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Classroom activity

To get students confident at listening and talking, I taught instructional language in my ESOL class. I did exercises on how to “Tie a Tie”, “Bed Making”, “How to Make a Cup of Tea”.

The main objectives of these exercises are:

1.     To help students follow a sequence of instructions.

2.     To give students practice in listening to expressions of quantity.

3.     To give students practice in reading a variety of instructions and writing their own instructions

Students were asked if they knew how to tie a tie. They were each given a tie, and asked to try for themselves. In the mean time they were encouraged to talk about the words and verbs that they can think of if they had to tell someone how to tie a tie. They worked in pairs and started to think aloud. I asked them to first visualize a tie properly tied around their neck, and try again. I then showed them a picture of a gentleman with a tie and asked them to try again. Later, they were allowed to read instructions on how to tie a tie. I showed them a few videos on Youtube on how to tie a tie to integrate the use of ICT as a key tool to access knowledge.

The focus while watching the videos was on their listening abilities and also on their understanding the task. They learnt the verbs needed to be able give correct instructions. They could give instructions to each other in pairs and work until everyone gets it right. They wrote the instructions in their exercise books without help, and checked if the instructions are written in proper order using proper verbs.

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Hamlet resource

Hamartia

Elements of a tragic hero in literature - Shakespeare

13/06/10 7:42 PM

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Above: Four of Shakespeare's principal tragic characters: King Lear, Macbeth, Richard III and Hamlet.

Aristotle: "A man cannot become a hero until he can see the root of his own downfall."

It should be noted that the hero's downfall is his own fault as a result of his own free choice, but his misfortune is not wholly deserved. Usually his death is seen as a waste of human potential. His death usually is not a pure loss, because it results in greater knowledge and awareness.

What is a tragic hero?

The tragic hero is a man of noble stature. He is not an ordinary man, but a man with outstanding quality and greatness about him. His own destruction is for a greater cause or principle.

Common characteristics of a tragic hero According to Aristotle:

# Usually of noble birth # Hamartia - a.k.a. the tragic flaw that eventually leads to his downfall. # Peripeteia - a reversal of fortune brought about by the hero's tragic flaw # His actions result in an increase of self- awareness and self- knowledge # The audience must feel pity and fear for this character.

Hamlet as a tragic hero

Aristotle wrote down these characteristics of a tragic hero for classical Greek tragedy plays. However, Shakespeare plays are often noted for their excellent portrayals of tragic heroes.

Here's an example of a principal Shakespeare character who is regarded as a tragic hero. Hamlet's fatal flaw, as seen by Aristotle, would be his failure to act immediately to kill Claudius. Unlike classical tragic heroes, however, Hamlet is well aware of his fatal flaw from the beginning - he constantly questions himself on why he continues to delay the fulfillment of his duty. His continuous awareness and doubt delays him from acting. (This is slightly different from the Aristotliean classical tragedies such as Oedipus Rex where Oedipus is not aware of his flaw until the very end.)

Hamlet finally acts to kill Claudius only after realizing that he is poisoned. But by procrastinating, his tragic flaw, everyone whom he ridicules and targets also dies along the way, such as Laertes, Gertrude, Polonius, Ophelia, Rosencrantz, and Guildenstern.

Other common traits