Making Small Talk for English Learners

The ability to make small talk is highly valued. In fact, many English students are more interested in making effective small talk than knowing correct grammar structures — and rightly so! Small talk gets friendships started and breaks the ice before important business meetings and other events. What Is Small Talk? Small talk is pleasant conversation about common interests. Why Is Small Talk Difficult for Some English Learners? First of all, making small talk is not difficult only for English learners, but also for many native speakers of English. However, small talk can be especially difficult for some learners because making small talk means talking about almost anything — and that means having a wide vocabulary that can cover most topics. Most English learners have excellent vocabulary in specific areas, but may have difficulties discussing topics they are unfamiliar with because of a lack of appropriate vocabulary. This lack of vocabulary leads to some students blocking. They slow down or stop speaking completely because of a lack of self-confidence. How to Improve Small Talk Skills Now that we understand the problem, the next step is to improve the situation. Here are some tips to improve small talk skills. Of course, making effective small talk means lots of practice, but keeping these tips in mind should improve overall conversational skills. Do Some Research​ Spend time on the internet, reading magazines, or watching TV specials about the type of people you are going to meet. For example, if you are taking a class with students from other countries, take time after the first few days of class to do some research. They will appreciate your effort and your conversations will be much more interesting. Stay Away From Religion or Strong Political Beliefs While you may believe in something very strongly, beginning conversations and making small talk about your own personal convictions may abruptly end the conversation. Keep it light, dont try to convince the other person that you have the correct information about a higher being, political system, or other belief system. Use the Internet to Gain Specific Vocabulary​ This is related to doing research about other people. If you have a business gathering  or are meeting people who share a common interest (a basketball team, a tour group interested in art, etc.), take advantage of the internet to learn specific vocabulary. Almost all businesses and interest groups have glossaries on the internet explaining the most important jargon related to their business or activity. Ask Yourself About Your Culture​ Take time to make a list of common interests that are discussed when making small talk in your own culture. You can do this in your own language, but check to make sure that you have the English vocabulary to make small talk about those subjects. Find Common Interests​ Once you have a subject that interests both of you, keep to it! You can do this in a number of ways: talking about travel, talking about the school or friend you have in common, talking about the differences between your culture and the new culture (just be careful to make comparisons and not judgments, e.g., The food in our country is better than the food here in England). Listen This is very important. Dont get so worried about being able to communicate that you dont listen. Listening carefully will help you understand and encourage those speaking to you. You might be nervous, but letting others state their opinions will improve the quality of the discussion — and give you time to think of an answer! Common Small Talk Subjects Here is a list of common small talk subjects. If you have difficulties speaking about any of these topics, try to improve your vocabulary by using the resources available to you (Internet, magazines, teachers at school, etc.) Sports - current matches or games, favorite teams, etc.HobbiesWeather - boring, but can get the ball rolling!Family - general questions, not questions about private mattersMedia - films, books, magazines, etc.Holidays - where, when, etc. but NOT how much!Home town - where do you come from, how is it different/similar to this townJob - once again, general questions not too specificLatest fashion and trendsCelebrities - any gossip you may have! Here is a list of topics that probably arent very good for small talk. Of course, if you are meeting a close friend these topics may be excellent. Just remember that small talk is generally discussion with people you dont know very well. Salary - how much do you make? - Thats none of your business!Politics - wait until you get to know the person betterIntimate relationships - only for you and your partner, or maybe your best friendReligion - tolerance is the key!Death - we need to face it, but not the first time we meet someone newFinancial - related to salary above, most people prefer to keep financial information to themselvesSales - Dont try to sell something to someone you have just met.

Multicultural Matrix and Analysis Worksheet Essay

University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix | What is the group’s history in the United States? | What is the group’s population in the United States? | What are some attitudes and customs people of this group may practice? | What is something you admire about this group’s people, lifestyle, or society? | 1. | Native Americans (American Indians)As the name suggests, these were the first people (natives) who lived in North America, Alaska and Hawaii. After Europeans settled in the U.S., native†¦show more content†¦In 1850, Chinese immigrants in San Francisco established a Chinatown, others soon followed. Boston’s Chinatown was established by 1875. Chinatown was then, as it still is now, a place of support and security where one could find a bed, job, and social services; a place of cultural familiarity where one could share common food, language, and customs. Excluded from the larger society, Chinatown was home. | Asian are heavily influenced by the values of family, hard wo rk, the need for respect and saving â€Å"face.† Asians have strong family values and high education values; they are also a very frugal group of people. Ethnic communities should be valued because of the important roles they play in enabling people to survive and thrive. | 5. | Arab AmericansArab American history received a significant push during the era called the Great Migration, the period between 1880 and 1924 with more than 95,000 Arabs coming from Greater Syria. By 1924, there were about 200,000 Arabs living in the U.S. | Arab Americans are not officially recognized as a federal minority group and because of this, reporting numbers are almost never exact.1920 – 250,0002000 - 1,500,641Today – 3+ million | There are 22 Arab countries, including Palestine, which are members of the Arab League and share a common history, language and culture. Arab Americans maintains contact with their extended family and member of their town of origin who may be locatedSho w MoreRelatedEssay on Multicultural Matrix and Analysis Worksheet1483 Words   |  6 PagesUniversity of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. 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Philosopher comparison chart Essay Example For Students

Philosopher comparison chart Essay Burke Marx MLK Malcolm X De Gouges WollstoneCraft Mill CLASSIFICATION Conservative Socialist Radical Radical Liberal Liberal Liberal HISTORICAL TIME PERIOD 18th century 19th century 20th century 20th century 18th century 18th century 19th century HISTORICAL CONTEXT -French Revolution -End of enlightenment Books: reflections on the revolution in Fr -England -Industrial Revolution -Rise of factories -Decline of agrarian economy -Class divisions between owners of factories (bourgeoisie) and wage earners (proletariat) -American civil rights movement. -letter from Birmingham jail reasons for why this happened in 1950s: 1. migration of blacks country city 2. WWII against racism 3. TV showed the reality of the situation Same as MLK Besides his work is called -The ballet or the bullet her book: Declaration the Rights of Women and Citizens -reasons for why it happened now: -Spirit of the age econ dev. Indust rev. (rise of factories) no sexual division of labor -right after fr. + am. Rev -inv. Of childhood new role for women as maternal -same historical context- De Gourges. We will write a custom essay on Philosopher comparison chart specifically for you for only $16.38 $13.9/page Order now -wrote revolutionary text on rights of women -her book is called: A vindication of the Rights of Women -rise of democracy -Associated with Am + Fr. Revolution (50, 40 yrs) -rise of popular sovereignty -suffrage gets expanded -Rise of popular newspaper -increased literacy -On liberty personal rights has a new enemy the ppl themselves -old enemy defeated (powers of kings, clerics, arist. ) -proposed bill in parl. To allow ppl to vote HUMAN NATURE -humans have very small capacity to reason, not rational (pg 72, 74 in packet) -creatures of emotion and feeling. -men produce goods even when they dont have immediate needs separates man from animal -humans have capacity to be creative -4 types of alienation 1. alienation of the worker from the product of his work 2. alienation of the worker from the activity of production 3. alienation of the worker from his species-being or human identity 4. alienation of man from man -integrationalist (integration between blacks and whites, he still have hope in the right race) -christ notion of universal love -non-violent resistance -all Christians, black and white are capable of universal love -separatist (races have to be separate) -emphasizes that blacks can do civi.l rights movement themselves -All humans, whether men or women are rational -Reject ideas of previous thinkers that women are weak by nature (intellectually) -there is an inequality physically, but not mentally -All humans, whether men or women are rational -Reject ideas of previous thinkers that women are weak by nature (intellectually) -there is an inequality physically, but not mentally -idea of women being mentally weak comes from socialization, not from actual truth. -ppl have natural rights -discusses issue of authenticity -all human beings are rational but we are also fallible (386) PURPOSE OF STATE -keep order -restrain and suppress individual passion because people are irrational -basis of government not based on abstract ideas, metaphysical rights but on experience of past (353) and (72-73) -people need to respect the states authority -reality: to serve and protect economic and political interests of the dominant class (449) -ideal: in a classless society there is no dominant class so there is no state. -in favor of reform. -extends right and opportunities for women (lockes theory applied on women) -in favor of reform -extends right and opportunities for women (lockes theory applied on women) -provide education for all children -tyranny of the majority is suppressing the minority -protect freedom of speech -protect fundamental rights of everyone including women -suppress the majority so we cant invade the minoritys right WHO SHOULD RULE -no preference, govt that has been around should rule -people with experience rather than expertise (opp of plato) (353, 72-73 pkt). .u94e95f68fa8491aff6c43f5efda77e56 , .u94e95f68fa8491aff6c43f5efda77e56 .postImageUrl , .u94e95f68fa8491aff6c43f5efda77e56 .centered-text-area { min-height: 80px; 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vertical-align: middle; width: 100%; } .u94e95f68fa8491aff6c43f5efda77e56:after { content: ""; display: block; clear: both; } READ: The Life-Span Developmental Approach to Counseling Essay-Ultimately, temporary dictatorship of the proletarian and eventually, no state because it is a communist utopia -anyone who promotes non violence and equality for all races -black measures to bring about equality but separation for races -no preference, so long as basic rights upheld for both men and women -both sexes can rule -no preference, so long as basic rights upheld for both men and women -both sexes can rule -to have legitimacy, the govt must include the people -popular sovereignty the people decide who should rule monarchs, nobles + clergy are agents of tyranny. -mill supports limited democracy with safeguards that prevent the majority from infringing on nights of minority (379-380) INDIVIDUAL VS. COMMUNITY -people do not have natural rights do not exist -natural rights are abstract ideas made by intellectuals -people cannot choose gov. -community over individual -community has a sense of history -community: favors the happiness and equality of the community over individual wealth and happiness -individual rights of women and men should be the same -women educated -individual rights of women some rights as men -women educated. -community everyone should have free education where both sexes have education together -support for individual rights -harm principle the community can only infringe upon the individuals rights if the individual causes physical or economic harm -sanctity of the individual-no one can tell the individual what to do-but you can argue and persuade him Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our University Degree Philosophy and Theology section.

Religious Rights In Public Schools Essays - , Term Papers

Religious Rights In Public Schools Religious Rights in Public Schools JESUS in the classroom! Are you feeling uncomfortable yet? Religion in the public school systems is among the top of the list of controversial topics in American society, We've long been advised to avoid this and other religiously politically intertwined subjects in polite conversation. If youre like most Americans, this topic makes you frustrated, high strung, or at least a little queasy. From the day the 1st amendment right appeared in the U.S. Constitution, to this present day, and surely into our nations tomorrows, the proper role of religion in public schools has been, is, and will continue to be a subject of great debate. It is important for school officials, parents, and students to have a clear understanding of the 1st amendment and how it affects their religious rights and the religious rights of others in a public school setting. Unfortunately, most people are confused or misguided when it comes to this issue. The purpose of this paper is to guide the reader through a clear understanding of the 1st amendment; the impact it has had in education, the religious freedoms it grants to students, and the religious freedoms it grants (or doesnt grant) to teachers. The Constitution exists precisely so that opinions and judgments, including can be formed, tested, and expressed. These judgments are for the individual to make, not for the Government to decree even with the mandate or approval of a majority (Supreme Court Justice Anthony M. Kennedy, 1999). In knowing that, the 1st amendment states, Congress shall make no law respecting an establishment of religion or prohibiting free exercise thereof As you can see there are two clauses in this part of the amendment. The first is known as the Establishment Clause, which simply says that congress cannot establish a religion. The second is known as the Free Exercise Clause, which prohibits congress from removing the right of the people to freely exercise any religion, or none at all. Although these two clauses of the 1st amendment right seem simple to understand and clear and direct in its meanings, there is no doubt that the 1st amendment needs breathing space and room for interpretation, and statutes attempting to restrict or burden the exercise of First Amendment rights must be narrowly drawn (Herndon v. Lowry, 1937). For example, even the most stringent protection of religious rights would not protect a teacher from sacrificing her students in the name of religion. Every case, whether it be as ridiculous as the one above or a situation that would be much more relevant to every day life is confronted with a question, was the religious expression used in such circumstances or are they of a nature that creates a clear and present danger? Congress has a right to prevent those instances that will bring about substantive evils. In the end the question is one of proximity and degree (Holmes, 1999). Since this amendment first appeared in December of 1791, there have been hundreds of court cases, ruling on the religious rights of students, teachers and other officials in public schools. These court cases with their extraordinary impact, have paved the way to the educational system we have today. Though schools were originally founded for the purpose of inculcating Judeo-Christian values, particularly to teach people how to read the scriptures, John Dewey, the so-called father of modern education, attempted to replace sectarian education and doctrine with a religious faith that shall not be confined to sect, class, or race (Alley, 1996). Over the years since John Dewey, public schools have become secularized. There is no doubt that public schools have changed dramatically. Because of these changes many people have the mistaken view that religion is forbidden on public campuses. A recent poll appearing in the Freedom From Religion Foundation website states that about 60% of the gen eral public is ill informed about the separation of church and state and how it applies in educational settings (Gaylor, 2001). It may come as a surprise to some, but students have many religious rights on public school campuses. In 1969 the Supreme Court held that students do not shed their constitutional rights at the schoolhouse gate and