Analysis Of Creon s The King Of Oedipus - 941 Words

Writer’s Response The Jainist text and Mengzi both agree to Creon’s accountability in the play’s CONFLICT, they disagree as to what leads to Creon’s downfall. Mengzi believes Creon’s lack of compassion is why he fails to hold on to everything that ultimately becomes nothing towards the end of the play, whereas The Jainist text believes Creon’s countless hamartia(s) is his downfall throughout the entirety of the play. In the very beginning of the play when both brothers, Eteocles and Polynices, are dead, Creon says that anyone who tries to bury Polynices will not do so unharmed. He does not care that Polynices was the son of Oedipus, a brother, or even a person; Creon only saw Polynices as a traitor and Antigone as a traitor as well for trying to give her brother a proper burial. Creon never got off of his high horse to ever put himself in Antigone’s position as a person with a sibling. If it were him that had died doing what he thought was right, he would want someone like Antigone sticking up for him or maybe he would cower away and not take action because of the suspending consequences, like Ismene. Mengzi says that â€Å"human sensitivity to the suffering of others should lead to a life of benevolence, duty, and wisdom† (706). Benevolence is any kind act, but it can also describe the desire to do nice things. When you re feeling selfish, you probably won t show benevolence, but if benevolence comes through in spite of your crankiness, then you know you re really a goodShow MoreRelatedCharacter Analysis : Creon s Oedipus The King 1180 Words   |  5 PagesCounty College Character Analysis: Creon In Oedipus the King by Sophocles, a fatal curse is put upon the town of Thebes. Creon, current king and brother of Jocasta, gives the throne to Oedipus because he freed the city from the Sphinx. Creon is asked to seek help from Apollo, the son of Zeus and Leto, and twin brother of Artemis by Oedipus, his brother in law. Creon reveals to Oedipus that the only way to dismantle the curse is to discover who killed Laius, the former king of Thebes, and then toRead MoreSophocles The King And Antigone Essay1566 Words   |  7 Pages Sophocles wrote about kings. Mythological, or at least long dead, the regal protagonists of fraction of Sophocles’ surviving work embody the political realities of the ancients’ time. By examining and analyzing the origins and nature of kingship in Sophocles, one can glean a sliver of insight into a civilization that has all but disappeared. Sophocles’s kings were great human leaders, reaching their position through impressive deeds or standing in the community. Although they wielded great powerRead MoreOedipus Trilogy Analysis1214 Words   |  5 PagesNovel Analysis of The Oedipus Trilogy Oedipus Rex, or Oedipus Tyrannus as it is in Latin, could be what we call today a Freudian work of literature. The Oedipus Trilogy was originally written by Sophocles and is meant to be told in a story-telling fashion. But this Grecian tragedy was revised and translated into English by Paul Roche and put into a novel form. The Oedipus Trilogy is a novel that deals with destiny and fate. The reader is shown a series of events plotted out from which OedipusRead MoreThe Poetics of Oedipus and Dana Marschz1312 Words   |  6 Pages Creon, in Sophocles Oedipus the King, declares to Oedipus that his power ends; none of [his] power follows [him] through life. (Fagles, 652:1677-8) This edict communicates the transience of mortal abilities, and the hubris of those mortals. In the 2008 film Hamlet 2, Dana Marschz perceives himself as an excellent writer producing the work that will save Drama (Hamlet 2, 00:27:58-28:00), which the community loathes for its mediocrity rather than celebrates for its merits. Comparison of the twoRead MoreWhich Is More Responsible for Oedipus‚Äà ´ Fate, Oedipus Himself or ‚Äà ºMoira‚Äà ¹ Fate?1057 Words   |  5 Pagescan have some bearing on our lives, whether the effect is adverse or desirable. Sophocles’ Oedipus the King is a play represe nting a Greek belief determining the fate of men. The Greeks firmly believe that they are bound to any prophecy made by the gods. With this in mind, one would initially agree that â€Å"moira† is solely responsible for determining Oedipus’ fate. However, after a thorough analysis of Oedipus’ character we see how his actions play a significant part in determining his fate. AdditionallyRead MoreCharacter Analysis Of Oedipus The King1961 Words   |  8 PagesCharacter Analysis of Oedipus: Oedipus the King Oedipus the King is a Greek tragedy play written by Sophocles, and it made its first debut around 429 BCE. It is one among the Theban trilogy plays. The story reveals that Oedipus has unknowingly killed his father, and married, and bore children with his mother. He must find the murderer of King Luis, his father, in order to save the city Thebes from a plague. To his tragic misfortune, it is revealed first through dramatic irony that Oedipus himselfRead MoreEssay on Tragic Flaws in Oedipus the King3561 Words   |  15 PagesOedipus the King, Sophocles’ classical Greek tragedy, presents tragic flaw(s) as the cause of   the near-total destruction of the life of the protagonist. This essay examines that flaw. In his essay â€Å"Sophoclean Tragedy† Friedrich Nietzsche agrees that there is an â€Å"error† within the protagonist, but refrains from specifying exactly what it is: The most pathetic figure of the Greek theatre, the unfortunate Oedipus, Sophocles takes to be a noble man called to error and alienation in spite ofRead MoreAnalysis Of Oedipus The King 1127 Words   |  5 Pages For A Life Of Regrets Oedipus the King is a play written by Sophocles. Oedipus is the main figure and legend of Sophocles play. After Oedipus birth into the world, his father King Laius of Thebes heard from a prophet that his own child was destined to kill him. Sophocles play begins from past to present and starts to unravel the journeys Oedipus goes through. Oedipus isn t an evil character as one would think while reading the story. He neverRead MoreAnalysis Of Oedipus The King And Antigone1170 Words   |  5 Pageson this ever- changing world. In civilizations such as Athens, women were looked down upon and this battle to leave behind tradition proved to be almost if not fatal. Sophocles Oedipus the King and Antigone exemplify three distinct female Athenian characters who approach this battle with different fronts. Through analysis of Ismene, Antigone and Jocasta’s distinct characters, the reader better understands how Sophocles uses a feminine voice to break away from the tradi tion discerned in Athenian lifeRead MoreJustin Janawitz. Howell. Advanced World Literature, Gold1790 Words   |  8 PagesDevelopment of Oedipus Rex Sophocles’ Oedipus Rex is a classic Greek tragedy that was first performed during the beginning of the Hellenistic era of Greek history and is considered by many to be the masterpiece of Greek Tragedy. Before the play begins, Oedipus unknowingly fulfills a prophecy in which he kills his father, marries his mother, and has children with her. He kills his father, King Laius, at the Crossroads without knowing who it was, and by solving the riddle of the Sphinx, Oedipus became King

NASCAR drivers are true athletes Free Essays

In the public consciousness, sport is normally associated with human-powered activities like football and basketball, whereas those, engaging with human-assisted activities like racing, are not viewed as true athletes as they allegedly do not need great physical effort to achieve success. This tradition derives from Ancient Rome, whereas the major emphasis was placed upon the activities, which demonstrate the perfection of human body, but in the modern world, due to the arrival of new technological novelties, it would be unwise to limit the list. The present paper presents the reasons for which NASCAR drivers can be categorized as athletes. We will write a custom essay sample on NASCAR drivers are true athletes or any similar topic only for you Order Now First of all, it is necessary to provide a definition of a true athlete: athlete is a person who possesses either natural or trained skills, needed to do a particular type of sports on the professional basis, participates in the competitions, observing the rules prescribed,   and is able to use the skills they possess in a beneficial way. Thus, there are several key aspects, which characterize an athlete, so they can be used as categorization criteria. First and foremost, an athlete should engage with a particular type of sports. Thus, it is important to prove that motor racing belongs to the realm of sports; for this purpose, it is necessary to define the term â€Å"sport†. â€Å"Sport is an activity that is governed by a set of rules or customs and often engaged in competitively. Sports commonly refer to activities where the physical capabilities of the competitor are the sole or primary determined of the outcome (winning or losing), but the term is also used to include activities such as mind sports and motor sports where mental acuity or equipment are major factor† (http://en.wikipedia.org/wiki/Sport, 2006). Furthermore, true athletes should be skilled enough to engage with a specific type of sports. In the present case, they should have dexterity, good at car driving and have sufficient intellectual abilities and the basic knowledge of the physical laws, which rule the process of driving. Thirdly, the true athlete should be able to use their skills and proficiency in the particular type of sport in the beneficial way, because the utilization of such abilities determines the maintenance of qualification and expertise. Fourthly, the true athlete participates in the contests in their narrow sports sphere, as competition is an opportunity to look critically at oneself and assess one’s own skills in the proper way. As it has been mentioned, the athlete engages with professional sports, which require certain development and adjustment of one’s skills to the requirements of the present day, which could be achieved only through observing peer performance. Finally, the true athlete values competitive spirit and thus observes the major rules that regulate the competition, namely those which determine the fair contest. It is possible to disagree with the aforementioned criteria. For instance, a number of extremely professional athletes, who participate in international competitions, tend to abuse the disciplinary rules and demonstrate aggressive behavior, but in the present case major rules that determine the equality and evenhandedness in the contest are discussed. These rules normally prohibit artificial measures, taken to temporarily increase one’s strength or dexterity. In addition, it is also possible to criticize the criteria that relates to the beneficial use of one’s skills in sports. In fact, the term â€Å"beneficial† doesn’t actually points to making money on the basis of sport activity, in fact, it might include such minor issues as using strength to protect oneself or another person from violent hooligans or utilizing intellectual abilities, developed during the years of chess playing, in mathematics. Finally one might claim that competition is not necessary for self-development as an athlete, as it is possible to hire a very qualified coach and train without engaging into the interactions with other sportspeople, but according to the aforementioned definition, positive and inspired rivalry is a core of all sports and victory is their purpose. Applying the first criterion, it is necessary to state that beyond the traditional sports like tennis and gymnastics, there also exist activities, which need more mental capacities and can be also classified as sports. In addition, the NASCAR refers to the activity it promotes and develops (motor racing) as motor sports, and due to the fact that this association is national, it implies the conventional view on sports, approved by the experts in this sphere. Secondly, NASCAR drivers really possess the necessary skills and abilities – otherwise they wouldn’t have been accepted by the association of the national level. Most of them have been training for many years and using professional race equipment in order to provide continuous growth of their skills. Thirdly, the individuals, participating in NASCAR races, have managed to make the sport bring them money – this way of using the complex of sport skills can be considered beneficial. Nowadays, the NASCAR drivers are amongst the richest athletes in the country. Turning sports into one’s personal profitable work is a true art, so the NASCAR drivers have succeeded in utilizing their unique talent. Fourthly, the NASCAR drivers participate in a variety of races amongst which the NEXTEL Cup, the Busch Series and the Truck Series. In order to have an idea about the level of these competitions, it would be useful to read about the NEXTEL, for instance: â€Å"The NASCAR NEXTEL Cup Series is the sport’s highest level of professional competition. It is consequently the most popular and most profitable NASCAR series. The 2006 NEXTEL season consisted of 36 races over 10 months, with over $4 million in total prize money at stake at each race† (http://en.wikipedia.org/wiki/NASCAR#NEXTEL_Cup, 2007). This mean, the NASCAR drivers belong to the so-called â€Å"high sports†, as they participate in the national competitions. Finally, the NASCAR drivers observe the principles of fair competition. For instance, they â€Å"do not use performance-enhancing drugs† (McCormick, at http://nascar.about.com/od/drivers/a/nascarsteroids.htm, 2007) and tend to support the idea of the spirit of positive rivalry through following the rules of politeness and good tone in the relationships with other participants. Criticizing this argument, one can state that NASCAR races are not actually a sport, but rather a show with minor elements of competition. In this case, the accents are placed inaptly , as these races are a true competition in all aspects, but the modern mass-media have turned into a show, broadcasted by numerous TV-channels. In reality, the NASCAR is interested in maintaining its reputation and thus deals merely with professional sport rather than amateur shows . To sum up, the present paper successfully proves that NASCAR drivers are true athletes, as they meet the aforementioned criteria such as skillfulness, obedience to ethical codes, participation in racing and the corresponding competitions and use of their skills in the beneficial way   The paper thus illustrates that a true athlete should possess not merely skills, but also high intelligence, ability to negotiate and make career in the field of sports as well as satisfactory   inner moral culture. Works cited McCormick, S. â€Å"NASCAR Drivers Don’t Use Performance Enhancing Drugs†. 31 July 2007, http://nascar.about.com/od/drivers/a/nascarsteroids.htm Wikipedia. â€Å"NASCAR†. 17 July 2007, http://en.wikipedia.org/wiki/NASCAR#NEXTEL_Cup Wikipedia. â€Å"Sport†. 4 October 2006, http://en.wikipedia.org/wiki/Sport                   How to cite NASCAR drivers are true athletes, Essay examples

Language Policy and Language Planning †Free Samples to Students

Question: Discuss about the Language Policy and Language Planning. Answer: Introduction According to Shamim (2007), effective learning process is often accompanied by strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well as in line with the curriculum. The design adopted is essential in giving a sense of direction in relation to effective learning of languages for the target group of learners. The direction of the syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching confidence during the lesson delivery. The simple structure adopted gives a useful basis of future planning. In the learning process, learners often have different abilities and understanding skills not only in English but other subjects as well. The structure adopted is hence an effective lesion planning to meet the needs of every student with different abilities and learning skills. This paper hence focuses on three main sections; a structural unit plan, sample lesson plan, and an essay that addresses the primary imp ortance of the structure adopted in the unit and lesson plan for teaching intermediate English Language learners. In the previous studies, it was found that language is often adopted as a tool by learners for their development, an aspect that depends on the medium of instruction. In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials as pointed out by Muhammad (2011). For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. The primary aim is to help the learners to gain the basic skills in speaking English language so as to prepare them for the studies ahead. These learners are from different background. As others are purely green concerning the basics in English language, others have had the opportunity of exposure to either learning the language or having relatives in institutions of higher learning who speaks English. Foreign languages are critical to enable every individual to travel from one country to another for different purposes such as work, holiday and other official and personal issues (Harmer, 2015). The demographic composition of the class is diversified from those who have the basic knowledge of different languages, working experiences with different cultural backgrounds experience, and better background of the Italian to the amateurs that need the basic linguistically introduction (Menghini, 2017). The difference in the skills and knowledge requires me as a teacher to determine the best way of interaction all of them by involving in the discussion of the best way to go about it taking into account of the amateurs. From my method, I will use the instructional and participation methods to offer every one chance to show cast their ability. The students will be required to fill out an informational form to that will be used to know and recognize each student depending on their ability pro gress. Equipment to facilitate the lesson-The inadequate number of linguistically books that can be used will force the class to have to find a better way of acquiring more equipment to facilitate the lesson. Students and the teacher need to have a laid strategy and to agree on the best ways of obtaining the necessary material by choosing between the common purchase and individual purchase as long as the required learning documents are made available. During the discussion, the students should take into account the price of each book. During the language learning process will also have to be accommodative to the individuals with impaired learning process who are so as they can be at the same par with the rest of the class. Cultural backgrounds- The different cultural background and the limited knowledge about the language forces the students to have basic lessons on the different types of languages that will help them understand the deeper meaning of the basic terms in English while taking part in the lessons. Each student should have the basic knowledge of English to facilitate their overall learning process and interaction with other international students. At the end of the learning, the class should be able to communicate in English effectively with one another. The student s will learn about the underlying rules of the language and develop structural sentence in the English at the end of the first week of the lesson. At the end the course, each student should be able to draw the Basic English terms used in communication by an amateur of the language. The students should be able to have the easy time in communication and listening keenly to any discussion carried out in the English language. The students should be able to write up a composition in English and present it the class for analysis. The learners are also expected to have the confidence of speaking, listening, reading, and writing using Basic English skills. The unit is also intended to encourage the learners to adopt English learning in early stages of their learning to reduce the gap of poor English speaking skills among the citizens of Pakistan. English is one of the common languages used globally in international communication, a language that is adopted by most global industries line in businesses, tourism and hospitality among others as pointed out by Shamim (2007). The students are motivated by my linguistically ability to communicate in four different languages that are English, French, Germany, and Italiano. The students are determined and highly gifted individuals with varied cultural background characteristics. As the French teacher who dearly enjoys making writing stories and socializing, my students get motivated to take the first initiative to learning and show their enjoyment as from my ability to offer a safe, free environment where they socialize and entirely get involved with their education. Learning from each student allows free flow of ideas and interpretations. The student's competition moods help them to learn from others and upgrade their abilities as they try to be better than one another At the end of every learning process, it is essential to evaluate and understand the success of the learning process as pointed out by Oxford (1990). For this case, the progress of the students will be indicated by their fluent communication ability, writing ability, and their class assessment and examination performance. The learning process will be considered successful if the learners are at the end able to speak, read, and write in a manner that expresses their basic understanding in using English language. Overall aim(s) of Unit of Work: Ensuring the students gain the basic English language skills to perfectly boost their performance in the post-secondary school. Learner profile: In the previous studies, it was found that language is often adopted as a tool by learners for their development, an aspect that depends on the medium of instruction. In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials as pointed out by Muhammad (2011). For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. Context: Foreign languages are critical to enable every individual to travel from one country to another for different purposes such as work, holiday and other official and personal issues. I will use the instructional and participation methods to offer every one chance to show cast their ability. The students will be required to fill out an informational form to that will be used to know and recognize each student depending on their ability progress. The study will focus on three primary contextual factors; Equipment to facilitate the lesson Language background Cultural backgrounds Target context: The primary aim is to help the learners to gain the basic skills in speaking English language so as to prepare them for the studies ahead. These learners are from different background. As others are purely green concerning the basics in English language, others have had the opportunity of exposure to either learning the language or having relatives in institutions of higher learning who speaks English. Lesson Aims and Objectives Focus Activities Resources Assessment 1 At the end of the lesson, every student will be; -Equipped with the knowledge on the correct pattern of English Language -Able to analyze the comparatives and superlatives sentences -Able to show how the comparatives and superlatives bring about the coherence of paragraphs. The use of superlatives and comparatives - Question and answers - Class discussions - Practical demonstrations - Story telling Charts, books, pens, marker pens The lesson will be successful when the learner is able to understand a clear language pattern on the basic English language skills in understanding how to make comparison between objects. 2 At the end of the lesson, every student should be able to appreciate the natural variations of languages that occur across the globe. Importance of comparatives and how it is used in a sentence. Class teachings and discussions Charts, books, pens, marker pens The lesson will be successful if the students are able to identify how comparatives are used in a statement. 3 At the end of the lesson, the learner should be able to; -Identify and name different objects in English -Speak the simple greetings in English -Easily read simple stories in English Read the common stories, essays that are in English language and then later retell the story to the class in vernacular. What is a superlative? The class will also be required to make a chart naming objects and Charts, books, pens, marker pens, objects of different colors and sizes The lesson will be successful if the learner is able to correctly identify different objects by their names 4 The lesson will focus on engaging the students to the listening of the audio lessons and watching related videos so as to improve the listening skills. The student's lesson will be based on the listening and an analysis of the use of comparatives and superlatives and understanding on the close English terms and use of body language during communication. What are the differences between comparatives and superlatives? The learner will listen to different basic stories that will be narrated in English. They will then explain to each other the content or meaning of the stories DVD, laptop, speakers, charts The lesson will be successful when at the end of the lesson, the learner will be able to use comparatives and superlatives correctly in sentences. Section Two: The lesson Plan Name: Class: Intermediate Class By the end of this lesson, the learner will be able to; - Use superlatives and comparatives in a sentence both literally and orally - Use superlatives and comparative used in a sentence - Be able to give example superlative and comparative sentences constructed on their own. Learner group profile: In Pakistan, it is only in post-secondary institutions that English is adopted as a medium of instruction while the available texts in the language are only used as study materials. For this study, the profile of the group will focus on 30 intermediate students who are in preparation to join post-secondary institution. When the lesson ends, the learners will be able to; - Orally mention and write at least 5 superlative and 5 comparative forms of adjectives - Write five three to five sentences using the correct phrases or forms of superlative and comparative based on objects or pictures. - Identify the use of superlative and comparative adjectives in a sentence Anticipated challenges and their solutions: Students may get confused with naming objects of different colors. Solution: The teacher will show them accurate naming of the objects as per the colors of the objects. The learners may find remembering the naming difficult. Solution: Chats will be used to help them master the content The learners may have challenges in spelling work while doing the comparative and superlative adjectives. Solution: A recap will be done in the three conservative lessons to help them master the concepts. Date/Day 6th November 2017, Monday Duration/Time 1 hour Year Intermediate Enrolment/No. of students 30 Unit/ Topic/ Themes Topic: Grammar- Comparatives and Superlatives Theme: The world around us Skills Distinguishing words that show comparison such as er; er+ than; -est Adjectives- superlative forms Adjectives- Comparative forms Objectives of the lesson By the end of this lesson, the learner will be able to; - Use superlatives and comparatives in a sentence both literally and orally - Use superlatives and comparative used in a sentence - Be able to give example superlative and comparative sentences constructed on their own. Learning outcomes When the lesson ends, the learners will be able to; - Orally mention and write at least 5 superlative and 5 comparative forms of adjectives - Write five three to five sentences using the correct phrases or forms of superlative and comparative based on objects or pictures. - Identify the use of superlative and comparative adjectives in a sentence Moral Values The success of the lesson will depend on two primary values from the students; - Cooperation - Attentiveness Materials Text books, objects of different color concentrations, charts Methods of teaching - Giving practical examples using the objects - Asking and answering of questions - Group discussions - Practical reading of a story from the text book Comments (The teacher will give the comments after summarizing the lesson and asking the learners a few recap questions). Assessment The success of the lesson will be assessed depending on the response of the students towards the questions asked concerning what they have learned from the lesson It is a dream of every academic institution to achieve its best results for its students, an aspect that has promoted stiff competition in both private and public institutions globally (Muhammad 2011). Like other countries, the private schools in Pakistan are as well focused in English qualification not only as a basic language but a preferred international language. Rahman (2002) points out that most students who are not native English speakers are good at speaking their vernacular languages and effectively comprehend their basis structure, but fails to do so when it comes to English language. For this reason, different academic institutions have resorted to various means of achieving accreditation from different international chains. In teaching, it is essential to have a unit plan not only for languages but other subjects as well. This essay focuses on the importance of adopting a particular structure of a unit plan for teaching English language. Reasons for the design adopted According to Shamim (2007), effective learning process is often accompanied by strategic unit or lesson plans that are simple, clear, and focused to the learning objectives as well as in line with the curriculum. The design adopted is essential in giving a sense of direction in relation to effective learning of languages for the target group of learners. The direction of the syllabus is clear and directed to the unit objective, an aspect that helps in boosting teaching confidence during the lesson delivery. The simple structure adopted gives a useful basis of future planning. In the learning process, learners often have different abilities and understanding skills not only in English but other subjects as well. The structure adopted is hence an effective lesion planning to meet the needs of every student with different abilities and learning skills. A proof of the considerable time for preparation of the lesson, hence one can predict what the students are likely to gain at the end of the lesson. According to Oxford (1990), a simple lesson planning structure is an essential component of learning process. In other words, the simple design adopted is a clear indication of the proper planning hence keeping the teacher in track and organized while teaching. As a result, they are able to teach more and help students to achieve the language objectives easily. Language learning is a complex exercise and other concepts may be conceived as easy or difficult by learners depending on their ability (Nath, 2017). As a result, the better prepared the teacher is, the more likely he can handle any issue that comes unexpectedly in the process of learning. The goals in the plan are essential in setting the stage for the study hence has been typically written in a broad statement. The introduction lesson is mainly aimed at grabbing the attention of the students and stimulating them to want to learn more about English language hence will be given extra attention. In a systematic study, Walker (2012) denotes that there are various exciting ways of beginning a new unit. However, the conclusion of the lesson is as well essential by helping the learners to synthesize and reflect upon the content that has been covered in the lesson. At the end of the lesson, the learning activities adopted are expected to help the students with their reading, writing, speaking, and listening skills with the aim of helping them to understand the elements of language such as grammar and vocabulary acquisition. In his study, Wright (2004) points out that the activities and resources adopted in the process of learning should be clear and effectively relates to one another. Therefore, identifying the components that are related for learning effectiveness requires the tutors to ask themselves some specific questions. For instance, how far should the unit is planned? What details need to be covered in the planning? How will the components adopted help the class get a balance of grammar activities, fluency oriented activities, and language skills? How to ensure a variety on the unit components adopted (Saha Mandal, 2017). Finding relevant answers to such questions during planning is essential in adopting lesson planning components that are relevant to the reaching process. Class discussion for instance, should have a right tone with will help the teacher establish a rapport with the students. The unit plan is also organized around the theme of listening, speaking, writing, and reading English effectively (Cholin, Dell, Levelt, 2011). The rational for the thematic components adopted is that it demonstrates the interdisciplinary nature of language learning. As a result, the components has to be relating to each other to ensure that it increases the engagement of the students and capture their interest in wanting to learn more about the language. It also ensures that the unit plan ends up being a more relevant and compacting curriculum with simpler organization of the content and less content overlap. That way, the unit plan expands the assessment options as well as assignment relevancy to the goals of the unit. According to Nunan (1998), effective unit planning begins with the selection of an appropriate theme that reflects the student interests, issues to be addressed, and the requirements of the curriculum. The components must hence work together in achieving the identified goals that the tutor wishes the learners to accomplish once the unit comes to an end. However, these should relate to the local or international standards or competence, an aspect that requires a selection of content-rich and challenging activities to use to ensure the competencies are met. How the design of the unit is informed by personal views of learning According to Harmer (2015), the designing a unit plan is an essential aspect if effective teaching. In other words, they are indispensable in ensuring a good language learning progression. It is a characteristic of most teachers to spend long hours with desks full of textbooks, resources, and website addresses to elaborate the appropriate unit plans. It is a process that takes weeks to be completed so that to have a comprehensive planning for the lessons. Therefore, it is essential to understand why it is necessary to prepare a unit plan even though it may look like time wastage. Walker (2012) points out that the preparing a unit plan takes time, organization, patience, and critical thinking but reduces the worry of teaching planning all the time once it is completed. In the case of this study, designing and preparation of the unit plan helps in giving an overview of what the language lessons are going to cover all through the teaching sessions. For instance, at a glance of the lesson plan, there is a clear view of the ideas on how to cover every lesson and the areas to focus on teaching the lessons so that you do not go out the objectives. One is able to see what is going to be taught in the unit, the learning objectives, and what is expected of the students at the end of the lesson, questions that are often the starting points in unit planning. Apart from the teaching objectives, it also shows the overall daily activities, homework, resources, and differentiated learning objectives. In many case, some language concepts often take long to teach as they are more difficult to learn, an aspect that requires the teacher to allocate more hours for the concepts (Aryee Debrah, 2015). Designing a unit plan is essential in such cases especially in dividing the time allocation to ensure the learning process is effective for both the complicated and easy concepts to grab. At the completion of the lesson plan, the teacher also gets time to evaluate the teaching materials available at their disposal. It hence helps in making the lesson more engaging as the tutor will get the chance of sourcing or other relevant materials, an aspect that would be more difficult without making a lesson plan (Nikam, 2016). With all the required materials at the disposal, they can easily be organized in a manner that they can effectively serve the teaching objectives. Making available the relevant resources for each lesson makes it easier in deciding the learning activities that best suits needs of the students. Having a complete unit plan is this important in having a good deal of thinking critically with the aim of ensuring that resources and activities meet the requirements of the learning objectives. Conclusion In conclusion, there is a tendency that is common when we start teaching, which is designing great, innovative, and colorful complex activities and resources with the hope that they will be very motivating to students. However, they often end up proving hard to be used in cases since they may not be adapted to the abilities of the learners. As a result, it is essential to prepare a unit plan in advance as it helps in readapting our teaching planning to suit the abilities of the target students as well as stick to the curriculum. It is a process that determines the success of the teaching process, an aspect that will prove that the teaching objectives are met. References Aryee, S., Debrah, Y. A. (2015). Career planning: an examination of individual, non-work and work determinants.International Journal Of Human Resource Management,3(1), 85-104. Cholin, J., Dell, G. S., Levelt, W. M. (2011). Planning and articulation in incremental word production: Syllable-frequency effects in English.Journal Of Experimental Psychology: Learning, Memory, And Cognition,37(1), 109-122. doi:10.1037/a0021322 Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal 58/4. Harmer , J. (2015). The practice of English language teaching, 5th ed. Harlow: Pearson Longman. Menghini, M. (2017). Supporting multilingualism in academic writing.International Journal Of Language Studies,11107-130. Muhammad, S. (2011). L2 reading instruction and reading beliefs of English teachers in public sector universities in Pakistan (Unpublished M.A. Thesis). Northern Arizona University, Flagstaff, USA. Nath, M. (2017). Problems In Teaching English In Secondary Schools In North Tripura District.Language In India,17(7), 158-283. Nikam, S. J. (2016). Teaching Compulsory English Course to Large Classes: Some Observations.Language In India,16(11), 169-181. Nunan, D. (1998), Language teaching methodology: A Textbook for Teachers, Prentice Hall, New York. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Rahman, T. (2002). Language, ideology and power. Karachi, Pakistan: Oxford University Press. Rahman, T. (2004). Denizens of alien worlds: A study of education, inequality and polarization in Pakistan. Oxford, London: Oxford University Press. Saha, S., Mandal, S. (2017). Discourse prosody planning in native (L1) and nonnative (L2) (L1-Bengali) English: a comparative study.International Journal Of Speech Technology,20(2), 305-326. doi:10.1007/s10772-017-9409-1 Shamim, F. (2007). English as the language for development in Pakistan: Issues, challenges and possible solutions. In H. Coleman (Ed.), Language and development: Africa and beyond (pp. 97118). Addis Ababa, Ethiopia: The British Council. Sharma, S. K., Sinha, S. (2017). Substandard Status of Hindi in Competitive Examinations in India: Cause and Remedy.Language In India,17(6), 433-439. Walker, J. W. (2012). Individual Career Planning.Business Horizons,16(1), 65. Wright, S. (2004). Language policy and language planning: From nationalism to globalisation. New York: Palgrave Macmillan.