Figurative Language versus Literal Language Essay - 10

Figurative Language versus Literal Language - Essay Example Problem solving becomes easier when the analogy of an event is understood. Metaphor is a figure of speech. Direct comparison is usually a metaphor, for instance he was a lion in the battlefield is a metaphor, it goes to show that the man fought like a lion in the battlefield but the word like would not be used in a metaphor. Hyperbole is another figure of speech which means over exaggeration, when someone or something normal is presented in a grand manner it is called hyperbole. The following is an example of a hyperbole "I was helpless. I did not know what in the world to do. I was quaking from head to foot, and could have hung my hat on my eyes, they stuck out so far." (Hyperbole) Simile refers to indirect comparison, it is different from metaphor, words like like and as are used in a simile, for instance her house is like a jail is a simile. You are not as good as he is, this is another example of a simile. Euphemism is another very important figure of speech, it means putting things more subtly. When an offensive word or phrase is substituted with a less offensive word or phrase it is called euphemism, for instance a prostitute is not called a prostitute by some people, they say lady of easy virtue or a painted lady, this is euphemism. They do not say they want to go to the toilet, rather they say we would like to go to the powder room or they would ask where the facilities are, this is euphemism. Colloquialism is â€Å"an informal expression that is more often used in casual  conversation  than in formal speech or writing.† (Colloquialism) He was dumped by her is an example of colloquialism, these were some very important figure of

Effective Teacher Analysis Essay Example | Topics and Well Written Essays - 750 words

Effective Teacher Analysis - Essay Example The learners are more engaged in what is being presented in by the instructor. The instructor establishes a relaxed and non-threatening setting for the students (Bligh, 2000). The instructor also encourages queries from the beginning of the lecture. The more a tutor connects with the learners in a lecture, the livelier the instruction will be. The thoughtful utilization of queries during an instructional setting may assist move the instruction forward, make the instruction extra interesting, engage the learners, and enhance the utilization of the higher-order process of reasoning (Bligh, 2000). The instructor also provides learners a concise sense of the topic of the day and its connection to the course in general. The instructor has written a summary on the board before the start of the discussion. This technique assists learners sort out what is being presented. In addition, the summary may be useful for the learners when they are revising to pinpoint connections and ideas that the y did not get hold of during the lecture (Bligh, 2000). The instructor also offers information in a range of forms including the use of visuals. Incorporating visuals in an instruction may assist learns understand. Each visual that is utilized during the lecture has a function. For instance, the instructor lessens inappropriate information, puts significant words close to the things they explain, and highlights foremost ideas and phrases. In addition, the instruction is effective because the instructor demonstrates passion for the topic. The instructor informs learners about what is fascinating about the DISCOVER method of research. The instructor utilizes examples and applications which highlight the reasons why the topic is necessary to be learned and comprehended. The examples and applications are essential in transferring instruction. Moreover, the instructor concentrates on communicating with the learners. The instructor communicates comprehensibly so that each and every learne r can hear what is being communicated. He tutor communicates with an enthusiastic tone, but extra slowly than one would in a communication that is not formal. The instructor uses the lively tone to connect new information to what the learners know (McKeachie, 2005). The instructor utilizes informal diction, straightforward, and short sentences. This incorporates transitions that assist learners keep to the sequence of what is being conveyed in the instruction. In addition, the instructor asks a number of queries at a number of points during the instruction to help make sure that learners have got hold of significant ideas. Also, the instructor makes proper use of movement around the room, eye contact, and gestures. The instructor makes eye contact with learners in different parts of the class room, not only those who seem to be engaged. These helps engage the attention of all learners in the class room. There are a number of modifications that would support English language learners .  One is the utilizing of the first language for support. An instructor may review and preview subject using the first language in addition to employing the first language for modification and clarification. In addition, teaching learners reading comprehension techniques in the first language of the learners may enhance reading comprehension when learners read in the secondary language. Two, the instructor may assist English students in English-only surroundings. Employing techniques that have been proved to facilitate English speakers to