Life is Beautiful A Holocaust Comedy free essay sample

An examination of the agreeableness of the comedic subject in the film Life is Beautiful, which manages the Holocaust. This paper contends that the comedic component found in Life is Beautiful is proper to the subject of the Holocaust. The restricting perspectives of Gerald Peary, a pundit for the Boston Phoenix, and the late artistic researcher Terence De Pres are additionally introduced. Not long after WWII, jokes related with the Holocaust were discovered circling in Israel. For instance, Do you know why Hitler executed himself? He got his gas charge (Mamet, 142-3). Jokes like this one are regularly viewed as improper in light of the fact that they mock an exceptionally grievous occasion and moreover outrage numerous Jewish individuals. Such individuals discover kids about the Holocaust upsetting to hear but others discover them entertaining. In this manner, this type of faulty funniness offers the conversation starter, do parody and the Holocaust blend? When managing an issue as genuine as the Holocaust, it is far from being obviously true whether a component of cleverness is proper. We will compose a custom article test on Life is Beautiful: A Holocaust Comedy? or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page

Medical and Dental Dialogue for ESL Learners

Clinical and Dental Dialog for ESL Learners English students can rehearse clinical jargon and perusing cognizance with this exchange between a patient and a dental hygienist.â Dental Hygiene Dialog Sam: Hello.Gina the Dental Hygienist: Hello Mr. Waters. Im Gina. Sick be cleaning your teeth today. Sam: Dr. Peterson has recently filled two pits. For what reason do I need a cleaning?Gina the Dental Hygienist: Well, we need to make get your teeth and gums clean and ailment free. Sam: I surmise that makes sense.​Gina the Dental Hygienist: Oral wellbeing prompts inconvenience free teeth. Sick beginning off by evacuating plaque. It would be ideal if you recline and open wide. Sam: OK, I trust its not very bad.Gina the Dental Hygienist: Everybody gets plaque, regardless of whether they floss normally. That is the reason its critical to come in two times per year for registration. Sam: (getting his teeth cleaned, cant say much...)Gina the Dental Hygienist: OK, it would be ideal if you take a beverage and flush. Sam: Ah, that is better.Gina the Dental Hygienist: OK, presently Ill apply some fluoride. Which flavor would you like? Sam: I have a choice?Gina the Dental Hygienist: Sure, we have mint, spearmint, orange or air pocket gum - that is for the children. Sam: Id like to have the air pocket gum!Gina the Dental Hygienist: OK. (applies fluoride) Now, let me give your teeth a last flossing. Sam: What sort of floss tape do you recommend?Gina the Dental Hygienist: Personally, I like the level tape. Its simpler to get between the teeth. Sam: OK, Ill recall that whenever I purchase floss. How regularly should I floss?Gina the Dental Hygienist: Everyday! Two times every day if conceivable! A few people like to floss after each supper, yet that is not completely important. Sam: (in the wake of completing the cleaning) I feel greatly improved. Express gratitude toward you.Gina the Dental Hygienist: My pleasure. Have a charming day, and make sure to floss each day - at any rate once per day! Key Vocabulary to clean someones teethdental hygienistto fill cavitiesgumsdisease freeoral healthto lead toplaqueto evacuate plaqueto flosscheck-upto rinsefluorideto apply fluorideflavorflossingfloss tapefloss after suppers

The Reasons for Rapid Population Growth in Nineteenth Century Britain

The Reasons for Rapid Population Growth in Nineteenth Century Britain The Reasons for Rapid Population Growth in Nineteenth Century Britain Number of individuals strolling the essence of earth has consistently been at steady change and the development in populace has consistently been an extraordinary issue of concern and consideration by governments and pioneers all through time, particularly whenever happened in a brief timeframe. Purposes behind fast development in populace can be licensed to a few factors, for example, richness, mortality, movement, and marriage. This regular reason once in a while gainful and now and again lamentable relying upon the conditions and areas, could be controlled in troublesome ways. In the nineteenth century Britain, the quick development in populace was one of incredible monetary, social, political, and ecological changes that laid the premise of the general public, as we probably am aware it today. Of these progressions none has end up being more critical than that of the redistribution and rebuilding of Britains populace. Moreover a translation of the reasons for segment change in th at basic period following the destruction of the old pre-mechanical populace system which prompted the cutting edge twentieth-century design in which both ripeness and mortality are especially low. After a time of uncommon stagnation from 1700 to 1740, the populace continued its typical upward pattern and a short time later somewhere in the range of 1740 and 1780, the development rate arrived at the midpoint of 4 percent to 7 percent for each decade, at that point quickened to more than 10 percent for every decade until 1911. The years somewhere in the range of 1811 and 1821 had the most quick populace development where it arrived at 17 percent for every decade. The second most noteworthy development was the decade 1871-1881, where it arrived at 14 percent. Anyway the best increment which was more than 4 million, didn't happen till 1901-1911. Accordingly the pace of increment declined significantly and the populace, having multiplied somewhere in the range of 1780 and 1840, and multiplied again toward the finish of century, rose by just around 50 percent in the following sixty years to come. The dispersion and piece of the British populace in the nineteenth century was drastica lly adjusted because of expanded populace resettlement, particularly the relocation to increasingly urban territories looking for a superior life. There was additionally a significant move in worldview concerning social mentalities, especially during the last 50% of Queen Victorias rule over Britain. Thus, during this time a move towards little family size or family restriction happened in light of the fact that adjustments in possibilities of marriage were turning into a recognizable pattern. Likewise considerable headway in social insurance assisted with improving the nature of a more beneficial life for the individuals of Britain, radically changing the odds of one living or kicking the bucket rashly. Not exclusively did the populace changed in creation, yet additionally in dispersion. Extraordinary Britains populace in 1801 was an expected eleven million, and in 1901 that number quickly developed to 37 million, with Londons populace share expanding from 9 percent to 12 percent. By 1901, Londons populace was more than twice that of Wales and marginally more than of Scotland. Among the numerous appellations applied to the nineteenth century, the time of insights would appear to be one of the most suitable. The main British populace enumeration was directed in 1801 and was in this way rehashed at regular intervals. While common enrollment didn't supplant the account of religious occasions, especially submersion and entombments, it meant that area registers lost their situation as the chief hotspot for segment enquiry. At mid century, horticulture was in steep relative decay, speaking to around 20 percent of those utilized. Assembling was holding consistent at around 33 percent, hous ehold administration contributed 14 to 15 percent and the staying 32 percent was made up from callings, for example, mining, transport, building, managing and open assistance. In addition. Before nineteenth century's over, horticultures commitment to business was close to 10 percent. In contrast to the expansion in ripeness in the late eighteenth and mid nineteenth century, the experience of the late Victorian time frame was commanded by the common decay of conjugal richness and maybe a development towards nuptiality was begun. (Woods, 1987; Wilson and Woods, 1992). Moreover, we may now expect in a way it was not open to peers that conjugal richness was decreased as the immediate result of changed conduct as opposed to some broad decrease in fertility. Examples of thought and activity were changing instead of physiology (Teitelbaum, 1984). Moreover, it is impossible that the marvel was only a consequence of the development, advertising, selection, and powerful utilization of new techniques for anti-conception medication. The elastic condom, Dutch top, and douche all opened up during the most recent many years of the nineteenth century. They were anyway rather unreasonably costly for the general use until the 1920s and 1930s when the aftereffects of review studies uncover an undeniably increasingly far reaching reception (Peel, 1963). Since it was realized that conjugal ripeness was essentially decreased, it must be expected that a mix of sexual restraint, copulation interruptus, exact us of the sheltered period and prompted fetus removal were the most probable methods by which family impediment was achieved. None of these techniques was new to Victorians, anyway the craving and certainty to utilize them were innovatory (shorter, 1973; McLaren, 1978; Sauer, 1978; Soloway, 1982). Business analysts have given one of the most significant hypothetical commitments to the investigation of ripeness, their center has tended towards the expenses and returns of having kids, the expenses and accessibility of preventative techniques, between generational riches stream, and the contention between putting resources into youngsters or buyer durables. Youngsters, particularly in customary laborer social orders, speak to a wellspring of work, salary and security for their folks. In any case, in the nineteenth century Britain, the monetary estimation of kids to their folks was far more subtle and probably far less inclined to enter any bookkeeping structure for conceptive arranging. By and large if guardians were not endeavoring to expand their richness so as to procure monetary benefits for the family wage economy, they were likewise not endeavoring, until after the 1870s, to confine their fruitfulness so as to dodge the risk of childrearing (Haines, 1979; Crafts, 1984a, 198 4b). What's more, it was likewise abnormal right now for wedded ladies to be utilized outside of the home, for reasons of custom and absence of chance consequently childbearing and raising didn't speak to a choice to working class as they do today. There is a tireless line of contention in segment hypothesis which holds that elevated levels of ripeness are important to coordinate significant levels of mortality, and in this way that when baby or youth mortality start to decrease, conjugal fruitfulness will likewise be diminished without antagonistically influencing the powerful degree of richness. That is, the gracefully of new grown-ups fit for imitating (Brass and Kabir, 1980; Teitelbaum, 1984; Woods, 1987). In this manner, mortality decrease not just encourages the decrease of ripeness, it additionally goes about as a solid prompting. Saving for the time being any thought of what causes mortality examples to change, it is as yet evident that for this specific segment component to work there must be an unmistakable time slack between the decay of mortality and richness during which normal family size will increment. Hitched couples would be affected to constrain their richness in this way abstaining from going with monetary weights which the endurance of bigger quantities of youngsters would bring. This understanding expect that there is an unmistakable order to segment change that a complex change instrument is made requiring extensive foreknowledge with respect to wedded couple and a level of conceptive arranging. In Britain, youth mortality unquestionably didn't decrease simultaneously as conjugal richness, however newborn child mortality didn't start its mainstream decay until 1899-1900 (Woods, Watterson and Woodward, 1988). It appears to be likely that the decrease of newborn child and youth mortality did in the long run help to support conjugal fruitfulness decay, yet that mortality decay was not a starting element (Reves, 1985; Coale and Watkins, 1986 , 201-33). The inceptions of the decrease of conjugal ripeness in Britain, as in quite a bit of Western Europe except for France, are to be found especially in last quarter of the nineteenth century. This much in any event is obvious from accessible insights, however there are numerous parts of this essential change in segment structure that remaining parts darken. We realize that until the 1870s British conjugal fruitfulness was steady with regular ripeness, that was to a great extent organically decided with minimal indication of equality explicit control. As a rule, the births were neither intentionally separated nor were there endeavors to forestall origination or live birth once a specific number of youngsters had just been conceived. A womens fruitfulness was affected by her physiological capacity to consider, her inclination to unconstrained premature birth, and the recurrence of copulation. The first referenced declined with age, the subsequent increment, while the last refe renced declined with the term of marriage (Bongaarts and Potter, 1983; Wilson, 1984, 1986). During the nineteenth century, life desire during childbirth in Britain improved from the mid-thirties to the upper forties and the low fifties by 1911. Of the change, most happened in the last piece of the nineteenth century and was especially clear among those matured from 5 to 25. There was next to zero decrease either in national newborn child mortality levels or in death rates for those matured 35 or more before 1900 (Woods and Woodward, 1984, 39). In any case, there were significant neighborhood and social varieties in mortality. The neighborhood contrasts were intently attached to ecological conditions

Badminton vs Tennis free essay sample

Going to the more genuine angles, both badminton and tennis are played in proficient rivalries. In the two games, players can perform underhand serves. Albeit tennis players are constantly observed to serve overhead, they are allowed to serve underhand on the off chance that they wish to, anyway at the danger of a ground-breaking come back from the rival. In indicating the similitudes among tennis and badminton, one can't neglect to make reference to that both these games started from the United Kingdom. Similarly as with numerous games, badminton and tennis help with keeping players fit. It additionally assists with holding off sorrow and stress. Besides, the activity from badminton is a decent help from a sleeping disorder and decreases the odds of affliction because of absence of rest. Badminton and tennis are played and seen all around the globe, though the achievement contrasts between nations. When all is said in done, tennis is progressively famous among western nations and badminton is increasingly best in Asian nations, for example, China. We will compose a custom exposition test on Badminton versus Tennis or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page games utilize a racquet however their structures are distinctive looking like the head and the length of the handle. Additionally, the two games have nets over which players need to hit the ball or shuttlecock, anyway badminton nets are tied at a stature of 5 feet, which is further starting from the earliest stage tennis nets. Badminton, which professes to be the second most well known game on the planet, is likewise the quickest, with a shuttlecock speed of up to 400 Km for each hour. In spite of the fact that individuals think both badminton and tennis are similar, the two are very unique from numerous points of view, however there are numerous benefits to the great game of badminton. What is badminton? Badminton can be played as a side interest or at a calling level. Numerous wellbeing organizations quote that raising your pulse for at least 30 minutes daily can keep your digestion at a sound rate. Badminton is frequently an entire body work out. At the point when you practice or even play a match, moving rapidly around the court, and swinging your racquet for the shots, you are utilizing your entire body, including muscles that you don't know about. The activities that are associated with badminton will assist with conditioning your muscles just as consume extra kilojoules and fat. Swinging Your Racquet. There are a few likenesses among tennis and badminton. On one side, tennis is a powerful game with a ball a lot heavier than a van, with bigger racquets used to hit balls on an increasingly roomy court. On the opposite side, badminton uses a van made of plumes and is played with lighter racquets on an a lot littler court. A conspicuous comparability is that both

The Stone Angel Essay -- English Literature Essays

The Stone Angel Self-Inflicted Isolation and Loneliness â€Å"I never acknowledged until this second how cut off I am.† (Laurence, 1988, 294) In the novel The Stone Angel, creator Margaret Laurence depicts a desolate elderly person by the name of Hagar. Through the span of the novel, Hagar considers back the recollections that have made an amazing narrative. Hagar is a profoundly desolate lady, and a lot of that depression is self-delivered. This psychological disconnection is brought about by her willfulness, her pride, and the visual deficiency that she has towards any supposition other than her own. Hagar Currie-Shipley is an exceptionally obstinate lady at ninety years old. She is extremely stuck in a rut, and doesn't value being determined what to do. The peruser is acquainted with this obstinacy when Hagar is brought to Silverthreads nursing home to see the area. Upon this disclosure, Hagar endeavors to flee, just to wind up lost in a woods. Notwithstanding, this tenacity is certifiably not another attribute of Hagar’s, for she has been like this since youth. I wouldn’t let him see me cry, I was so goaded. He utilized a foot ruler, and when I twitched my hurting palms back, he made me hold them out once more. He took a gander at my dry eyes in rage, as if he’d bombed except if he drew water from them. He struck and struck, and afterward at the same time he tossed the ruler down and put his arms around me†¦ â€Å"You take after me,† he stated, as if that made everything understood. â€Å"You’ve got spine, I’ll give you that.† (Laurence, 1988, 9-10) This section shows Hagar’s capacity to conceal her actual feelings, which is an apparatus that she utilizes significantly later on throughout everyday life. She later discusses having intercourse to her significant other, Bram, expressing that in any event, when she enjoyed it, â€Å"He never knew. I never let him know. I never talked resoundingly, and I made certain the trembling was all inner.† (Laurence, 1988, 81) Also, right off the bat throughout everyday life, when her sibling Dan was passing on of pneumonia, she was unable to force herself to play out his last wish. He weeped for his dead mother, and Matt had asked Hagar to wear an old shawl, to go about as their mom, and hold Dan, however Hagar couldn't bear the idea of depicting somebody as feeble as her mom. Her heart is by all accounts made of stone, much like the stone blessed messenger that her dad had imported from Italy for her mother’s grave. Hagar kept every last bit of her feelings restrained in side. After Bram kicked the bucket, she didn't permit herself to cry. It w... ...d to send Arlene to Toronto. At the point when John informs Hagar concerning the move Hagar claims to think nothing about it. John educates her that she â€Å" ‘always wager on an inappropriate horse,’ John said tenderly. ‘Marv was your kid, however you never observed that, did you?’† (Laurence, 1988, 237) it truly opens Hagar’s eyes. She understands that she has been off-base in her partiality, despite the fact that she won't let it be known until some other time after John is dead. At the point when she is lying in her emergency clinic bed numerous years after the fact, she leaves this acknowledgment alone known, telling Marvin â€Å" ‘You’ve not been crotchety, Marvin. You’ve regarded me, generally. A superior child than John.’† (Laurence, 1988, 305) Sometimes these acknowledge come past the point of no return. Oneself dispensed disconnection that Hagar feels is an aftereffect of her willfulness, pride, and visual deficiency towards different perspectives. Her past has formed her to turn into the unpleasant, indifferent, inflexible elderly person that she is in the novel, additionally incredibly adding to her psychological segregation. This detachment is an aftereffect of the individual choices and activities that she has made over the span of the novel. â€Å"Every last one of them has proceeded to leave me. I never left them. It was the reverse way around, I swear it.† (Laurence, 1988, 164) The Stone Angel Essay - English Literature Essays The Stone Angel Self-Inflicted Isolation and Loneliness â€Å"I never acknowledged until this second how cut off I am.† (Laurence, 1988, 294) In the novel The Stone Angel, creator Margaret Laurence depicts a desolate elderly person by the name of Hagar. Through the span of the novel, Hagar thinks about back the recollections that have made a mind-blowing tale. Hagar is a profoundly desolate lady, and quite a bit of that dejection is self-incurred. This psychological segregation is brought about by her hardheadedness, her pride, and the visual deficiency that she has towards any supposition other than her own. Hagar Currie-Shipley is a difficult lady at ninety years old. She is extremely stuck in a rut, and doesn't value being determined what to do. The peruser is acquainted with this obstinacy when Hagar is brought to Silverthreads nursing home to see the area. Upon this revelation, Hagar endeavors to flee, just to wind up lost in a backwoods. Be that as it may, this tenacity is definitely not another attribute of Hagar’s, for she has been like this since youth. I wouldn’t let him see me cry, I was so incensed. He utilized a foot ruler, and when I twitched my stinging palms back, he made me hold them out once more. He took a gander at my dry eyes in anger, just as he’d bombed except if he drew water from them. He struck and struck, and afterward at the same time he tossed the ruler down and put his arms around me†¦ â€Å"You take after me,† he stated, as if that made everything understood. â€Å"You’ve got spine, I’ll give you that.† (Laurence, 1988, 9-10) This entry shows Hagar’s capacity to conceal her actual feelings, which is a device that she utilizes much later on throughout everyday life. She later discusses having intercourse to her significant other, Bram, expressing that in any event, when she enjoyed it, â€Å"He never knew. I never let him know. I never talked so anyone might hear, and I made certain the trembling was all inner.† (Laurence, 1988, 81) Also, at an early stage throughout everyday life, when her sibling Dan was passing on of pneumonia, she was unable to force herself to play out his last wish. He weeped for his dead mother, and Matt had asked Hagar to wear an old shawl, to go about as their mom, and hold Dan, yet Hagar couldn't bear the idea of depicting somebody as frail as her mom. Her heart is by all accounts made of stone, much like the stone blessed messenger that her dad had imported from Italy for her mother’s grave. Hagar kept every last bit of her feelings contained inside. After B ram kicked the bucket, she didn't permit herself to cry. It w... ...d to send Arlene to Toronto. At the point when John enlightens Hagar regarding the move Hagar professes to think nothing about it. John illuminates her that she â€Å" ‘always wager on an inappropriate horse,’ John said delicately. ‘Marv was your kid, however you never observed that, did you?’† (Laurence, 1988, 237) it truly opens Hagar’s eyes. She understands that she has been off-base in her bias, despite the fact that she won't let it be known until some other time after John is dead. At the point when she is lying in her emergency clinic bed numerous years after the fact, she leaves this acknowledgment alone known, telling Marvin â€Å" ‘You’ve not been testy, Marvin. You’ve regarded me, generally. A superior child than John.’† (Laurence, 1988, 305) Sometimes these acknowledge come past the point of no return. Oneself dispensed seclusion that Hagar feels is an aftereffect of her hardheadedness, pride, and visual impairment towards different perspectives. Her past has molded her to turn into the unpleasant, apathetic, unbending elderly person that she is in the novel, likewise significantly adding to her psychological confinement. This seclusion is an aftereffect of the individual choices and activities that she has made over the span of the novel. â€Å"Every last one of them has proceeded to leave me. I never left them. It was the opposite way around, I swear it.† (Laurence, 1988, 164)

Assess the dramatic and thematic effectiveness Essay Example for Free

Survey the sensational and topical viability Essay The initial demonstration of The Duchess of Malfi is significant regarding the subjects that John Webster is introducing. He utilizes the characters to investigate such topics, and in this way the crowd are given nitty gritty portrayals of the vast majority of the primary characters. Besides, Webster utilizes the characters to portray each other not just giving the crowd an understanding into their own characteristics, yet additionally how each character sees the other. In spite of the fact that not so much clear in the underlying demonstrations of the play, the way that the crowd just think about the characters from different characters depictions, suggests the thoughts of mystery, duplicity, and spying, and the general subject that there are things that the characters think they know, when in reality they dont. Antonio is the main character to be presented, and he is at first introduced as an untouchable getting back from the French court, which he appreciates. He has a concise discussion with Delio about the French court, and how in spite of the fact that it was methodical, it could without much of a stretch be distorted. Pure silver drops all in all; yet on the off chance that t chance Some reviled model harmed t close to the head, Death and illnesses through the entire land spread. The rhyming couplet makes it nearly appear to be a revile, and applies a feeling of fate. This as of now gives the feeling that the court of Malfi is it self twisted, as Antonio portrays the decency of the French court, and afterward rapidly goes onto depict how effectively any court could be debased, as though pointing a finger at the court of Malfi. Webster utilizes this differentiation adequately to persuade the crowd from the earliest starting point that there is something else entirely to the Court of Malfi than it might principally seem. Interrupting the discussion, Bosola shows up, and before he even speaks, Antonio talks about him to Delio, and making an unmistakable impression of Bosola. Would be as lustful, rapacious, or proud, Bloody, or desirous, as any man, If he had the way to be so. This unsavory impression of Bosola given to the crowd is additionally bolstered, as Delio uncovers that he was a kindred seven years in the galleys for a famous homicide, causing him to show up as an abhorrent character who is fit for murder. Aside from the data the crowd get from Antonio and Delio, the manner by which Bosola talks causes him to have all the earmarks of being extremely negative. He and his sibling resemble plum trees that develop warped over standing pools; they are rich and oerladen with organic product, yet none however crows, pies, and caterpillars feed on them. The consistent utilization of dull and disagreeable symbolism ascribes him to be very severe, thus finishes the general impression that he is for sure a horrendous character. Be that as it may, as Bosola leaves, Antonio says he has heard beneficial things about Bosola, however his railing at those things which he needs conquers these positive perspectives. Tis incredible pity He ought to be in this way ignored; I have heard Hes valiant. This foul melancholy Will poison all his goodness. This shows to the crowd that Bosola may have a decent side which he might possibly uncover later. In any case, this is another manner by which Webster investigates the subject of initial introductions not being all that they appear.

Teaching English Through Role Play - Free Essay Example

TEACHING ENGLISH THROUGH ROLE PLAY (PREDAREA LIMBII ENGLEZE UTILIZAND JOCUL DE ROL) Role-play is a classroom activity in which learners take on a ‘role’, they play the part of someone else, from a simple discussion between a tourist when asking for directions in a new city or at the airport, to more elaborate conversation about the American Dream or Genetics. Role-play is a useful tool not only for developing language skills, but also for increasing sociocultural knowledge and intercultural awareness. Depending on how a role-play is designed and set up, it can be used for a wide variety of purposes. Frequently, role plays are used to offer a chance to practice the language of particular situations, but they can also be used to practice particular areas of grammar, sets of vocabulary, functional language and even features of pronunciation. They may not even have a specific language focus and can be used to provide opportunities for students to practice their speaking a nd listening skills. Role-plays are simple but important way of extending the range of useful practice. There are many good reasons for using role-plays in class: role-plays help students cope with real-life situations, commonly used expressions, forcing them to think â€Å"on their feet†; role-plays help students work together as a team or group, and communicate in order to understand each other, because role-plays are not simple acts of reading or reproduction the information from a piece of paper; role-plays can be adapted to the needs of the students, they may use specific vocabulary for specific situations, as learning English is sometimes done for a specific purpose; role-plays give learners more responsibility in their learning, encouraging interaction; role-plays offer students the chance to evaluate their learning progress and their level of English. Role-plays in general tend to have some common characteristics: they are usually spoken, but they can be co nducted in written form, they usually involve role cards (role cards are very useful but not always necessary); in role plays learners are pretending to be someone else, there are also contexts when learners can play themselves; role plays, most of the time, involve some preparation, this does not mean that role-plays are always planned in advance. When using role-play as a teaching tool there are some stages to be followed: 1. Preparation time: it is very important to give students time to prepare themselves in order to understand the task and role card, to think some ideas and appropriate language. 2. Students ought to be watched and actively helped, but the teacher should avoid interrupting or interfering too much in the role-play because a role-play is usually a chance to practice using language to communicate. It is often more important being fluent and getting one’s message across than getting it 100% correct. Afterwards the teacher must give his/her feedback and cor rect the mistakes students have made. 3. All students should be involved as they may feel watched and judged. It is very easy to turn many activities into role-plays besides those from textbooks. Many teachers like to support role-plays with some kind of prop or realia. Using props can help make a role-play feel more real and more fun. Props and realia also give students something to ‘hold on to’ while doing a role-play, providing another level of security and confidence. Props that are easily used, being present in the classroom can be: mobile phones, a hat, sunglasses, newspapers and magazines. All these can help students feel less nervous. Each student has his/her own level of English; it is the teacher’s role to adapt the material from beginner, elementary to intermediate or advanced classes. Here are some examples of role-play activities from Macmillan official page. Celebrity party Level: beginner – elementary Preparation: complete the invitation cards with a date and place and make a copy for every student in the class. Procedure: 1. Draw two stick people on the board. Explain that they are at a party. Ask ‘What do they say? ’. Elicit the following dialogue line by line and write it on the board: Hello. /Hi. /My name is XX. What’s your name? /I’m YY. /Nice to meet you. /Nice to meet you too. 2. Drill the dialogue chorally, line by line. Focus on the pronunciation and intonation of the dialogue. 3. Ask students to practice the dialogue in pairs, using their own names. 4. Set the scene. Explain that the students are all at a celebrity party. They are all going to play the roles of famous celebrities. Give them a minute to choose who they are. Distribute the invitation cards with useful language. 5. Ask everyone to stand up. Tell them to talk to at least six or seven people. They should use the dialogue as a starting point, but can talk more if they like. 6. After the activity finishes, ask studen ts to sit down again. Can they remember who was who at the party? Money talks Level: intermediate Preparation: prepare copies of the material so that every student in the class has a card. Procedure: 1. Write the word Money Problems on the board and ask students to brainstorm in pairs as many different money problems as they can think of. Set a time limit of 2 minutes. Give the first example, e. g. you owe money to a friend and can’t pay it back. 2. Elicit suggestions and put them on the board. Use this time to pre-teach/review the following words: owe, borrow, lend, spend, inherit, pay. 3. Explain that today the students are going to role play some money problems. You are going to give them cards to half of the students. Explain that they have the problem listed on the card and they must talk to three different people and ask for advice. 4. Distribute the role cards and tell students with the cards to talk to a partner about the problem. After three or four minutes, te ll the students with the card to talk to a different partner. Note: for this activity, only the students with role cards need to move around. The other students remain where they are. 5. Repeat stage 4 two more times. 6. At the end of the role-plays, ask the students to tell their problem to the class and explain what was the best solution offered. Also, corrections can be done on mistakes or to underline the good examples of language use. Cards: 1. You inherited a very large sum of money and you don’t know what to do with it. Ask other people for advice. 2. You need to borrow some money, but the bank won’t give it to you. Ask other people for advice. 3. You think your wife/husband is too careful with his/her money. He/she never buys anything nice! You are always arguing about money. Ask other people for advice. You can do this ‘giving advice’ role-play activity with any other typical problems: work problems, love problems, school problems etc. Bibliogr aphy: 1. Lindsay Clandfield, Philip Kerr, Ceri Jones, Jim Scrivener, Straightforward, Guide to Roleplays, Macmillan, 2004. 2. Adriana Vizental, Metodica predarii limbii engleze, ed. Polirom, Iasi, 2007.