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'Life is what we imagine of it! " Humanity is at the macro level is a single organism: the physical body, one God, the Son of God. The physical body of man, it's part of his soul, represented on planet Earth, which The scope of the Soul is God's Son. The visible reality is projected information each person, and materialized in the structure of the collective consciousness, based Consciousness of God and all people. There is a view definition the term 'consciousness' is different from generally accepted in psychology and philosophy. Thinking man organized his soul in the interaction of the Spirit, mind and body.

Unconscious person does not have, it's a big philosophical true, this ether with theoretical physicists, or 'lords of karma' in the vulgar esoteric. There is a law of development of the information that determines the concentration of information creates a common form for these forms of cinematography system government. Therefore, the structure of the collective consciousness of a system of collective thinking, known as the "Higher Mind." This does not mean that higher intelligence certainly influences on social processes in society, but positive aspects of social development to correlate with the effect of the higher mind can be. The human soul is a part of the Soul of God, but by reason of the evolutionary processes of human development, associated with its special status as' Son God ', and endowed with the appropriate level of absolute freedom, man does have some limitations in the perception at the level of consciousness.

The dialogues can also be used for further oral practice (choral, individual, pair). To give more scope to the role play, 'much' and 'many' can be introduced in the next lesson. A suitable exchange (using visuals) might be: A: I'd like some. B: How much? / How many? A: (3 1 / 2 a pound, etc.) B: Here you are. A: Thank you. After the initial class practice, the exchange can be practised in pairs, using the visuals. This phase is optional.

If the students are now producing dialogues reasonably quickly and correctly, it should be left out, or the class will become bored. The students work in pairs. Each pair is given a card, for example: Go into the grocer's and buy three things. Begin: A: Good morning, can I help you? B: I'd like_. These cards can be designed with students of differing abilities in mind.

A pair of 'good' students may be asked from the context, or example: 'What do you think' change 'means?'. A desk is turned into a 'shop'. The students suggest the kind of hop, and select and lay out the relevant goods. A reasonably confident student is given some English money, and is asked to be 'customer' while the teacher is 'shop assistant'. The student has no form of written help. The student buys a few things, goods and takes his purchases away. Students should be given a couple of minutes to write their own shopping list. This could include the shops they will go to, which goods they will buy there, and the amount they need.