It is a truism, when speaking of warfare, that when brother meets brother upon the field of battle, that marks a nigh impossible return. It is even more so when the brothers in question are members of the adeptus Astartes. Space marines lay dead in the maelstrom zone, slain by other space marines. The annals of imperial history such deaths have often presaged times of wanton destruction and grand misery, and many who saw the rising tides of escalation in the maelstrom zone desperately strove to bring about some form of camp to the hostilities, hoping even at this stage that peace and compromise, as the imperium understands such concepts, could be snatched from the jaws of a full-scale civil war. They were of course wrong. The actions of the secessionists could not publicly go without reprisal, and the only forces capable of bringing recidivist Astartes to heal were, of course, other Astartes. The pronouncement of the Terran Legates necessitated the immediate mustering and deployment of a major force of adeptus Astartes elements, drawn from any and all chapters present within the local galactic region, or who were willing to respond from further afield on short notice. Under the now concerningly commonly applied title of Loyalists, battle companies from the salamanders, fire angels and raptors chapters swiftly responded to the call for arms, joining a much larger number of the Astartes from the Red Scorpions, who formed the bulk of this initial muster. The surviving marines errant and firehawks, however, were not ordered into this gathering of force. Malled by the initial engagements of the Badabschism, their conduct saw them subjected to orders of withdrawal from their present operations, to undergo investigations by the delegation of the High Lords of Terra. The marines errant, who had suffered significant losses, needed little encouragement to do so, readily complying to the will of Terra and withdrawing from the Maelstrom zone. Firehawks, however, were not too prompt in their retreat. In what has entered into the annals of history as the firebombing of Sechriston, the chapter reaped one last act of vengeance, seen by some as righteous, but by most historiography as arrogant and extravagant. Kaelian Urbeck, in their seminal work Observations Upon a Schism, called the manoeuvre strategically bankrupt and demonstrably wasteful. But despite such apparently obvious considerations, Chapter Master Lazarec of the Firehawks was not to be denied. Surviving elements of the chapter's fleet, led by the wounded Starfortress Rapturous Rex, closed in on Sechriston, a tiny sovereign colony at the edge of the Endemian Cluster. There was quite genuinely nothing significant about this world, save for one factor. The Mantis Warriors counted it amongst their vassal planets as a protectorate. Its meager orbital defense batteries were swept aside in barely an hour, and the planet was subjected to a series of targeted assaults by fireborn Firehawk squads, gorily slaughtering the colony's leadership in extremely public acts of savagery, before a full scale withdrawal was called. When all the startys had been successfully extracted, the Rapturous Rex hove into extremely low orbit and subjected Sechriston to a saturation bombardment of plasma bombs, igniting the atmosphere. This continued for several days and nights. By the time the Firehawks had deemed it time to make for their High Lord-appointed debriefing, over 90% of the planet's population lay dead. While the Firehawks slaked their vengeance with genocidal atrocities, the Loyalist muster was focused on the world of Josiah Quintus on the outskirts of the Carthagos Sector. Legate Inquisitor John Dice Frane of the Ordo Hereticus, as voted representative of the Senatorum Imperialis, was nominally in operational command, but actual tactical command was granted to Verrent Ortis, Lord High Commander of the Red Scorpions. It is common practice that when a startys of several chapters are present in the same war zone, for them to elect amongst themselves a Magister Militum, a sort of first amongst equals, of equal rank to those of similar seniority, but in overall command for the sake of ensuring a robust chain of command and responsibility. Given the inherent difficulty in dealing with the notoriously independent adeptus startys to begin with, Inquisitor Frane was forced to accept this by sheer virtue of not making the situation any more fractious. However about the near sovereign nature of the chapters he commanded, Frane was pitting them against ostensibly fellow startys who had literally claimed actual sovereignty. The Red Scorpions were a perhaps less than ideal chapter to be placed in a position of operational leadership. Even amongst the ranks of the adeptus startys, they carried a reputation for disregarding authority in favour of their own goals, born out of their own perception of staunch conservatism. Inquisitor Frane had of course no actual weight in the decision to vote the Scorpions to their leadership role, feeling his political capital best withheld, Frane demured. With ships from Battletfleet Solar arriving to reinforce chapter fleet elements, the Loyalist forces identified their two primary goals. The first was, of course, the surrender of the Secessionist chapters and their submission to the authority of the Imperial Legate. The second, and the one unstated on the propaganda reels, was to seek a robust re-establishment of commercial shipping within and out of the Maelstrom Zone, to ensure the Imperium's continued access to resource extraction operations within the volume. The first command issued by Lord Commander Ortiz as Magistra Militum was an immediate advance in force by the majority of the Red Scorpions and Battletfleet Solar ships into Secessionist territory to gauge levels of resistance and assess deployments. This had the immediate result of causing possibly the largest naval engagement of the war in its entirety, the battle of silent reach in 4.011.906.M41. The Lementors fleet, seconded with cruiser squadrons from the Maelstrom Zone's Imperial Navy fleet, clashed heavily with the invading Loyalists in the dead void between the star systems of Galen and Grief. While fighting was heavy and quite brutal, it has been assumed by historians that neither side was willing to actually commit to the potential of losses at such an early stage in the campaign. Vir Av Kor, a naval chronicler for Battletfleet Solar, committed to posterity the work on Stormcast Tides, discussions upon fleet engagements in the Badabskism, within which he observed the tendency for both Loyalist and Secessionist ships to probe, engage, and withdraw, and at distances that stretched even the ranges of Imperial warship fleet-based weaponry. Typically conducted at distances of thousands of kilometers to begin with, the Void Warfare in the Silent Reach battle was at an even more detached affair than usual, and ultimately an inconclusive one. The only major loss was the Maelstrom Defensefleet's lead battle cruiser Gauntlet of Wrath. Having its bridge demolished by a lucky Lance battery strike from the opposing cruiser Lady Sibylene, the leaderless Gauntlet fell out of formation with its escorts, immediately drawing the attention of the opportunistic Red Scorpion ships in the nearby volume. Hoving into close range, the Astartes ships engaged the battle cruiser in a short but lethal firefight, and despite the efforts of the Gauntlet's gunnery crews to devise some form of defense without centralized leadership, it was left a gutted and burning wreck before too long. The loss of the Gauntlet drove the Secessionists into flight, their retreat to the warp marking the battle as a tentative, Loyalist victory. Silent Reach was, however, merely the largest of a dozen naval engagements in the space of a relatively tiny space of time. The one of Lord Commander Ortiz's probing maneuvers elicited immediate responses. Taking the defensive tack, the Secessionists were forced into a responsive position, allowing the Loyalists to fully check any advances that they were attempting to make in the early months of 906-M41. The firehawks and the Marines' errant, having undergone thorough inquisitorial examination, had been cleared of suspicions of seditious or heretical inclinations, and rejoined to the fight with all possible haste. Despite this, and the speed of the Loyalist advance, the Imperium had not made what could be considered any significant gains. No weaknesses had emerged from Ortiz's initial moves. While the Master of the Red Scorpions had not necessarily been expecting any, it now behooved him to change his approach. The Inquisition, one keen eye placed upon the activities of the Astartes, had likewise shifted its investigations to the Carthagn conglomerates, quickly establishing the culpability of Satrap Tanet Canig, sector governor for provoking the Badabskism in the first place. Canig and her immediate family were summarily executed by the Ordo Hereticus for wanton misrule, while the punishment for the Carthagn conglomerates was further extended. By writ of His Majesty's divine Ordos, the 14 billion strong population of Cedon Ultra, headquarters of Carthang commerce, were committed en masse to indentured servitude, with a six-generational sub-clause, so that their lord's debts to the Imperium would be considered fully paid. The Imperial tithe has been extracted from the Carthaggo sector by Administratum rectification cadres aided by the moral enforcement divisions of the Adeptus Arbites for these past centuries, and is still considered an ongoing process generations later. Lord Commander Ortis selected the Viania system as the target of the next phase of loyalist operations. The system was a focal point for many secondary warp corridors, coreward, into the deeper Maelstrom zone, but unlike the similarly transit-crucial Sagan system, the Viania was more sparsely defended. Additional reports from Imperial intelligences noted that the populace was in a state of significant unrest, owing to opposition to the tyrant of the dabb's secession from the Imperium. The possibility that this simmering loyalist discontent could be motivated into an open revolt was an opportunity for the Red Scorpions, zealous worshippers of the Emperor that they were. The chapter was to lead the assault, supported by the Marine's errant and the Nova Marines, while the Raptors, newly arrived, supplemented the remaining firehawks in escort operations for loyalist supply lines. The attack was not nominally intended to capture the planet. The Adaptus Astartes could fulfill the role of conquerors, of course, but Lord Commander Ortis intended to use them as scalpel in this first big loyalist push. The targets for the raids were the system's production infrastructure and shipping facilities, the secondary objective of kindling loyalist sentiment into open revolt or sabotage. This was to be the first open warfare engagement of the escalated conflict, and so the Adaptus Astartes loyal to Terra encountered Huron's reformed Badab sector defence forces for the first time. The resistance of the latter was greatly underestimated by the Red Scorpions. They had not committed the forces needed to overcome the staunch discipline of the tyrant's troops, taking only one of four intended orbital defence platforms and inflicting negligible damage to the planet's manufacture. Recompense was at least earned when Imperial reports on casualties reached the Lord Commander. The tyrant's legion, so-called, were still unaugmented soldiery and were facing the Adaptus Astartes.  Viania still, however, remained contested, and the loyalist objectives unfulfilled, his word now came of ill tidings. In 115906 M41, the warship Nighthag of the Executioner's Chapter scattered and destroyed several loyalist military supply convoys. The loyalist, forced to swirled of Surdengrad, deep in the Maelstrom Zone, had finally fallen under Huron's control, despite its years of resistance to the tyrant's maneuverings and later invasion. The relative impasse lasted until 339906, when an unexpected proposal from Huron was delivered via emissary to the Imperial Magister Militum. The tyrant offered Ortus a ceasefire, saying that bloodshed between loyal brothers should not continue, and he requested to parlay. Legate Inquisitor Frayne protested this in the strongest of possible terms. This only modified the Inquisitor by offering his utmost reassurance that, even though he was agreeing to meet with a traitor, he would remain resolute in his utter commitment to carrying forward the judgment of the High Lords of Terra. The meeting would be face to face, conducted on an abandoned way station orbiting a gas giant, Shedim, in the uninhabited grief system. The facility, a former naval supply depot, had lain dormant for centuries, owing to stellar storms from the now highly active local star, retaining a mere fragment of its former atmospheric shell. It is verifiable in historiography that both parties agreed to, and held to, the initial terms of the meeting. A single, unescorted Astarty strike cruiser from both sides transported the respective delegations, who were flown to the asteroid by Thunderhawk gunships, with the strike cruisers laterally withdrawing out of weapons range as a show of good faith. It is likely the full account of what, later, transpired, will simply never be known. The records concerning it have both been heavily damaged and heavily redacted, beyond the point of the influence of the Logos Historic Avertia to either unseal or revoke them. It appears that, despite the diplomatic tone of his entreaties, Huron, in person, was far less tactful, becoming indeed quite volatile. From surviving audio logs, it appears that Huron presented himself as a true upholder of the Lex Imperialis, speaking to Ortis as if the Red Scorpion and his kin were the seditious participants in this conflict. Blanking Huron, Chapter Master Sartak of the Mantis Warriors was likewise quite bullish, demanding the surrender of Lazarak of the Firehawks to the secessionists, that he may be brought to trial for his wanton genocidal crimes against innocent Imperial civilians. Sartak's demands were both backed by, and seemingly proved a source of inspiration to Huron, stoking the tyrant's imperious attitude and sending him on a series of long, rambling dire tribes about the characters of his enemies, the Imperium, the state of political balance within it, and the enormities, severities, and licentiousness of the injuries and insults inflicted upon him personally. Opining that only his view upon leadership could steer the Bedab sector away from ruin, Huron went as far as to state that Ortis and the Red Scorpions should themselves accede to the wisdom of the tyrant, peerless as it was, and take up arms against the corrupt Imperium that would turn proud Astartes into no more than licks-bittle slaves to their own petty greed. It was all Ortis could do to reiterate the terms as stated in the Legantine writ, and the unassailable authority of the High Lords of Terra from whence it had come. An adjournment was called, with both parties withdrawing to separate compartments of the way station to confer. The course of events that followed remained shadowed to this day, becoming mired in the need to fulfill narratives, to support points of view, and to justify responses. This is partly due to the inciting incident. Loyalist communications to their strike cruiser suddenly ceased. Shortly thereafter, three unknown vessels appeared on all-spec sweeps recorded by that strike cruiser. Two were of an iconoclast pattern of raidership, a known design utilized by heretic Astartes forces, and the old legions sworn to the dark pantheon. The third was of a design and mark unknown to imperial records. Vector logs tracked their approach as emerging from the upper atmosphere of the gas giant Shedim, placing them essentially right beside the way station and far beyond the interdiction reach of either Loyalist or secessionist strike cruisers. It was an ambush, and a very effective one. The attackers raked the station with weapons fire, but their true aim was soon apparent. Boarding torpedoes launched an assault force comprised renegades, heretics, and mutant scum. In the chaos and confusion that unfolded, notable casualties were incurred. Lord Commander Ortis perished aboard the station, as did the chaptermaster of the Mantis warriors, Sartac. Precisely how these warriors died is completely unknown. Both Loyalist and secessionist strike cruisers made full burn for the station, with chief librarian of the Red Scorpions Severin Loth leading a desperate Loyalist assault to retrieve their chaptermaster, although by this point it was far too late. The anarchic three-way battle that developed saw all sides firing upon each other. At its height, the unknown starship, under punitive fire from the secessionist strike cruiser, crashed into the way station, inflicting catastrophic damage to the asteroid it was built upon, causing it to begin to fracture. Severin Loth, too late to save his chaptermaster's life, was at least able to recover his remains, engaging in a fighting retreat against both the renegade raiders and the astral claws to flee the station before it disintegrated utterly. Huron appears to have departed the station altogether earlier, conducting the battle from within the safety of his strike cruiser. The event rapidly became known within Imperial circles as the Betrayal at Grief. Blame and counter-claim were flung across the astropathic network. Loyalists placed the blame squarely on the secessionists, claiming the raiders to have been anything from a goaded plant to a false flag operation, and proof of Huron's utter lack of honesty and good faith. The secessionists, for their part, claimed the disaster to be an inquisitorial attempt to assassinate the tyrant of Badab. Internal, Imperial communiqués dispatched by Legate Frayne to his colleagues within the Ordo Hereticus simply were without conclusion. Frayne opines quite openly that the calamity may have seen the intervention of outside forces, possibly malefic in character, for whom the continuation of hostilities would be nothing but a boon, those for whom slaughter and bloodshed and destabilization were explicitly desirable outcomes. It was, of course, not just the Imperium that had interests in the volume. Frayne did not rule out, however, secessionist culpability. Huron's ego would fully allow for such a plan, once the tyrant had had his proverbial soapbox upon which to pontificate. Frayne additionally put the possibility that Huron's target was not Ortis, but his ally, Sartac. The death of the Mantis Warrior's chapter master would only serve to strengthen Huron's cause politically, casting doubt upon the Imperium's motives and hardening those of the secessionists. Inquisitorial agents had brought word to the Ordos of an apparent disquiet amongst the ranks of the Mantis Warriors, and a waning of their support for the secessionist cause in light of the ever-escalating conflict. Committed as the Mantis Warriors may have been to the defense of the Maelstrom Zone and their old brothers in the Warder chapters, the opposition to the High Lords of Terra to Huron's actions shook their faith in the Astral Clause's leadership. The death of their chapter master would thus inject a measure of base betrayal into the cocktail of motivations swirling around the war, and ensure the Mantis Warriors would only continue to heed the word of Huron. Regardless of any actual party at fault, the disaster had utterly destroyed all possible compromise in the Badab war, only entrenching the commitment on both sides and annihilating all faith in future diplomacy. Escalation was inevitable, and soon, secrets would come to light that would darken the clouds surrounding the secession even further. This video and this channel were made possible thanks to the very kind donations and support from my Patreon subscribers. If you'd like to help support the channel, head on over to patreon.com. If you'd like to receive more updates about the channel and any future videos, you can contact me or follow me on Twitter at oculusimperia. Otherwise, please like, subscribe, comment, let me know your feedback, and as ever, thank you very much for watching.


So I was at TSU in Houston, and my mom and my dad split. My dad, how he got through his divorce, he used to go to the comedy club, just what he used to do. He used to have huge companies for him. I grew up with comedy in the house. Couldn't really watch certain movies when I was coming up, but when he came to stand up, he just let me watch it. And that's kind of like what we bonded over. And I kind of got a lot of constant about life just being around my dad because that's like my mom was around my dad. We just need him all the time, everything. So I turned 16 and I started working.  Like he treated me like, hey man, you a man now. So we would go out, we would go to the comedy club. And at the time, in Houston, the comedy club was just joking. So a lot of big names out of Houston came from there. So it was the only black comedy club in the city. And the improv wouldn't there yet. So really, there was some white comedy clubs, but they didn't book any black acts like that. So that's where all the mainstream black acts would come to.  And I knew when I was in high school that I wanted to stand up, but there was no class. I was a journalism major. I was on track to go and do TV reporting and news report.  I didn't want to talk about the news. You know what I mean? I just, I knew what I liked. That was funny, man. Chico said the same exact name. That's how you got into it. I was going to the comedy club, man. So I knew then that was it.  No, your parents got the idea for you there.  So I was on a scholarship. I went to school. Everything was going good. And then with my homeboy CP, Chris Pierce, this nigga worked in the enrollment office. And he worked in registrar's office. He was like, man, I got a way I can put like 20 genes in your pocket. And I was like, all right, what's up? What's the move? He was like, just give me your social. And I got you. I was like, all right. I was like, so you telling me I gave you my social. And that's it. And I mean, mind you, Chris was the first person I ever got drunk with. I ever got drunk. First off, I have been drinking. In Texas, everybody drink. I thought I couldn't get drunk.  Who's in college? I think I had the genes with the handle on it. Bumpy face. He was like, he's calling me rookie. He said, rookie, you can't drink with me, man.    That's how we got cool.  And after that dog, he was like, man, shit, you can't hang with this dog, you can't even know his friend.  I was like, cool, I gave him my social. He gave it to me. Three days later, he brought me my transcript, printed out. And then he had changed six grades. He changed all my Cs to Bs and all my Bs to As. Took my GPA from like a 3.2 to a 368. I ended up getting a scholarship on top of the scholarship I already had and some grant money. So they gave me a huge refund chain. Walked away with like, at the end of it, like $19,000. 19 with 19 Gs. I was like, nigga, I'm lit. It's home. So I'm thinking life is cool. I was trying to get online for capital. Started going through that process. Everything was good. The one that he called me and told me, hey, man, you go to the registrar's office. I just scheduled it. I was like, cool. I go to the registrar's office and in there, it's like two hundred people.  School, police department came in.  Y'all are to be escorted from school campus. Y'all should not come back home. You trust passive for academic dishonesty.  So immediately I called Chris.  And they gonna answer the phone and text me back. He's like, man, I had to run to Louisiana. Make that money, make sense for yourself. They can't do nothing to you. They can't take you to jail.  All they can do is to speak to you. So I ended up having me say, request a student here and then you'll be all right.  Which is basically a fall in the spring. It was in the middle of the spring. So I had to go through a whole fall in the spring. I'm back in the fall of the fall. So that was the spring of 2003. So I was kicked out the rest of the spring and all of 2004. And that's when I said, fucking, I ain't got nothing to lose. I got some seed money. I started going to the comedy club and going on stage. So that's what kind of kept me sane cause I've been in school all this time. So I started doing coffee.  So I got drunk. Happy all over the year. I used to do this class called Roxy. I listened to Deep Brandy and I'll leave, you've been on the podcast, but this time, I'll leave. I just got out of jail. I've been in jail for like eight years. And so it was funny. Dahlki just did comedy for you. He was a young and big at the time and he just started kind of mentoring me. He was like, this is what you really want to do. And I'm like, yeah, he's like, why you want to do this?   I was like, no, I was like, really?  And I think that's what I want to do. And I know it won't hurt. That's what I want to do. It's like, all right. So he invited me to the home to do his room. But the first thing he did was, was like, you know, gave me all these things. Like, what's your point of view and who are you? I didn't get none of that.     It's 50 cent, you call it.   I bought a bunch of drinks for me and like three or four of my friends.  Hand with jokes, I was gonna say what I thought was funny.  He did well. He was mad the whole time though. He was like, that ain't comedy, nigga. You did, you gotta laugh, but that ain't what comedy about.  And so he invited me to his office the next day.  I get there like nine in the morning. He say, go out the door and come back in. So I walked up the door and walked back in. He was like, all right, start your seat. And I was like, what? He was like, exactly, nigga. Go out the door and come back in. And basically what he was telling me was you weren't drunk. You ain't drunk right now. And comedy is about who you are and what you think, you know? And from there, I started thinking about comedy. It's different. So I was out of school there the whole year, got back in school, and I ended up giving a book by my classmates to do the homecoming comedy show. That was it. I started working at this comedy club.  Called the candy lady.  I ran the open mic night. That's where I started my comedy. That's what I said. I said, well, it's the interesting part about being in a position to be next is always somebody that thought that it was gonna be next. Like the next thought is, it's a dangerous place to be in because you can always stay next. The play with black offices, theoretically, most times, it's hard. It's always they wanna pit and make it one nigga at a time like that. Hollywood doesn't know how to ingest all the variations of black men. They only see one type of black person at a time. That's how they know how to ingest, especially for comedy. Because, you know, for comedy, you can sway people's opinion about how they look at the world.  It's like, you know how Kevin Hart thing, it's a safe bet, it's a move.  And I don't take nothing away from Kevin, I don't take nothing away from Mike or Ken, even our class. So I think our class is slightly different is because we play better together. We play way better together than other years did. You know, it was a grind for dude, it was a grind for us, but we play different.   Like, example, Tiffany Haddish. Tiffany Haddish been doing comedy. She was like 12, 13, and she put in her dirt.  Sometimes I get in my head and wonder, is this for me? But I know it's for me because I've been doing this and this is what I'm supposed to do. Then she puts girls true and it's like, oh my God, Tiffany Haddish, where you been?  And so that's just how it is.  It's like, you gotta put your time in and what's for you is for you. It's gonna happen. It's gonna happen, dawg. It's gonna happen for you if you do what you're supposed to do. Like I can't say this. Consistency is a motherfucking. Consistency is probably the hardest thing that keeps most, it's a lot of funny dudes out there, funnier than me. I mean, to me, that's funny. You're not as consistent. And consistency is a tell-tale, man. It's like, how well are you gonna work then? How are you gonna work? How consistent are you gonna be? How hard are you gonna work? And I mean, it don't cost money to work hard. It don't cost money. Like, they ain't gotta do what I tell them to do.


This 2018 Ram 2500 Crew Cab Short Box SLT is stock number 11799Z. We are here at Summit Automotive in Fond du Lac, Wisconsin. We are new and used Ram and heavy-duty truck headquarters. This 2018 Ram 2500 Crew Cab Short Box has the 6.4 liter V8 motor with MDS. It has been fully-safetyed and inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off. And this truck is 100% ready to go. Super clean all the way around. Granite Crystal is the color. We shoot all of our videos in 1080p, 60 frames per second. So if you have HD capabilities on your computer, tablet, or smart phone device, turn them on right now because it is your best way to check out the quality and condition of the truck before seeing it in person. And if you would like to subscribe to our YouTube channel, the lower right-hand part of the screen is a gold subscribe button. Click that and then click the bell notifications to get updates of our videos that we do each and every day. It comes with these steel rims with the chrome covers and it has Firestone Transforce HT LT27570R18 tires. These tires have, I'd say, probably about 60 to 70% of the tread left on them. And the frame and underbody on this truck is in exceptionally nice, clean condition. Front fender is in excellent shape, no dents or dings on there. Headlight lenses are nice and clear. Chrome bumpers on here does have the factory fog lights. And it does come with a nice heavy-duty grille guard. The hood is in very nice shape as well. No major dents or dings on there. And the passenger side front fender is in excellent shape as well. No dents or dings on there. Passenger side rim, no scuffs or scrapes. And as you go down this side of the truck, take note of how clean the body is, how reflective and mirror-like that paint is. We take these HD videos so if you are far away or even if you're close by and just cannot make the trip down but you're still interested in purchasing the vehicle, you can see the truck, hear the truck, and have confidence in the vehicle that you're looking at. Before you even get here, so that when you do get here, there's absolutely no surprises. And you can make a smart-bind decision from the comfort of your own home. Very clean down that side. I didn't see any dents or dings. Back rim is in nice shape as well. Back tires have just as much tread, just about as much tread as the front tires. I'd say these are more like 50%, 60%. Frame and underbody is in nice shape as well. Very little to no corrosion. And it's like that all the way underneath, has all the remaining factory exhaust. Body looks good, lower rockers look good, and it comes with the RAM factory chrome step bars. Has a tonneau cover on it. I didn't see any major rips or tears on that tonneau. Tailgate is in nice shape as well. And the rear bumper, no dents or dings on there. Locking tailgate. Back up camera comes with a very nice sparrion bed liner. And this one also has the LED bed lighting. The bed is in really nice shape. I didn't see any major dents or dings in there. Tailgate shuts nice and solidly. And as you go down the driver's side, just as clean as that passenger's side. Always like trucks with mud flaps on them. Keeps your rockers looking good. Back tires have just as much turn in for full disclosure. This back rim, no scuffs or scrapes. Down the rest of the side of the truck looks really good. Has the heated fold-out tonneau as they have built in directional signals. They fold up like so. They also fold in. Inside the SLT package is going to give you the gray cloth interior. There are no rips. There are no tears on the seats. Very nice condition. Has factory all-weather floor mats in the front here. Auto headlamps, power windows, power locks, power mirrors. And I think these mirrors do power fold in. Yes, they do. Kind of a rare option on the SLT. A nice option nonetheless. As we hop inside, the vehicle here will turn the ignition on so you can check out the miles and the radio and all that good stuff. See, this truck has 10,539 miles. You do get the 7-inch LCD display. Digital speedometer, temp, time, range to empty and compass. You can change those corners to read pretty much whatever you'd like. Has the leather-wrapped steering wheel. Cruise controls on the right. Bluetooth and information center controls on the left. And it does have the audio controls on the back of the steering wheel. Has the 6-speed automatic transmission with the optional tap shift. You get AM, FM, and Serious XM radio on the 5-inch touchscreen here. And turned off four-wheel drive. Climate controls are down here. Factory brake control, stability control, and tow-haul. So that is also where your backup camera shows up. Pass in your side. Floor, floor mat, and carpeting. And seat are in excellent condition. No rips or tears on that. The headliner is in really nice shape. Oh, sorry about that. Headliner is in really nice shape. You get map lights up here, power slide rear window, and home link buttons for your garage door security systems and lighting systems. We'll take a quick look at the back seats, and then we'll start it off and check out under the hood. Back seats are just as clean as the front seats. No rips, no tears back here. It does have the latch child safety system for any child car seats that you may have. Power slide rear window. You get those all-weather floor mats back here as well, and storage under the back seats. You do get in-floor storage on both sides with removable containers for easy cleaning. And you get child safety locks on the back doors. We'll start it up, take a look under the hood. No check engine lights or anything like that. I would personally like to thank you for checking out the video today. And hopefully from this HD video, you'll have been able to tell just how clean this truck is all the way around. Inside and out. Under the hood, we have a 6.4 liter V heavy motor. It has been fully safety-to-hand inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off. And this truck is 100% ready to go. I would highly recommend this truck for make quality and condition standpoint. And to see more pictures of this truck, or one of our other 450 new and used cars, trucks, SUVs, minivans, Wranglers. Half tons, three quarter tons, one tons, you name it. We've got to go to that website right there. www.summitauto.com. Full pictures and descriptions of every single vehicle from two locations. All at www.summitauto.com. If you'd like to check out more HD videos, you can go to www.youtube.com. 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Hey everybody, it's Hari Swaminathan from optiontiger.com on Tuesday, October 22nd. We are looking at our third closure in the earnings cycle and that is Chipotle Mexican Grill. This is going to go up, it's already, Chipotle is reporting after the bell today. However, as you can see both these options, they were picked nicely and they've both gone in the money and so we don't want to take a risk because if Chipotle moves much higher then there is a small chance of being assigned on the short position. So we're going to take it off, I'm going to put a limit order to give us about $1,500 profit on this. As you can see Chipotle is going to move up, the markets are just slightly up but this is our trade closure, I mean this is our third trade that is being closed. The first one was Netflix for $1,450, the second one is IBM which was a loss of $500 and the third one is Chipotle which could be about $1,500. So if you'd like to join the earnings trade, there are still about I would say anywhere from 10 to 15 trades left and you still can make a very, very good profitable earnings season and you'll see the details to sign up in the email. But as you can see now the profits are again going up, it's up to $1,250 and I think we're going to cash in on about $1,500 without even taking it into the earnings event. Thanks.


7. Activities for Teaching Reported Speech in the ESL Classroom When teaching reported speech the potential for mistakes, errors, and the general difficulty is enormous due to the number of changes that are made with verb tenses, patterns, pronouns, questions, time expressions, etc. It's important to cover the subject slowly with lots of verbal practice at every opportunity. There are plenty of standard change the direct speech to reported speech activities, but your students will soon tire of these if you overuse them. Here are some ideas which have worked well in the EFL classroom and will give your students a good amount of talk time in a variety of ways. The Go Between Game This is a fun dispute role play that is ideal when students are split up into groups of three, although four can work too. Give students prompt cards with their roles, husband versus wife neighbor versus neighbor friend versus friend server versus customer politician versus voter. Also have topic cards to help them make a statement complaining about the other person, for example, husband versus wife, food temper cleanliness going out television. One of the three or four students is nominated to be the mediator or go between and must report the complaints and responses as they are given to them. For example, the wife might say to the mediator, he threw some plates when he was angry, which would be reported to the husband as she said that you had thrown some plates when you were angry. Try to keep the arguments going for as long as possible before swapping roles. Have the mediator pass judgment at the end of each round for an added element of fun. The Lying Game This is a fun game whereby students are given statements that they can either use as they are written or adapt and others must try to find out whether they are telling the truth or lying. There is a similar game that's popular on UKTB called Would I Lie to You? For example, a student may take a slip of paper with my brother is a pilot and can either say this or something similar of their own choice, such as my brother is a brain surgeon. Other students then take turns to ask natural questions in any tense to find out more information, such as where did he study and then say whether they think the statement is true or false by saying something using reported speech. For example, I think it's false because he said he had studied medicine at the London School of Economics. Pelmanism, concentration, many people will be familiar with the game concentration. It's also known as pelmanism and is used as a standard activity in the ESL classroom based on memorizing cards or other objects placed in front of the players. This lends itself well to the standard change from direct to reported speech activity by having eight pairs of cards with direct speech and matching reported speech on them, such as I ate six sausages for lunch matching with you said that you'd eaten six sausages for lunch. Students play in groups of two to four with the cards facedown, separating the direct and reported ones, and take turns turning over one, changing to the matching form and then turning over another. If they match, the student keeps them, if not they are turned back over and the next student has a go. The student with the most cards at the end of the game is the winner. You could have the students make their own version for other groups to use. Guess who? This is a fast moving game that requires minimal preparation other than having slips of paper or card with vocabulary for people on, such as mother, teacher, police officer, best friend. These words also need to be on a word bank that students have in front of them. The aim is for students to get others to guess the word that they pick up by using reporting verbs. For example, this person told me to get out of the car equals police officer. Think about how to maximize the fun factor depending on your class size. Perhaps see how many words can be guessed by a team in 30 seconds before changing to the next team. Reported speech tennis. This can be played in pairs, singles tennis or groups of four, doubles tennis. Put verbs in a given form on cards which are placed facedown on the desk. A student picks up a card and must make any sentence using the verb. The opposing student must then report back. Example with took, I took an exam last week, she said she'd taken an exam last week, they receiving student repeats the process back using the same word. For example, I took my brother to the airport yesterday. Students continue and see who makes a fault first, keep score like tennis. Who asked what? This is a mingling activity that's best suited to larger classes. Prepare simple questions for students to ask each other and put each on a separate slip of paper. Example questions are can you play the guitar, are you going out tonight, give each student just one question and have them mingle around asking the question to as many people as possible and making a note of answers. You can then have a two-stage feedback session, both of which will use reported speech. Firstly, you can question students about what others had asked, what did Kay ask? She asked if I could play the guitar. Secondly, you can ask students what they found out, Tom said he was going out tonight. Find someone who. This is similar to the who asked what activity but is suited to any class size. Create a simple questionnaire for students to mingle with, asking each other questions and recording names and answers in note form. An example question could be find someone who went out for a meal last week. Ask where. Allow time for students to tell you what they found out, practicing use of reported speech. For example, Liz said she had been out for a meal in town last week. Are you ready to teach English abroad? Do remember that reported speech requires a lot of practice by students learning the language, so these ideas should enable you to ensure students have fun whilst improving their English skills. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll free at 1-800-490-0531 to speak with an ITTT advisor today. Seven activities for teaching the present perfect for the ESL classroom. Teaching new tenses to students of a foreign language is often not as easy as you might anticipate, especially when the tenses you are trying to teach them does not exist in their native language. The following seven activities for teaching the present perfect for the ESL classroom will help your students pick up the tense in no time. 1. Great accomplishments. This is a great warm up activity to make your students understand what the present perfect is all about. After teaching the structure of the tense, have your students write down two to three things they have accomplished in their lives. When they are finished, have your students share their statements with the class. For example, I have won a speech contest, I have traveled to America or I have learned to play the piano. 2. Have you ever? This exercise can be an add-on to the great accomplishments game or also played separately. For this activity, have your students write down statements about what they did in the simple past on a sheet of paper. For example, I ate Thai food yesterday. Next, have your students exchange their sheets of paper and add statements using the present perfect in the word before, such as Anne has eaten Thai food before. Then, start a discussion about whether other students have or have not done the activity mentioned before. 3. How many times since? Have your students come up with common daily activities and collect the responses on the board. Next, call up the students in turn and ask them how many times they have performed this action since a certain point in time. For example, how many times have you brushed your teeth since last night? A student might answer, I have brushed my teeth twice since last night. Once the students feel confident, have them form questions with the vocabulary on the board and ask other students. 4. Great ambitions. Ask your students to write down two to three things that they have not done yet but are planning to do. This exercise focuses on the correct usage of the word yet together with the present perfect. A possible answer could be I haven't been to Europe yet, so I really want to go there next year. 5. Most deprived. Have your students move their chairs to sit in a circle, one student stands in the middle of the circle and announces something he has never done before. All of the students who have done it need to stand up and find another chair and the student from the middle of the circle also needs to find an empty chair. The student that is unable to find an empty chair takes the next turn. 6. Bucket lists. Have your students create a bucket list for this year, this summer holidays are their life. Next, the students present their bucket list items to the class and ask their peers if they have done one of the actions they mentioned. 7. Sensor 4. These two words are often confused by students of the English language. Therefore, it is recommended to spend quite some time covering their differences. Have your students form an equal number of statements using since and for and share them with the class. Start a discussion about the sentences and explain any incorrect usages. Are you ready to teach English abroad? These seven activities for teaching the present perfect for the ESL classroom are ideal to help your students understand the structure and usage of the present perfect. Apply now for your TEFL TESOL certification course and start teaching it in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll free at 1-800-490-0531 to speak with an ITTT advisor today. 7. Activities for teaching modal auxiliary verbs in the ESL classroom The number of combinations of modals and usages is enormous, so TEFL certified teachers often spend a lot of time trying to find an activity that suits their particular teaching point. Here, we give you some adaptable ideas which should save you time thinking or searching, assuming you already have good grammatical knowledge of the subject and a little bit of creativity. It's often better to spend a bit of time creating your own material rather than looking fruitlessly on the internet. You will also be able to personalize the content for your students, improve your own skills and build up a great resource bank. If you need to improve your knowledge of modal auxiliary verbs, look at your ITTT course materials. Language Tennis A standard ESL classroom game that students, young and old, always seem to enjoy. It involves minimal preparation beyond planning the initial prompts. Either write your prompts on slips of paper or put them on the board. Organize students into two teams and have them line up in two rows. The idea of the game is for you to criss-cross up the line of students getting them to say alternatives until such time as something is repeated or a student can't think of anything new. At that point, the opposing team gets a point and you start with a new prompt at the person that was last to speak. Some suitable teaching points might be. Cannability Can possibility should advice, must obligation. Negatives can be used for any of these too. Language you would expect students to use for the prompt can possibility on a beach would be, you can sunbathe, you can play volleyball, you can see waves. If you manage to get up and down the line without any errors, simply end that round and move to the next prompt to keep up the fun variety element. Mill drill mingling another standard ESL classroom activity that generates very natural use of the target language. Create a questionnaire which students use to ask each other questions and to record their answers. This lends itself well to any combination of modal and usage with a little creative thought. For example, can, could or may for requests can be turned into a fun activity whereby students must respond to their requests in the negative, giving different polite reasons. Create your questionnaire so that students can record the names of the people they've spoken to and the reasons given. They choose the best responses to tell the class at the end of the activity. For example, may I borrow your pen? Responses could be as simple as no, sorry you can't because it's run out of ink to no, sorry you can't as you press too hard and might damage it. Group discussions or debates. Whilst this may not be suitable for lower level students, it is a great one for pre-intermediate level and above. Set students up into groups and give them a question to discuss and report back about. It's best not to have groups larger than four students so that you help maximize individual student talk time. You can also encourage quieter students to contribute during the feedback session. This works particularly well for showed advice. Give each group the same question from an agony ant column and allow them a few minutes to come up with some advice. Discuss their suggestions in the feedback session and then repeat with another problem. This repetition should help students improve the use of the target language each time. Other suitable topics are can possibility, set groups up as travel agents, must obligation prohibition, strictest company rules and will promises create an incentive scheme. Board games. If you have access to board games such as snakes, shoots and ladders, they are a great resource for the ESL classroom since all you need to do is vary the accompanying cards that students play with to match your teaching points. You could also create your own A4 sized game board on a computer without too much effort. If you only have access to a monochrome printer, simply put different symbols in the squares that students game pieces will land on. Make up some sets of cards with different tasks on to match your teaching points and mark the backs to match the symbols or colors in the various squares on the board.  When they land on a square they must pick up a corresponding card and complete the task correctly or move back to where they came from. Some suitable tasks are 1. Correct the mistakes, he must find a new job. 2. Answer questions, name 5 things you mustn't do on a plane, 3. Complete sentences appropriately, you breathe to stay alive, 4. Put sentences into the past or future, a challenging task, people must pay taxes. 100 years ago people, 5. Lucky dip. Language from previous lessons. Information exchange. This is a great activity for getting students to practice forming questions, to find out missing information and works for any combination of modals and usages. You can either create two versions of a text with missing information or a table. An example beginning of a text could be. Text A. When guests check in, they must show proof of identification. People who visit or hotel should, before going out each day, etc. Text B. When guests check in, they must dot people who visit or hotel should leave their keys in reception, before going out each day, etc. Student A would ask. What should people do before going out each day? Student B would ask, what must guests do when they check in? Students work in pairs or threes, with a stronger student partnering a weaker student and mustn't look at each other's texts. They take turns asking questions, to find out the missing information. This is a valuable practice because even students at higher levels make basic mistakes forming questions with modals. How often have you heard what you can see in a restaurant? Draw the sentence. This has to be one of the simplest activities for a teacher to set up and can result in a lot of energy in the classroom. One of the great things about this activity is that it can include positive, negative and question forms. For example, you shouldn't drive fast just needs a drawing of a car with 180 km per hour beneath it and across through the drawing. The game works best if the class is divided into two teams and one student from each team comes up to the board at the same time. Have slips of paper in an envelope with sentences or questions on and tell the students to take one each so that they have different things to draw. They both start drawing at the same time in the first team to guess their sentence gets two points. The quickest team can then try to guess the other team's sentence for a bonus point. It gets loud if you have a big class so you need to listen carefully. Repeat the game with different students drawing each time. Marked up dice. Six-sided dice are ideal resources to use for practicing modal auxiliary verbs. You can either use regular dice or make them yourself with a card. Have two to three dice per group of students, depending on the content of your lesson. On one dice stick or write different modals from your lesson on each face, write different usages on another and symbols for positive, negative and questions on the last one. Students take turns rolling all three and try to make suitable sentences or questions with the prompts. You can combine this with some sort of reward for the correct language such as tic-tac-toe, knots and crosses. Are you ready to teach English abroad? Hopefully, these ideas have inspired you to create your own library of fun activities for teaching modal auxiliary verbs that both you and your students will enjoy. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll-free at 1-800-490-0531 to speak with an ITTT advisor today. Seven activities for teaching passive voice in the ESL classroom. Passive voice is something native English speakers can use without much thought but it can be difficult for language learners to master because the switch from active to passive voice is quite an involved process as many EFL teachers find when they first attempt to present it. Here are some fun activities that you can use in the classroom to help your students practice using this tricky language pattern. Do remember when you adapt these games that not every verb or tense in the English language can be used for the passive voice. Change the room. This is a tried and tested game that's been used with the passive voice for a long time. It's a lot of fun and easily adaptable to past and present tenses, although you may need to be creative if you want to use any future forms. Divide your class up into teams and send one member from each team out of the room for one to two minutes. Have other students move things in the room and then call the students back in. The idea is for them to say as many things as possible that have been changed within a time limit, awarding a point for each correct sentence. It's important to set a time limit so that as many students as possible get a go. The sort of language you should expect is the table has been moved. Have students enter the room without notice that chair is being moved. The curtains were being closed when I walked in. To maximize student talk time, you can then have each student say something that wasn't spotted at the end of each round. The board markers were put on a chair. Quiz. Although this idea may require a bit of research and preparation, it's well worth it as you'll be able to save it for future lessons. There are also plenty of resources on the internet where you'll be able to find ready-made passive voice quizzes. Students are put into teams and given prompts on slips of paper such as 65% of Greenland cover by ICE. Each team has a different prompt from which to make passive voice statements. In this case, it would be a present simple passive 65% of Greenland is covered by ICE. You award a point for making an accurate sentence, then each team must make a sentence either agreeing or disagreeing with their own figures. In this case, the closest to the correct answer, 85%, gets the point. Other examples are the use of animals or countries. Seals eat by crocodiles, false polar bears. Spain visit by the highest number of tourists in the world every year, false France. This activity lends itself well to past passive as well. Describing a process. Passive voice tends to be taught at higher levels, so this is a useful activity when teaching business English, particularly to people involved in manufacturing or customer service of some sort, such as in a hospital or airport. It involves very little preparation by the teacher other than planning the scenarios. The students are put into groups and must create a flowchart type description of a specified process. The tense must be consistent with your lesson, but you would expect students to create something like this, the raw material is delivered to the warehouse. All material is inspected before being passed to the production area. It is first moved to the preparation area. Relate tennis game. An easy to set up activity that's a lot of fun and can be used with a variety of tenses. Set the class up into two teams and have them in lines facing each other. Give a vocabulary prompt to start, such as rice and students have to create a passive voice sentence using the patterns from your lesson. The game works by having a student at the front of the line create a sentence, then the person opposite. Them and the other team must say something else. Work your way up the line back and forth until someone either repeats what has already been said or can't think of anything new. The opposing team gets awarded a point when you restart the game with a new prompt from where it left off. Examples with rice could be. It's grown in Thailand, it's eaten all over the world, it's sold in bags, it's used in many dishes. You can vary the tenses used depending on your lesson. It has been sold in. It will be used. It's being. You can also vary the type of start prompts, animals that are found in Africa, example lions are found in Africa. Things that are made in Germany, example cars are made in Germany. Languages that are spoken in Europe, example French is spoken in Europe. Jenga. This is a simple, fun and versatile idea if you have access to some Jenga sets, sometimes known as tumble down tower. This is best played in groups of two to six students, so you'll need enough sets to suit your class size. Write a verb on each block in a raceable ink or on slips of paper that you put face down on the table, remember that only transitive verbs can be used for passive. Write passive and active on separate slips of paper or card and also put these face down with each set. Students take turns in taking out a block and turning over a card and making sentences in either active or passive is appropriate. If the other students agree that the sentence is correct, the next student has a go. If it's incorrect they must repeat the process. The idea is not to be the student that causes the tower to collapse. Have an amusing forfeit, for example, if they do, they must clean the classroom. You can restrict this to one tense or allow the use of any tense depending on the focus of your lesson. Roll a play, blame it on your sister. What child hasn't done something wrong and blamed a brother or sister for the damage? This can be made more realistic for the students by setting them up in small groups to roll play as a family. You might also have them act out their favorite example in front of the class at the end of the activity. Have two students in each group play the siblings and one or two has parents who pass judgment. Have them swap roles regularly. Give the parents prompt questions such as how was the window broken? Have the siblings blame each other using passive voice such as the window was broken by a stone thrown by Kay? No, it was a ball kicked by Joe. A nice variation is to have the two siblings create reasons which blame a third party. No, it was broken by a big bird. The question doesn't have to be in a passive voice, but you should encourage maximum use of the passive in the excuses. For example, how did the cake end up on the floor? It was knocked off the table when Kay walked past. Mill drill, mingling. A find someone who, questionnaire is a very simple and effective activity which can be designed to include whatever tenses you've covered in your lesson and generates a lot of natural student talk time. Create a questionnaire form with two headings. Find someone who, more information. Below the first heading, have question prompts such as that has been awarded a prize. Students use this to ask their classmates questions in the passive voice. Have you ever been awarded a prize and then record the name of whoever they find that has together with some follow up information having asked something appropriate using the passive voice such as why were you awarded the prize make sure you allow time at the end of the activity for students to report back. Expect something like Nick was awarded a prize for being voted employee of the month. Don't expect all the follow up information to be in passive, but do encourage natural responses. Are you ready to teach English abroad? These activities for teaching the passive voice will help you create fun lessons that your students will most certainly enjoy and benefit from. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll free at 1-800-490-0531 to speak with an ITTT advisor today. Seven activities for teaching the past progressive for the ESL classroom. Teaching grammar patterns often involves a lot of class time and the more activities you have up your sleeve as a teacher the better. The following seven activities for teaching the past progressive for the ESL classroom will help your students pick up the tense in no time. 1. Memory challenge. Pull up an image with a lot of actions going on for example, people engaging in different activities at a park or another public place. You can either hand out printed images or show it to your students on an overhead projector or TV. After having your students analyze the image, turn off the TV or collect the prints and start asking what the people in the photo were doing. 2. People watching. This is a great activity you can perform outside of a classroom with the whole class or for each student as homework. The first part of the activity consists of heading to a public area to watch people going about their business.  Later, the students report back what they saw people doing in the past progressive. 3. The lack of the draw. This game is great for practicing the structure of the past progressive. Write down several time words on small cards or slips of paper, for example yesterday at 5 p.m., the day before yesterday at 3 o'clock in the afternoon or last night at 9 o'clock. Then, place them in a box or a bag. In class, your students will draw a card and make a sentence about what they were doing at that specific time using the past progressive. 4. What you didn't do. Put your students into pairs or small groups and have them make lists of what they did yesterday. Then, have the students ask for actions that were missing from the list, like why didn't you do your homework? The other student responds using the past progressive, such as I was playing with my friends. 5. So much in common. The goal of this activity is to find common things the students did at the same time. Pair up your students in the classroom and have them ask about what they did over the weekend. For example, what did you do on Saturday at 7 p.m.? The student answers something like I was playing soccer with my brother. The teen who finds two common actions the fastest wins. 6. Strange explanations. This activity is very popular among young students and for it to work, you should encourage them to think as creatively as possible. A student asks a question starting with when I saw you, such as when I saw you you were sticking bubblegum to your shoe. The other student now needs to give a plausible yet funny explanation why he did so. For example, I was filling in a hole in my shoe with bubblegum. This usually results in a lot of laughter in class. 7. My alibi. Set up groups of four to five students in your classroom and have them work together for a crime investigation role play. One student plays the investigator whose job it is to find out who stole a cookie from a cookie jar or something more serious for older students. The investigator goes around asking the suspects in their group what they were doing at different times when that theft occurred and the suspects answer using the past progressive. It works best if you assign actions to the students beforehand and also name a secret thief. Are you ready to teach English abroad? These seven activities for teaching the past progressive for the ESL classroom are ideal to help your students understand the structure and usage of the past progressive. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll free at 1-800-490-0531 to speak with an ITTT advisor today. 7 Activities for Teaching the Simple Present for the ESL Classroom ESL teachers often encounter difficulties when teaching grammar patterns to students abroad. The following seven activities for teaching the simple present for the ESL classroom will help your students pick up the tense in an easy and efficient way. 1. Daily Routine This is a very good activity for when you start discussing the simple present and how it's used for routines and regularities. You can place the students into groups or pairs and have them discuss their daily routines. What do they do in the morning? In the afternoon? In the evening? You can then also have them write up a schedule of their daily routines and share their findings with the class later on in a class discussion. 2. Cultural Norms This activity is great for introducing adverbs frequently used with the simple present. Have your students share things that people do in their country culture usually, normally, typically, etc. For example, in my country, people usually eat rice for breakfast. The next step is then to encourage your students to make negative statements including adverbs like never, rarely, infrequently, etc. 3. Classmate Interviews This activity is useful for new classes where the students aren't too familiar with one another. Set up your students in pairs and have them ask each other about their families, hobbies and interests using the question do you like and what do you like to do in your spare time? After a certain amount of time, have each student introduce their partner to the whole class. Here, they practice using the simple past in the third person singular saying things like Bobby likes to play football in his spare time. 4. Spanish Pesetas Extraordinary Sensory Perceptions Sensory observations are always expressed using the simple present. Therefore, have your students observe their surroundings at school or at home and have them take notes. Hereby it's important for them to use and describe all five senses, sight, hearing, feel, touch and taste. 5. Where Am I? Similar to the previous activity, students are encouraged to use all five senses to describe a place they would like to be in. They make five statements or more describing that place to the rest of the class. The other students must then guess the place. This is also a great opportunity to review the uses of at, on and in when describing places. 6. Present Simple Bingo Mingo For this type of bingo game to work, brainstorm a list of get-to-know-you questions with your students and write them on the board. For example, do you like to listen to music? Do you drive a car? Do you play the violin? Next, give each student a 5x5 grid whereby the center square is blank. The students then fill in the questions from the board into the remaining squares on the sheet. When done, the students mingle around the classroom and ask each classmate one of the questions. If someone answers yes, they write down his or her name into that square. The first person with five names in a row wins. 7. Weekend Party This is a great activity to play before the weekend. Ask your students what they usually do on the weekend. Have them share their routines with the class. If you like, you can even have them write up a paragraph about their ideal weekend and then read it aloud to the rest of the class. Are you ready to teach English abroad? These seven activities for teaching the simple present for the ESL classroom are ideal to help your students understand the structure and usage of the simple present tense. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll-free at 1-800-490-0531 to speak with an ITTT advisor today. 4. Activities for Teaching Future Tenses in the ESL Classroom In a previous post, we looked at various teaching ideas for future simple and here we're going to describe some fun ideas for teaching three other future tenses. There are a wide variety of usages for future tenses and it's always important to make sure your activities focus on the usages that you've taught in your lesson. For example, future continuous can be used to talk about an ongoing action at a point in the future. A fixed future event, polite enquiries are to predict the future or the present. Predicting the present is one that students often have trouble conceptualizing so we might as well start from there. Predicting the present. When someone we care about is going on a long journey we often think about what they might be doing at any given time. When we do this, we typically use the future continuous tense such as Rosie will probably be getting on the plane about now or don't call her now, she'll be cooking dinner. A nice activity for this is a guess who came whereby the teacher prepares a list of celebrities that the students are likely to know. These will normally be world famous people such as the Queen of England, David Beckham, George Clooney, Elton John etc. It's well worth checking with some other members of staff or friends beforehand though as people we think of as world famous may be unknown in some parts of the world. The idea is for the class to be divided into teams and each team is allocated a name by the teacher and they have to create clues using future continuous for others to guess the person. An example could be this person will probably be practicing the piano right now. You could think about ways to make this competitive as students tend to enjoy this and consider handing out a name bank for each team to guess from if they struggle with guessing. A great way to end this game is to have students think of famous people themselves and continue the game. It really doesn't matter if the teacher doesn't know the celebrity because students can tell you about them in English once they've been correctly guessed. Ongoing action at a point in the future Another way we use the future continuous is to talk about what we will be doing at some point in the future, such as this time next week I'll be sitting on a beach. We can use future continuous to talk about arrangements when we want to give some kind of reminder or warning, such as I'll be leaving for work at eight o'clock if you want me to give you a lift. We can also use it to make excuses if we don't want to do something such as go out on a date that someone you don't like has invited you on. There's a classic TEFL game called a date from hell which can be used to practice this. Half the students in the class are given a page representing a diary and they mingle speaking to each other trying to make dates with other people in the room. The aim is for respondents to create amusing reasons for not going on a date and the students asking the question make a note of them to report back at the end of the activity. Examples are Sue can't go to the cinema with me on Saturday because she'll be washing her hair and Mark can't go bowling with me on Sunday because he'll be tidying his room. Expected achievements at a point in the future. Moving on from something we will be doing at some point in the future, we can also talk about what we will have done by a point in the future by using the future perfect tense. This is often used when planning careers or life achievements, by this time next year I will have finished all my exams. It's also acceptable to use other modal auxiliary verbs here instead of will, such as should, might, may. An enjoyable activity that works well with this is to set students up in small groups to invent an extremely successful future career for themselves for example as musicians, politicians or travelers. Examples of what to aim for could be musicians. By this time next year we'd have signed a contract with a recording company. In two years' time we will have performed in many countries around the world. A good way to use this is for each group of students to have exactly the same role and get them to describe their future career to the class in the most optimistic and ambitious way. Something that will have been continuing up to a point in the future. The future perfect continuous describes actions that will continue up until a point in the future. The activity will have begun sometime in the past, present or in the future, relative to now and is expected to continue in the future. When we use this, we're projecting ourselves forward in time and looking back. It's certainly challenging to teach and you're unlikely to teach it to any students below intermediate level as an EFL teacher. This isn't a blog to teach grammar but an example that you might relate to is, I will ill have been teaching EFL for four months by the time I moved to Vietnam. This doesn't tell us when the action of teaching started in relation to now. When combined with still, the future continuous refers to events that are already happening now and that we expect to continue some time into the future. For example I'll still be paying for my house when I'm 60 years as old. As so often is the case, the simplest activities are the most effective even with the more difficult teaching points. Set students up in small groups and give them two stacks of cards with prompts, time markers, next July in two years' time, and verbs, work, live, learn, wear, dot, dot. Alternatively, you could make some cardboard dice and put the same information on the faces. Students either pick up a card from each stack or roll the two dice and make sentences using the prompts. This can be made more fun by setting it up as a tennis relay game, whereby the last student to speak is the winner of each round as long as they haven't repeated something that has already been said or made an inaccurate sentence. For example, this time next year live, I will ill have been living with my partner for 18 months by this time next year. Are you ready to teach English abroad? These activities for teaching future tenses will help you create fun lessons your students will most certainly enjoy and benefit from. Apply now for your TEFL TESOL certification course and start teaching in a matter of months. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll-free at 1-800-490-0531 to speak with an ITTT advisor today.


of a GDP, 12 years to achieve the next and just five years for the third trillion. This acceleration is unstoppable and I anticipate that within the next decade India will begin adding a trillion dollars to its GDP every 18 months and this will setting us on the path to become a twenty-five to thirty trillion dollar economy by 2050. Gautaman Digital juggare sabukichi su chhatara sahe uchi, hathara anek sankhya re company gurika seman ka bewasa ek holi chanti hi Digital kranti ra gurutapuna abhi byokti hi uchi, ek athika technological billi ne ar karo srusti hui parichi. Ascher ji jana ka kathai uchi desare matra dui jana billi ne arthile. Kintu barthaman sehi sankhya sahesa sathi jadi unesa nabedasaka pare, bigota tini dasakre bharata bisura panchuma sarbha broda arthi niti hui parichi tebe 2050 re lakhyo purana bhai. Ehi jatra ahuri paribarthan kare hi ba. Digital age has democratized the playing field. It has thrown opportunity to a far greater number of companies. An interesting statistic is that in the 1990 India had just two billionaires. Today the number is 167. Hindernberg report ku nahi govtham adhani kai shunti ji eha kebola adhani grup re aasthirata srusti kariba lagi udishta thi la, udishe tumulokko bhabe kumpani ku badnam kori ba ku prayas kar ajei thi la. Last year, the 24th January, we were subject to a massive attack by U.S. short seller. The objective was not just to destabilize us but also to politically defame India's governance practices. Despite the efforts to shake our foundations, we stood firm. Jubo udiyo genko saphalatara panchi guru mantra pradhan kari shunti govtham adhani kai shunti konasi bhi pratikola paristitra samna karibara sahas rakhiba uchit karana saphalata samasya sohi to hi aasthirata hai. Diti arei jatra latara samadhan karana eha hi. Apana ko anyaman ko tarubh vhinna kare. Sehbhole abhibhriti lagi sathe krana niti konasi prakara samal uchi nare bhi cholta nahibay bang, bhi namratara saho rakhiba ko parama sahi deichhante govtham adhani. Bureau report, August news.


Yes we are back with some more of what in the morning special thanks to Hilda with TV and the artists that grace the studio this morning on entrepreneurship Tuesday but right about now it's time for another segment and my guest in studio goes by the name Dennis so when Dennis was forced to drop out in school in class 7 he didn't give up he chose to follow his passion and learn some wiring here and there and today is here with some devices he has made and he's really really proud of as an engineer self-trained engineer as something so Dennis was introduced to camera number four I'm Tony I'm a police officer, to keep proceed Yeah I'm I'm I'm Dennis, I'm from Bidonga I'm I'm a local I'm a local and I'm I'm a local I'm a local I'm My name is Kutambulisho. It's the same name as Kutambulisho. I'm Dennis Buire. Dennis Buire is from Bidonga. So Dennis, how did you learn how to teach in class 7? I learned how to teach in class 7 when I was a father. I learned how to teach in class 7. I learned how to teach in class 7. How did you learn? I learned how to teach in class 7. I learned how to teach in class 7. How did you learn? I learned how to teach in class 7. I learned how to teach in class 7. Yeah. So, uh, yeah. Yeah. Yeah. Yeah. Which eventually leads back to another. So, what about the soldiers that went to look after Makka? It's because of the food, the water, the salt, the radio, the water, it's because of the food. I was born in Kuambah, Indonesia. I was born in the Kitu region. I was born in Kitu, Rai City. I was born in Kitu, Rai City. My name is Betri. My name is Radio. My name is Kuba. My name is Tiger. My name is Funga Pamoja. My father was a post-cred媃 in Kitu. He was a post-cred媃, post-cred媃. Before he passed away I had to visit the Kitu region and ask him for help. That's why I was born in the Kitu region. My father was born in Kamabatri, Kitu. At Kamabatri, Kitu. My father was born in Kamabatri, Kitu. My father was born in Kitu. My mother wasn't married. When I was about three years old, Did you have a problem with the phone and the test results? Did you have a problem with the phone and make mistakes? I had a problem with the phone. I had no idea. I had no idea. I had a problem with the radio. I had no idea. I had no idea. You had no idea? I had no idea. I had no idea. I had no idea. So the display was recycled from materials, used to be mined and mézanima. So is the light recycled again? It's recycled again. This light was worn around the house of my parents. All right. All right. This obviously is a glass. It's a glass glass. And I have a chair. Yeah. All right. So, this is a steamer. This is a battery. This is a solar. This is a battery. Yeah, all right. This is a battery. And this is a battery. This is a battery. Yeah. Yeah. Yeah. Yeah. Switch. Switch. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. All right. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Yeah. Mm hmm. Yeah. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Yeah. Mm hmm. All right. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. Mm hmm. video. I don't know a CD, because it's from Chinese. I don't know a memory, and I don't know a wimbo, and I don't know what it is. I don't know what it is, and I don't know what it is. I don't know what it is, and I don't know what it is. So, killing is one of your machines, you need to have a memory card. You can use a TV signal. Do you have a memory card? I don't have a memory card, but I can use it. Some people connect to the socket, and they can use it in the studio. They can use FM, radio, television, and network. All right, this is very good work, considering the major foundation. What do you think in the future that will help you with your brand and your company in electronics? I think... I think that in Malaysia, this talent is very important. And I think that in Kuala Lumpur, I think that in Malaysia, I think that in Kambun, I have a great idea, and I think that when I make a decision, I will be able to work with my machines. Do you think that you can help people in the future? I think that I can help people, I think that I will be able to help people. So, what do you think about the future Foundation. Foundation. Because of the lack of I had a lot of thoughts. I was part of the DZ and I learned and I was thinking about the rice that is being grown and technology and the Soviet Union. And I was thinking I wanted to I was thinking about the rice that has been grown and the rice that was grown was already grown. Zafika Minister. Ziz is a chinese rice that is imported to Tengenese from China. I am starting to understand that What is the number of people who are working here? The number of people who are working here is 07, 15, 23, 11, 97. My name is Santisana Kouja Bona. I'm from Kuchikurus and I live here in Vibohibu. I have a phone number here. I live here in Umetoka. I want to say hello to all the people who are working here. I want to say hello to all the people who are working here. My name is Thomas Salamu. I want to say hello to all the people who are working here. I have an email in Ube Donga. My name is Thomas Salamu. I live in Kesa in Ube Donga. My name is Thomas Salamu. I am a Conceptor. My name is Thomas Salamu. I'm a Pastor. My name is Thomas Salamu. You can go on and on and on and on. Thank you very much for coming and representing for Boussia County. Yes, Enterpreneurship Tuesday is here with us on why in the morning I go by the name of Barry Moses, or it's Barry Mohan, social media. And yes, we had a good time with this guy right here. He's going against all odds that were going against him and finding his way to make some back and help himself. So if you're watching us from any other county, this is a station for you. If you have a business idea, if you have a business that is up and running, please let us know on White5Four channel, on Twitter, White5Four, underscore channel on Instagram and White5Four on Facebook. Hashtag is why in the morning you can hit me up directly at it's Barry Mohan. Hilda Wathifi is coming up next with another interview, so don't go nowhere.