Ignore the chatter of the world tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh...
The Way of the World by William Congreve Web-Books.Com The Way of the World Introduction . 3 Prologue . 6 Dramatis Personae 8 ACT I 9 ACT II 24 ACT III 40 ACT IV . 58 ACT V 75 Epilogue . 90 Introduction Audire est operae pretium, prcedere recte Qui maechis non vultis.--HOR. Sat. i. 2, 37. - Metuat doti deprensa.--Ibid. TO THE RIGHT HONOURABLE RALPH, EARL OF MOUNTAGUE, ETC. My Lord,--Whether the world will arraign me of vanity or not, that I have presumed to dedicate this comedy to your lordship, I am yet in doubt; though, it may be, it is some degree of vanity even to doubt of it. One who has at any time had the honour of your lordship's conversation, cannot be supposed to think very meanly of that which he would prefer to your perusal. Yet it were to incur the imputation of too much sufficiency to pretend to such a merit as might abide the test of your lordship's censure. Whatever value may be wanting to this play while yet it is mine, will be sufficiently made up to it when it is once become your lordship's; and it is my security, that I cannot have overrated it more by my dedication than your lordship will dignify it by your patronage. That it succeeded on the stage was almost beyond my expectation; for but little of it was prepared for that general taste which seems now to be predominant in the palates of our audience. Those characters which are meant to be ridiculed in most of our comedies are of fools so gross, that in my humble opinion they should rather disturb than divert the well-natured and reflecting part of an audience; they are rather objects of charity than contempt, and instead of moving our mirth, they ought very often to excite our compassion. This reflection moved me to design some characters which should appear ridiculous not so much through a natural folly (which is incorrigible, and therefore not proper for the stage) as through an affected wit: a wit which, at the same time that it is affected, is also false. As there is some difficulty in the formation of a character of this nature, so there is some hazard which attends the progress of its success upon the stage: for many come to a play so overcharged with criticism, that they very often let fly their censure, when through their rashness they have mistaken their aim. This I had occasion lately to observe: for this play had been acted two or three days before some of these hasty judges could find the leisure to distinguish betwixt the character of a Witwoud and a Truewit. I must beg your lordship's pardon for this digression from the true course of this epistle; but that it may not seem altogether impertinent, I beg that I may plead the occasion of it, in part of that excuse of which I stand in need, for recommending this comedy to your protection. It Ignore the chatter of the world Ignore the chatter of the world Bởi: Joe Tye “The world is a powerful conditioner It’s working on you all the time – negativity is normal, positivity is abnormal To win, you must train to beat that external conditioning, to overcome the brainwashing exerted by a powerful world of negative influence.” James Loehr and Peter McLaughlin: Mentally Tough: The Principles of Winning at Sports Applied to Winning in Business In one presentation on values I had someone ask about dealing with the negative people who seemed to take great pleasure in inflicting their misery upon the people around them (remember, when you break the word commiserate down you get co-miserate, be miserable together) I suggested several tactful and diplomatic approaches, but she kept insisting that the kid-gloves approach had never worked and would not work – an opinion that was shared by most everyone else in the room Finally, and at a loss for further nice-guy options, I suggested that when this happened she simply shake her head and silently say two words to herself Then I wrote this on the whiteboard: F _ ’Em! “You decide for yourself what the F stands for,” I said Someone else in the audience shouted out “Flush ‘Em!” Everyone thought this was outstanding advice 1/1 PART I: INTRODUCTION 1. RATIONALE The status of English has turned a significant percentage of the world’s population. In addition to General English, English for Specific Purposes (ESP) has been gaining an increasing importance and it has grown to become one of the most prominent areas of the Teaching of English as Foreign or Second Language (TEFL/TESL). Ewer (1976: 247) believes that “the teaching of English for scientific, technological and technical purposes is of comparatively recent growth as specialized activity, but it is now emerging as one of the most rapidly expanding and important branches of TEFL/TESL today”. To meet the demand of the learners, many ESP programmes have been designed. Together with the worldwide trend to learn ESP, the teaching staff of Foreign Languages Department at Vinh University collected documents and designed some ESP programmes for some specific fields, including the ESP programme for Construction which was first taught for K.46 Construction Engineering students at Vinh University. Besides an effort to offer the learners with the ESP programme according to their specific needs, it is necessary to implement an evaluation. Furthermore, the fact is that the ESP programme for Construction designed by the teaching staff of Foreign Languages at Vinh University was first taught for K.46 Construction Engineering students at Vinh University and it received some learners’ evaluative comments while it was in the progress. Therefore, it is necessary to have an evaluation on the ESP programme for Construction at Vinh University carried out by the learners themselves as Wallace (1991: 163)‘s thought “One source of evaluation will obviously be the trainees themselves”. 2. AIMS AND SIGNIFICANCE OF THE STUDY The study is aimed at researching Construction Engineering students’ evaluation on the ESP programme at Vinh University in terms of audience, aims, time allocation, contents and methodology in order to determine whether the ESP programme for Construction is suitable to the learners’ abilities and needs. Significantly, the process of this ESP programme evaluation can be seen as a way of developing our understanding of the ways in which it works and, in doing so, of contributing to both acquisition theory and pedagogic practices. Hence, the teachers would find ways to 1 do interesting things in their teaching ESP in order to realize all the potentials embedded in the programme. It is hoped that the findings of this study and some suggestions would contribute in improving the ESP programme for Construction at Vinh University to make it more suitable for the learners’ needs and abilities in the coming years. 3. RESEARCH QUESTIONS The study aims to find out the answers to the following questions: 1) What are the learners’ evaluative comments on the ESP programme for Construction at Vinh University? 2) What are the learners’ needs for learning ESP at Vinh University? 3) How should the ESP programme for Construction at Vinh University be improved to make it more suitable to the learners’ abilities and needs? 4. METHOD OF THE STUDY This minor thesis uses a number of books concerning ESP and evaluation. The research method used is the survey. The data collection instrument is questionnaire. The practical data from K46 Construction Engineering 1 PART A: INTRODUCTION 1. Rationale In the world today, there are 5,000 to 6,000 living languages, of which English is by far the most widely used. Approximately 350 million people speak English as their first language. About the same number use it as a second language. It is the English language that is used as the language of aviation, international sport and pop music. 75% of the world's mail is in English, 60% of the world's radio stations broadcast in English and more than half of the world's periodicals are printed in English. It is also the English language that is used as an official language in 44 countries, and as the language of business, commerce and technology in many others. English is now an effective medium of international communication. In Vietnam, English has long been considered as a tool of international communication, and together with its rising importance, the need of learning English is becoming more and more urgent. It can't be denied that all foreign learners in general and Vietnamese learners in particular desire to master English as the native speakers; however, they usually face a lot of difficulties that prevent them from gaining successful conversations. One of the reasons for these problems lies in the way people perceive and use idioms. Each nation's language lies in itself similar and different concepts on many fields of life such as humane values, ways of thinking, behavior standards, religious beliefs, customs and traditions, social conventions, etc. Words and expressions including idioms have formed the vocabulary system of a language. Idioms are considered as special factors of a language's vocabulary system because they reflect cultural specific characteristics of each nation, including material and spiritual values. Therefore, a lot of researchers have long shown their concerns for idioms. 2 Idioms are used to express ideas in figurative styles. They bring the vividness and richness to the speakers' speeches. This is the reason why the more skillfully a person use idioms in his conversations, the more effectively he can establish his communicative relationship. One more important thing is that the general present tendencies are towards idiomatic usage; therefore, knowing how to use idioms effectively in the right situations is becoming essential. Moreover, the most distinguished advantage of idioms is that they do provide users with a whole new way of expressing concepts linguistically. It can be said that idioms are the color and vitality of a language. Several linguists have given a lot of definitions about an idiom basing on its fixed characteristics. For example, "An idiom is a fixed group of words with a special different meaning from the meaning of several words" (Dictionary of English Idioms, 1979). Sharing the same point of view, Hoang Van Hanh (1994) considered an idiom as a fixed group of words which is firm in terms of structure, complete and figurative in terms of meaning, and Chào mừng quý thầy, cô giáo đến dự thao giảng Chµo mõng c¸c thÇy c« gi¸o vÒ dù giê thi gi¸o viªn giái huyÖn tiªn du N¨m häc : 2008 - 2009 Mr Jones Unit 7 the world of work Lesson 44 B. the worker (1) Tim Mrs Jones Shannon Unit 7 the world of work Lesson 4 B. the worker (1) I. Newwords Housewife (n) Take care of Work part-time Mechanic Shift (n)-morning shift afternoon shift Day off (n) Homeless people 1. 2. 3. 4. 5. 6. 7. 8. Unit 7 the world of work Lesson 4 B. the worker (1) II. Grammar Eg: Two twenty-minute breaks Eg: A three-week summer vacation 2. Comparison with noun Eg: Hoa works more hours than some workers Eg: He has fewer days off than my Mom 1. Nounphrase III. Practice 1. True or False a, Tim tells Hoa about his parents b, His mother takes care of his family and sometimes cooks lunch for homeless people c, His father works 40 hours a month d, His father has more days off than his mother e. They always go to Florida on vacation. v v v T F Unit 7 the world of work Lesson 4 B. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun v v 2. Questions a, Where does Mrs Jones work? She works at home. But three mornings a week she works part-time at a local supermarket . b, What does she do for homeless people? She cooks lunch for homeless people (once a week) c, What is Mr Jones , job? He is a mechanic d, How many hours a week does he usually work? He usually works about 40 hours a week e, How do you know the Jones family like Florida? The Jones family always goes to Florida on vacation. They have a great time there. Unit 7 the world of work Lesson 4 B. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun III. Practice 1. True or False Unit 7 the world of work Lesson 4 B. the worker (1) I. II. 1. 2. III. 1. 2. m Mrs Jone works at(1)…… She takes of (2)the…. h v 3. Gap fill 4.Write Unit 7 the world of work Lesson 4 B. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun III. Practice 1. True or False 2. Questions Mechanic repairs machines works about 40 hours a week has fewer days off v [...].. .Unit 7 the world of work Lesson 4 B the worker (1) I Newwords II Grammar 1 Nounphrase 2 Comparison with noun Homework III Practice 1 True or False 2 Questions - Write a letter to your friend tell about your parents, jobs Gi¸o viªn: §Æng ThÞ Mai QuÕ Trêng THCS NGUyÔn ®c c¶nh Mr Jones Unit 7 : the world of work Lesson 4 : B1. the worker Tim Mrs Jones Shannon I. Newwords housewife take care of work part-time mechanic prefer shift morning shift afternoon shift day off homeless people ( n ) ngêi néi trî ( n ) ch¨m sãc (n) lµm viÖc qu¸ giê (n ) ngêi v« gia c (n) thî c¬ khÝ (n) thÝch h¬n (n) ca ( n) ngµy nghØ Unit 7 : the world of work Lesson 4 : B1. the worker (1) Unit 7 : the world of work Lesson 4 : B1. the worker II. Grammar 1. Comparison with noun ( so sánh hơn với danh từ Eg: Hoa works more hours than some workers Eg: He has fewer days off than my Mom I/ work / few / hour / Hoa My father / work / more / hour / me Lan / have / more / books / Ly My sister / play games / few / hour / me S1 + v + fewer / more + N + than + S2 III. Practice 1. True or False a, Tim tells Hoa about his friends Tim tells Hoa about his family b, His mother takes care of his family and sometimes cooks lunch for homeless people c, His father works 40 hours a month His father works 40 hours a week d, His father has more days off than his mother His father has fewer days off than his mother Unit 7 : the world of work Lesson 4 : B1. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun 2. Questions a, Where does Mrs Jones work? She works at home. But three mornings a week she works part-time at a local supermarket . b, What does she do for homeless people? She cooks lunch for homeless people (once a week) c, What is Mr Jones , job? He is a mechanic d, How many hours a week does he usually work? He usually works about 40 hours a week e, How do you know the Jones family like Florida? The Jones family always goes to Florida on vacation and They have a great time there. Unit 7 : the world of work Lesson 4 : B1. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun III. Practice 1. True or False Unit 7 : the world of work Lesson 4 : B1. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun III. Practice 1. True or False 2. Questions Mechanic repairs machines works about 40 hours a week has fewer days off Can you tell me about a mechanic? Homework Unit 7 : the world of work Lesson 4 : B1. the worker (1) I. Newwords II. Grammar 1. Nounphrase 2. Comparison with noun III. Practice 1. True or False 2. Questions - Write a letter to your friend tell about your parents , jobs. - Learn by heart newwords, grammar and main information about “mechanic”