Role play- Road Trip Planning

Role play - Friends Planning a Road Trip

©2023 G. Ghosh, All rights reserved      

By Gargi Ghosh  

Characters:

- Jessica

- Michael

- Emma

- Tyler

Setting: a school library

Jessica: Hey guys, I was thinking about going on a road trip during our upcoming break. Anyone else interested?

Michael: Yeah, definitely! But where do you want to go?

Emma: I’ve always wanted to go to Yellowstone National Park. Maybe we could start there?

Tyler: Sounds like a plan. What about transportation?

Jessica: We can rent a van. We’ll need to split the costs, though.

Michael: How many days are we thinking?

Emma: I was thinking a week. That should give us enough time to see everything we want.

Tyler: Great! Let’s make a list of all the things we want to see and do.

Jessica: And we’ll need to figure out our accommodations, too.

Michael: I know a website where we can rent an RV. That could be a fun option.

Emma: Yeah, but it might be more expensive. We could always camp, though.

Tyler: I have a tent we can use, and I’m sure we could rent some camping gear.

Jessica: There are also some cheap motels along the way if we wanted to mix it up.

Michael: So, we have transportation, activities, and accommodations. What else do we need?

Emma: Food, of course! We should bring snacks for the trip and plan out our meals.

Tyler: And don’t forget about gas and other expenses.

Jessica: Right. Let’s make a budget and divide up the responsibilities. I can be in charge of food.

Michael: I’ll take care of gas and the van rental.

Emma: I’ll be in charge of finding campsites and RV rentals.

Tyler: And I’ll handle any other expenses and make sure we stay on budget.

Jessica: This is going to be so much fun! We should start booking things soon before everything gets booked up.

Michael: Agreed. Let’s get started on our planning checklist.

Emma: And make sure we communicate with each other regularly to keep everyone in the loop.

Tyler: And don’t forget to bring your cameras to capture all the memories we’ll make!

All together: Let’s go on an adventure!

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

Standing Against Ragging- Play

 Title: "Break the Chain: Standing Against Ragging"                  ©2023 G. Ghosh, All rights reserved                        

By Gargi Ghosh  

Characters:

- Maya (Main protagonist)

- Rohit (Maya's friend)

- Senior Student (Ragger)

- College Principal

- Supportive Students (Sara, Rahul, and Priya)

Scene 1: Freshers' Induction Day

(Maya and Rohit enter the college campus, excited but nervous.)

Maya: (whispering) Rohit, I've heard about ragging. I hope we don't have to go through that.

Rohit: Don't worry, Maya. We'll stick together and support each other. Let's find our classrooms first.

Scene 2: Encounter with the Senior Student

(Senior Student approaches Maya and Rohit with an intimidating demeanor.)

Senior Student: Hey, freshers! Welcome to our college. We have some traditions here.

Maya: (nervously) What kind of traditions?

Senior Student: Well, let's just say we like to have some fun with the newbies. You'll find out soon enough.

Scene 3: Maya and Rohit's Conversation

(Maya and Rohit discuss their concerns.)

Maya: We can't let them intimidate us, Rohit. We need to stand up against ragging.

Rohit: Absolutely, Maya. It's important to raise our voices and create awareness about its harmful effects.

Scene 4: The Ragging Incident

(Senior Student corners Maya alone in an empty corridor.)

Senior Student: Now, it's time to have some real fun with you, freshman.

Maya: (finding courage) No! I refuse to be a victim of ragging. It's against our rights and dignity as students.

Scene 5: Intervention of Supportive Students

(Sara, Rahul, and Priya appear on the scene.)

Sara: Leave her alone! Ragging is not acceptable in our college.

Rahul: We stand together against this cruel practice. It's time to break the chain of ragging.

Priya: Let's report this to the college authorities and demand action.

Scene 6: Meeting with the College Principal

(Maya, Rohit, and supportive students meet with the College Principal.)

College Principal: I am appalled to hear about this incident. Ragging has no place in our college. Thank you for bringing this to my attention.

Maya: We want to create awareness among students and promote a ragging-free environment.

Rohit: We request your support and guidance in organizing anti-ragging campaigns and workshops.

Scene 7: Anti-Ragging Campaign

(Maya, Rohit, and supportive students initiate an anti-ragging campaign within the college.)

Maya: (addressing a gathering of students) Friends, ragging not only hurts individuals, but it also creates a toxic environment that hampers learning and personal growth. It's time to break the silence and fight against ragging.

Rohit: Let's support each other, respect one another, and promote a culture of inclusivity and compassion.

Scene 8: Impact and Resolution

(Over time, the college becomes a safe and welcoming space for all students.)

Maya: I'm glad we took a stand against ragging. Our united efforts have created a positive change.

Rohit: It's important to remember that we all have a responsibility to foster a supportive and respectful environment.

(Scene ends with the college campus filled with students engaged in activities together, symbolizing unity and the eradication of ragging.)

Note: The script can be modified and adapted based on the specific requirements and preferences of the production team or educational institution. It is important to consult with relevant authorities and experts to ensure the accuracy of the information and the effectiveness of the message.

* The intention of this article is not to trigger any traumatic experience. 

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

Role play: Restaurant conversation

 Role play: Restaurant conversation for students

                                                                                                            

                                   ©2023 G. Ghosh, All rights reserved 

By Gargi Ghosh  

Characters:

1. Waiter/Waitress 

2. Student 1 

3. Student 2 

Scene: Inside a restaurant

 

(Waiter/Waitress approaches the table)

 

Waiter/Waitress: Good evening. Welcome to our restaurant. May I know how many people are dining with us today?

 

Student 1: Hi. We’re just two.

 

Waiter/Waitress: Great. Please follow me and I’ll show you to your table.

 

(They follow the Waiter/Waitress to their table and sit down)

 

Waiter/Waitress: Here’s your menu. Can I get you anything to drink?

 

Student 2: I’ll have a coke, please.

 

Student 1: Same here, just coke.

Waiter/Waitress: Alright. Your drinks will be ready shortly. Would you like some time to go through the menu or do you know what you’d like to order?

Student 1: We need a few minutes, please.

 

Waiter/Waitress: Sure. Take your time.

 

(After a few minutes)

 

Waiter/Waitress: Are you ready to order?

 

Student 2: Yes, I’d like to have the spaghetti carbonara.

 

Student 1: And I’d like to have the grilled chicken burger with fries.

 

Waiter/Waitress: Sounds great. Anything else I can get for you?

 

Student 1: No, thank you.

 

Waiter/Waitress: Alright, your order will be ready soon.

 

(The Waiter/Waitress leaves to place their order)

 

Student 1: I’m so hungry. Can’t wait for the food.

 

Student 2: Me too. And I’ve heard the carbonara here is really good.

Student 1: That’s what I’ve heard too. Hope my chicken burger is as good as the reviews say.

 

(Their food arrives)

 

Waiter/Waitress: Here’s your order. Enjoy your meal.

 

Student 1: The burger looks amazing.

 

Student 2: And the carbonara smells so good.

 

(They start eating)

 

Student 1: This burger tastes amazing.

 

Student 2: And the sauce on my spaghetti is spot on.

 

Student 1: Yeah, I gotta try that next time.

 

(The Waiter/Waitress checks on them)

 

Waiter/Waitress: Is everything to your liking?

 

Student 2: Absolutely, it’s delicious.

 

Student 1: Yes. Thank you.

 

Waiter/Waitress: Great. And can I get you anything else?

Student 1: Just the bill, please.

 

(The Waiter/Waitress brings the bill)

 

Waiter/Waitress: Here’s your bill. Please take your time.

 

Student 2: Can we split the bill, please?

 

Waiter/Waitress: Yes, of course. I’ll take care of that for you.

 

(Student 1 and Student 2 pay for their meal)

 

Waiter/Waitress: Thank you. Have a great evening.

 

Student 1: Thank you. You too.

 

(Student 1 and Student 2 leave the restaurant)

 

Student 2: That was a great dinner.

 

Student 1: Agreed. We should come back here sometime.

 

(They exit the restaurant)

End of scene.

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

The Fourth Witch in "Macbeth"

How Lady Macbeth is misunderstood by critics who refer to her as the "fourth witch"?

                                ©2023 G. Ghosh, All rights reserved 

By Gargi Ghosh   

Lady Macbeth is one of the most iconic characters in Shakespearean literature. She is known for being a powerful and manipulative figure who convinces her husband to commit murder in the name of ambition. However, far too often, critics simplify her character, labeling her as merely the “fourth witch.” This statement is not only reductive but also diminishes the complexity of Lady Macbeth's character.

Lady Macbeth is not a witch, nor is she a simple villain. She is complex and multifaceted, driven by her own desires and struggles. Critics who disregard this complexity and label her as a mere witch fail to understand her true nature.

One of the reasons for this misinterpretation is Lady Macbeth's supposed connection to the supernatural. She makes a famous speech in which she calls upon the spirits to "unsex" her and fill her with cruelty, which some critics have taken as evidence of her witch-like nature. However, this speech is not an indication that she has any genuine connection to the supernatural. Instead, it is a reflection of her desperation to assert herself in a patriarchal world, where women are expected to behave in a meek and gentle manner.

Furthermore, the notion of Lady Macbeth being the fourth witch is entirely out of context. Her character is not based on the witches, and there is no textual evidence to support this association. The witches are cunning and mischievous, whereas Lady Macbeth is ambitious but purposeful. She is a complex character who is struggling to find her place in a world that is dominated by men.

Furthermore, the critics who label Lady Macbeth as a witch often fail to recognize the nuances and contradictions in her character. Yes, she is a manipulative figure who drives her husband to murder, but she is also intelligent and aware of her own inadequacies. She wants to break free from the constraints imposed upon women and achieve greatness, even if it means breaking social norms and ethical codes.

Finally, it is worth noting that Lady Macbeth's eventual downfall is a product of her own conscience and guilt. She recognizes the enormity of her actions and is ultimately unable to live with the burden of her sins. This is not the behavior of a witch; it is the behavior of a flawed human being who recognizes her own moral shortcomings.

Lady Macbeth is not the fourth witch. She is a complex and multifaceted character driven by her own desires and struggles. Critics who reduce her to a simple label fail to understand the complexity of her character and ignore the nuances and contradictions that make her such an engaging and compelling figure. Lady Macbeth is a powerful, intelligent, and ambitious woman, and she deserves to be understood as such.

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

Coleridge's Unfinished Dream- "Kubla Khan"

Is "Kubla Khan" written by Coleridge a fragmented poem? Is it truly an opium-induced unfinished dream? 

                                       ©2023 G. Ghosh, All rights reserved 

By Gargi Ghosh   

Kubla Khan is one of the most celebrated poems of Samuel Taylor Coleridge, but it remains shrouded in mystery and controversy to this day. The poem is famous for its picturesque imagery, vivid language, and its intriguing use of imagery and symbolism. However, it is also often described as a fragmented work, an unfinished dream of Coleridge. This article will explore why Kubla Khan is truly a fragmented poem and an unfinished dream of Coleridge.

The Kubla Khan poem, as it currently exists, is only 54 lines long. However, it is known that Coleridge originally wrote a much longer version of the poem. The history of the poem's creation is fascinating. Coleridge claimed that he wrote the poem after waking from an opium-induced dream in which he saw the magnificent palace and gardens of Kublai Khan, the Mongolian emperor who ruled China in the 13th century. He said that he composed 200-300 lines of the poem in his dream but was interrupted by a visitor. According to him, this interruption caused him to forget the lines. When he returned to his writing, he discovered that he couldn't recall the rest of the lines, leaving the poem forever unfinished. This interruption is what led critics to label Kubla Khan as an unfinished dream.

Kubla Khan is indeed a fragmented poem in several senses. The first is evident from its structure. The poem is divided into three stanzas and appears disjointed. The first stanza is an introduction that describes the exotic landscape and sets the tone for the rest of the poem. The second stanza jumps into the description of the "stately pleasure-dome" of Kublai Khan. This part of the poem is rich with vivid language and creates an image of an incredible and enchanting place. The final stanza changes direction yet again, and Coleridge describes the scenery surrounding the palace. However, while these three parts are thematically linked, there is no logical transition from one to the other, further contributing to the poem's fragmentation.

The second sense in which it is fragmented is evident in Coleridge's use of language. Coleridge's style of writing is known for its fluidity, but in Kubla Khan, he uses fragmented language that appears to have been interrupted halfway through a thought or sentence. This is especially evident in the final stanza of the poem, where the language becomes chaotic, and the structure of sentences is broken. This fragmentation mirrors the interrupted dream Coleridge experienced, adding to the feeling of the poem being unfinished and incomplete.

Finally, the third sense in which Kubla Khan is a fragmented poem is seen in its themes. The poem's central themes are about the beauty and power of nature, the sublime nature of the imagination, and the enigmatic power of art. The imagery and symbolism used in the poem point to a more substantial narrative about the creative process and the relationship between imagination and reality. However, Coleridge never managed to finish the poem, and the themes are never fully explored, leaving the poem in an unfinished state.

In conclusion, Kubla Khan is indeed a fragmented poem, an unfinished dream of Coleridge. Its disjointed structure, the use of fragmented language, and the incomplete themes all contribute to the sense of incompleteness and mystery that surrounds the poem. Despite this, it remains an extraordinary work of poetry, a vivid and evocative description of an imagined world that has captured the imagination of readers for centuries.

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

Phrasal Verbs List 

By Gargi Ghosh   

Phrasal verbs are one of the most challenging aspects of the English language for non-native speakers. However, it is essential to learn them since they play a crucial role in everyday communication. 

Phrasal verbs are combinations of a verb and an adverb or a preposition, such as "look up" or "give in." They have specific meanings that are different from the individual words' meanings, making them difficult to understand and use. Learning phrasal verbs is essential for effective communication, whether you're conversing with friends, conducting business, or writing an academic paper. For instance, using phrasal verbs can help express subtleties in meaning, such as making requests, giving orders, or expressing emotions.

Moreover, phrasal verbs are frequently used in spoken English, making them a vital part of conversational fluency. Native speakers frequently use phrasal verbs in informal settings, so learning them can help non-native speakers sound more natural and confident.

List of Phrasal Verbs along with their meanings and examples

do somebody/ something over
beat up, ransack 
your house has been done over, thieves have got into it and stolen things from it

do something over
do again 
The paintwork will need doing over soon

do away with something
discard
These ridiculous rules and regulations should have been done away with years ago.

do something up
fasten, close
Do you know how to do up your seat belt?

drop out
quit a class, school, etc
I dropped out of Commerce because it was too difficult.

drop back
move back into a position/group
Chandreyee dropped back to third place when she fell off her bike.

drop in/ by/ over
come without an appointment
I might drop in/by/over for coffee sometime this week.

dress up
wear nice clothing
It's a Michelin Star restaurant so we have to dress up.

drop somebody/ something off
take somebody/ something somewhere and leave them/it there
I have to drop my daughter off at school before I come over.

ask around
ask many people the same question
I asked around but nobody has seen my journal.

add up to something
equal
Your purchases add up to 1205 Rs.

back something up
reverse
You'll have to back up your car so that I can get out.

back somebody up
support
My father backed me up over my decision to quit my job and pursue higher studies.

blow up
explode
The racing car blew up after it crashed into another car.

blow something up
add air
We have to blow 50 balloons up for Subhadeep's birthday party.

break down
stop functioning (vehicle, machine)
Our bus broke down at the side of the highway in the snowstorm.

break down
get upset
The man broke down when the police told him that his wife had died.

break something down
divide into smaller parts
Our teacher broke the chapter down into three separate parts.

break-in
force entry to a building
Somebody broke in last night and stole our PlayStation.

break into something
enter forcibly
The firemen had to break into the classroom to rescue the children.

break something in
wear something a few times so that it doesn't look/feel new
I need to break these shoes in before we run next week.

break-in
interrupt
The TV station broke in to report the news of the prime minister's death.

break up

start laughing (informal)
The kids just broke up as soon as the clown started talking.

break out
escape
The prisoners broke out of jail when the guards were celebrating.

break out in something
develop a skin condition
I broke out in a rash after our camping trip.

bring somebody down
make unhappy
This sad music is bringing me down.

bring somebody up
raise a child
My uncle and aunt brought me up after my parents died.

bring something up
start talking about a subject
Rachel Greene walks out of the room every time Ross brings up paleontology.

bring something up
vomit
He felt so sick that he brought his dinner up in the toilet.

Another reason why learning phrasal verbs is essential is that they are commonly used in academic writing and literature. By learning phrasal verbs, one can read and understand academic texts that contain them. Also, using phrasal verbs while writing can make the text more engaging and well-written. In conclusion, learning phrasal verbs is important for effective communication in spoken and written English, improving fluency, and sounding more natural. It may be challenging at first, but with persistent practice, one can master the art of using phrasal verbs to convey a deeper meaning.

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator, an artist, and a graphic designer. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.  

Male Rights Are Important Too

The Dangers of Unchecked Female Aggression 

https://bit.ly/34FNXin (Image Source)

                                      ©2023 G. Ghosh, All rights reserved 

By Gargi Ghosh      

Women have long been the victims of various forms of violence and harassment. This issue has been widely discussed and addressed by many women’s rights groups, and significant progress has been made in raising awareness of the issue and combating it in various ways. However, the flip side of this problem also exists, which is often ignored. Women who harass men, file false charges, or get away with assaulting men are rarely talked about. It is high time that these women are called out and protested against.

It is a common misconception that women cannot harass or abuse men. The truth is that any form of unwanted sexual attention, or physical, or psychological trauma inflicted upon males is also harassment. Unfortunately, there is a tendency to overlook or trivialize issues concerning men. This unjustified attitude can often lead to men being left vulnerable, with no recourse or recourse that can cause more harm than good.

A significant form of abuse that many men face is the filing of false charges. These charges can be about sexual assault, harassment, or physical abuse that did not happen. It’s an injustice that isn’t only suffered by individuals who are wrongfully convicted, but also by those who are traumatized by the court process and social consequences that come with such allegations. Men who are proven innocent still face social exclusion, employment difficulties, and character assassination.

Another issue that needs to be addressed is the fact that women who assault men often get away with it. The issue of double standards in such cases is astounding. Men are expected to endure the aggression or are often blamed for provoking the attack. This expectation is not only appalling, but it can also lead to men becoming timid and suffering from severe psychological traumas. Like women, men also need to feel safe and secure, and they deserve to be protected and justice to be served when they become victims of abuse.

If left unchecked, these women who harass men, press false charges, and get away with assaulting men may form an extremist group in the future.  Extremism is a term that can trigger a lot of responses but such a group may become a legitimate concern if men continue to be marginalized and not given their share of the spotlight. Most importantly this can not be the answer to age-old chauvinism and the malpractices of patriarchy. 

In conclusion, the issue of harassment and assault should not be gender-driven. Women who harass men, press false charges, or get away with assaulting men shouldn’t get a free pass. They should be held accountable for their actions. Failure to do so may fuel resentment among men who are left feeling victimized, which could lead to dire consequences. Men who are victims of abuse should not be ignored, and their rights to justice deserve protection like women. Both genders need to work together to build safe spaces for everyone.

 ©2023 G. Ghosh, All rights reserved 

Written by Gargi Ghosh

Gargi Ghosh (M.A, B.Ed, M.B.A, TEFL) is an Educator and an artist. A winner of awards in the categories of Women's Award-An Inspiring Woman (2019), Most Socially Active Principal (2020), Top Educators of India (2020), and Top 100 Iconic Educators of India (2021). She has published her poems in several international anthologies and secured the 8th position in a Global Poetry Competition.