Speech

As physical delivery she is perfect. Her appearance is good. Her dress is not too much fancy. This is good thing because if it was fancy it distracts easily people attention. Even it is hard to check from camera, her eye- contact seems good. Seems like, she watch every part of the hall. As seen she is moving a little bit to maintain attention. Since we are talking about a person who is talking about body language, there is no need to talk about her gestures and posture. As expected, she shows that listen to me I know what I am talking about.

Her vocal livery is good. Even if she is not singer her volume is good and she is controlling her volume perfectly. Also, her speech Is fluency even if there are some tongue slips such as when she is saying beautiful at the start. In general, her speech delivery Is perfect. Let’s move on to the audio-visual aids. At her speech she Is showing one video, lot of photos and some graphics. As known visual aids Increase the audience’s understanding. Video, photos and graphics which are used In speech are relevant to topic and also her sign posts are good.

Sometimes she Is showing Just a sentence. In order word, she Is emphasizing the Important points. In addition, between two slides projector Is using as a helper. What I mean Is that while she Is not using the projector, her camera Image Is shown so people who are sit behind can see her easily. This Is very good strategy. Generally, her audio-visual aids are good. Finally, let’s move on her attention-getting techniques. As seen at start, she Is activating the audience’s Imagination. Therefore, she starts her speech with good attention.

There Is one point that I am not sure about It. At close of the end, when she Is giving an example one of her students she Is getting emotional and spread this emotion to the people. Actually It Is a very good attention technique. I am not sure It was prepared or Just occurred because we are talking about a person who Is Glenn a message “fake It TTL become It”. Even If It was prepared It Is very good tactic. Too sum up, she Is know what talk about. Her delivery, visual-aids and attention- getting technique Is very good.

If you curious about body language I suggest this beech. Social psychologist Amy Cuddy talked about By carmaker her volume perfectly. Also, her speech is fluency even if there are some tongue slips such as when she is saying beautiful at the start. In general, her speech delivery is Let’s move on to the audio-visual aids. At her speech she is showing one video, lot of photos and some graphics. As known visual aids increase the audience’s understanding. Video, photos and graphics which are used in speech are relevant to topic and also her sign posts are good.

Sometimes she is showing Just a sentence. In order word, she is emphasizing the important points. In addition, between two slides projector is using as a helper. What I mean is that while she is not using the projector, her camera image is shown so people who are sit behind can see her easily. This is very good strategy. Generally, her audio-visual aids are good. Finally, let’s move on her attention-getting techniques. As seen at start, she is activating the audience’s imagination. Therefore, she starts her speech with good attention.

There is one point that I am not sure about it. At close of the end, when she is giving an example one of her students she is getting emotional and spread this emotion to the people. Actually it is a very good attention technique. I am not sure it was prepared or Just occurred because we are talking about a person who is giving a message “fake it till become it”. Even if it was prepared it is very good tactic. Too sum up, she is know what talk about. Her delivery, visual-aids and attention- getting technique is very good. If you curious about body language I suggest this

Malcolm’s Final Speech Shakespeare’s written work has stood the test of time and Macbeth is an excellent example of his classic literature. At the end of the play the final scene is about who will become the King of Scotland. After the death of Macbeth, Malcolm is declared King. He is declared King since it was his birthright because his father was King before Macbeth killed him. Shortly after he was declared as the new King, Malcolm makes a speech of acceptance. One can look at this passage from many different perspectives.

During his speech he talks about rewarding the Thanes and kinsmen that that fought along side him by declaring them the first Earls of Scotland. This demonstrates his honesty, loyalty and it also proves that he is a trustworthy King. Some might argue that this demonstrates that Malcolm is also very trusting of other people. This was one of the traits shown by his father; the trait that led to his downfall. He was too trusting in Macbeth, which gave him the opportunity to kill Duncan.

This is not the only item that Malcolm addressed in his speech. He also addresses the state of Scotland. He wants those that were exiled by Macbeth to return home, and for those that supported Macbeth to be exiled. Malcolm wants to exile all of Macbeth’s supporters to ensure that there is not revolt or uprising against him when the nation of Scotland remains in a fragile state. His decisiveness in this regard, is a good quality for a King to have. The most crucial aspect of his speech is when he announces the death of Lady Macbeth.

This is critical because Lady Macbeth was the true ruler of Scotland. Macbeth was nothing more than a puppet and Lady Macbeth was the puppeteer. Macbeth was an honorable man turned tyrant by the manipulation of his wife. Lady Macbeth was not evil, but she was driven by greed for power and control. No matter what her status was in the political world, she was not happy with it until she was finally the queen of Scotland. Lady Macbeth took her own life. There were two factors that contributed to Lady Macbeth taking her own life.

One of those factors was the fact that she could feel the power slipping away from her. She knew her power and control would not last much longer and she could not accept that. The second, and larger contributing factor that led to her suicide was her conscience. She was tormented because of the things that she and her husband had done. They were horrendous and horrific acts that weighed heavily on her mind. She could not take it anymore, so she decided to jump off of a balcony. Scotland was set free by the death of Lady Macbeth.

At the end of his speech Malcolm states that with God by his side, he believes that he will be able to restore peace and harmony in Scotland. In the final line of his speech he invites all to Scone to watch him be crowned and reclaim what was stolen from him. After having examined Malcolm’s speech, it reveals how trusting and decisive Malcolm was and how Lady Macbeth was truly in charge during Macbeth’s reign. Malcolm is a perfect foil to show Macbeths weakness and Lady Macbeth’s power over him. This leaves the reader with the idea that in fact Macbeth was nothing more than a weak coward.

CONTENTS

Introduction …………………………………………………………….. …… …. 3

1.The problem of the definition of proverbs and sayings …….. ………. …. ……4

2.The origin of English proverbs and sayings …………………………………. 5

3. The thematic classification of English proverbs and sayings… ………………. 6

4. The usage of English proverbs and sayings in teaching English

4. pronunciation .. ………………………………………………………. ……7

4.2 grammar ……………………………………………………………… 8

4. 3 vocabulary ……………………………………………………………. ….. 9

4. 4 speaking skills ………………………………………………………… …. 11

Conclusion … ………………………………………………………… …….. …. 13

References……………………………………………… ……………….. …. ….. 14

Appendix ……………………………………………………………………… …15

INTRODUCTION

This research is devoted to such an interesting phenomenon of our life as proverbs and sayings, and English proverbs and sayings in particular. Proverbs and sayings are records of the development of civilization throughout its history.

We strongly believe that to know people’s culture and values, one should study their proverbs. People express their beliefs, customs, habits, knowledge, morals and any other capabilities in their proverbs. Nowadays pupils don’t read much and they don’t show much interest in learning either Russian or English proverbs or sayings. We began to write this work because we know that some children don’t think that English proverbs and sayings are worth learning. We want to prove that English proverbs and sayings can be very useful for learning the language.

We read books on linguistics and also searched the Internet in order to find some useful information there. The object of our research is the phenomenon of the English proverbs and sayings. The subject of the research is the linguistic value of English proverbs and sayings while learning the language. The goal of the research is to make up a summary of English proverbs and saying which will be useful for teachers and pupils while teaching or learning different aspects of the language. The objectives are: * to study the problem of the definition of proverbs and sayings * to study the origin of English proverbs and sayings to group English proverbs and sayings according to their meaning (thematically) * to analyze the possibility of the usage of English proverbs and sayings in teaching * to make lists of the most useful ones * to find Russian equivalents to English proverbs and sayings Our hypothesis is that English proverbs and sayings can be widely used in teaching different aspects of the language. In this work we used different research methods, such as scientific cognition methods (analysis and synthesis), empirical methods (comparison).

We think that the information acquired during the research is useful for learning and understanding the essence of proverbs and sayings and their role in communication; it develops language competence and encourages people to study the cultural aspect of the English language. 1. The problem of the definition of proverbs and sayings According to Oxford Advances Learner’s Dictionary a proverb is a well-known phrase or sentence that gives advice or says something that is generally true, for example ‘Waste not, want not’.

A saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true: ‘Accidents will happen’, as the saying goes. A saying is something that is said, notable in one respect or another, “a pithy expression of wisdom or truth. There are a number of specific types of saying, and one of them is a proverb – an expression of practical truth or wisdom. A proverb, (from the Latin proverbium), is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity.

They are often metaphorical. A proverb that describes a basic rule of conduct may also be known as a maxim. If a proverb is distinguished by particularly good phrasing, it may be known as an aphorism. The study of proverbs is called: paremiology (from Greek ???????? – paroimia, “proverb”) and can be dated back as far as Aristotle. Paremiography, on the other hand, is the collection of proverbs. Subgenres include proverbial comparisons (“as busy as a bee”), proverbial interrogatives (“Does a chicken have lips? ”) and twin formulas (“give and take”). Typical stylistic features of proverbs are: lliteration (Forgive and forget) parallelism (Nothing ventured, nothing gained) rhyme (When the cat is away, the mice will play) ellipsis (Once bitten, twice shy) Internal features that can be found quite frequently include: hyperbole (All is fair in love and war) paradox (For there to be peace there must first be war) personification (Hunger is the best cook) To make the respective statement more general most proverbs are based on a metaphor. Further typical features of the proverb are its shortness (average: seven words), and the fact that its author is generally unknown (otherwise it would be a quotation).

We should also understand the difference between a proverb and a saying. A proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. 2. The origin of English proverbs and sayings The sources of the proverbs and saying are various. Proverbs exist as folk knowledge in many cultures and diffuse across cultural and language boundaries with surprising ease as cultures adopt sayings from other communities and other languages.

At their origin, most proverbs operate in an oral environment, and as such they display many of the same mnemonic traits necessary for purely oral retention and transmission such as alliteration, rhyme, and rhythm. They also display many of the content patterns common in other oral traditions including personification, and hyperbole. In fact most orally transmitted epic poems are constructed from “cliche” proverb building blocks, that is short, well-known and concrete sayings. Proverbs and sayings become part of common knowledge and nation’s heritage and when we use it we don’t think about its origin.

We can suppose that any proverb was created by some definite person in some definite situation, but it’s impossible to find the author of many of them. We think it will be right to say that generally proverbs are of folk origin and their source is the collective intellect of the nation. On the other hand it is quite clear that lots of proverbs and sayings were added by clever people of their times. They say that Shakespeare added more phrases and sayings to the English language than anyone else. It is most likely that lots of them had existed before but not in such an easy to remember form.

However, both sources – folk and literary – are intertwined closely together and very often cannot be separated from each other. The world of sail has given us more phrases and sayings than any other occupation. If it isn’t Shakespearian and it isn’t nautical there’s a good chance it’s Biblical. Both the Bible (Book of Proverbs) and Medieval Latin have played a considerable role in distributing proverbs across Europe, although almost every culture has examples of its own. Proverbs are also often borrowed from similar languages and cultures, and sometimes come down to the present through more than one language.

Every country and language has its own stock of proverbs, and proverbs in our language today reflect every age and time. Art is long and life is short is found originally as a saying of the Greek physician Hippocrates; The apple never falls far from the tree, which means that family characteristics will always assert themselves, is apparently of eastern origin. Sometimes the proverb as we have it today looks back to an earlier period; the idea that Bad money drives out good, recorded from the early 20th century, looks back to the anxieties of the 16th-century financier Sir Thomas Gresham about the debasement of the coinage.

The Bible has always been a major source (The leopard does not change his spots! ), but changes in the world around us create new proverbs to reflect current experience. The computing world has given us two of the most durable: Garbage in, garbage out and What you see is what you get. So as we can see the main sources of proverbs and sayings are folk, literary and Biblical. 3. The thematic classification of English proverbs and sayings English proverbs and sayings are numerous and various. It seems quite impossible to divide them all into thematic groups.

But we have analyzed the meanings of a great number of English proverbs and sayings and singled out the following topics which are most frequently discussed by pupils in the lesson: [pic] Examples are given in appendix 1. We think that teachers can widely use these proverbs and sayings in their lessons to encourage their pupils to share the ideas and express their opinions while working on this or that topic. 4. 1 The use of English proverbs and sayings in teaching English phonetics English proverbs and sayings can be used by teachers while teaching different aspects of English at school.

We think that they can also make the process of learning more interesting and exciting. Some English proverbs can be used to improve pupils’ phonetic skills and pronunciation. Teaching the beginners English proverbs and sayings can be used for practising different sounds, especially those which do not exist in the Russian language. Instead of separate words or phrases with sounds any teacher can use specially selected proverbs and sayings with the sound needed. This type of work can be included on different stages of the lesson and be a kind of relaxation for pupils. We propose the following proverbs and sayings for phonetic drills.

Examples are given in appendix 2. We think that proverbs and sayings can be used not only while teaching beginners, but also working with intermediate students, when they can improve both the pronunciation and stimulate the speaking activity. Even advanced pupils learn proverbs and sayings with pleasure while trying to make their pronunciation perfect. Usually pupils have no problems with learning proverbs and sayings and find them interesting and useful. 4. 2 The usage of English proverbs and sayings in teaching English grammar English proverbs and sayings can be widely used in teaching English grammar.

We analyzed lots of them and found out that the following grammar aspects can be taught with the help of proverbs and sayings: [pic] Examples are given in appendix 3. It is hardly possible to teach English grammar using only proverbs and sayings, but their use seems highly advisable for making the process of learning more fascinating and interesting. 4. 3 The usage of English proverbs and sayings in teaching English vocabulary English proverbs and sayings can also be widely used for teaching English vocabulary, because children learn a lot of new words from them.

Sometimes pupils memorize new words easier better because proverbs and sayings are logical and expressive statements. When pupils learn proverbs and sayings they train their memory, learn how to select necessary words and also develop the emotional expressiveness of their speech. The necessity to find the appropriate Russian equivalents for English proverbs and sayings helps pupils to develop their ability to choose lexical items adequately, stimulates pupils’ desire to use dictionaries and improves their translating skills.

For example we can use proverbs and sayings in teaching numbers, because they are easier to learn when the context is vivid. A bird in the hand is worth two in the bush.  Two is company, three is none.  If two man ride on a horse, one must ride behind. . Rain before seven, fine before eleven. Custom is a second nature. Two heads are better than one. To kill two birds with one stone. A cat has nine lives. The following proverbs and sayings can be used in teaching the names of different animals: Every dog is a lion at home. If you cut the woods, you’ll catch the wolf. There is life in the old dog yet. If you run after two hares, you will catch neither.

Curses like chickens come home to roost. Can the leopard change his spots? Like cow, like calf. The early bird catches the worm. If you sell the cow you will sell her milk too. A fly in the ointment. Love me, love my dog. Curiosity killed the cat. A living dog is better than a dead lion.

Pigs grunt about everything and nothing. Catch the bear before you sell his skin. Learning English proverbs and sayings helps pupils to enrich their lexicon, train their memory and improve translating skills which are very important for anyone who wants to know English well. 4. 4 The usage of English proverbs and sayings in teaching speaking skills Proverbs and sayings can be used in different kinds of exercises for developing pupils’ speaking skills where they can serve as a stimulus. Here are some examples: make up a mini-dialogue using some proverb (work in pairs) “Two heads are better than one” PI: Tom, I can’t do my English today. Can you help me? P2: OK, it’s very not difficult. I’ll help you R1: Thank you very much. Two heads are better than one. “Never put off till tomorrow what you can do today” PI: Mum, I want to play football with Pete. P2: Have you cleaned up your room? PI: Not yet. I’ll do it tomorrow. P2: Never put off till tomorrow what you can do today. * make up a collective story about this or that proverb (group work) “A friend in need is a friend indeed” PI: Yesterday I went to school.

P2: We had a test in Russian. P3: But I left my pencil-box at home. P4: I didn’t know what to do. P5: My friend Nick had two pens. P6: He gave me one pen. P7: A friend in need is a friend indeed. * make up a fairy tale with a proverb as a title or a moral (individual work) “An apple a day keeps a doctor away” Once upon a time there was a little girl. Her name was Mary. She was very ill and her mother called a doctor. The doctor looked at the girl and said: “You must eat an apple every day. ” Every day Mary ate one apple and soon she was fine. Her mother didn’t call the doctor any more.

An apple a day keeps a doctor away. “The right thing in the right place”. Mother bought tickets to the cinema. She gave them to me. I put the tickets on my table. When the time came to go to the cinema I didn’t remember where they were. I looked for the tickets. I looked and looked and looked and found them under the table. “The right thing in the right place”. Debates are also very popular with teachers when they want to improve their pupils’ speaking skills. For debates we usually need two different opinions which must be contradictory in their meaning for pupils to try and to prove one of the opinions.

English conflicting proverbs can be used to give a general idea for discussion. Examples are given in appendix 4. Proverbs and sayings can be used in different discussions when they can serve as a starting point of expressing pupils’ opinions. We think that conflicting proverbs are very useful for developing speaking skills because they will make any debate more interesting and dynamic. CONCLUSION This research is devoted to such a phenomenon as English proverbs and sayings. Proverbs and sayings are records of the development of civilization throughout its history.

A proverb is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity. A saying is saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true. The main difference between a proverb and a saying is that a proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. The sources of proverbs and sayings are many various. The main are folk, literary and Biblical.

All proverbs and sayings can be divided into various groups according to their meanings: proverbs and sayings about friendship, work, time, money and wealth, health, home and family, love and happiness, weather, learning and others. English proverbs and sayings can be used for teaching different aspects of the language: pronunciation, grammar, vocabulary, speaking skills on all the levels. Our research is aimed to help teachers in making their lessons more interesting and informative. Having analyzed a great number of English proverbs and sayings we created a sort of collection where they are presented according to their themes.

We also grouped them together by grammar aspects. We are sure that English proverbs and sayings can be widely used in teaching different aspects of the language. We hope this collection will serve as a help list for teachers who want to make the process of English studying more interesting and effective for their pupils. REFERENCES 8. http://www. ky-net-eye. com/rus/dictionary/english/for-russian-speaking/proverbs 9. http://en. wikipedia. org/wiki/Proverb 10. http://www. classes. ru/proverbs-and-sayings. htm 11. http://eng. 1september. ru/view_article. php? ID=200801319 Appendix 1 Thematic classification of English proverbs and saying 1). English proverbs and saying about friendship: A friend in need is a friend indeed. A friend is never known till needed. A friend in court is better than a penny in purse. A friend who shares is a friend who cares. A broken friendship may be soldered, but will never be sound. Friend’s frown is better than a foe’s smile. A hedge between keeps friendship green. A joke never gains an enemy but often loses a friend. Better an open enemy than a false friend. A friend to all is a friend to none.

13. You cannot make a silk purse out of a sow’s ear. APPENDIX 4 Conflicting proverbs and sayings for debates Absence makes the heart grow fonder. – Out of sight, out of mind. Actions speak louder than words. – The pen is mightier than the sword. A silent man is a wise one. – A man without words is a man without thoughts. Look before you leap. – He who hesitates is lost. Many hands make light work. Too many cooks spoil the broth. Beware of Greeks bearing gifts. – Don’t look a gift horse in the mouth. Clothes make the man. – Don’t judge a book by its cover. Nothing ventured, nothing gained. – Better safe than sorry. The bigger, the better. – The best things come in small packages. What will be, will be. – Life is what you make it. Cross your bridges when you come to them. – Forewarned is forearmed. What’s good for the goose is good for the gander. – One man’s meat is another man’s poison. With age comes wisdom. – Out of the mouths of babes and sucklings come all wise sayings. The more, the merrier. Two’s company; three’s a crowd. It’s the squeaky wheel that gets the grease. – The nail that sticks out gets hammered. The best things in life are free. – You get what you pay for. It never rains, than it pours. – Lightning never strikes twice in the same place. Everything comes to him who waits. – He who hesitates is lost. Opposites attract. – Birds of a feather flock together. Never too old to learn. – You can’t teach an old dog new tricks. There is nothing permanent except change. – There is nothing new under the sun. Variety is the spice of life. – Don’t change horses in the middle of a stream.

Never do evil that good may come of it. – The end justifies the means.

Maria Pearce EYMP5-1. 1, EYMP5-1. 2, EYMP5-1. 3, EYMP5-2. 1, EYMP5-2. 2, EYMP5-2. 3 EYMP5-1. 1 Explain each of the terms: * speech * language * communication * Speech, language and communication needs. English dictionary meanings. * Speech – something that is spoken; an utterance, remark, or declaration: * Language – communication by voice in the distinctively human manner, using arbitrary sounds in conventional ways with conventional meanings; speech. * Communication – the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs.

Speech, Language and Communication begins from birth simply engaging in eye contact and smiling is communication. Speech is started with noise and sounds. Language starts by a child listening so even from very young ages children learn and communicate with us. EYMP5-1. 2 Explain how speech, language and communication skills support each of the following areas in children’s development: EYMP5-1. 3 Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and in the longer term.

Speech, language and communication needs in children vary with each individual child. As practitioners we must constantly asses and contribute in all aspects of communication, speech and language. We must listen to the child and try to understand the things the child is trying to communicate to us. Helping children improve things like language can be fairly simple. By having patience we repeat the words often and praise the attempts and successes a child has. Asking the child to point something out or encourage saying words or sounds.

By taking our hand and leading us to something the child needs or wants is a good way of helping communication and means we can say the thing they need encouragement is essential we do not want the child to feel silly or ashamed if they struggle with the correct word. Splitting some words into parts more easily said is a great way for children to make sounds into words. In my setting we had a child who said “basanya” for lasagne and although cute if encouraged to split the word “la” san” ya” in no time the child used the proper word. Another child would say pusion for cushion.

We also found with younger children by using flash cards and books blocks or anything played with to say colours, numbers, and shapes or when out walking pointing out things around us and encouraging the child to repeat was a productive way to help with speech. However speech wasn’t always possible one of the children we had was deaf. He made loud sounds but couldn’t hear us speak the words. By using sign language we managed to communicate though we had little experience in that area and the child was very young so did not have a huge amount of sign himself.

We would mine a lot of things like “drink” “food” “hello” many of the children caught on quickly and also mimed signs to him. It was a fantastic way to allow communication as each child interacted only with us but with all of the children. Enabling better communication between the children and taught them that it was normal to accept a child with a “disability”. By encouraging not only speech but other methods of communication we helped them socially to interact with each other in different ways, a simple wave hello allowed the child with hearing difficulties to feel part of the group and welcome.

Emotional by showing praise and enjoyment. Behaviour teaching children how to act in many settings. As practioners we spend time with children getting to know them and communicate with them we can pick up on things we may be able to help with or advise parents of. Many parents work very long hours and have little time to converse with children. By chatting with children and speaking in a correct manner we help language skills every day. We do not use baby language we repeat words and encourage talking not only to ourselves but to each other.

One child we had in our setting was very happy to chat with grownups and older children, however she refused to play with or listen to the younger ones. Even when being spoken to directly. The child would completely ignore the younger children. We spoke with her and helped her understand we must not ignore anyone when we are spoke to or communicated with. We encouraged her to converse with younger children we gave her responsibility helping them in small ways. This resulted in child playing and interacting with younger ones. This was fantastic for their social skills and behaviour.

It taught the child who seemed to dislike younger children that ignoring anyone in life is not an option. We also seen her enjoy the responsibility and praise she was very proud of herself. If we feel that a child maybe finding speech or language more difficult than usual we would speak to parents and encourage them to try certain games and fun tasks in everyday life at home. We would communicate regularly with parents to see if things improve. Teaching parents little things that they maybe don’t do at home or haven’t tried at home can be great at rectifying any difficulties.

Working with them to improve things we may have picked up on but parents haven’t wanted to see can sometime make the world of difference. If these things don’t help we can suggest referral to speech and language specialists or hearing specialist. We must work with other settings as well as parents to compare thoughts, information and experience. One of the best things we would attend was a library story time. It was fantastic it encouraged children to sit quietly and listen to stories. Then they would have a sing along to rhymes and songs with actions.

Which encouraged language skills? If a child was new to this it took a few weeks to get involved but we always had parents asking where the child had learned a song they were singing at home. We would have sing along in the setting and encourage the words and actions so children knew some of the songs and gave them confidence to join in. If a child is having difficulties making themselves understood by language, speech or actions it can affect confidence and emotions. We want each child to be happy confident and understood.

Eye to eye contact is a simple way to let the child know that you are listening or that you are taking the time to understand what they need from you. They learn that in our setting what they have to say is as important as any adult or other child. Each and every child is important and should feel that way. By communicating with carers we can have a much better and more positive effect on children’s development and learning. Knowing that a good relationship is essential and helps us as practitioners to see what areas we can help in and work on with children or what things carers ould continue and manage at home. This leads to a more productive learning journey for the child. A good relationship can also mean we are all comfortable communicating worries or problems. There are several development charts we can use for reference and information giving us a guide to where a child should be at certain ages. We use these to give us an idea of development if we fell a child is behind of ahead we can look at the information which helps us decide if a child may need some extra support. However we must only use these as a guide. We all know children develop as individuals and at varying rates.

These charts can help us if we feel a little unsure and also if we need to have information to give parents. Also taken into account must be periods of settling in, or transition in home life. These can affect a child making them quiet or withdrawn and shy. We must make any decision to advise extra support once we get to know the child and observe activities we plan. EYMP5-3. 1 Demonstrate methods of providing support taking into account the: * age * specific needs * abilities * home language where this is different to that of setting * interests

Of the children in own setting. By providing age related toys, activities and language we support individual children with specific support. The ability of a child also determines how we plan any activities. We must make the activity inclusive of all children. Being a small setting we find planning an activity to suit all children fairly easy and can adjust as we interact. For example a painting activity is explained and “signed” or mimed at same time so that every child is included and not taken to the side as though something is different or treat as an oddity.

Some activities are avoided if we feel any child will be singled out. However we praise and encourage all children making them feel included and important. We ask parents what their child or children enjoy at home. If possible we try to bring a little of this into the setting to make children feel at home with us. It also gets children chatting and showing what they like. For instance one child adored snakes of all things. So we allowed him to bring along one of his pets as a sort of show and tell. Most of the children had never held a snake.

We got him telling us all about snakes and what they eat. It gave this child so much confidence feeling he could teach us all something new. As we are a small setting and speak English it isn’t possible to teach and speak another language however we are happy to encourage a child with a different language to “help” teach us all words in their native language and do planned activities for other countries celebrations and festivals. Chinese new year Eid-ul-Fitr are just two of the festivals we incorporate into planning and learning.

However, how can we appreciate our differences and grow together as a country? In Beam’s Inaugural speech, he said that:” We recall that what binds this nation together Is not the colors of our skin or the tenets of our faith or the origins of our names. ” In New Zealand, as a multi-Anton of Immigrants, It Is the same for us. Maybe our parents or grandparents are from other countries, maybe we have eyes In different colors, maybe we speak another language at home, but, now, at this time, we have the same name -nit is New Zealand.

We can see kinds of culture every day without having to live our country. We have blue sky, pure air, vast grassland, delicious food and lovely Kiwi birds. How lucky living in such a comfortable country! I remember the time when I was on the plane. It was my first time in NZ, there was more excitement than worry. However, when I arrived in this country Just over a year ago. I saw people in different colors speaking different languages were walking past me. It felt like a silent movie, there was no sound and I was standing among the stream of people. I was lost, all of the exciting feelings were gone, there was fear only left.

I cannot imagine how I can live in such a different environment and I know nothing about It. It was a long and sleepless night before the school began. Next morning when I stepped Into the classroom, I received a warm welcome and curious glance and nothing else. I found It was not as scared as I imagined. They are nice and patient. They are interested in my hometown and would talk about themselves to me. I really appreciate them giving me a suspicious start of my new life in NZ. Now there are more and more new faces joining us. I’d like to help them and share my experience with them , Just like how I eave been treated.

So the circle will go on. As a country, the most important thing is tolerance. Just like NZ, she accepts all of us and mixes us together. The world is whole and wide, as it happens, it is us who build up a country together. We need to use our thankful hearts and smiles to smooth over those differences, take away the insecurities and grow together as a country. What can we do to create a safe and inclusive society, characterized by racial equality and freedom from violence and abuse? An old Negro spiritual sang that: Free at last, Free at last, Thank God almighty, we are free at last!

A short song but full of wishes of the black. Nowadays, no matter Maori or Europeans , western or eastern, rich or poor, we are all in NZ, we all have a dream that all men are created equal. Maybe in the past, there were wars between our birth countries but the world is peaceful now, we cannot still hold the ethnic hatred tightly and never forgive. It does not mean to forget the history but not regard others from the national point. We are the person who we are. The dark chapter of the history should not be put on our shoulders. That Is not fair for us, we are Innocent. I have learnt a article called Going for the bread”.

It Is written by a Maori writer. It shows conflicts between Maori and Europeans. Some European girls say that the little Maori girl is dirty and even European mother Just shocks the door and less her get off with her dirty lies. A kid knows nothing but they can learn everything from their parents. There is also a story about a white mother and a black driver. When they take a taxi, the white daughter asks her mother why they are in different colors. The white mother answers her peacefully:” My dear, in order to make the world colorful, God lets us human beings be different colors. Such a different answer!

Parents are our first and best teacher, they should be a good model. Thus it can be seen that to create an equal society, we need to Judge others by the content of their character. Can Treaty of Waiting help all New Slanderer have a sense of belonging and connectedness? If so, how? If not, why? I think the Treaty of Waiting can help all New Slanderer, however, time is changing, we are not in the same situation as before. We definitely need a treaty but a new version which is more suitable to this modern society. Do you have a proverb from your own ethnic or cultural background hat related to the theme?

Meniscus has said:” The time is not important as the terrain; but the terrain is not as important as the unity with people. ” On first March 2014, there was a serious mishap happened in Gumming China. At around 9:20 pm local time, a group of eight knife-wielding men and women attacked passengers at the city railway station. There were 29 people killed and 143 injured. According to the following research, those assailants are Shrug Muslim terrorists. After the attack, people from all over China are giving a hand to those victim’s families and ray for them especially Gaining Province where the assailants come from.

Even a Shrug boy, he run on a blood donation vehicle and said deeply sorry to the others but he did nothing worry. It is a small part who has discrimination to different ethnics and only a few bit people of the small part will take extreme action to hurt the innocent. As the same time we accuse the assailants, we cannot pour our anger on the people who are from the same place with the criminals. In the end, I want to say: I have a dream today, I hope with our effort, one day the war would end and let freedom ring from all over New Zealand.

Seven of Australia’s nine provinces have long historical tradition predating the establishment f the republic of Austria In 1918: upper Austria, lower Austria, Astray, Corinthian, Salisbury, Tyro, and Overlarge. The provinces of Borderland and Vienna were established after World War 1 . Austria is located in a temperate climate zone with a central European climate influenced by the Atlantic climate. It has four seasons which all have typical temperatures and climatic characters. Some of the most popular sports In Austria are football, alpine skiing, and ice hockey.

In Austria you can expect a first class musical experience with the multiple musical festivals they have throughout the year. There are many famous people from Austria a couple commonly known ones are actor, Arnold Schwarzenegger, and the composer Mozart. Austria has three main religions, Roman Catholic, Protestant, and Muslim. The official language which is spoken by 98 percent of the population is German although, there are very distinct differences between the many religion dialects. There are three other languages are taught alongside German In some bilingual schools.

Austria is very strict about their family values. Some of the mall ones are 1 ) forming the basis of the Austrian social structure, 2) Families are usually small, and due to lack of migration, they are generally closely knit with a certain town or village, 3) Weekends are devoted to family activities which often take place outdoors, 4) Eating dinner every evening with the family is a norm, and 5) Sundays are for visiting grandparents for dinner, and/or enjoying a hike In the country as a family.

Austrian are very conservative people, who are prudent and moderate In their behavior. Appearance Is very important, even when dressed Informally they are neat and conservative with the way they look and present themselves. Austrian customs are very simple, they include making eye contact during a greeting, a quick handshake is the most traditional greeting for them. Some older Austrian men kiss the hand of a female, but it is important to know that men from other countries should not kiss the hand of a female as a greeting.

When you enter a room It Is appropriate to shake the hands of everyone In the room Including children Individually. Just Like us one of Australia’s main holidays is Christmas in which they exchange gifts with their families, they also exchange gifts for birthdays regularly also. They celebrate something called The Feast of SST. Nicholas on December 6th of every year and the children receive gifts. You should open a gift when it is received and they are normally to be neatly wrapped. Now that I have told you about Austria I hope It has told you a little more about you.

Criteria Questions to Ask Yourself Comments How important is the subject to the speaker? The speaker seems to be very committed to the information she has learned about van Gogh. She seems that she has done her research and is passionate about his life and art. Appropriateness for Audience and Occasion Is the topic and delivery relevant and useful to the audience? It seems the audience was into the speech. I still could not tell who she was speaking to. Was it an art class? Random group of people who want to know more about van Gogh? Clear Purpose Can you identify the goal(s) the speaker has for delivering the speech?

The speaker anted to get across the tragedy and triumphs of Van Go’s life. All of which lead him to killing himself. Fresh Point of View Does the speech challenge the audience to think about something in a new way? I think this speech did. The Speaker obviously found information that was plenty interesting and not something you would Just know based on school taught information. Ethics Does the speaker tell the truth and have the best interest of the audience at heart? She seems to have sited all information she found. I would take it as all true and she also looks to have lured the audience in with her facts and excitement about the topic.

Substance Does the speech content provide new information supported by facts, statistics, and so-on? Yes, A lot of the facts she had were sited. I had no idea that he went through all of that. Structure Is the flow of information given in the speech well organized so the speech flows from one topic to the next? Yes. By starting with his early years, going to middle age years and ending with him committing suicide. Step 5: Watch the speech, pausing as necessary, and enter any initial thoughts that may be useful in writing your critique of the speech.

Step 6: Review the information in Module 2 that covers strategies for giving effective dieback. The recommendations given in the lesson include the following: Begin the critique by making a positive statement. Focus on select areas for improvement. Make your comments in an organized fashion. Provide specific feedback about what needs to be improved. Be honest, but respectful and tactful, in your comments. Personalized comments by indicating how you were influenced by the content or behavior, using “l” instead of “you. ” Stress the positive aspects of the speech.

Offer specific suggestions on how to correct a problem. Provide a plan of action for how to improve the next speech with examples. End the critique with a positive statement. Step 7: Use your speech evaluation table and guidelines for giving effective speech feedback to write a critique of the speech you selected. Enjoyed learning new information about a famous person in history, I found it hard not to look at the speaker moving her hands continuously. I was also unable to tell who this speech was designed for. Was this speech designed for an art class? Mental patients?

Suicide prevention? It is unclear who should be the recipient of this speech. I was a bit confused but I still enjoyed the speech. Learning new things, seeing money very passionate about the message they are relaying and it was given in perfect sequence. Step 8: Review the information in the lesson that provides guidelines for handling feedback you receive from others. These guidelines include the following: Be sure to focus on what is being said about your speech and your presentation – not how it is being conveyed to you. Avoid taking the feedback personally or emotionally.

When feedback is general or vague, seek out specific problems and suggestions from the feedback source. Evaluate the feedback provided using your critical thinking abilities. Prepare a plan of action for improving your speech and presentation skills prior to delivering the next speech. Step 9: Put yourself in the shoes of the presenter whose speech you watched and critiqued. Imagine that you are the speaker who received the critique that you wrote. For each guideline you reviewed in Step 8, write a sentence or more that documents your thoughts about the critique comments and observations.

How would you use the information, observations, and suggestions in the critique to deliver your speech more effectively? If I were the presenter and saw the feedback I Just wrote, I would say that I do understand, clarify whom the speech is supposed to be for and accept the hand gestures being Just a little too much. I would be happy to hear that someone gained a bit of knowledge from my presentation. I thinking back it would have been nice to see more visuals in the presentation but that is something that different people pick up information easier with. Step 10: Save and submit your document. Remember to use proper PAP Style.