Write a story about a person who bravely overcame his/her depression.
1. Describe briefly Sumitra’s background.
2. Describe how Sumitra met with an accident and became a quadriplegic.
3. Describe how she met a person who inspired her to live her life bravely
4. Describe Sumitra’s Changed outlook and the subsequent changes in her life.
“I believe that I am just as good as a person with legs”, Sumitra told the bewildered spectators who were also handicapped. Sitting in her wheelchair, Sumitra commanded all their attention as she narrated how she had overcome her depression. Tall, slender and beautiful, Sumitra was the most promising athlete in our school. She had competed at several interschool races and had won many medals for long-distance races.
One fine morning, as she was jogging along the road, a car swerved round the kerb and knocked her down. Sumitra lay in a coma for eight days. When she regained consciousness, she had to undergo three major surgeries. Despite sessions of physiotherapy, she was not able to move her arms or legs an inch. She was paralyzed from her neck downwards. Sumitra was devastated.
For many weeks, Sumitra was in a state of severe depression. Her family visited her in the hospital every day and did all they could to console her. However, she continued to wallow in her misery and refused to talk to anyone.
One day, as the nurse was wheeling her round, Sumitra chanced upon a young man in a wheelchair. He held a paint brush in his mouth. At her request, the nurse took her nearer. The young man, Louis, too was a quadriplegic. Yet, he had mastered the art of drawing and painting with his mouth, and was at that moment, painting a most enchanting picture.
A friendly person, Louis hit it off with Sumitra instantaneously. He both intrigued and inspired her. He taught her how to write by holding a pen in her mouth. More importantly, he taught her the most important lesson of her life – she should not allow her handicap to take control of her and restrain her from enjoying life.
With renewed enthusiasm, Sumitra learnt to love life again. In fact, her bubbling interest in life helped to encourage other handicapped people who were feeling depressed. They liked to crowd round her and listen to her lively and cheerful talk.
Showing posts with label language123. Show all posts
Showing posts with label language123. Show all posts
Sunday, February 7, 2010
Monday, March 30, 2009
The beneficial effects of games on language learning
Games can help to learn a foreign language
(The beneficial effects of games on language learning)
Games have long been used in foreign language teaching but some teachers and students may still view them with suspicion. They may think that games are just a waste of time or just a means of filling in, for example, the last fifteen or ten minutes of a class period. However, a thorough understanding of the relative merits and uses of language games will dispel such misconceptions. In fact, the use of games proves to be a good idea because of its following major contributions to the teaching and learning of foreign languages.
First, games can increase the amount of student practice and participation. As games are often played in pairs or teams they create favorable conditions for pair work or group work to take place. Since these two forms of student grouping provide students with more opportunity to use the language (with students initiating their turns-at-talk instead of waiting for them to be nominated by the teacher) it is right to say that games intended for groups of two or more than two students can increase student talking time. As far as second or foreign language acquisition is concerned, any increase in student talking time, big or small, is significant because it will help develop students’ language competence.
Second, games can generate and increase motivation, a vital factor to students’ success in language learning. A common reason for the use of games in language teaching is that they are an effective ways to interest students. Indeed, games are capable of involving students if they are entertaining, intriguing and challenging. And nearly all learners enjoy playing games or want to have fun while studying regardless of their age or level. To play games students have to rely on themselves and cooperate among themselves. It is the principle of self-reliance, cooperation and joint learning that awakes and maintains students’ interest in the lesson. As interest is a main ingredient of motivation it can be concluded that games contribute much to providing motivation to students. And of course, once students are highly motivated, they will likely study better.
Most importantly, games give meaningful practice in any of the four skills at any level of ability or in any stage of the teaching process. It is true that a library search will yield a great number of games that have been designed for students at different levels from elementary to advanced. More over, these games are intended for the practice of the four skills, namely reading, speaking, listening and writing. In addition, games can be used at any stage in language teaching and learning as warm-up activities or activities aimed at accurate reproduction and controlled or free practice. Some well-known or commonly used books of games are Communication Games series compiled by Jill Hadfield for three different levels: elementary, intermediate and advanced; Reading Games and Writing Games, both by Charles and Jill Hadfield directed at intermediate to advanced learners of Eglish; Play Games with English Henemann series including games, puzzles and quizzes for beginners and pre-intermediate learners. What is more important, games create meaningful contexts for language practice. Initially, students have to make sure that they understand the rules of the game. This requires reading or listening comprehension of the instructions as set out in the book or explained by the teacher. Subsequently, students have to discuss with their friends to solve the problem presented by the game. They have to use the language they are learning to express their opinions and to exchange ideas to reach their goal. Most of the time, their communication is based on an information gap or opinion gap, thus replicating real life communication. Games are therefore said to provide meaningful practice as students have to read, listen, speak and write for a clear purpose.
In conclusion, the analysis above shows that language games make significant contributions to students’ learning a foreign language. The value of language games lies not only in the great number of games that have been invented or in the variety of levels they serve but in the useful and purposeful language practice they provide. That is why teachers should make optimal use of games in their language teaching to increase students’ work and motivation and to offer them meaningful practice. Provided that teachers can select or design and organize good games in terms of language and type of participation, they will achieve these worthy aims.
Read related posts:
Why I want to learn English
One who is good at English grammar can write well in English?
The reasons for your study of English and the ways you have been learning it
Writing is the most difficult skills
The advantages and disadvantages in teaching English to Adult Learners
Sucessful in learning a foreign language
How can you help your students enlarge their vocabulary?
The difficulties in learning English and how to overcome them
My favorite game (sport)
language123.blogspot.com
The Kind Of Books We Should Read
Which Period In The History Of Your Country Do You Find Most Inspiring
Travel Is A Means Of Education
People And Personal Characteristics
Why Examinations Are Important
A Lesson Learnt
What Contributions Can Writers Make To The Promotion
An Adventure In A Forest
Night Market
Talk About Your New Neighbors.
(The beneficial effects of games on language learning)
Games have long been used in foreign language teaching but some teachers and students may still view them with suspicion. They may think that games are just a waste of time or just a means of filling in, for example, the last fifteen or ten minutes of a class period. However, a thorough understanding of the relative merits and uses of language games will dispel such misconceptions. In fact, the use of games proves to be a good idea because of its following major contributions to the teaching and learning of foreign languages.
First, games can increase the amount of student practice and participation. As games are often played in pairs or teams they create favorable conditions for pair work or group work to take place. Since these two forms of student grouping provide students with more opportunity to use the language (with students initiating their turns-at-talk instead of waiting for them to be nominated by the teacher) it is right to say that games intended for groups of two or more than two students can increase student talking time. As far as second or foreign language acquisition is concerned, any increase in student talking time, big or small, is significant because it will help develop students’ language competence.
Second, games can generate and increase motivation, a vital factor to students’ success in language learning. A common reason for the use of games in language teaching is that they are an effective ways to interest students. Indeed, games are capable of involving students if they are entertaining, intriguing and challenging. And nearly all learners enjoy playing games or want to have fun while studying regardless of their age or level. To play games students have to rely on themselves and cooperate among themselves. It is the principle of self-reliance, cooperation and joint learning that awakes and maintains students’ interest in the lesson. As interest is a main ingredient of motivation it can be concluded that games contribute much to providing motivation to students. And of course, once students are highly motivated, they will likely study better.
Most importantly, games give meaningful practice in any of the four skills at any level of ability or in any stage of the teaching process. It is true that a library search will yield a great number of games that have been designed for students at different levels from elementary to advanced. More over, these games are intended for the practice of the four skills, namely reading, speaking, listening and writing. In addition, games can be used at any stage in language teaching and learning as warm-up activities or activities aimed at accurate reproduction and controlled or free practice. Some well-known or commonly used books of games are Communication Games series compiled by Jill Hadfield for three different levels: elementary, intermediate and advanced; Reading Games and Writing Games, both by Charles and Jill Hadfield directed at intermediate to advanced learners of Eglish; Play Games with English Henemann series including games, puzzles and quizzes for beginners and pre-intermediate learners. What is more important, games create meaningful contexts for language practice. Initially, students have to make sure that they understand the rules of the game. This requires reading or listening comprehension of the instructions as set out in the book or explained by the teacher. Subsequently, students have to discuss with their friends to solve the problem presented by the game. They have to use the language they are learning to express their opinions and to exchange ideas to reach their goal. Most of the time, their communication is based on an information gap or opinion gap, thus replicating real life communication. Games are therefore said to provide meaningful practice as students have to read, listen, speak and write for a clear purpose.
In conclusion, the analysis above shows that language games make significant contributions to students’ learning a foreign language. The value of language games lies not only in the great number of games that have been invented or in the variety of levels they serve but in the useful and purposeful language practice they provide. That is why teachers should make optimal use of games in their language teaching to increase students’ work and motivation and to offer them meaningful practice. Provided that teachers can select or design and organize good games in terms of language and type of participation, they will achieve these worthy aims.
Read related posts:
Why I want to learn English
One who is good at English grammar can write well in English?
The reasons for your study of English and the ways you have been learning it
Writing is the most difficult skills
The advantages and disadvantages in teaching English to Adult Learners
Sucessful in learning a foreign language
How can you help your students enlarge their vocabulary?
The difficulties in learning English and how to overcome them
My favorite game (sport)
language123.blogspot.com
The Kind Of Books We Should Read
Which Period In The History Of Your Country Do You Find Most Inspiring
Travel Is A Means Of Education
People And Personal Characteristics
Why Examinations Are Important
A Lesson Learnt
What Contributions Can Writers Make To The Promotion
An Adventure In A Forest
Night Market
Talk About Your New Neighbors.
Fashions
Fashions
Nowadays the general standard of living in Vietnam is improved considerably; therefore, Vietnamese people especially young ladies, begin to take care of their looks. That is why fashions play a much/far more significant role in our life today. Living in the center of the south of Vietnam, the ladies from Ho Chi Minh City have a wide range of clothes to select from: aodais, jeans and T-shirts, blouses and skirts, dresses, trouser-suits, etc.
Generally speaking, pieces of aodai are highly appreciated on special and/or formal occasions such as celebrations of national holidays, academic conferences, professionally artistic contests, the traditional Vietnamese Tet, wedding receptions, etc.
On less formal but more common occasions, today’s women may choose western stylish clothes such as suits, trouser-suits or dresses. In a trouser-suit, a lady may look business-like at work. And she seems really charming to entertain her guests at home, being decorated by a fashionable dress or by a lovely blouse and a well-formed skirt. Her feminine features are really strengthened by the western style of selecting clothes.
On informal occasions, young ladies often appear in jeans and a comfortable T-shirt. It is much/far more convenient for them to move around in a (super)market or any kind of shops. Light and neat clothes are also suitable for picnics, barbecues or other friendly social outdoor gatherings. These clothes really make all the members of the sex of “beauty” lively and attractive.
There is no doubt that fashions do contribute to making our today’s life more beautiful and meaningful. All women, especially young ladies, have a wide range of clothes to choose from. They may choose whatever is the most suitable on a particular occasion or for a particular purpose. In addition to their general knowledge, professional training, unique personality, working experience, etc., their clothes play a significant role in leading today’s women to success both at work and at home.
language123.blogspot.com
A Day At The Market.
Fruits I Like To Eat
Caught In A Storm
A Cruise
Talk About An Interesting Cat.
Literary Or Scientific Education Is Preferable Today
My First Air Travel
The Uses Of The Hobby
Men Have Been Willing To Fight And Die For Freedom
Describe A Visit To An Interesting Exhibition
Nowadays the general standard of living in Vietnam is improved considerably; therefore, Vietnamese people especially young ladies, begin to take care of their looks. That is why fashions play a much/far more significant role in our life today. Living in the center of the south of Vietnam, the ladies from Ho Chi Minh City have a wide range of clothes to select from: aodais, jeans and T-shirts, blouses and skirts, dresses, trouser-suits, etc.
Generally speaking, pieces of aodai are highly appreciated on special and/or formal occasions such as celebrations of national holidays, academic conferences, professionally artistic contests, the traditional Vietnamese Tet, wedding receptions, etc.
On less formal but more common occasions, today’s women may choose western stylish clothes such as suits, trouser-suits or dresses. In a trouser-suit, a lady may look business-like at work. And she seems really charming to entertain her guests at home, being decorated by a fashionable dress or by a lovely blouse and a well-formed skirt. Her feminine features are really strengthened by the western style of selecting clothes.
On informal occasions, young ladies often appear in jeans and a comfortable T-shirt. It is much/far more convenient for them to move around in a (super)market or any kind of shops. Light and neat clothes are also suitable for picnics, barbecues or other friendly social outdoor gatherings. These clothes really make all the members of the sex of “beauty” lively and attractive.
There is no doubt that fashions do contribute to making our today’s life more beautiful and meaningful. All women, especially young ladies, have a wide range of clothes to choose from. They may choose whatever is the most suitable on a particular occasion or for a particular purpose. In addition to their general knowledge, professional training, unique personality, working experience, etc., their clothes play a significant role in leading today’s women to success both at work and at home.
language123.blogspot.com
A Day At The Market.
Fruits I Like To Eat
Caught In A Storm
A Cruise
Talk About An Interesting Cat.
Literary Or Scientific Education Is Preferable Today
My First Air Travel
The Uses Of The Hobby
Men Have Been Willing To Fight And Die For Freedom
Describe A Visit To An Interesting Exhibition
What have you gained from University Education?
What I have gained from University Education
No country can afford to neglect the education of its citizens. Primary, secondary, and tertiary education provides anyone with knowledge and skill, both being of equal values in today’s human life. Attending a university, I have learned to study by myself, to think clearly, to express what I want to say in a precise and condense manner, and to work well thanks to the knowledge and experience accumulated through my training at university.
My first benefit from tertiary education is the ability to learn something by myself. As you may know, self-study is a must at university. In addition to attending various classes, I have to prepare for any of them; do a lot of reading, finish all the required exercises and/or assignments, make reports, do research, take part in seminars, etc. These activities gradually build up my habit of self-study. This habit allows me to work independently and creatively in whatever field I choose to get involved in because I am able to gain further knowledge and skill through my own study.
Attending a university, I have also learned how to think clearly and express myself briefly and precisely. Time is a crucial factor influencing all aspects of modern life. More and more people lead their lives in the fast lane. To save my time, I have to think as clearly and critically as I can. To save the precious time of the receiver of my message whom I have an opportunity to communicate with, either orally or in the form of any written document, I always try my best to guarantee that what I say is brief, relevant, and clear enough to be understood immediately. In other words, I force myself to provide my listener or reader with as much information as needed in such a way that both my energy and his/her time and effort can be saved.
Last but not least, I highly appreciate the knowledge and skills I have acquired through a variety of courses at my university. Such knowledge and skill make me really competent at my work in particular and get me ready for my long and hard struggle against all the other difficulties and challenges in my own life in general. Graduating from a university, I have been well equipped with a good education which a great number of Vietnamese youths have ever dreamed of and aimed at. Such an education is the required invaluable foundation for me to climb up to higher and higher strata in society.
People may hold different views on education: it is only a waste of time to some while to others it is one of the inevitable/necessary factors strongly influencing their success or failure in life. I belong to the second group/type, highly valuing what tertiary education brings to me. Therefore, it deserves my great efforts to meet all its requirements, the initial requirements of any well-educated person.
language123.blogspot.com
Write A Passage Criticizing The Tramps’ Way Of Life
A Mysterious Thing
What Science Has Done To Make Our Lives Easier And More Comfortable
The Importance Of Examinations
Our Life Is Better Than It Was For Our Forefathers
A Man’S Education Alienates Him From His Own People
An Incident I Shall Never Forget
My Ambition
A Narrow Escape
Talk About Your New Friend
No country can afford to neglect the education of its citizens. Primary, secondary, and tertiary education provides anyone with knowledge and skill, both being of equal values in today’s human life. Attending a university, I have learned to study by myself, to think clearly, to express what I want to say in a precise and condense manner, and to work well thanks to the knowledge and experience accumulated through my training at university.
My first benefit from tertiary education is the ability to learn something by myself. As you may know, self-study is a must at university. In addition to attending various classes, I have to prepare for any of them; do a lot of reading, finish all the required exercises and/or assignments, make reports, do research, take part in seminars, etc. These activities gradually build up my habit of self-study. This habit allows me to work independently and creatively in whatever field I choose to get involved in because I am able to gain further knowledge and skill through my own study.
Attending a university, I have also learned how to think clearly and express myself briefly and precisely. Time is a crucial factor influencing all aspects of modern life. More and more people lead their lives in the fast lane. To save my time, I have to think as clearly and critically as I can. To save the precious time of the receiver of my message whom I have an opportunity to communicate with, either orally or in the form of any written document, I always try my best to guarantee that what I say is brief, relevant, and clear enough to be understood immediately. In other words, I force myself to provide my listener or reader with as much information as needed in such a way that both my energy and his/her time and effort can be saved.
Last but not least, I highly appreciate the knowledge and skills I have acquired through a variety of courses at my university. Such knowledge and skill make me really competent at my work in particular and get me ready for my long and hard struggle against all the other difficulties and challenges in my own life in general. Graduating from a university, I have been well equipped with a good education which a great number of Vietnamese youths have ever dreamed of and aimed at. Such an education is the required invaluable foundation for me to climb up to higher and higher strata in society.
People may hold different views on education: it is only a waste of time to some while to others it is one of the inevitable/necessary factors strongly influencing their success or failure in life. I belong to the second group/type, highly valuing what tertiary education brings to me. Therefore, it deserves my great efforts to meet all its requirements, the initial requirements of any well-educated person.
language123.blogspot.com
Write A Passage Criticizing The Tramps’ Way Of Life
A Mysterious Thing
What Science Has Done To Make Our Lives Easier And More Comfortable
The Importance Of Examinations
Our Life Is Better Than It Was For Our Forefathers
A Man’S Education Alienates Him From His Own People
An Incident I Shall Never Forget
My Ambition
A Narrow Escape
Talk About Your New Friend
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