Teens and Consumer Behavior Essay Example for Free

Teens and Consumer Behavior Essay Shopping, is a word often used in everyday life in the context of the economy, both in the corporate world and in our household. But the same word meaning has evolved as a reflection of lifestyle and recreation on certain economic class society. Shopping also has a special meaning for teenagers. Consumptive Lifestyle The word â€Å"consumer† (as an adjective; see the suffix-if) often defined the same as the word â€Å"consumerism†. Whereas the latter word refers to anything related to the consumer. While consumptive more specifically describe the desire to consume goods that actually less is required redundantly to achieve maximum satisfaction. Indeed there has been no satisfactory definition of the word this consumptive. But the consumer is usually used to refer to consumer behavior that utilizes the value of money is greater than the value of production for goods and services which are not basic necessities. For example as an illustration, a person has income 500 thousand rupiah. He spends 400 thousand dollars in a specific time to meet basic needs. Time 100 thousand she spent on a pair of shoes because the shoes he has to work is damaged. In this case the person had not called the consumer behaves. But if he actually spend on shoes that he did not need (especially shoes he bought 200 thousand with a credit card), then he can be called a consumptive behavior. This example is relatively easy to determine whether someone has been behaving consumptive or not. But imagine someone who has income 1 million, to meet the basic needs of 400 thousand and 300 thousand are used to purchase goods that he did not need, while the rest used Untk increase its capital in the business. Whether he can be classified consumptive behavior? Consumptive Behavior Teenagers For producers, the age group of adolescents is one of the potential market. The reason is partly because one’s consumption pattern is formed during adolescence. In addition, teenagers are usually easily persuaded ad seduction, like the bandwagon to friends, unrealistic, and tend to be wasteful in using the money. The properties of teenagers is utilized by some manufacturers to enter the youth market. Among teens who have parents with a well-off economy class, especially in big cities, the mall has become a second home. They wanted to show that they too can follow the fashion that are currently outstanding. And fashion itself is always changing, so the teens are never satisfied with what he had. As a result, there emerged a consumptive behavior. From a number of research results, there are differences in consumption patterns between men and women. There is also a trait that differs between men and women in buying behavior. The differences are: Men: easily influenced persuasion seller often cheated because no patience in choosing goods have a feeling uncomfortable if they do not buy anything after entering the store kegiatran enjoy shopping less, so often a rush decision to buy. Women: more interested in color and shape, not on technical issues and their usefulness not easily swept away persuasion seller love romantic things rather than objective quickly feel the atmosphere of the store happy shopping activities even though only window shopping (just look around but not buy). This list can still be questionable whether it is true there are different styles in the purchasing between men and women. In addition, studies have been done yet to get consistent results whether or waniata teenage boys who spend more money. Are Consumptive Dangerous? Actual consumer behavior in adolescents can be understood when looking at adolescent age sebaga transition in the search for identity. Teens want their existence is recognized by the environment by seeking to become part of the neighborhood. The need for acceptance and become equal with other people the same age that causes teenagers trying to follow the various attributes that are in. Teenagers in the development of cognitive and emotion still considers that it is superficial attributes as important (even more important) with the substance. What is worn by an artist who became the idol of the teen becomes more important (to imitate) compared with hard work and effort that his idol artist to arrive at his popularity. Becomes a problem when the real trend fair in adolescents is done to excess. Adage â€Å"bigger than the pole peg† applies here. Sometimes what is required by teenagers outside his parents’ ability as a source of funds. This has caused many parents who complain when their children began to enter the world of teenagers. In this case, the behavior was already causing economic problems in the family. This consumer behavior can continue entrenched in the lifestyle group of teenagers. In the process, they will become adults with consumptive lifestyle. This consumptive lifestyle must be supported by adequate financial strength. Bigger problem occurs if the level of financial achievement was done with all kinds of unhealthy ways. Starting from the pattern of excessive work to use IM as a way of corruption. In the end the consumer behavior not only has economic impact, but also the psychological impact, social and even ethical.

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Cuisine Iran Cultural

Cuisine Iran Cultural The cuisine of Iran is diverse, with each province featuring dishes, as well as culinary traditions and styles, distinct to their regions. It includes a wide variety of foods ranging from chelow kabab (barg, koobideh, joojeh, shishleek, soltani, chenjeh), khoresht (stew that is served with white Basmati or Persian rice: ghormeh sabzi, gheimeh, and others), aash (a thick soup), kookoo (vegetable omellettes), pollo (white rice alone or with addition of meat and/or vegetables and herbs, including loobia pollo, albaloo pollo, zereshk pollo, and others), and a diverse variety of salads, pastries, and drinks specific to different parts of Iran. The list of Persian recipes, appetizers and desserts is extensive. Herbs are used a lot, as is fruit from plums and pomegranates to quince, prunes, apricots, and raisins. The main Persian cuisines are combinations of rice with meat, chicken or fish and some onion, vegetables, nuts, and herbs. To achieve a balanced taste, characteristic Persian spices such as saffron, diced limes, cinnamon, and parsley are mixed delicately and used in some special dishes. Rice It is believed that rice (berenj in Persian) was brought to Iran from southeast Asia or the Indian subcontinent in ancient times. Varieties of rice in Iran include champa, rasmi, anbarbu, mowlai, sadri, khanjari, shekari, doodi, and others. Basmati rice from India is very similar to these Persian varieties and is also readily available in Iran. Traditionally, rice was most prevalent as a major staple item in northern Iran, while in the rest of the country bread was the dominant staple. Methods of cooking rice There are four primary methods of cooking rice in Iran: Chelow: rice that is carefully prepared through soaking and parboiling, at which point the water is drained and the rice is steamed. This method results in an exceptionally fluffy rice with the grains separated, and not sticky, and also results in a golden rice crust at the bottom of the pot called tah-deeg (literally bottom of the pot). Pollo: rice that is cooked exactly the same as chelow, with the exception that after draining the rice, other ingredients are added in layers or sections of the rice, and then steamed together. Kateh: rice that is cooked until the water is absorbed. This is also the traditional dish of Gilan (described in detail below). Damy: cooked almost the same as kateh, except that the heat is reduced just before boiling and a towel is placed between the lid and the pot to prevent steam from escaping. Damy literally means simmered. Lunch and dinner (naahaar or shaam) Traditional Persian cooking is done in stages, at times needing hours of preparation and attention. The outcome is a well-balanced mixture of herbs, meat, beans, dairy products, and vegetables. Major staples of Iranian food that are usually eaten with every meal include rice, various herbs (mint, basil, dill, parsley), cheese (feta or Persian panir, derived from goat or sheeps milk, and sometimes cows milk), a variety of flat breads, and some type of meat (usually poultry, beef, lamb, or fish). Stew over rice is by far the most popular dish, and the constitution of these vary by region. Tea (chai) is the drink of choice on nearly every occasion, and is usually served with dried fruit, pastries, or sweets. You can usually find tea brewing throughout the day in most Iranian homes. Doogh, a yogurt drink, is also quite popular. One of the oldest recipes, which can trace its existence back to the time of Persian empire, is khoresht-e-fesenjan, consisting of duck or sometimes chicken in a rich pomegranate-and-walnut sauce that yields a distinctive brown color, most often served with white rice. Chelow kabab (Persian: چلوÚ ©Ã˜ ¨Ã˜ §Ã˜ ¨) is a national dish of Iran. The meal is simple, consisting of steamed, saffroned basmati or Persian rice (chelow) and kabab, of which there are several distinct Persian varieties. This dish is served everywhere throughout Iran today, but traditionally was most closely associated with the northern part of the country. It is served with the basic Iranian meal accompaniments, in addition to grilled tomatoes on the side of the rice, and butter on top of the rice. It is an old northern tradition (probably originating in Tehran) that a raw egg yolk should be placed on top of the rice as well, though this is strictly optional, and most restaurants will not serve the rice this way unless it is specifically requested. Somogh (powdered sumac) is also made available, and if desired, only a dash should be sprinkled upon the rice. In the old bazaar tradition, the rice (which is covered with a tin lid) and accompaniments are served first, immediately followed by the kababs, which are brought to the table by the waiter, who holds several skewers in his left hand, and a piece of flat bread (typically nan-e lavash) in his right. A skewer is placed directly on the rice and while holding the kabab down on the rice with the bread, the skewer is quickly pulled out. With the two most common kababs, barg and koobideh, two skewers are always served. In general, bazaar kabab restaurants only serve these two varieties, though there are exceptions. The traditional beverage of choice to accompany chelow kabab is doogh, a Persian sour yogurt drink, flavored with salt and mint, and sometimes made with carbonated mineral water. KabÄ b-e Barg (Persian: Ú ©Ã˜ ¨Ã˜ §Ã˜ ¨ Ø ¨Ã˜ ±Ãš ¯) is a Persian style barbecued lamb or beef kebab. The main ingredients of Kabab Barg are fillets of beef tenderloin, onion and olive oil. KÃ… «bide (Persian: Ú ©Ã™Ë†Ã˜ ¨Ã›Å'Ø ¯Ã™â€¡) is an Iranian minced lamb kebab/kabab which is made from ground beef (usually sirloin), often mixed with parsley and chopped onions. To cook Koobideh, first the meat is minced finely, then onion, salt, and pepper is added. These ingredients should be mixed well together for 15 minutes until the mixture become smooth and sticky. By keeping hands wet, indentations all the way down the skewer are made. At both ends should be pressed firmly to the skewer. The kebabs should be 20 cm (7-8 in) long Khoresht (Persian: Ø ®Ã™Ë†Ã˜ ±Ã˜ ´Ã˜ ª), also called Khoresh (Persian: Ø ®Ã™Ë†Ã˜ ±Ã˜ ´), is the common name of different stews in Persian cuisine which is typically served beside Polow (rice dish). In Persian cuisines there are lots of different Khoreshs based on the different ingredients which are used. In comparison with Kebabs, typically it takes more time to prepare one of these Khoreshs and for most of them, the key components are their vegetables and not their meat, therefore they can be cooked for the vegetarian people also. Persian Khoreshs have some similarities with typical Indian curries, in terms of prepartion. Iranian stews are different in that they use liberal amounts of saffron to give a very unique and fragrant taste. The most popular Khoreshs are Khoresh Gheymeh, Khoresh Ghormeh Sabzi and Khoresh Fesenjaan.

Teaching as an Art or a Science Essay -- Arts Sciences Teaching Educat

Teaching as an Art or a Science Teaching: Is it an Art, or is it a science? I think that teaching requires both art and science. They both play a role on each other, because if a teacher only demonstrates one of these types of teaching, their classroom will most likely be very boring. Teaching as an art demonstrates ways in which the teacher may use creative ways to present the material so it is fun and interesting for his or her students. Some examples are games, â€Å"hands-on† activities, and/ or movies relating to the topics being covered. In The First Year, Genevieve DeBose gave disposable cameras to her students for a†getting to know each other† activity. The point of this activity was for her students to be creative and learn about their peers. During this activity Genevieve also learned about her students, like their attitudes toward participating and some of their social skills. She could use what she learned from this activity to help plan her lessons. I agree with Gilbert Highet, who argues that in â€Å"The Art of Teaching that successful teaching must be considered an art because it involves two things that cannot be objectively and systematically manipulated: emotions and values.† (Pg 11) I feel emotions play a main role i n teaching because the emotion that is being expressed by the teacher will be reflected on his or her students. Although emotions are some main roles, you must also make sure you are teaching the correct values. In order to be a good teacher ...

Christmas, Then And Now Essay -- essays research papers

Christmas As I slowly awaken from a deep sleep, cool air hits my squinting eyes and I have the feeling that this is not a normal day. I close my eyes again and ponder for less than a spilt second then realize that SANTA CAME LAST NIGHT!!! I throw back the covers, ignoring the cold that would have kept me in bed for hours later on a normal day, and run to the Christmas tree. Without any lights on I quietly examine everything placed under the tree. I notice that Santa had eaten my cookies and drank all my milk. This made me feel as if I had accomplished something more important than world peace; I had fed Santa. All my unwrapped gifts that had appeared only overnight had a special aura surrounding them. Something magical. With a perpetual smile I sit and enjoy the look of the tree and all m...

The Matrix Essay -- Argumentative Movie Film Matrix Essays

The Matrix The Matrix is a science fiction movie about artificial intelligence computers replacing mankind. I believe that this movie is a common type of display from the media is common paranoia so that they can get a reaction from people and sell their story. In the case of The Matrix, the movie dazzles people with awesome special effects using modern computer technology, which I find ironic. I find it self-conflicting and hypocritical for the media to use modern computer technology for their own good to show people how bad technology is. Amy Bruckman and Howard Rheingold would probably find this movie interesting in that it disagrees and agrees with certain aspects about their beliefs about the use of computers. The Matrix specifically shows how advanced technology such as artificial intelligence (A.I.) may one day get out of the control of the people and become a dangerous enemy to mankind. It turns out that in the movie people believe that they are living normal lives in the 90's as common businessmen and families as we do today, when in reality the time is later in the 21st century and people are hooked up to machines in pods where they are merely interpreting electrical signals which tells them that the they are alive in the 90's. They call this set up The Matrix. The artificial intelligence machines put these people in these pods for their whole lives where they never use a muscle in their body; they only think that they are moving and living normal lives.The reason why the artificial intelligence machines put people into pods is because the sky is scorched and there is no source of electricity, so the A.I. units found an alternate source of energy: humans. The star of the Movie, Neo, is enlightened by one of ... ...ul people can benefit people. Personally, I don't believe that true artificial intelligence can ever be reached. I believe that a computer can be so advanced that it may appear to be thinking on it's own, but only because a man programmed it to think in such away. I don't think that a computer can teach itself common sense and the true ability to reason between right and wrong like humans can. And since I believe this, I see no problem in expanding technology and making online communities as Rheingold and Bruckman would. Works Cited The Matrix. Larry Wachowski, DVD, Warner Brothers, 1999 Bruskman, Amy. "Finding One's Own in Cyberspace" Composing Cyberspace Edited by Rich Holeton, San Fransisco: McGraw Hill, 1998, 171-180 Rheingold, Howard. "The Heart of the Well" " Composing Cyberspace Edited by Rich Holeton, San Fransisco: McGraw Hill, 1998, 151-163

Jean Rhys Wide Sargasso Sea

WIDE SARGASSO SEA Spoiled Rose A child is a reflection of their parents becoming a product of their environment. Childhood is the most crucial stage in life, for this is when a child is most impressionable. What is experienced, felt, and taught is what shapes a child into who they will become upon entering adulthood. Antoinette (Bertha) Mason from Jean Rhy’s Wide Sargasso Sea, is victim to mental injury, forced to grow up on her own, feeling out of place without the love and care of her mother.The loneliness and hurt she felt at a young age imprisoned her to a life of unhappiness. Eventually madness took over her which mushroomed furthermore in her arranged marriage to Mr. Rochester, who unravels her already precarious mental state. He drives her to the point where Bertha decides to take her life, believing in a deluded state it is her destiny. Her tragic life reveals the importance of growing up in a stable home environment, especially in her day, and location, given her soci al status and race, growing up stable was not a basket of roses considering her circumstances.Early on, we learn of Antoinette’s family life, with the absence of her father all she has is her mother and younger brother who suffers from a learning disabled state which prevents her from bonding with him. Then there is Christophine who is their servant, a black obeah woman who becomes of great influence to her, as well as Tia her brief and only childhood friend who is of African descent. Her mother is very distant with her, only paying attention to her sick brother.Although she was not physically abused, Antoinette suffered severe emotional abuse due to un-acceptance of others as well as neglect and lack of love from her Mother, which in some cases is more harmful because it goes unnoticed until it becomes too late. According to an article exploring the nature of victim and victimizer emotional abuse is a silent attacker. â€Å"Emotional abuse (psychological abuse, verbal abuse , and mental injury) includes acts or omissions that have caused, or could cause, serious behavioral, cognitive, emotional, or mental disorders†Ã‚  (Banks).At a young age we can see Antoinette is susceptible to these symptoms. For example her mother would shove her away when shed try to get close, â€Å"calmly, coldly, without a word† as Antoinette was â€Å"useless† (Rhys 11). This lack of being loved can affect her judgment of what love truly is, because she never properly received it. According to a file in the National library of Health- NHS Evidence, Children may experience a number of different emotional disorders. Behavioral issues such as avoidance of feared activities as well as clinginess or reluctance to separate from trusted adults may arise (NHS).At a young age we can see Antoinette is susceptible to these symptoms. As she wakes up early one morning she finds her mother’s horse dead â€Å"I ran away and did not speak of it for I thought if I told no one it might not be true. †(Rhys 10) When faced with troubled situations, she runs away and in a cognitive state, she reasons with herself denying a current situation is not real. Burying her reality is a defense mechanism she has built and constantly uses into adulthood in order cope when faced with unsettling realities, distorting her perception, memory and judgment.Antoinette also grows very fond of Christophine, as she is the only one who seems to genuinely care for her, Antoinette grows attached to her, feeling a security when she has christophine around because she is the only one who respects and protects the Cosways. Additionally growing up in Jamaica just after the emancipation act of 1833 during a harsh time combating slavery and rights, Antoinette found it difficult to fit in and find some sense of identity. She was a beautiful young white skinned Creole girl, daughter to ex-slave and plantation owners, surrounded by mainly blacks and few rich whites.Althoug h she came from a wealthy background, as she grew up her mother was not financially doing well and was fairly close to losing their plantation. Evidently her and her family was despised. She was not accepted by the black community surrounding her and underwent racism having to constantly be called a â€Å"white cockroach† (Rhys 13) by the black community. The few whites in the area also frowned upon her and her family for not being of true English descent.So although she lived in a Calibri estate surrounded by beautiful nature and ocean sun filled days, on the inside she felt out of place, fearful and lonely. Her only childhood friend Tia betrayed her leaving her further damaged by stealing her clothes and pennies, while out one day swimming unsupervised. A child needs friends and interaction with others in order to communicate and be socially inclined. Things seem to turn around for Antoinette, when her mother marries Mr. Mason, a wealthy English man, who decides to stay and renovate Coulibri.Unfortunately racial tensions arose among recent freed black slaves, escalading to a protest that ends in catastrophe. Their home gets burned down with torches; her brother injured fatally passes away, leading her mother to fully manifest insanity due to the event. At this point Antoinette’s life drastically changes she is injured and sick for several weeks. She is faced with death once more by the passing of her brother and loses her mother as she becomes mentally unstable and dies; Mr. Mason abandons them leaving Jamaica while traveling.Antoinette is sent to live in a catholic convent ran by nuns. As you can imagine this was very hard for Antoinette, although she was surrounded by others she was left their isolated. In the convent she grows a fascination with death, since it is something she is used to she begins to like the dark ominous part of religion and death. I believe Antoinette suppresses all the calamities she has had to deal with till that point . Life has not been kind to her and despite of it she still manages to keep it together although she becomes a docile human being.When she finally reaches the age of seventeen Mr. Mason visits her more and finally removes her from the convent and introduces her to his English friends. Upon this happening an arranged marriage is what is in store for Antoinette. She is married to Mr. Rochester; their marriage is more like a business pact because they do not marry on the base of love. It is apparent Mr. Rochester marries Antoinette merely for her riches. She is not in love with him but do to her docile way she becomes intoxicated with the idea of Love and having a male companion.At first Mr. Rochester is amorous with Antoinette, upon finding out about her past, which he was not aware of his attitude and view towards Antoinette changes. His indifference towards her, affects her deeply as she becomes distressed. She looks to Christophine for help, who unknowingly makes the situation with herself and husband worse. Gradually Antoinette begins to drink more, making her act out violently. Alcohol distorts the mind and suppressed feelings she has kept hidden arise.The fact that her husband had no real love or apathy for her austerely depressed her and made her sick, she became emotionally unstable. Due to the era they were in, divorce was not easy to achieve. Upon marrying Mr. Rochester She basically became his property along with all of her wealth. She was trapped and depended on her husband. She had no control of her life and she was going the same route her mother went. Mr. Rochester constantly called Antoinette Bertha, which affected her because it was not what she went by, this Bertha finally manifested herself in Antoinette. Mr.Rochester’s disdain and abandonment was the climax to Antoinette’s insanity, as she was isolated and locked in an attic. Throughout her life Antoinette suffered multiple losses, her mental health got worse as she transitioned into an adult. Her mood was low and depressing, she barely ate, and she became delusional by believing in her dreams as a true reality. I think anyone in her position would go insane and prefer to die than live in such a horrible reality. As a child she had not one positive role model to look up to, primarily her mother is at fault with how Antoinette’s life came to be.She could have been a real mother and been loving and supportive towards her daughter who always needed her. Childhood is the most vital part of life; this is when a child needs to be in a positive loving environment. Otherwise a child becomes a dysfunctional part of society as an adult, causing harm to oneself or others. Due to the treatment she received as a child, she had very low self esteem and no self worth; always accepting situations when all along she could have changed her destiny, if only she was not so weak.Ironically she turned out weak just like her mother, unknowingly becoming mentally ill, lead ing to the loss of her life. The beautiful rose she was turned black as death, never fully blooming. Works cited Banks, Ron. Focus Adolescent Services. â€Å"Bullying What Parents and Teachers Should Know. † EECE Publications, Digest EDO-PS-97-17 www. focusas. com NHS, National Electronic Library for Health. â€Å"Isolation and Mental Health† http://www. library. nhs. uk/mentalhealth/ Jean Rhys, Wide Sargasso Sea (Penguin Books Ltd: Middlesex, England, 1966).