Selasa, 10 September 2013

Classroom Phrases


Add more words.
Are the statements right or wrong?
Ask questions.
Can I go to the toilet?
Can I help?
Can I open the window, please?
Can I say it in (German ...)?
Check your answers.
Choose two questions.
Collect information about...
Colour the picture.
Compare your words with your partner.
Complete the sentences with words from the text.
Complete the text.
Copy the chart.
Copy the table into your folder.
Correct the mistakes.
Correct the wrong sentences.
Divide the text into five parts.
Do you agree with ...
Draw a room.
Explain...
Fill in the right words.
Find a partner.
Find arguments.
Find the questions to the answers.
Finish the story.
Give good reasons for your opinions.
Guess...
How might the story go on?
Imagine...
Listen to the CD.
Look at the pictures.
Make notes.
Make sentences.
Make up more conversations with a partner.
Match the sentence parts.
Match the sentences to the questions.
Move your counter.
Open your textbook at page 25. (workbook, folder, diary)
Put in the right verbs.
Put the sentences in the right order.
Put the verbs in the right groups.
Read out loud.
Remember...
Sorry, I haven't got my homework.
Sorry?
Suppose...
Swap your folder with your partner.
Talk about pets.
Talk to your partner.
Tell your form.
Throw the dice.
Use ...
What is the story about?
What lines from the text go with the pictures?
What's this in English?
Write a story.
Write about Peter.
Write the sentences in the right order.


Minggu, 19 Mei 2013

EXPRESSION AT THE HOTEL


1) The guest

Have you got a single room for tonight?
I'd like to stay in a double room.
Do all the rooms have air-conditioning?
Is breakfast included?
When do you serve breakfast?
Could you give me a call at 7 tomorrow morning, please?
I'd like to pay in cash/by credit card/by traveller's cheque (AE: check).

2) The receptionist

Hello, can I help you?
Would you like a room with a bath or a shower?
How long would you like to stay at our hotel?
How would you like to pay?
Your room is on the second floor on the right.
Sorry, we're fully booked for tonight.
Sorry, we are full up. (AE*)
Is there anything else I can do for you?

WILLIAM SHAKESPEARE


William Shakespeare (26 April 1564 (baptised) – 23 April 1616) was an English poet and playwright, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist. He is often called England's national poet and the "Bard of Avon". His extant works, including some collaborations, consist of about 38 plays, 154 sonnets, two long narrative poems, two epitaphs on a man named John Combe, one epitaph on Elias James, and several other poems. His plays have been translated into every major living language and are performed more often than those of any other playwright. 
Shakespeare was born and brought up in Stratford-upon-Avon. At the age of 18, he married Anne Hathaway, with whom he had three children:Susanna, and twins Hamnet and Judith. Between 1585 and 1592, he began a successful career in London as an actor, writer, and part owner of aplaying company called the Lord Chamberlain's Men, later known as the King's Men. He appears to have retired to Stratford around 1613 at age 49, where he died three years later. Few records of Shakespeare's private life survive, and there has been considerable speculation about such matters as his physical appearance, sexuality, religious beliefs, and whether the works attributed to him were written by others. 
Shakespeare produced most of his known work between 1589 and 1613. His early plays were mainly comedies and histories, genres he raised to the peak of sophistication and artistry by the end of the 16th century. He then wrote mainly tragedies until about 1608, including Hamlet,King Lear, Othello, and Macbeth, considered some of the finest works in the English language. In his last phase, he wrote tragicomedies, also known as romances, and collaborated with other playwrights.
Many of his plays were published in editions of varying quality and accuracy during his lifetime. In 1623, John Heminges and Henry Condell, two friends and fellow actors of Shakespeare, published the First Folio, a collected edition of his dramatic works that included all but two of the plays now recognised as Shakespeare's. It was prefaced with a poem by Ben Jonson, in which Shakespeare is hailed, presciently, as "not of an age, but for all time." 
Shakespeare was a respected poet and playwright in his own day, but his reputation did not rise to its present heights until the 19th century. The Romantics, in particular, acclaimed Shakespeare's genius, and the Victorians worshipped Shakespeare with a reverence that George Bernard Shaw called "bardolatry". In the 20th century, his work was repeatedly adopted and rediscovered by new movements in scholarship and performance. His plays remain highly popular today and are constantly studied, performed, and reinterpreted in diverse cultural and political contexts throughout the world.

ELIZABETHAN PERIOD


The Elizabethan era was the epoch in English history of Queen Elizabeth I's reign (1558–1603). Historians often depict it as the golden age inEnglish history. The symbol of Britannia was first used in 1572 and often thereafter to mark the Elizabethan age as a renaissance that inspired national pride through classical ideals, international expansion, and naval triumph over the hated Spanish foe. In terms of the entire century, the historian John Guy (1988) argues that "England was economically healthier, more expansive, and more optimistic under the Tudors" than at any time in a thousand years.
This "golden age" represented the apogee of the English Renaissance and saw the flowering of poetry, music and literature. The era is most famous for theatre, as William Shakespeare and many others composed plays that broke free of England's past style of theatre. It was an age of exploration and expansion abroad, while back at home, the Protestant Reformation became more acceptable to the people, most certainly after the Spanish Armada was repulsed. It was also the end of the period when England was a separate realm before its royal union with Scotland.
The Elizabethan Age is viewed so highly because of the periods before and after. It was a brief period of largely internal peace between theEnglish Reformation and the battles between Protestants and Catholics and the battles between parliament and the monarchy that engulfed the seventeenth century. The Protestant/Catholic divide was settled, for a time, by the Elizabethan Religious Settlement, and parliament was not yet strong enough to challenge royal absolutism.
England was also well-off compared to the other nations of Europe. The Italian Renaissance had come to an end under the weight of foreign domination of the peninsula. France was embroiled in its own religious battles that would only be settled in 1598 with the Edict of Nantes. In part because of this, but also because the English had been expelled from their last outposts on the continent, the centuries long conflict between France and England was largely suspended for most of Elizabeth's reign.
The one great rival was Spain, with which England clashed both in Europe and the Americas in skirmishes that exploded into the Anglo-Spanish War of 1585–1604. An attempt by Philip II of Spain to invade England with the Spanish Armada in 1588 was famously defeated, but the tide of war turned against England with an unsuccessful expedition to Portugal and the Azores, the Drake-Norris Expedition of 1589. Thereafter Spain provided some support for Irish Catholics in a debilitating rebellion against English rule, and Spanish naval and land forces inflicted a series of reversals against English offensives. This drained both the English Exchequer and economy that had been so carefully restored under Elizabeth's prudent guidance. English commercial and territorial expansion would be limited until the signing of the Treaty of London the year following Elizabeth's death.
England during this period had a centralised, well-organised, and effective government, largely a result of the reforms of Henry VII and Henry VIII. Economically, the country began to benefit greatly from the new era of trans-Atlantic trade.
The Elizabethan era saw a great flourishing of literature, especially in the field of drama. The Italian Renaissance had rediscovered the ancient Greek and Roman theatre, and this was instrumental in the development of the new drama, which was then beginning to evolve apart from the old mystery and miracle plays of the Middle Ages. The Italians were particularly inspired by Seneca (a major tragic playwright and philosopher, the tutor of Nero) and Plautus (its comic clichés, especially that of the boasting soldier had a powerful influence on the Renaissance and after). However, the Italian tragedies embraced a principle contrary to Seneca's ethics: showing blood and violence on the stage. In Seneca's plays such scenes were only acted by the characters. But the English playwrights were intrigued by Italian model: a conspicuous community of Italian actors had settled in London and Giovanni Florio had brought much of the Italian language and culture to England.
Following earlier Elizabethan plays such as Gorboduc by Sackville & Norton and The Spanish Tragedy by Kyd that was to provide much material for Hamlet, William Shakespeare stands out in this period as a poet and playwright as yet unsurpassed. Shakespeare was very gifted and incredibly versatile, and he surpassed "professionals" as Robert Greene who mocked this "shake-scene" of low origins. Though most dramas met with great success, it is in his later years (marked by the early reign of James I) that he wrote what have been considered his greatest plays:Hamlet, Romeo and Juliet, Othello, King Lear, Macbeth, Antony and Cleopatra, and The Tempest, a tragicomedy that inscribes within the main drama a brilliant pageant to the new king.
Shakespeare also popularized the English sonnet which made significant changes to Petrarch's model. The sonnet was introduced into English by Thomas Wyatt in the early 16th century. Poems intended to be set to music as songs, such as by Thomas Campion, became popular as printed literature was disseminated more widely in households. See English Madrigal School. Other important figures in Elizabethan theatre include Christopher Marlowe, Thomas Dekker, John Fletcher and Francis Beaumont. Had Marlowe (1564-1593) not been stabbed at twenty-nine in a tavern brawl, says Anthony Burgess, he might have rivalled, if not equalled Shakespeare himself for his poetic gifts. Marlowe's subject matter focuses more on the moral drama of the Renaissance man than any other thing. Marlowe was fascinated and terrified by the new frontiers opened by modern science. Drawing on German lore, he introduced Dr. Faustus to England, a scientist and magician who is obsessed by the thirst of knowledge and the desire to push man's technological power to its limits. His dark heroes may have something of Marlowe himself, whose untimely death remains a mystery. He was known for being an atheist, leading a lawless life, keeping many mistresses, consorting with ruffians: living the 'high life' of London's underworld.
Beaumont and Fletcher are less-known, but it is almost sure that they helped Shakespeare write some of his best dramas, and were quite popular at the time. It is also at this time that the city comedy genre develops. In the later 16th century English poetry was characterised by elaboration of language and extensive allusion to classical myths. The most important poets of this era include Edmund Spenser and Sir Philip Sidney. Elizabeth herself, a product of Renaissance humanism, produced occasional poems such as On Monsieur’s Departure. The most famous themes of the Elizabethan Drama are: Revenge, Sensationalism, Melodrama and Vengeance.
The following is an incomplete list of writers considered part of this period.

1. William Shakespeare
2. Christopher Marlowe
3. Ben Jonson
4. Edmund Spenser
5. John Fletcher
6. Thomas Kyd
7. Thomas Middleton
8. Thomas Nashe
9. John Webster
10. John Donne
11. Philip Sidney

POETRY
Edmund Spenser was born in East Smithfield, London, around the year 1553, though there is some ambiguity as to the exact date of his birth. As a young boy, he was educated in London at the Merchant Taylors' School and matriculated as a sizar at Pembroke College, Cambridge. While at Cambridge he became a friend of Gabriel Harvey and later consulted him, despite their differing views on poetry. In 1578 he became for a short time secretary to John Young, Bishop of Rochester.  In 1579 he published The Shepheardes Calender and around the same time married his first wife, Machabyas Childe.
In July 1580 Spenser went to Ireland in service of the newly appointed Lord Deputy, Arthur Grey, 14th Baron Grey de Wilton. When Grey was recalled to England, he stayed on in Ireland, having acquired other official posts and lands in the Munster Plantation. At some time between 1587 and 1589 he acquired his main estate at Kilcolman, near Doneraile in North Cork. Among his acquaintances in the area was Walter Raleigh, a fellow colonist. He later bought a second holding to the south, at Rennie, on a rock overlooking the river Blackwater in North Cork. Its ruins are still visible today. A short distance away grew a tree, locally known as "Spenser's Oak" until it was destroyed in a lightning strike in the 1960s. Local legend has it that he penned some of The Faerie Queene under this tree.
In 1590 Spenser brought out the first three books of his most famous work, The Faerie Queene, having travelled to London to publish and promote the work, with the likely assistance of Raleigh. He was successful enough to obtain a life pension of £50 a year from the Queen. He probably hoped to secure a place at court through his poetry, but his next significant publication boldly antagonised the queen's principal secretary, Lord Burghley, through its inclusion of the satirical Mother Hubberds Tale. He returned to Ireland.
By 1594 Spenser's first wife had died, and in that year he married Elizabeth Boyle, to whom he addressed the sonnet sequence Amoretti. The marriage itself was celebrated in Epithalamion.
In 1596 Spenser wrote a prose pamphlet titled, A View of the Present State of Ireland. This piece, in the form of a dialogue, circulated in manuscript, remaining unpublished until the mid-seventeenth century. It is probable that it was kept out of print during the author's lifetime because of its inflammatory content. The pamphlet argued that Ireland would never be totally 'pacified' by the English until its indigenous language and customs had been destroyed, if necessary by violence.
Later on, during the Nine Years War in 1598, Spenser was driven from his home by the native Irish forces of Aodh Ó Néill. His castle at Kilcolman was burned, and Ben Jonson (who may have had private information) asserted that one of his infant children died in the blaze.
In the year after being driven from his home, Spenser travelled to London, where he died aged forty-six. His coffin was carried to his grave inWestminster Abbey by other poets, who threw many pens and pieces of poetry into his grave with many tears. His second wife survived him and remarried twice.
Spenser's masterpiece is the epic poem The Faerie Queene. The first three books of The Faerie Queene were published in 1590, and a second set of three books were published in 1596. Spenser originally indicated that he intended the poem to consist of twelve books, so the version of the poem we have today is incomplete. Despite this, it remains one of the longest poems in the English language.
It is an allegorical work, and can be read (as Spenser presumably intended) on several levels of allegory, including as praise of Queen Elizabeth I. In a completely allegorical context, the poem follows several knights in an examination of several virtues. In Spenser's "A Letter of the Authors," he states that the entire epic poem is "cloudily enwrapped in allegorical devises," and that the aim behind The Faerie Queene was to “fashion a gentleman or noble person in virtuous and gentle discipline.”
Spenser published numerous relatively short poems in the last decade of the sixteenth century, almost all of which consider love or sorrow. In 1591 he published Complaints, a collection of poems that express complaints in mournful or mocking tones. Four years later, in 1595, Spenser published Amoretti and Epithalamion. This volume contains eighty-nine sonnets commemorating his courtship of Elizabeth Boyle.
In “Amoretti,” Spenser uses subtle humour and parody while praising his beloved, reworking Petrarchism in his treatment of longing for a woman. “Epithalamion,” similar to “Amoretti,” deals in part with the unease in the development of a romantic and sexual relationship. It was written for his wedding to his young bride, Elizabeth Boyle. The poem consists of 365 long lines, corresponding to the days of the year; 68 short lines, representing the sum of the 52 weeks, 12 months, and 4 seasons of the annual cycle; and 24 stanzas, corresponding to the diurnal and sidereal hours.
Some have speculated that the attention to disquiet in general reflects Spenser’s personal anxieties at the time, as he was unable to complete his most significant work, The Faerie Queene. In the following year Spenser released "Prothalamion," a wedding song written for the daughters of a duke, allegedly in hopes to gain favor in the court.
The Spenserian Stanza created by Sir Edmund Spenser,, 16th century English poet, for his Faerie Queene. The stanza has the feel of a scrunched, combination, Italian and Shakespearean mini-sonnet. Frances Mayes says the stanza makes an effective visual and rhythmic break in a long poem.
The Spenserian Stanza is :
1. A narrative. It tells a story centered around a single theme, often in a time frame that includes a beginning, middle and end. It is usually written in the 3rd person.
2. Stanzaic, written in any number of 9 line stanzas.
3. metered, most often iambic. L1-L8 are usually pentameter and L9 is always an Alexandrine line a hexameter (6 feet) with a caesura division creating 2 commonly, equal hemistiches (half lines). According to the New Princeton Encyclopedia of Poetry and Poetics, the Alexandrine line with it's even number of stresses brings a balance or harmony to the end of the stanza.
4. Rhymed. There is a fluid interlocking rhyme scheme a b a b b c b c c that moves the stanza forward while a rhyming couplet brings the stanza to conclusion.  The opening stanza from the Faerie Queen, Canto I by Edmund Spencer 1596.
A Gentle Knight was pricking on the plaine,
Y cladd in mightie armes and silver shielde,
Wherein old dints of deepe wounds did remaine,
The cruell markes of many' a bloudy fielde;
Yet armes till that time did he never wield:
His angry steede did chide his foaming bitt,
As much disdayning to the curbe to yield:
Full iolly knight he seemd, and faire did sitt,
As one for knightly giusts and fierce encounters fitt.

DRAMA
The renaissance theatre in England saw the coming of the Elizabethan drama. The renaissance theatres were those that were opened during the time between Reformation and the closing down of theatres. Queen Elizabeth ruled England from 1558 - 1603, hence the drama of this era came to be known as Elizabethan drama.
Earlier, dramas were based on the bible stories, mystery, or had a moral attached to it and even tried to recreate Greek or Italian drama. However, during the Elizabethan period, drama branched out to political plays, comedy and historical content. It veered away from bible stories and tackled the reality.
The unique feature of Elizabethan drama is that one play was not played twice and certainly not within the same week. A new play was belted out almost every day.
The theme of Elizabethan drama ranged from history of monarchs or the country including various European countries, tragedy, comedy and something called revenge drama emerged which the audience quite liked.
The historical plays included Richard III and Henry V, both written by William Shakespeare, Edward II by Richard Marlowe and Famous Chronicle of Edward King the First written by George Peele. These were particularly informative and also informative for those who had not or were unable to read about the history of England. A Larum for London was something like a current event play which was written by an unknown author. It was the very first of its kind to be presented in London and its roots were in the Elizabethan theatre.
Comedy was a genre appreciated by the audience. A number of sub genres of comedy drama emerged in the Elizabethan drama. Some of them are the Shoe maker's Holiday by Thomas Dekker and A chaste maid in cheapside by Thomas Middleton.
City comedy was one of the sub branches of comedies that emerged in the Elizabethan theatre. It contained slick and sarcastic depiction of life in a city, namely, London. Ben Johnson wrote the alchemist which presented society without the rose coloured glasses.
Tragicomedy breathed its first in early 1600s in the Elizabethan drama. The audience loved a good tragedy. And who better than the most eminent of all playwrights, William Shakespeare, to deliver a heart wrenching drama. Titus Andronicus, Othello, Hamlet, Romeo and Juliet and many more. John Webster's The Duchess of Malfi was received with great adulation.
Elizabethan drama differs from Jacobean Drama as the latter was named during the rule of King James I. Although, Jacobean drama was more like a continuation of Elizabethan drama, it was more intense and more intelligent. The plays became more complicated, tackling burning issues and portrayed more emotions, intensity, and aggression. The White Devil written by John Webster is an excellent example of Jacobean drama.
PROSE
John Lyly (1554-1606)
Lyly in his romance displays all the peculiarities of Elizabethan prose which we have mentioned above. At the age of twenty-four he came out with his Euphues or the Anatomy of Wit (1578) which took England by storm. This work which may only very roughly be termed the "first English prose novel" was an agglomeration of a thousand elements many of them alien to the nature of the novel proper. The "plot" of the work is the simplest imaginable. Euphues is a man of learning and culture belonging to Athens (which evidently stands for Oxford). He goes to Naples (which stands for London) to lead a life of pleasure. There he-becomes intimate friends with a young man Philautus who introduces him to his fiancee, Lucilla. Euphues attracts Lucilla's love, and the two friends exchange taunting letters. But Lucilla plays him false and elopes with a stranger. Euphues, heart-broken, returns to Athens, and he and Philautus become friends again. The plot is simple but very long essays on such topics as love and the education of children, with many rhetorical letters and lengthy dialogues, are grafted on to the thin'Stem of the storv. In 1580 Lvlv came out with, a sequel. Euphues and His England,in which is narrated the arrival of Philautus and Euphues in England, and Philautus' unsuccessful courtship of Camilla, a maid of honour to Queen Elizabeth. This volume pays a glowing tribute to the English nobility, particularly the courtiers. "Lyly was," to quote Tucker Brooke, "most careful to depict them, not as they were, but as they would have liked to have themselves regarded." To quote the same critic, "in the last fifteen pages a portrait of Queen Elizabeth is probably the most elaborately flattering that much flattered sovereign ever received."
What is remarkable about Lyly's work is not its matter but its terribly manneristic prose style which has come to be dubbed as "Euphuism." It came to be parodied and derided by a long chain of writers from Shakespeare to Scott, though it also excited imitation in a very large number of writers now justly forgotten. The cool Drayton declared that Lyly taught his countrymeiilo speak and write "all like mere lunatics." Nevertheless, if Lyly was a lunatic there was method in his madness. He did employ a well-thought-out plan which has the following characteristics:
The first is the principle of symmetry and equipoise obtained generally by the employment of alliteration, balance, and antithesis. See, for instance, such an expression as "hot liver of a heedless lover", or the description of Euphues as a young gallant of more wit than wealth, yet of more wealth than wisdom."
Secondly, there are the very numerous references to the classical authorities, even for very well-known facts.
Thirdly, there is the mass of allusions to natural history, generally of the fabulous kind.
All these devices are used for the purpose of decoration. But our complaint is that the style is over-decorated, to the point of being monotonous and insipid, even though it affects poetic beauties. To quote Compton-Rickett, Lyly's style "suffers from the serious defect of ignoring the distinction between prose and verse. It is the prose of an age that found its most effective medium in verse.”
from Euphues: The Anatomy of Wit
[Euphues Introduced]
by John Lyly
      There dwelt in Athens a young gentleman of great patrimony, and of so comely a personage, that it was doubted whether he were more bound to Nature for the lineaments of his person, or to Fortune for the increase of his possessions. But Nature impatient of comparisons, and as it were disdaining a companion or copartner in her working, added to this comeliness of his body such a sharp capacity of mind, that not only she proved Fortune counterfeit, but was half of that opinion that she herself was only current. This young gallant, of more with than wealth, and yet of more wealth than wisdom, seeing himself inferior to none in pleasant conceits, thought himself superior to all in honest conditions, insomuch that he deemed himself so apt to all things, that he gave himself almost to nothing, but practicing of those things commonly which are incident to these sharp wits, fine phrases, smooth quipping, merry taunting, using jesting without mean, and abusing mirth without measure. As therefore the sweetest rose hath his prickle, the finest velvet his brack, the fairest flower his bran, so the sharpest wit hath his wanton will, and the holiest head his wicked way. And true it is that some men write and most men believe, that in all perfect shapes, a blemish bringeth rather a liking every way to the eyes, than a loathing any way to the mind. Venus had her mole in her cheek which made her more amiable: Helen her scar on her chin which Paris called cos amoris, the whetstone of love. Aristippus his wart, Lycurgus his wen: So likewise in the disposition of the mind, either virtue is overshadowed with some vice, or vice overcast with some virtue. Alexander valiant in war, yet given to wine. Tully eloquent in his glozes, yet vainglorious: Solomon wise, yet too wanton: David holy but yet an homicide: none more witty than Euphues, yet at the first none more wicked. The freshest colors soonest fade, the teenest razor soonest turneth his edge, the finest cloth is soonest eaten with moths, and the cambric sooner stained than the coarse canvas: which appeared well in this Euphues, whose wit being like wax apt to receive any impression, and having the bridle in his own hands, either to use the rein or the spur, disdaining counsel, leaving his country, loathing his old acquaintance, thought either by wit to obtain some conquest, or by shame to abide some conflict, and leaving the rule of reason, rashly ran unto destruction. Who preferring fancy before friends, and his present humor, before honor to come, laid reason in water being too salt for his taste, and followed unbridled affection, most pleasant for his tooth. When parents have more care how to leave their children wealthy than wise, and are more desirous to have them maintain the name, than the nature of a gentleman: when they put gold into the hands of youth, where they should put a rod under their girdle, when instead of awe they make them past grace, and leave them rich executors of goods, and poor executors of godliness, then it is no marvel, that the son being left rich by his father's will, become retchless by his own will.
Author : John Lyly
First Published: 1578
Type of Work : Novel
Type of Plot : Didactic
Setting : Naples and Athens
Characters : Euphues, Philautus, Don Ferardo, Lucilla, Livia, Eubulus
Genres : Long fiction, Didactic literature, Novel
Subjects : Values, Love or romance, Friendship, Manners or customs,Moral conditions, Sixteenth century, Italy or Italians, Greece or Greek people, Nobility
Locales : Europe, Greece, Athens, Greece, Naples, Italy

RENAISSANCE


The Renaissance was a cultural movement that profoundly affected European intellectual life in the early modern period. Beginning in Italy, and spreading to the rest of Europe by the 16th century, its influence was felt in literature, philosophy, art, music, politics, science, religion, and other aspects of intellectual inquiry. Renaissance scholars employed the humanistmethod in study, and searched for realism and human emotion in art. 
Renaissance humanists such as Poggio Bracciolini sought out in Europe's monastic libraries the Latin literary, historical, and oratorical texts of Antiquity, while the Fall of Constantinople (1453) generated a wave of émigré Greek scholars bringing precious manuscripts in ancient Greek, many of which had fallen into obscurity in the West. It is in their new focus on literary and historical texts that Renaissance scholars differed so markedly from the medieval scholars of the Renaissance of the 12th century, who had focused on studying Greek and Arabic works of natural sciences, philosophy and mathematics, rather than on such cultural texts. In the revival of neo-Platonism Renaissance humanists did not reject Christianity; quite the contrary, many of the Renaissance's greatest works were devoted to it, and the Church patronized many works of Renaissance art. However, a subtle shift took place in the way that intellectuals approached religion that was reflected in many other areas of cultural life. In addition, many Greek Christian works, including the Greek New Testament, were brought back from Byzantium to Western Europe and engaged Western scholars for the first time since late antiquity. This new engagement with Greek Christian works, and particularly the return to the original Greek of the New Testament promoted by humanists Lorenzo Valla and Erasmus, would help pave the way for the Protestant Reformation.
Well after the first artistic return to classicism had been exemplified in the sculpture of Nicola Pisano, Florentine painters led by Masaccio strove to portray the human form realistically, developing techniques to render perspective and light more naturally. Political philosophers, most famously Niccolò Machiavelli, sought to describe political life as it really was, that is to understand it rationally. A critical contribution to Italian Renaissance humanism Pico della Mirandola wrote the famous text"De hominis dignitate" (Oration on the Dignity of Man, 1486), which consists of a series of theses on philosophy, natural thought, faith and magic defended against any opponent on the grounds of reason. In addition to studying classical Latin and Greek, Renaissance authors also began increasingly to use vernacular languages; combined with the introduction of printing, this would allow many more people access to books, especially the Bible.  
In all, the Renaissance could be viewed as an attempt by intellectuals to study and improve the secular and worldly, both through the revival of ideas from antiquity, and through novel approaches to thought. Some scholars, such as Rodney Stark, play down the Renaissance in favor of the earlier innovations of the Italian city states in the High Middle Ages, which married responsive government, Christianity and the birth of capitalism. This analysis argues that, whereas the great European states (France and Spain) were absolutist monarchies, and others were under direct Church control, the independent city republics of Italy took over the principles of capitalism invented on monastic estates and set off a vast unprecedented commercial revolution which preceded and financed the Renaissance.

KIND OF TEXT


Narrative
Purpose
?  To amuse or entertain the reader.
Text Organization
?  Orientation
(who were in volved in the story, when, and where)
(setting, character, a plot)
?  Complication
(a problem arises followed by other problem)
?  Resolution
(solution of the problem)
___________________________________________________________
Description
Purpose
?  To describe particular person of thing.
Text Organization
?  Identification
(mention the name, occupation, career)
?  Description
(mention the pshycal features)
___________________________________________________________
News Item
Purpose
?  To inform the reader, listener or viewer.
Text Organization
?  Newswrthy events
?  Background events
?  Sources
Recounts
Purpose
?  To tell the reader what happen in the past through a sequence of events.
Text Organization
?  Orientation
(who were in volved in the story, when, and where
?  Events
(tell what happened in a chronological order)
?  Re - Orientation
(the conclusion of the experience)
___________________________________________________________
Reports
Purpose
?  To describe the way thing.
Text Organization
?  General classification
(introduce the topic of the report)
?  Identification
(give the parts, habitat, behavior, etc)
___________________________________________________________
Analytical Exposition
Purpose
?  To persuade by presenting arguments.
?  To analyse or explain "how" and "why".
Text Organization
?  Thesis
?  Arguments
?  Reiteration

Spoof
Purpose
?  To tell an events with humorous twist.
Text Organization
?  Orientation
(who were in volved in the story, when, and where)
?  Events
(tell what happened in chronological order)
?  Twist
(provide the funniest parts if the story)
___________________________________________________________
Hortatory Exposition
Purpose
?  To Persuade the reader.
Text Organization
?  Thesis
?  Arguments
?  Recommandations
___________________________________________________________
Review
Purpose
?  To summarise, analyse, and respond to art works.
?  Tocritique an art work or events for a public audience.
Text Organization
?  Orientation
?  Interpretative Recount
?  Evaluation
?  Evaluation Summation

Explanation
Purpose
?  To explain the processes involved in the formation and working of natural or sociocultular phenomena.
Text Organization
?  A general statement to position the reader
?  A sequenced explanitaion of why or how something occur
?  Closing
___________________________________________________________
Discussion
Purpose
?  To explore various perspective before coming to an informed decision.
?  To present information and opinions about more then one side of an issue.
Text Organization
?  Opening statement presenting the issue
?  Arguments or evidence for different points of view
?  Concluding Recommendation
___________________________________________________________
Procedure
Purpose
?  To help us do a taskor make something. They can be a set of instruction or dierctions.
Text Organization
?  Goal
?  Materials
(ingredients, utensials, equipment)
?  Steps
(a step of instruction)

RULES AND REGULATION


GENERAL RULES
1. This tournament follows the World Schools Debating Championship (WSDC) format.
2. There will be three speakers in one team and there will be two teams (Proposition and Opposition) per debate.
3. The Chairperson will call the House to order at the start of the debate and remind everyone present of the rules. The three speakers on each team will then make their substantive speeches in the following order:
1st Proposition Speaker
1st Opposition Speaker
2nd Proposition Speaker
2nd Opposition Speaker
3rd Proposition Speaker
3rd Opposition Speaker
4. After the 6 substantive speeches (after the 3rd Opposition Speaker’s speech), there will be a 2 minute break for teams to confer with their 2 reserve speakers in preparation for the reply speech. Reply speeches will be delivered by either the first or second speaker for each side. The opposition reply will go first, followed by the proposition reply.
5. The alloted speaking time for speeches is as follows:
6 minutes for each substantive speech.
3 minutes for each reply speech.
6. For substantive speeches:
The timekeeper will ring a bell once at the end of the first minute and at the begnning of the fifth minute.
During the time in between the two signals, speakers from the other team may offer points of information.
A double bell will sound at the end of the sixth minute, after which the speaker has 15 seconds to conclude their speech.
7. For reply speeches:
No points of information are allowed.
After two minutes, the timekeeper will ring the bell once to indicate that the speaker has one minute left to conclude their speech.
The bell will be rung twice after three minutes.
8. Note that the Chairperson may stop speeches that extend more than 15 seconds beyond their time.
9. In the event that any member is unable to speak halfway during the tournament, teams are not allowed to replace them. Instead, teams are to utilise their reserve speakers.
10. In the event that a team is unable to participate, it is up to the organising committee’s discretion to choose either one of the following contingency plans:
A swing team. Note that the swing team may not consist of secondary school debaters.
Declaring a walkover.
Points of Information
1. A POI should be brief, lasting no longer than 10 seconds.
2. It is up to the discretion of the speaker on the floor which POIs to accept and reject. However, as a general rule, each speaker should accept at least one POI in their speech. Points may be deducted from a speaker who does not accept any POIs during their substantive speeches.
3. It is recommended that each speaker offer 2 to 4 POIs for every speech of the opposite team.
 Debate Etiquette
1. All teams are expected to be in their formal school attire. Do note that blazers are optional.
2. Every motion teams are given is to be debated, regardless of the side that teams have been presented.
3. Debaters and audience members should keep distractions (e.g. use of mobile phones, loud discussions at the table) to a minimum during the debate.
4. When the debate is ensuing, should any member of the audience need to leave or re-enter the room, they should do so only when nobody on the floor is speaking.
5. Members of the audience should set their mobile phones to silent mode or turn them off during the debate.
6. For short preparation debates, debaters are not allowed to communicate with anyone outside the team until the debate has concluded.
7. Coaches are reminded that they are not allowed to communicate with teams through gestures.
8. Any team that violate rules 6 and/or 7 may have a walkover declared against them or disqualified from the competition.
Information regarding Impromptu Debates
1. There will be 1 hour preparation time for teams to craft their substantive speeches for impromptu debates.
2. Only the 5 registered speakers are allowed to participate in the preparation. Group preparation (teaming up and preparing with other teams that were allocated the same side) is strictly not allowed as well.
3. Communication with anyone outside the team (including but not limited to coaches, teachers and other teams) before the round is over is strictly prohibited.
4. Electronic devices that are capable of (but not limited to) storing and/or displaying visual and/or verbal information are strictly prohibited, even if they are turned off. However, teams will be allowed to bring in an almanac and a dictionary if they wish to do so, as long as they are non-electronic.
5. Any team that violates these rules may have a walkover declared against them or disqualified from the competition.

THE REASON OF STOPPING SEND TKI GO ABROAD


EVIDENCE

The fate of Indonesian Migrant Workers (TKI) in foreign countries just like never ending sad stories. Not to the public after discussing about Sumiati – woman migrant worker (TKW) from NTB who suffered wounds scissors in her mouth), the story about Kikim Komalasari, a TKW from Cianjur who allegedly killed by her employer in the city of Abha, three days before Eid al-Adha.
As not enough to make every body's hurt, last Saturday (11/27), more news about Karni bint Yono, TKW Brass origin, who allegedly suffered physical and sexual abuse from her employer in Saudi Arabia blew again. And, the sorrows increasingly deepen when Arabic online newspapers, www.emirates247.com, on Friday (26/11), spread the word about an Indonesian domestic helper who was killed hanged herself.
Indeed, according to local police investigation, there were no signs of violence on the victim's body. "This indicates the woman hanged herself," said a police spokesman, Brigadier Bandar Almakhlaf. But, whatever, it's impossible for the Indonesian worker to hang herself if she didn't live under pressures there, right?
In fact, the Migrant Care, an Indonesian NGO, noted, until October 2010, at least 908 workers died in various countries. And, this amount was never experienced by workers of any country.
In other words also, "The accidents suffered by Indonesian migrant workers reach the highest number in worldwide," said Anis Hidayah, the Executive Director of Migrant Care.
There are many reasons why our migrant workers always treated badly. Among them, because many workers who distributed illegally. In addition, they are also less equipped with adequate skills and communication. So, it is possible and opens the opportunity employer torturing workers.
Women Division of Prosperous Justice Party (PKS) reported that there were 5,563 of Indonesian domestic helpers experienced problems in Saudi Arabia throughout 2010. Of this amount, 1,097 workers had a persecution, 3,568 workers are ill due to infeasible working condition, while 898 workers are sexually abused and unpaid.

This condition is very alarming, and need concrete actions. Stop the violence against migrant workers in Saudi Arabia and other countries are not enough with words. So, stop the torture of migrant workers!

OVERVIEW OF ASIAN PARLIAMENTARY DEBATE


In Asian Parliamentary Style, there are 2 teams - Government and Opposition. Each team has 3 members and each team gives 4 speeches. The format is a limited preparation format, meaning that the topic is announced, depending on the tournament, roughly 30 minutes before the debate.
The 3 members of the Government should defend the motion. The 3 members of the team, each of which gives a 7 minute speech, are:
1. Prime Minister
2. Deputy Prime Minister
3. Government Whip
One speaker from the Government team - either the Prime Minister or Deputy Prime Minister - is charged with giving a 4 minute reply speech that clarifies the debate from the Government perspective without bringing forth new arguments.
The 3 members of the Opposition team should negate the motion and refute arguments brought forth by the Government. The 3 members of the team, each of which gives a 7 minute speech, are:
1. Leader of Opposition
2. Deputy Leader of Opposition
3. Opposition Whip
Like the Government team, one speaker from the Opposition team - either the Leader of Opposition or Deputy Leader of Opposition - is charged with giving a 4 minute reply speech that clarifies the debate from the Opposition perspective without bringing forth new arguments.
In the 7 minute speeches, the opposing team can stand up and ask for Points of Information (POI) after the first minute and until the sixth minute. A POI should be a brief question or comment and not a long-winded monologue or back and forth cross examination session.
Times and Order of Asian Parliamentary Debate Speeches
Prime Minister - 7 minutes
Leader of Opposition - 7 minutes
Deputy Prime Minister - 7 minutes
Deputy Leader of Opposition - 7 minutes
Government Whip - 7 minutes
Opposition Whip - 7 minutes
Opposition Reply Speech - 4 minutes
Government Reply Speech - 4 minutes
Speaker Roles in Asian Parliamentary Debate
A. Government:
1. Prime Minister (PM)
1) Define context and parameters of debate. For example, in an open motion like "This House Would Support Musicians", the debate could be contextualized into whether music should be a commodity for trade
2) Provide concise background or history leading to the issue
3) Give framework of government bench's case. I.e. mechanisms (if any), argumentation flow (what the government's first argument is and what the Deputy Prime Minister will talk about)
4) Introduce 1st argument
5) Assert Government stand
2. Deputy Prime Minister (DPM)
1) Rebut first argument from Leader of Opposition
2) Rebut rebuttals to PM's argument
3) Introduce 2nd and 3rd argument
4) Reassert Government stand and case

3. Government Whip
1) Rebut Deputy Leader of Opposition, and Leader of Opposition
2) Rebut rebuttals to DPM and PM arguments
3) Provide a deeper level of analysis for previous arguments and rebuttals
4) No new arguments, but new angles of arguments should be given
5) Brief summary of entire case of Government
6) Reassert Government stand and case

B. Opposition:
1. Leader of Opposition
1) Agree or disagree with context/ parameters of debate (any definitional challenges, accusations of squirreling, or unfair set up should be made from the LO speech and no later)
2) Rebut Prime Minister's argument
3) Give framework for Opposition case (if Opp agrees to problem, then their case should provide solution, or at least effectively highlight how Government proposal will worsen the situation)
4) Introduce first Opposition argument
5) Assert Opposition stand
2. Deputy Leader of Opposition
1) Rebut DPM and PM arguments
2) Rebut rebuttals to LO arguments
3) Introduce 1st and 2nd (if any) argument
4) Reassert Opposition stand and case
3. Opposition Whip
1) Rebut DPM and PM arguments
2) Rebut rebuttals to LO & DLO arguments
3) Provide a deeper level of analysis for previous arguments and rebuttals
4) No new arguments, but new angles of arguments should be given
5) Reassert Opposition stand and case
Reply Speech:
1) Can only be done by either 1st or 2nd speaker from each bench
2) Provide a biased 'oral adjudication' of why the debate should go to own bench
3) Highlight issues you think your side won, carefully tiptoe around issues you think you lost
4) New examples to expand on discussed examples is usually allowed and makes the reply speech sound fresh as opposed to verbal regurgitation
5) Reassert stand

WE SHOULD STOP SENDING OUR WORKERS GO ABROAD


SUGGESTION

The migrant workers who will leave to Arab should be trained first, especially about the language. There should be strict protection for them. If the Arabs were guilty, she should be punished. How could she sadistic torture people without severely punished?
If the Govt unable to provide employment, at least the Government should be able to protect its citizens in foreign countries. I feel national our pride being trampled to see it. Maybe because in there are still buying slaves behavior in Arab, so they could treat the servant as they want. But, the Govt should work hard to change the perception of such slavery. If not the government who stepping in, who else?
The government should equip the workers before they left for abroad at least 6 months prior to departure, both language and the ability to work, to minimize the violence against TKIs. The Indonesian government must be proactive to press the Govt of Saudi Arabia to immediately resolve the problem of violence. Do not let this case stalled, so the perpetrators can freely roam. Besides, the government also must provide specialized agencies stationed in each of the countries targeted by the TKIs. The agency works to welcome suggestions and seek information about migrant workers abroad.
The Govt should first improve the legal system and procedure for sending migrant workers, before sending the workers again. The government needs to increase and expand job opportunities for citizens in the country, to minimize the number of Indonesian citizens who are interested in working abroad. Even if still sending workers abroad, it should be limited only to citizens who have the skills. Sending the unskilled migrant workers should be stopped; they are vulnerable to various problems. In addition, the Indonesian Embassy in the country of placement should also actively monitor and give guidance to the workers.
The government should send skilled workers that are not underestimated by others. Keep in mind also, many Indonesian workers who choose to venture overseas because of economic demands, although they have lack of skills. For this reason, the National Commission for Women through a section of migrant workers will make recommendations to the Government. This is to anticipate the possibility of more violence against migrant workers abroad. If this is not prepared properly, the result will be like that. It is the responsibility of state administrators through relevant departments to train, provide knowledge and equip them well.
The policy to provide cell-phones to workers in Saudi Arabia to prevent the torture practices of the employer is evidence that President Susilo Bambang Yudhoyono is not serious in solving the problem of migrant workers. By giving the cell- phones, the Indonesian Govt seems unnecessary to do much, no need to negotiate with destinations countries, no need to bother; it’s so easy and instant. The government only submitted the budget to Parliament for the procurement of cell-phones.
The Indonesian government should urge the destination countries that still not providing legal certainty yet for the right information and communication. It should be guaranteed that these rights are stipulated in the contract of employment or bilateral agreements with destination countries, and not on the procurement of the cell phone. In addition, each migrant worker should be provided with the understanding of rights, local state laws, mechanisms of problem solving, culture, language, and skills standards. Not just a phone!
Indonesia must be firm. Bangladesh is poorer than Indonesia, was no longer send domestic labor. So, where is our dignity now? Do not let the dignity of our nation pledged to simplify the problem and the expense of national pride. Equality of Indonesia with the country that employs migrant workers is essential. If equality among nations built well, people overseas will also respect our workers there. Now, we do not dare to push Malaysia. In fact, it is important in diplomacy.

President Susilo Bambang Yudhoyono should actively protect his citizens abroad, and not just focus on the domestic only. In addition, the government also should develop a memorandum of understanding with the Arabs on TKI. So, the President must communicate with the King of Saudi Arabia. The action was to demonstrate the commitment that our country did have a concern about this issue. In addition, the legal process there must also continue to be monitored.
During the time, real improvements are required. These improvements can be started from the recruitment site, improvement of TKI Service Company (agency), and preparation of tough lawyers who are able to defend the workers in the future. In addition, the lag time, it is necessary that certain memorandum of understanding between Indonesia and the recipient country, so that the dimensions of protection can be even stronger.
                Therefore, the Government of Indonesia must be more serious, for the same thing does not happen again in the future. If necessary, the Government could set the red zones to state that during this placement produces proven many cases of violence against migrant workers.


EXAMPLE OF CHAIRPERSON AND TIME KEEPER TEXT GUIDE



Welcome to the English Debating Competition of High School Teaching and Education Science, Round ..................................................The motion for this debate is : ................................................................................................................
I am ................................................................................ will be the chairperson and Mr./Ms ..................................................... will be the time keeper.

The Affirmative Team is from .......................................................................... with :
Mr./Ms ...................................................................................... as the first speaker.
Mr./Ms ...................................................................................... as the second speaker.
Mr./Ms ...................................................................................... as the third speaker.
The reply speech will be delivered by Mr./Ms ...........................

The Negative  Team is from .......................................................................... with :
Mr./Ms ...................................................................................... as the first speaker.
Mr./Ms ...................................................................................... as the second speaker.
Mr./Ms ...................................................................................... as the third speaker.
The reply speech will be delivered by Mr./Ms ...........................

Our adjudicators consist of:
Mr./Mrs ......................................................................from .....................................................
Mr./Mrs ......................................................................from .....................................................
Mr./Mrs ......................................................................from .....................................................

During the debate, please silence your mobile phone or any device that may produce disturbing sounds.
During the course of each speech, the audience is not allowed to come or get out or to talk.
For Substantive Speeches, the time keeper will knock once at the minute of four to remind the speaker that the time is one minute left, and will knock twice at the minute of five to show that time is up, and twenty seconds after that, the time keeper will knock continuously, and the speaker must stop the speech.
For Reply Speeches, the time keeper will knock once at the minute of two to remind the speaker that the time is one minute left, and will knock twice at the minute of three to show that time is up, and twenty seconds after that, the time keeper will knock continuously, and the speaker must stop the speech.
The time keeper will announce each speaker’s duration of speech after the speaker has finished the speech.

To open the debate, I would like to invite the first speaker of The Affirmative Team. Mr./Ms .............................
(TK: The first speaker of the Affirative team spent............................minutes................................seconds)

To begin he case of opposition, I would like to call the first speaker of The Negative Team. Mr./Ms.....................
(TK: The first speaker of the Affirative team spent............................minutes................................seconds)

I would like to invite the second speaker of The Affirmative Team. Mr./Ms .............................
(TK: The second speaker of the Affirative team spent............................minutes................................seconds)

I would like to call the second speaker of The Negative Team. Mr./Ms.....................
(TK: The second  speaker of the Affirative team spent............................minutes................................seconds)

I would like to invite the third speaker of The Affirmative Team. Mr./Ms .............................
(TK: The third speaker of the Affirative team spent............................minutes................................seconds)

I would like to call the second speaker of The Negative Team. Mr./Ms.....................
(TK: The third speaker of the Affirative team spent............................minutes................................seconds)

I would like to invite the Reply speaker of The Affirmative Team. Mr./Ms .............................
(TK: The Reply speaker of the Affirative team spent............................minutes................................seconds)

I would like to call the Reply speaker of The Negative Team. Mr./Ms.....................
(TK: The Reply speaker of the Affirative team spent............................minutes................................seconds)

To the adjudicator(s), please give your verbal adjudication.
The winner of this debate is ................................ team, with unanimous/ split decision of ...to....
The margin of this debate is.................................
The best speaker of this debate is ......................... from ..............................team.

Congratulation to all debaters and thanks to the adjudicators. I, hereby, close this round (knock Twice)

ASIAN PARLIAMENTARY DEBATE SYSTEM (SISTEM DEBAT PARLEMEN ASIA)


Sistem Parlemen Asia merupakan salah satu sistem yang digunakan dalam dunia perdebatan dan dianggap paling sederhana sehingga lebih sering digunakan. Sistem ini hampir serupa dengan dengan Sistem Parlemen Amerika dimana terdapat 2 tim yang saling berhadapan dalam satu pertandingan. Sistem ini akan dilaksanakan dengan 3 putaran babak penyisihan yang akan dilanjutkan dengan babak perempat final (8 tim), semifinal dan final.

Penjelasan Sistem Parlemen Asia
A. Mosi Debat
Mosi adalah topic atau judul perdebatan yang akan diargumentasikan. Redaksi mosi biasanya dimulai dengan, ”Dewan ini percaya bahwa…”, “Pemerintah akan melakukan…”

B. Tim
Dalam sistem parlemen asia, terdapat 2 tim yang saling berlawanan dalam satu pertandingan yang masing-masing terdiri dari 3 pembicara. Tim tersebut yaitu:
1. Pihak Pemerintah
Pihak pemerintah adalah pihak yang berhak mendefinisikan, mendukung dan mempertahankan mosi. Pihak pemerintah beranggotakan:
a. Perdana Menteri (PM) – membuka perdebatan, mendefinisikan konteks dan parameter debat, serta argument-argumen pendukung kasus yang dibawakan oleh pihak pemerintah.
b. Wakil Perdana Menteri (DPM) – membantah sanggahan yang dinyatakan oleh pihak oposisi serta menegaskan kembali kasus dan klaim pihak pemerintah melalui argument-argumen pendukung selanjutnya.
c. Government Whip (GW) – membantah sanggahan tim oposisi, menyampaikan resume, analisa mendalam, serta mempertahankan kasus, klaim, dan argument yang telah disampaikan oleh PM dan DPM.
2. Pihak Oposisi
Pihak oposisi bertugas menyampaikan argumen negasi dari mosi yang diperdebatkan serta membantah klaim, kasus, serta argument yang disampaikan pihak pemerintah. Pihak oposisi beranggotakan:
a. Ketua Oposisi (LO) – Mengungkapkan respon terhadap argumen-argumen dan parameter kasus pemerintah, memberikan gambaran kasus oposisi, dan mempertanyakan mosi jika definisi dai mosi ini bisa dipertanyakan;
b. Wakil Ketua Oposisi (DPL) – Membantah argument yang disampaikan DPM, dan memperkuat argument oposisi.
c. Opposition Whip (OW) – menyampaikan analisa mendalam akan argumen dan sanggahan sebelumnya, tidak menyampaikan argumen baru dan menyampaikan resume singkat akan argument dan klaim sebelumnya.

C. Waktu Pidato
Setiap pembicara disediakan waktu 7 menit 20 detik untuk memberikan pidato. Satu orang dari setiap pihak (Pemerintah: PM/DPM),(Oposisi: LO/DLO) diberikan waktu 4 menit untuk memberikan sebuah pidato jawaban (reply speech). Tugas pembicara yang menyampaikan pidato jawaban adalah menyampaikan pidato dengan menggunakan sudut pandang juri, mengapa timnya harus menang.
D. Kriteria Penjurian
Sistem ini dinilai oleh sebuah panel juri yang beranggotakan 3 orang (direkomendasikan) atau lebih berdasarkan criteria berikut:
a. Matter (40) – mengenai substansi debat, argument dan bukti-bukti yang disajikan, penalaran logis, dan penyampaian argument.
b. Manner (40) – gaya penyampaian pidato, keahlian persuasi, dan tindakan peserta
c. Method (20) – respon yang dinamik dari debat dan kesesuaian dari prinsip-prinsip debat