Vocabulary Game Research Paper Example | Topics and Well Written Essays - 1000 words

Vocabulary Game - Research Paper Example II. Players: The participants are divided into two to four teams. Each team is divided into equal members. Ideally, each team should be composed of at least four members but not more than eight people in one group to make sure that each member are able to contribute and participate in the activity. III. Materials: white board (paper), markers (pens or pencils), whistle, and timer. IV. How to Play: First, the moderator/ teacher would provide the instructions of the game—each team would be given two minutes to list down as many words as they could think of per category mentioned. Then, the teams would have to wait for the signal from the moderator before they could proceed from writing. And once the category is given, the moderator would signal that the time had start by whistling. When the time is up, the moderator would whistle again and the participants would have to hold up their markers/pen to ensure that everyone had stopped writing. For instance, the category is â€Å"co ntinental breakfast† each team would then have to make a â€Å"menu list† of dishes that are considered to be continental breakfast—i.e. omelets, hash browns, French toasts, oatmeal, bagels. Categories could also work based on themes like ‘fruit-based dishes,’ ‘salads,’ ‘Mexican food,’ ‘pasta,’ ‘liquid form,’ any category that would inspire participants to think creatively and would invoke fun and humor to the game. This would make learning more interactive and enjoyable without the participants noticing that they are not only learning new words but they are also developing their socialization skills and confidence through interaction, team work and cooperation by working together as one group. V. Winner: To determine the winner, for each category, the moderator would have to check the list that each team had made for any errors and repetitions. The checking would be done by the moderator and the ot her teams to ensure transparency. The most number of items listed per category wins one point. Points are cumulative. The team with the most points at the end of the game wins. VI. Variations: There are many variations that could be made to this game. Though the game is called â€Å"menu listing† modification could be made to fit required lesson. If for instance the lesson is about pronouns or synonyms/ antonyms, ask the participants to catalog pronouns or synonyms/antonyms of the given category. Menu Listing Game, an Analysis Vocabulary games are important learning tools for English Language Learners because it helps them get more acquainted with recognizable words and familiarize themselves with words that they do not often hear or use. Vocabulary improvement activities according to August, et al (2006), must include â€Å"both definitional information and contextual information about each word’s meaning, and that effective instruction actively involves students in word learning and provides multiple exposures to meaningful information about each word† (p. 97). Vocabulary games also develop the students’ knowledge with the various parts of speeches as it becomes the focal point of the game—through the categories, to which the game is played. For instance, since the topic of our discussion is noun/ pronoun I based the ‘menu listing game’

Discuss the microbial production of non Beta lactam antibiotics Assignment

Discuss the microbial production of non Beta lactam antibiotics - Assignment Example Actinomycetes are bound with bacteria in the same class of Schizomycetes but confined to the order Actinomycetales (Kumar et al., 2005). The actinomycetes are a group of bacteria which possess many important as well as interesting features. They have substantial value as producers of antibiotics and of other therapeutically useful compounds. They exhibit various ranges of life cycles which are unique among the prokaryotes and appear to play a major role in the cycling of organic matter in the soil ecosystem (Veigaet al., 1983). Thus it holds a prominent position due to their diversity and proven ability to produce new compounds, because discovery of novel antibiotic and non-antibiotic lead molecules through microbial secondary metabolite screening is becoming increasingly important. They are unicellular likewise bacteria, but they also produce mycelium which is non septate (coenocytic) and more slender, like true bacteria they do not have distinct cell wall and their cell wall is without chitin and cellulose (commonly present in the cell wall of fungi). Unlike slimy distinct colonies of true bacteria which grow quickly on culture media actinomycetescolonies show slow gowth, show powdery consistency and firmly stick to agar surface. They produce hyphae and conidia or sporangia like fungi. Some Actinomycetes whose hyphae undergo segmentation resembles bacteria, both by morphologically and physiologically. Actinomycetes are numerous and widely distributed in soil, compost etc and are next tobacteria in abundance. Plate count estimates gives value ranging from 10^4 to 10^8 per gram of soil. They are sensitive to acidity or low pH (optimum pH range is within 6.5 to 8.0) and waterlogged soil conditions. As we go deep into the soil, the population of actinomycetesincr eases. They are aerobic (requires oxygen), heterotrophic (cannot make its own food) and mesophilic (25-30Â ºC) organisms and some