Supernatural Forces In Macbeth Essays - Characters In Macbeth

Supernatural Forces In Macbeth Essays - Characters In Macbeth Supernatural Forces In Macbeth Supernatural Forces in Macbeth Supernatural forces in Shakespeares Macbeth aid the play in creating a suspenseful atmosphere. The use of the supernatural in the witches, the visions, the ghost and the apparitions are the backbone of the climax and provide excuses for Macbeths change of character. Because conscience plays such a central role in Macbeths tragic struggle, many critics have used spiritual and supernatural theories both historical and modern to illuminate the dramas character development and world view. The play opens with the use of the supernatural when three witches encounter Macbeth on his way home from a battle and proceed to predict his fate. This gives the audience a glimpse of path the play will follow. When the battles (battle is) lost and won (I. I. 1-4) is when the witches plan to meet again. This is a recurring theme throughout the play. It can be noted that the witches meet after every battle is lost and won, and every battle, whether man against man, man against nature or man against himself is always lost by one side and won by another. Eventually Macbeth will lose the battle for his soul. After the prophecies of the witches revealed the fate of Macbeth was to be king, he begins to develop an immoral plan to carry out the prophecy. The only way for Macbeth to have the throne is to wait or to kill King Duncan. Macbeth already knew he was going to be king because the witches forecasted it in his future, so how he went about getting there was not a concern of Macbeths. T he three sisters were capable of motivating Macbeth to kill Duncan by planting the idea in his head that he could be king. The ghostly dagger, which led Macbeth to Duncans chamber, also represents the supernatural forces that cause the fall of Macbeth. and in the grim irony of his pledge of loyalty just 30 lines after his horrible imagings (1.3.138) of murder. His benumbed isolation before, during and right after Duncans murder is one of the most vivid memories, and we can see him in the same abstraction again among the mourners after Duncan is found. (Manyard 62) Macbeths memories of the murder of king Duncan were too cloudy for him to remember because the disallusionment and distraction of the knife influenced him to go through with killing Duncan. Macbeth was led towards Duncans room by the bloody knife and even had second thoughts of the murder of the king, until Lady Macbeth stepped in. These deeds must not be thought. After these ways, so make us mad. (II.II.32-33) This convinces Macbeth to go back and finish his deed. I feel the floating dagger along with emotions and adrenaline coaxed Macbeth to the murder. Had it not been for the dagger he probably wouldnt have ever traveled up the stairs to Duncans chamber.

ESL Lesson for Creating a New Product

ESL Lesson for Creating a New Product Nowadays, its common to talk about products, their functionality and marketing. In this lesson, students come up with a product idea, mock-up a design for the product and present a marketing strategy. Each student owns a step of the process in the final presentation to the class. Combine this lesson with a lesson on pitching a product and students can practice the essential elements of finding investors.   Aim: Learning vocabulary related to product development, developing team player skills Activity: Develop, design and market a new product Level: Intermediate to advanced level learners Lesson Outline Bring one of your favorite innovative products into class. Ask questions using the vocabulary terms provided in the product vocabulary reference. Give examples for your questions such as: What functionality does this phone have? - You can surf the internet, send email, and download apps. to help students with understanding.Once youve reviewed vocabulary as a class, ask students to provide their own examples of innovative products.  Provide the vocabulary reference and ask students to write five sentence describing a product they like.Have students divide into small groups - three to six students is best.  Ask each group to come up with a new product. They can either invent a new product, or create a variation on a product they know.  Have students answer the worksheet questions about their new product.With the worksheet answered, students should move on to developing a plan for building, designing and marketing their product. Students who feel more comfortable with drawing can design, and business orientated students can take on marketing.   Help students by checking grammar descriptions, asking probing questions about the functionality, logistics of production and marketing, etc.  Students complete the project by giving a presentation to the class. The inventor should provide a product overview, the designer provide a sketch of the product, and the marketer an advertising strategy.  Vote on the best product as a class.   Vocabulary Reference Use these words to discuss, develop and design a new product. functionality (noun) - Functionality describes the purpose of the product. In other words, what does the product do?innovative (adjective) - Products that are innovative are new in some way.aesthetic (noun) - The aesthetics of a product refer to the values (artistic as well as functional)intuitive (adjective) - An intuitive product is self-explanatory. Its easy to know how to use it without having to read a manual.thorough (adjective) - A thorough product is a product that is excellent in every way and well designed.branding (noun) - The branding of a product refers to how a product will be marketed to the public.packaging (noun) - The packaging refers to the container in which the product is sold to the public.marketing (noun) - Marketing refers to how a product will be presented to the public.logo (noun) - The symbol used to identify a product or company.feature (noun) - A feature is a benefit or use of a product.warranty (noun) - The warranty is a guarantee that the product will w ork for a certain period of time. If not, the customer will receive a refund or replacement.component (noun) - A component can be thought of as a part of a product.accessory (noun) - An accessory is something extra that can be bought in order to add functinality to a product.materials (noun) - The materials refer to what a product is made of such as metal, wood, plastic, etc.   Computer Related Products specifications (noun) - The specifications of a product refers to size, construction and materials used.   dimensions (noun) - The size of a product.weight (noun) -  How much something weighs.width (noun) - How wide something is.depth (noun) -  How deep a product is.length (noun) - How long something is.height (noun) - How tall a product is. When developing computer-related products the following specifications are important: display (noun) - The screen used.type (noun) - The type of technology used in a display.size (noun) - How big the display is.resolution (noun) -  How many pixels the display shows. platform (noun) - The type of software / hardware a product uses.OS (noun) - The operating system such as Android or Windows.chipset (noun) - The type of computer chip used.CPU (noun) - Central processing unit - The brain of the product.GPU (noun) - Graphic processing unit - The brain used to display videos, pictures, etc.   memory (noun) - How many gigabytes the product can store.   camera (noun) - The type of camera used to make videos and take photos.   comms (noun) - The different types of communications protocols used such as Bluetooth or WiFi. New Product Questions Answer these questions to help you develop your product.   What functionality does your product provide? Who will use your product? Why will they use it? What problems can your product solve? What advantages does your product present? Why is your product superior to other products? What are the dimensions of your product? How much will your product cost?