He wonders till he gazes up and his senses seem to drown in the bright gleam of the moon. The reader can imagine that he will follow the gleam of the moon-the moon which is always there, but still subject to mutability and likely to bring sorrow until one arrives at the point of detachment. In Shunzei’s Daughter’s poem 341 (Carter, p. 75), a lover departs such that his bodily absence creates a vacuum for which the lady tries to compensate by opening the door to let the moonlight stream into the room. The man has his attachments elsewhere, so despite being â€Å"reluctant† to leave, there is nothing he can do, and his body allows him to be only at one place at one time. In stark contrast, right after he leaves, the moon floods the lady’s room, detached, impartial and fair to all, sharing its infinite light with all beings everywhere. The moonlight automatically streams in through open doors-there is no need to wait, as a woman then had to wait for a lover who might not come. Hence, in place of any explicit sadness the lady might harbor due to her lover’s absence, the moon in the sky at the break of day (as well as the lover’s absence) creates a sense of aware that anticipates the sun’s drowning out of the moon with the start of another day. This quiet, stark morning atmosphere, again distinct from the words of the poem and was not laid out bare, invites introspection before the day wakes up the rest of the living beings. Lastly, Shunzei’s Daughter’s poem 342 (Carter, p. 176), the speaker, with â€Å"wait! † calls for the autumn moon not to proceed into the course it follows as autumn deepens and winter approaches. Familiarity with the moon has made the speaker comfortable with personifying the moon as if it is a friend. However, the constant upon which the speaker has always relied-the moon’s nightly cruise through the sky-will now change with the seasons. The speaker is thus confronted with the difficulty of reconciling the uncertainty of the future with the comfortable familiarity of the past. This foreboding uncertainty of the future is embodied in â€Å"Now I cannot be so sure/ of seeing you travel/through the same old sky again/as I did so long ago† which is left hanging with no suggested solution. The only constant is change, and every change results in more uncertainty. That the poem does not lay everything bare points toward the uncertainty it embodies. In all four poems, the tendency to search for a resolution in the seemingly permanent and dependable moon is a paradox the speakers in the poems face. The moon’s circular shape is itself symbolic of its predictable cyclical patterns, rising and setting, waxing and waning at specific times. Appearing nightly in the sky, people know that it is always there, and is the same one seen from anywhere, anytime. In fact, despite its predictability, it is still mutable and hence subject to unpredictable changes, for instance, in its course (poem 342). In addition, the moon cannot be grasped tangibly, only accessed indirectly through its reflection in the water (poem 327), its visible presence in the sky (poems 330, 342) and its moonlight filling in the room (poem 330, 341). As a result of all this, its fluidity of movement and appearance across time and its inaccessibility contradicts the widespread believed-in permanency of the moon’s being. Furthermore, due to its inaccessibility, the moon was to past peoples an object of mystery they could neither control nor fully understand. Nevertheless, many, as illustrated by the speakers in the poems, turned towards it for answers and understanding. The moon does not argue, frustrate, or make you wait. Visible from anywhere in the world, its constancy, predictability and amorality make it an easy source of solace, reminiscent of Izumi Shikibu’s â€Å"What am I to do/if the man I have waited for/should come to me now–/not wanting footsteps to disturb/the snow of my garden court† (Carter, pp. 23, poem 218). The empty hands (327), empty mind (330), empty room (341) empty future (342) in all four poems respectively, and the prominent, mystifying, quiet figure of the moon-the paradoxical emblem of mutability and permanence-prove that without â€Å"laying it bare,† a lingering bareness distinct from the words â€Å"plumb[s] the depths of your intent†, invoking a reaction. An experience may be eternalized in the words of a poem, but it is what has been left unsaid that triggers the common biological response that ties all humanity. It is the collective resonance by readers across temporal, spatial and situational contexts to the experiences depicted in the poems, and to the universal, ironic attraction to the all-embracing moon that demonstrates the timeless universality of these emotions amongst humanity these past poets illuminate. How to cite Two poems by Archbishop Jien, Papers

Was The American Revolution A True Revolution free essay sample

Essay, Research Paper Was the American Revolution a True Revolution? In 1789 the American Revolution came to an terminal, when the Constitution was ratified. But was this revolution truly a revolution? Many renowned experts on revolutions have argued whether or non the American Revolution was in actuality a revolution. Did the American Revolution cause societal, political, and economic alteration? And were they revolutionary? The American Revolution was a true revolution in political, societal, and economical facets. The American Revolution although it was lead by the elites, did do societal alteration. The American Revolution was led by the elites of that clip. The elites detested the monarchy they had rebelled against because it had oppressed them. They decided to stress in their new authorities, that the person is the most of import entity and authorization is non to be followed, and that the natural rights of the person can non be violated by authorities. We will write a custom essay sample on Was The American Revolution A True Revolution or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The natural rights are fore male parents spoke so extremely of were the rights of life, autonomy, and the chase of belongings. This was a major societal alteration because for the first clip individuality and engagement in authorities was being promoted by the authorities philosophies. The societal alteration can be said to be radical for it had neer happened in a authorities. Another alteration that the American Revolution brought was a political 1. The Americans who were under a monarchy that supported mercantile system felt that their new authorities needed alteration. Very small power was reserved for the authorities and the power that was given, had cheques and balances attached to it in order to maintain one subdivision from going excessively powerful and to do certain the electorate had the control. They set up this type of authorities to maintain all the power out of the custodies of one individual. Hence making a republic alternatively of a monarchy. Richard Buel, Jr. brings this up in his reading, saying that there was much vacillation about making this, because what was to halt the people # 8217 ; s maltreatment of what power they were given? It is apparent that the authorities and political values changed drastically from what they had been earlier and for that ground it was radical. Economic alteration besides took topographic point due to the American Revolution. Prior to this rebellion, the settlements were the â€Å"motherland’s† manufacturers. This type of system was a mercantilistic 1. In this type of system the motherland’s manufacturers would merely provide them and wouldn’t receive anything in return. This did non let the business communities of the settlements to go rivals in the trading market that existed. After the American Revolution, the 13 settlements became 13 separate states. Now they were unfastened to vie and became involved in the trading market. After the Revolutionary War, the fatherland felt as though they had been betrayed, so they closed all the ports and trade paths to them. Due to this lockout, â€Å"America’s fishing industry was decimated, † provinces Howe, in his reading. Many doors were closed to the new states ( because of the â€Å"motherland† turning their dorsums to them ) , however these 13 states progressed to go one state. When discoursing this issue, it may be wise to compare the American Revolution with other revolutions of the same clip. In his reading, Robert Dartnon states that the Gallic Revolution was based on a will to construct a new universe from the ruins of the government that fell apart in the summer of 1789. This is non so different than the # 8220 ; new universe # 8221 ; formed by the 13 settlements. One thing that didn # 8217 ; t alteration was the position of bondage. As Gary Nash provinces, slavery received protection from the new national authorities. To reason, the American Revolution did do alteration. The revolution brought societal, political, and economic alteration. This is apparent in the fact that there were long permanent alterations afterwards. Socially, the multitudes were given rights that the authorities could non go against and a sense of individuality, which is the quintessential American value, born out the American Revolution of the eighteenth century, was now present. Politically, the American Revolution brought much alteration. The new cheques and balances insured that a monarchy would neer be as it did earlier. Economically, the new state was now unfastened to go a rival and go a celebrated power in the trading market. The American Revolution brought all of the alterations required. The American Revolution initiated a moving ridge of enlighten political militants that transformed the universe political tradition. And for that ground the alterations that the American Revolution brought can be considered radical.