Michael Moore Capitailism a Love Story Review Essay

The film Capitalism: A Love Story is a documentary by Michael Moore which outlines the negative effects capitalism has on modern society. Moore points out that capitalism gives people the opportunity to make a lot of money and to have a high standard of living. However, for many workers, making an income to support a family can be quite impossible. At one time, you could find a secure job and live a good life, but capitalism has evolved into a system of greed where only the rich get richer, and the middle class get poorer with no chance to better themselves. This review will analyze the positive and negative impacts of capitalism shown in the film, as well as provide my comments as to why I enjoyed the film. Capitalism gives us the freedom to do what we want and to make what we want of ourselves. It gives one the opportunity to work as much or as little as one wants, and to have the ability to make more money than others. At one time, if you worked hard, you could make a lot of money, and you could purchase a house, cars and many material possessions for yourself and your family. One could argue that even today, with a good education and a secure job, one could enjoy the benefits of a good life. Thus, corporations provided jobs, infrastructure and security for its employees and subcontractors. However, corporations have evolved and will continue to evolve. In some cases, modern companies have evolved positively where they can profit and, at the same time, treat all employees including CEOs fairly. Some such businesses are run democratically by all the workers, who also own the company, because they have an equal say and vote in the running of the operation. These worker-owned companies, such as the bread company in California, provide a good income for all their workers. The employees share equally in the profits, and profit sharing is not dependent on the position one holds. One owner commented that the more hours one works toward the benefit of the company, the more one shares in the profit. Detrimentally, many corporations have evolved negatively where the CEOs are only concerned about filling their own personal pockets with increasing profits and not caring at all about the well-being of their employees. Michael Moore eagerly points out the negative impacts capitalism has on society. Capitalism no longer provides people with the long-term sustainability needed to support themselves and their families. A good example of this is when Moore speaks out about his hometown of Flint, Michigan, and the GM plant where most of the citizens worked. When the automotive company shut down, the workers lost their jobs, and they had nowhere to turn for money. Moore alluded the reason the plant shut down was for the CEOs’ benefit because they were trying to make more profit, while not giving a second thought for the welfare of the people of Flint. As a result, many families lost their homes, and Flint became an abandoned city. Capitalism does not care about the average person because it is a system where corporations compete for higher profits and more benefits for the rich CEOs. If the GM plant in Flint was planning to close, and there was any regard for its employees, why was there no effort made to retrain employees with skills needed for other jobs so that they could continue to support their families and debts? In fact, CEOs of large corporations lobby and influence government policies to permit special tax cuts and bonuses allowing corporate officials to make more money, and in return, greedy government officials also benefit by receiving corporate favours and benefits. Thus, Wall Street and government officials help fill each other’s bank accounts.

Africa Essay

Africa Essay When students study civilizations, economics, healthcare or any other topic – most of the examples they get is the African countries. Unfortunately African countries have the lowest life level and are forced to survive in this environment. Hence, there are situations when a student is asked to write an Africa essay, Africa term paper, Africa research paper and Africa dissertation. In order to succeed in this rather easy assignment – a student has to conduct a research on the African environment according to his topic. For example, if he needs to write a research paper on African healthcare – he needs to possess some information on the conditions they live in, and what actions are made to increase the level of life in Africa. African society is struggling to survive, and we need to acknowledge that. So when writing an Africa essay, or Africa term paper – we have to mention that we realize their horrible environment, and are willing to help them overcome their difficulties. The assistance and help actions which are conducted right now are also worth mentioning. A good hypothesis for the Africa research paper, Africa dissertation etc should be stressed on the desire to help Africa, increase their level of life and provide economic, healthcare assistance and aid. Also you can implement elements of an cause and effect essay, and analyze the actions that are made to improve the African society, and what impact does it have on countries outside of Africa. Feel free to express your own, personal opinion on Africa, and how others should provide help in Africa. May be you have your own way to assist them besides sending money, food and clothes. Feel free to investigate and provide novelty solutions. Your Africa paper is a place where you can implement your creativity and imagination. Your professor will surely value your desire to add something to the things which are done right now, and your desire to make the world a better place. CustomWritings.com can write your Africa essay and Africa research paper for you. If you require assistance in any topic concerning Africa – you can easily ask CustomWritings.com for help. We guarantee that we will have an expert write your paper, and make sure he delivers a top quality Africa paper. Here is a list of the most popular essay topics on Africa: Apartide in South Africa The Prospect of Direct Investment in South Africa HIV and Aids in Africa: A Growing Epidemic Why was Africa colonised in the years 1870-1914? Famine in Africa Racism In South Africa Conflict Prevention in Africa: expectations with regard to the African Union Etiology and control of common scab on potatoes in South Africa Cause and Effect of Imperialism in Africa in the 19th Century Colonialism in 20th Century Africa: To speak of collaborating with and others as resisting the colonial incursion is to blur reality Should the study of African politics be approached differently to the study of politics in the West? The African Bushmeat Crisis African History and Culture Comparison of African Empires in Islam A Slave Market in Africa African Trade Floor Crossing in South Africa Art and Music of sub-Saharan Africa African Presence in Ancient America The Nuba Tribe of Africa Voodoo: From Africa to New Orleans Indeginous African theatre (Barney Simon) The New South African Constitution Prisoners Rights In South Africa Religion in Africa

Characteristics of Shakespeares History Plays

Characteristics of Shakespeare's History Plays Many of Shakespeare’s plays are historical, but only certain plays are categorized as such. Plays like Macbeth and Hamlet are historical in setting but are more correctly classified as Shakespeare tragedies. The same is true for the Roman plays (Julius Caesar, Antony and Cleopatra and Coriolanus), which are all based on historical sources. So which plays are classified as Shakespeare histories and what are their common features? Sources of Shakespeare's History Plays Most of the Bards  English history plays, as well as Macbeth and King Lear are based on Holinsheds Chronicles. Shakespeare was known for borrowing heavily from earlier writers, and Holinsheds works, published in 1577 and 1587, were a key reference for Shakespeare and other authors of his day, including Christopher Marlowe. Interestingly, Holinsheds works were not particularly historically accurate either but instead are considered mostly fictional works of entertainment. If produced in the modern day, both Shakespeare and Holinsheds writings would probably be described as based on historical events but have a disclaimer that they were edited for dramatic purposes. Common Features of the Shakespeare Histories The Shakespeare histories share a number of things in common. First, most are set against medieval English history. The Shakespeare histories dramatize the Hundred Years War with France, giving us the Henry Tetralogy, Richard II, Richard III and King John- many of which feature the same characters at different ages. In all his histories, indeed in all his plays, Shakespeare provides social commentary via his characters and plots. The history plays say more about Shakespeare’s time than the medieval society in which they are set. For example, Shakespeare cast King Henry V as an everyman hero to exploit the growing sense of patriotism in England. His depiction of this character is not necessarily historically accurate. For instance, theres not much evidence that Henry V had the rebellious youth that Shakespeare depicts. Were Shakespeare's Histories Accurate? Another characteristic of Shakespeares histories is, for the most part,  theyre not historically accurate. In writing the history plays, Shakespeare was not attempting to render an accurate picture of the past. Rather, he was writing for the entertainment of his theater audience and therefore molded historical events to suit their prejudices or preferences. Shakespeare'sPlays and Social Commentary More subtly than his comedies and tragedies, Shakespeares histories provide contemporary social commentary. His plays offer a view of society that cuts right across the class system. These plays present us with all kinds of characters, from lowly beggars to members of the monarchy. In fact, it is not uncommon for characters from both ends of the social strata to play scenes together. Most memorable is Henry V and Falstaff who turn up in a number of the history plays. All in all, Shakespeare wrote 10 histories. These plays are distinct in subject matter only- not in style. The histories provide an equal measure of tragedy and comedy. The 10 plays classified as histories are as follows: Henry IV, Part IHenry IV, Part IIHenry VHenry VI, Part IHenry VI, Part IIHenry VI, Part IIIHenry VIIIKing JohnRichard IIRichard III

Brazil, Russia, India and China (BRIC) are seen as the key new players Essay - 1

Brazil, Russia, India and China (BRIC) are seen as the key new players in the global economy - Essay Example The economic potential of BRIC countries is such that they could exceed the combined economies of the richest countries and become among the four most dominant countries in the world by 2050. The combined GDP of the BRIC countries of 18,486 trillion dollars make them the fastest growing emerging markets in the world (Murray, 2006). Among the BRIC countries China proved to be the most dominant and progressing, which is considered by others either as a threat or an opportunity. The current paper will briefly discuss the influence of BRIC countries on the global economic development with special emphasis on China as one of the largest and most promising markets (Rao, 1998). Despite the BRIC countries are not a political alliance as the European Union or formal trading association as ASEAN, their cooperation and combined actions are directed toward improving the political cooperation to confront the increasing influence of the United States in the major trade accords. It is expected that in the near future Brazil and Russia will become the dominant suppliers of raw materials for India and China that in their turn will become the dominant suppliers of manufactured goods and services (Goodman, 2005). In such a way, these four countries shown below might form the ideal combination of suppliers and manufacturers to provide the rest of the world with necessary goods and services. Table 1 in the Appendix shows the comparison between BRIC countries and G7 countries in terms of GDP. While in 2015 BRIC countries will have much less combined GDP of 13,653 US$ billions than G7 countries (GDP of 33,414 US$ billions), then by 2050 BRIC countries will be twice more p owerful in economic terms expecting 128,324 US$ billions in comparison to G7 GDP of 66,039 US$ billions. By entering the world economy and introducing changes and innovations in such fields as education, foreign investments, domestic

Time Series Analysis Essay Example | Topics and Well Written Essays - 1000 words

Time Series Analysis - Essay Example This presentation can be used to model many time series procedures and as an identifying tool of a model in the auto- covariance function. ARIMA (1, 1, 1) vs. ARIMA (0, 1, 2) The ARIMA models as observed help in fitting provided data with the condition that the data is not stationary. There are many models of the ARIMA but in our case we will discuss ARIMA (1, 1, 1) and ARIMA (0, 1, 2) looking at the trees presented with relevant discussion about them. ARIMA (1, 1, 1) is also referred to as the mixed model, this is due to the fact that as depicted from the graphs by the 9 trees, we see he features of both the autoregressive and moving average models brought together to form a single model. ARIMA (1, 1, 1) which is non-linear in nature can be used to define the data set that shows unpredictable bursts, outliers and extremely flat stretches at quite irregular time intervals (Cromwell, 1994). The data may have been collected from the economic unit variables like those for the pricing of items like onion\ns and their variations in the market. The research may have also been conducted in conjunction of other extreme models like the Gaussian Mixture Transition (GMTD), Mixed Autoregressive (MAR) as well as MAR-Autoregressive Conditional Heteroscedastic (MAR-ARCH), the differences are determined and graphs depicting differences depicted as in the Trees 1-9 ARIMA (1, 1, 1). The graphs represented by the numbers and the progress show an eliminating trend with quite seasonal fluctuations as shown from the fittings in the Box-Jenkins hence residual series (Vandaele, 1983). The figures and graphs from the trees 1-9 are employed in testing for non-seasonality or seasonality in the respective stochastic trends with the appropriate filters being used through the Box-Jenkins model examining the same. Trees 1-9 show us that the Lagrange multiplier (LM) is used to define ARCH while the value parameters are quantified using Expectation maximization (EM) (Cromwell, 1994). The figur es, graphs and diagrams show a case where out of sample forecasting the first and the second steps and there after a naive approach devised in forming a conclusion. With ARIMA (0, 1, 2) on the other hand, we ask ourselves how the data would look like, and the pattern that would exist. As shown by the trees 1-9, the data is non-stationery as show by the linear filters and transfer functions indicating smoothing potentials. From the tools, that is the plots of data and both the PACF and ACF, the evidence for the claims above are vividly observable by the graphical trends and the trends by ACF of residuals, standardized residuals and p values for Ljung box (Cromwell, 1994). The models of ARIMA (0, 1, 2) as opposed to that of the ARIMA (1, 1, 1) has its parameters estimated using a statistical software with the outputs indicated on the representation showing outputs for parameter estimates, test statistics, goodness of fits, diagnostics and residuals. All the above parameters are highly non-stationery as well (Vandaele, 1983). In both the models, it is to be determined whether they fit data by correctly extracting all information and ensuring that residuals as shown are a white noise. The key measures in both the models are the ACF, standardized

Phonetics and Phonology Essay Example | Topics and Well Written Essays - 3000 words

Phonetics and Phonology - Essay Example This paper examines the nature and purpose of the traditional system of phonetic notation and analysis which is based upon units of analysis called â€Å"segments†. It outlines the usefulness of this concept, and also its limitations, especially in the light of modern technologies which provide a wealth of very detailed scientific data on how sounds are produced by the human organs of speech. The concept of â€Å"coarticulation† is presented against the background of these traditional and more modern methodologies for analysing human speech, and finally Laver’s (1994) view of coarticulation is evaluated in depth using examples from English and a few other languages. When a person speaks in any human language the sound emerges in a stream without any clear breaks between words. This is of course very difficult to analyse in one fluid stream and so scholars over the years have had to devise a method of breaking human speech into component parts. A fundamental distinction between vowels and consonants is one of the most obvious that can be made and forms the basis of standard phonetic notation. Vowels are sounds which emerge in a stream of air coming through the mouth and consonants are sounds which occur when this air is interrupted, or stopped by one or more of the speech organs such as the vocal cord, tongue, lips and teeth. A vowel and consonant occurring together are termed a syllable. These distinctions are represented in the world’s alphabets by various systems of written symbols, so that most people are familiar with these simple concepts. In phonetics there are more precise terms to describe the nature of the stops, and there are s everal notational systems such as the International Phonetic Alphabet which capture individual phonemes. These international conventions are very useful for distinguishing between the sounds of different languages, or of different speakers using the same language. All of these descriptors of small parts

Usage Involved The Area Of Simple Present English Language Essay

Usage Involved The Area Of Simple Present English Language Essay This report was compiled to examine Simple Present Tense (SPT) use with beginner ESL students, aged 7-10 years old, attending Primary school. Ideally class sizes consist of 5-10 students, all L2 learners. The purpose and structure of SPT is highlighted. SPT differences with other languages and SPT difficulties faced by ESL students are outlined. SPT activities from introductory lessons through to higher proficiency have been discussed. Definition of Simple Present tense: The tense of a verb that expresses action or state in the present time and is used of what occurs or is true at the time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past, and that is sometimes used for future events (Merriam-Webster, 2003, pg.982). These are not so much the meanings of the simple tenses themselves as the meanings which they gain in particular contexts. It is only the tense plus the context which can be said to express a certain temporal or aspectual meaning such as repetition, habit, or generality. The tenses themselves do not carry such specific meanings. If they did, then context would not be necessary for interpreting the time reference of a verb (Pennington, 1988, pg.). Simple Present tense is used to discuss: Repeated actions and express the idea that an action is usual. The action can be a hobby, a daily occurrence, a scheduled event or something that happens regularly e.g. I play soccer. It can also be something a person often forgets or usually does not do e.g. She never goes on holidays. Habitual is a common term used to describe the meaning of this term, which has come under scrutiny. What constitutes habitual action is determined completely by experience, and not at all by language especially not by the tense of the verb (Pennington, 1988, pg.53). Facts or generalisations It indicates that the speaker believes that a fact was true before (past), is true now (present), will be true in the future e.g. Spiders have eight legs and is timeless. It is also used to make generalizations about people or hings e.g. Vanessa is boring (Pennington, 1988, pg.53). Past and Future events Simple present is used to talk about the past or future and is described in a very immediate way, bringing the past or future into the present, including them as part of the present reality of the speaker and the hearer. As pointed out by Brown and Levinson (1978), shifting to the present tense is a way to show deference and positive regard towards the hearer, making a good story which pulls [the hearer] right into the middle of the events being discussed, metaphorically at any rate, thereby increasing their intrinsic interest; (p. 111). (Pennington, 1988, pg.52) http://www.englishpage.com/verbpage/simplepresent.html Structure of Present Simple sentences I base He You form She verb + S We of It They verb (+) Subject + verb + (+) Subject + verbS + (-) Subject + DONT + verb + (-) Subject + DOESNT = verb + (?) DO + subject + verb + (?) DOES + subject + verb + (WH)WH Q + DO + subject + verb +.. (WH) WH Q + DOES + Subject + verb + WHO + verbS WHO + verbS (Singalovski, 2008) Spelling When you add S to the verb you have to pay attention to spelling. 1. think + s 2. catch + es When the verb ends with s, sh, ch, x, z or o we add es. 3. stay + s fry Æ’Â   fries (Singalovski, 2008) Description of differences between English and Korean Korean language is spoken by 60 million people in North and South Korea. With an additional 5 million emigrants speaking the language worldwide in China, Japan, North America, and the former Union of Soviet Socialist Republics (Renaud, 2002, pg.1). The phonetic system, the syntactic structure, and semantics between English and Korean differ so greatly that the transition from one language to the other requires enormous efforts from the learner. More specifically, in relation to simple present tense, Korean learners typically struggle with the following disparities: In English, the word order is SVO (subject-verb-object), while the basic pattern of a Korean sentence is SOV (subject-object-verb). Although Korean has case-marking morphemes to designate the cases of the nouns and shows a more flexible word order, the predicate always comes at the end of a sentence (Cho, 2004, pg.33). In Korean the subject of the sentence is left out if it can be implied by the context, whilst in English, sentences need explicit subjects (Worldlingo, 2011). In Korean language new words are created by combining simple words, without changing their form (agglutinative). Words are created by adding suffixes to the basic part of the word (stem). Suffixes attached to a verb stem indicate things such as verb tense (past, present, or future), verb aspect (complete, repeated, or continuing), and honorification (marking of the relative status of the person addressed to or referred to from the speaker or addressers point of view-an elder, a stranger, a close friend) (Renaud, 2002, pg.4). In English the following third person pronouns are commonly used he, she, it, her, him (singular) and they, them (plural) . In Korean there are two third person pronouns used, male and female; the female form sounds awkward, and is mostly used when translating texts. Korean originally had only one third person pronoun for both genders, meaning it. However it has increasingly been interpreted as a male pronoun used for both genders. Although in recent years the pronoun the female counterpart is slowly gaining ground due to the influence of translations from European languages, it is almost restricted to specific styles of written language, because Korean generally uses subject less or modifier + noun constructions (Worldlingo, 2011). Generally forms used to denote third person in Korean are not separate lexical items, but rather are formed by combining the demonstrative pronouns i = this, ku =that and ce =that (over there), with bound nouns. The deictic use depends on the distance between the referent and the speaker. They indicate respectively, close proximity, middle proximity and distant proximity (Iksop, Ramsey, 200, pg.90,91). In Korean verbs in the present tense do not take -s in the third person singular. Korean learners of English commonly fail to ensure there is subject-verb agreement, by missing inflected endings in writing and speaking (Cho, 2004, pg.33). Many Koreans repeat the question-answer format of Korean negative questions when communicating in English. To the question, Didnt you like it? English speakers answer either, Yes, I did or, No, I didnt, whilst Koreans generally respond either Yes, I didnt like it, or No, I liked it. Native English speakers are generally perplexed by Koreans amalgamation of positive and negative elements of discourse. Korean students also experience fossilization problems when attempting to express conditionals, indirect questions, rhetorical questions and hypothetical statements, as a result of first language interference (Cho, 2004, pg.33). Clearly, the difficulties Korean learners have in learning English are not limited to just Koreans. Students of any nationality may experience difficulties due to language difference, culture gaps, and the discrepancy between their language ability and their overall maturity(Cho, 2004, pg.36). . . Difficulties simple present tense poses to learners Parrott (pg.195, 2010) and Wee (pg.35, 36, 2009) outline the subsequent issues, as characteristic and typical difficulties learners face with simple present tense. Omitting third person s / Omitting auxiliary verbs Errors of omission consist of the omission of compulsory elements in tense or number markers such as the omission of the grammatical morphemes. These include the omission of -s/-es/-ies for the verbs after the third person singular in the simple present tense. The copula be verb is often omitted in the simple present and simple past well as the progressive tenses (WEE, 2009, pg.351). Addition of Unnecessary Elements Unnecessary elements that are present result in errors of addition, for example, the use of redundant tense markers. Students may put -s,-es,-ies markers after the verbs that follow the plural nouns/pronouns in the simple present tense or redundantly put the -ed marker in cases where it is not necessary, for example, cuted, puted (WEE, 2009, pg. 352). Double Marking Double marking occurs when two items are marked for the same feature such as tense, for example, My neighbour doesnt likes Mary. or The thief didnt ran away when I shouted. Students may redundantly add -s, -ed or -ing forms to the verb after a modal which should be followed by the base form of a verb (WEE, 2009, pg. 352). Incorrect tense choice Errors of misformation occur when students choose the wrong forms of the words in place of the right ones. These commonly happen in cases of subject-verb agreement, for example, The men was here last night. The wrong tense may be used, for example, the use of the past tense forms to express present or future time or the use of the present tense forms to refer to past actions (WEE, 2009, pg. 352). Questions and Indirect Speech Students are often confused when they use reported questions or indirect speech resulting in the occurrence of errors of ordering. This means that the correct elements are wrongly sequenced, for example, They asked me where was the girl. Students face a lot of difficulties in using the phrasal verbs and may produce sentences like I pick up her. or I phone up him. (WEE, 2009, pg. 352) Questions and negative forms Errors arise from several possible general sources, namely interlingual errors of interference from the native language, intralingual errors within the target language, the sociolinguistic context of communication, psycholinguistic and cognitive strategies, along with countless affective variables (Brown,1980: 66). Level students are taught simple present tense and through which contexts and topics. Effectively teaching simple present tense verbs to ESL students helps to build a strong foundation for their use of the English language. The simple present tense is usually the first verb tense ESL students are taught (Teaching ESL to Adults). Students learn best when they feel safe yet challenged, when responses are accepted yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context and providing varying levels of support as students become increasingly independent and how it changes in different situations (BOS NSW, 2000, pg.8). ESL learners need an explicit, methodical and planned language program that is integrated into their general class work in all key learning areas, and that takes into account their needs and development (BOS, NSW, pg.13). English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. Communicative approaches to presenting grammar usually include a focus on meaning and use as well as form. Grammar can be taught in many ways there is no best way that suits all grammar points (Gardener, 2008, pg.39). Students are introduced to simple present tense at school (K-6) through numerous curriculum topics English, Human Society and Its Environment (HSIE), Science and Technology. Students use specific text types to practice usage of simple present tense. Each text type uses different language and grammatical features. These features are outlined in Table 1.2. This table indicates primary use of simple present tense in Report writing. In addition, Parrot (2000, pg.190), identifies past narratives and commentaries as other instances in which the simple present tense is also used. Reports and narratives are focus texts (structure, grammar and context) in the English K-6 syllabus. Grammar is used as a tool to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate (BOS NSW, pg.9). Reports are also commonly used in the following Key Learning Areas (KLAs) HSIE Significant events and people, Cultural Diversity (BOS NSW, 2006) and in Science and Technology Living Things, Earth and Its Surroundings (BOS, 1993, pg.10). The HSIE and Science and Technology syllabus highlight activities that essentially require the use of language. Students use language to pose questions, clarify ideas and communicate understandings (BOS, 1993, pg.27). Describe activities you could use for simple present tense The way in which the verb tenses are introduced can make the structure of the English Language easier for the students to understand. Whereas pre-teen and early teen children learn a language by listening and repeating what they hear, without any need to think about grammar, this facility seems to fade as everyone gets older. The older a student is the more he or she will want to analyze the structure or learn using rules. Unfortunately many rules for the English language have exceptions sometimes many exceptions (Stocker DG, 2011). Activities in a b require more direct, explicit instruction through discussion, modeling and controlled activities. Whilst c requires more implicit instruction and allows students to apply knowledge of tense in meaningful ways, through less controlled activities. Activities are conducted independently, in pairs and as a whole class, using verbal, auditory, visual, written and kinesthetic activities. Activities are implemented across all KLAs in the NSW K-6 curriculum. Introducing simple present Introductory activities- Define simple present tense to students, the structure and forms which it can take (positive, negative, yes/no, questions -wh) and when it is used. Focus on frequency adverbs, spelling and pronunciation. This can be done through discussion, asking questions and modeling. Students are taught as a whole class but also independently asked to give answers. Introductory activities need to be introduced over a series of lessons and each concept is taught independently of the others e.g. positive and negatives not taught with plurals. In between each topic follow up activities presented in b and c can be implemented. Activities Simon Says, Guessing Games What animal am I ?, Verbal Show and Tell, Songs Wonderful Tonight (Eric Clapton) Practicing and consolidating in controlled circumstances Worksheets -unscrambling sentences, cloze passages, short answer questions, changing negatives to positives, changing singular to plural. Such worksheets can be found at http://www.eslprintables.com/printable.asp?id=248248. Writing Report writing using simple present tense, using their prior knowledge of simple present tense and report writing. Teacher discusses structure and language features with students as whole class. Students are given an outline and topic and are able to construct in pairs. Routines students write their daily routines. Directions students give directions to a designated location. GAP Activities Interactive whiteboard Teachers can access interactive whiteboard activities using DET Portal, through TALE. The preceding links provide suitable simple present activities that reinforce initial concepts taught. https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10347/object/content/index.html https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10346/object/content/index.html These activities consist of short stories, followed by supporting activities to enforce the concepts being discussed. Lessons can be implemented using a combination of individual or whole class approaches. Freer practice of the aspect of language Interactive computer games- The British Council have designed this language website for K-6 students. It includes interactive games, songs, videos and short stories to assist students in developing an awareness of simple present tense. Each of these activities is supplemented with worksheets and visual arts activities. Activities can be found at the following web address: http://learnenglishkids.britishcouncil.org/en/category/language-focus/grammar-present-simple This website allows students to work at their own pace, requires minimal teacher direction and gives students instant feedback, all whilst learning through an enjoyable medium. There are numerous educational websites, however each should be thoroughly assessed for appropriateness, quality and curriculum standards. Board Games- The preceding websites provide printable board games. http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=26329 http://www.ihbangkok.com/!new/resources/present-simple-board-game.pdf Each game is supported with teacher reference notes. Each game concentrates on a different form of simple present tense. Students work together in small groups of 2 or 3. The questions in the templates can be altered, so that students are answering meaningful questions and to avoid repetition. The aforementioned activities are a small sample of activities that could be used to teach simple present tense. Multiple activities can be sourced from the internet, textbook and colleagues then manipulated and altered to suit the needs of individual students. These activities allow for both informal and formal assessment to take place and allow the teacher to continually evaluate students progress.