Jazz the Roaring Twenties Essay - 645 Words

I. Introduction a. A testament to the United States unprecedented prosperity in the Roaring Twenties, jazzs growing popularity sparked a grave controversy, with many viewing the appeal of jazz as either an annoyance or a threat. b. Should the testament to the United States’ prosperity in the Roaring Twenties about jazz’s growing popularity be viewed as an annoyance or threat? c. Jazz’s growing popularity in the United States in a time known as the Roaring Twenties, was a dramatic turning point in the American life. The growing of this musical industry meant jazz would be thrived in adversity and come to symbolize a certain kind of American freedom, and would be called upon to lift the spirits and raise the morale of a†¦show more content†¦Not all whom listened to the music, will agree. The statement whereas jazz was a â€Å"moral disaster† to young girls is inaccurate because teenagers will choose to do whatever they want if it is m orally wrong as a result of growing up and experiencing life. Regardless of what kind of music is playing, young teens will go as they please. As for the origins issue, people need to stop believing everything they hear. That issue was developed by a music critic of the New York Herald Tribune. How can everyone be so sure what that critic is saying is entirely true? III. Conclusion d. Both arguments of this catastrophic impact that jazz has had on all American people are very strong. Unfortunately, one side being stronger than the other. Opponents that opposed this argument had some valid points. Their strongest being- a moral disaster on young women. When they say young girls and guys have been spiraling out of their bodie’s sexual or emotional control, they are correct. The love of the genre might be pulling all types of different people together, that including of boys and girls. A girl and a boy find that they both have the same interest in jazz music, so they mig ht get to know each other and so on. But, is that argument really an entire convincing explanation as to jazz being an annoyance or threat to the American people? This time period being the Great Depression, people struggleShow MoreRelatedThe Roaring Twenties And The Jazz Age1766 Words   |  8 PagesThe Roaring Twenties Daily Life The 1920s were called the â€Å"Roaring Twenties† or the â€Å"Jazz Age† in North America, the â€Å"Golden Age Twenties† in Europe and â€Å"Annà ©es folles† by French speakers all because this era was a period of sustained economic prosperity with emphasis in each name of the era’s social, artistic and cultural change. A time when there was a revolution in almost every part of daily human life where more and more people were moving from the countryside to the city in search of wealthRead MoreThe Roaring Twenties And The Jazz Age981 Words   |  4 Pagesencouraged to marry at a young age and if they chose to go into the work force their options were limited to domestic jobs such as becoming a secretary, teacher or salesclerk. (The Changing Role†, 2014). The 1920 s are referred to as The Roaring Twenties† or the The Jazz Age† and during this time an author by the name of Anita Loos produced the novel Gentlemen Prefer Blondes. This novel is told from a first person perspective and uses a theme of satire to expose the absurdities of men s views of womenRead MoreThe Roaring Twenties, the Jazz Ages and the Age of Paranoia Essay537 Words   |  3 Pagesthe roaring twenties, the jazz age, and age of paranoia. Flappers and bootleggers were found at this time. They smuggled rum in small f lasks inside their boots; this is where they get the name bootleggers from. All of the men who smuggled the rum in their boots had a run-in with the cops; this is how the sport NASCAR came around. Flappers were women who cut their hair short and wear skirts about their knees. The well known things of the 1920s were the roaring twenties, the jazz ageRead MoreThe World Of The Roaring Twenties : A Decade Of Jazz And Gin, Invention And Discovery, And1182 Words   |  5 PagesPlace yourself in the roaring twenties. A decade of jazz and gin, of invention and discovery, and of conformism and materialism. The American man believed America could be going in no other direction but forward, with the advent of radio and television broadcasting, various household appliances, and important medicines like Penicillin and Insulin, among others. Renowned author, Aldous Huxley, lived during this roaring age and saw something different. He feared for America’s future. Although he hadRead MoreMusic in Annie in 1920-1930 Essay1541 Words   |  7 PagesMusic in Annie in 1920-1930 ​The Roaring Twenties was a decade absorbed with the growth of the music industry thanks to the radio being born in 1920 (Tyle). The excitement of the war being over brought the Roaring Twenties forth. The American people hungered for change, and the new music of the era, jazz, satisfied their great hunger (100 Favourite Songs). Jazz was a brand new type of music drastically different from anything the American people had heard before. Unfortunately, the Great DepressionRead MoreRoaring Twenties in American Society After World War I. Essay645 Words   |  3 Pagesbecome involved until 1917. After World War I, American society changed greatly. A new era, the Roaring Twenties, found its way in America along with the arrival of the flappers (Roaring). Americans were introduced to new fashion styles, the prohibition and the Jazz Age (Fashion, Jazz). Controversy proved to be very prominent with the Scopes Trial (Scopes). As the war came to a close, the Roaring Twenties made its way into America. This time period brought many changes that were new to AmericansRead MoreAdvancements During The Roaring Twenties Essay527 Words   |  3 PagesThe twenties in the United States are thought to be full of prosperity, music, dancing, and happiness. The 1920’s are often referred to as the â€Å"roaring twenties,† but many histories purpose that this is not a correct interpretation of this time period. America may have not been good for the some of the lower class in this time period, but the 1920’s were fantastic for most of the middle and upper class living in urban cities. The advantages of this time period did outweigh the bad, which is whyRead MoreThe American Dream And The Roaring Twenties1336 Words   |  6 PagesDream and the Roaring Twenties The 1920’s was knows as the Roaring Twenties or the Jazz Age because of all the dramatic political and social change, more people lived in cities rather than farms, and the nation’s wealth doubled between 1920 and 1929. There were many new technological innovations and many factors that made the United States the place to be to find the â€Å"American Dream†. The 1920’s were known as the Roaring Twenties or The Jazz Age because of many things. The roaring twenties was a differentRead MoreThe Roaring 20s Essay examples655 Words   |  3 PagesThe Roaring Twenties In the 1920’s, America was evolving into a fun, carefree, and entertaining country – or so many people thought. On the outside, many people observed Americans with prosperity, lavish lives, and new opportunities through new technology and inventions. However, although America seemed to be well off at the time and enjoying life, it was only a slight cover up. Inside the country, there was turmoil which included debt and war. For this reason, America earned the reputationRead MoreThe United States Of America Hit An All Time Low During The Roaring 20 s With The Presence Of954 Words   |  4 PagesCinevert 1 Outline The United States Of America hit an all-time low during the Roaring 20’s with the presence of prohibition and organized crime. I. The Jazz Age Jazz Music Dance Appliances II. The New Women KKK Flappers 19th Amendment III. Mass Culture More Spending Money .First Radio Affordable Consumer Product ( Automobile)

The Mockingbird Theme in To Kill a Mockingbird, by Harper Lee

This novel by Harper Lee has a seemingly curious title to a reader who looks at it in a literal way. Someone may argue that there are no mockingbirds in To Kill a Mockingbird but I beg to differ. An actual mockingbird may not play a large role in this story however the idea and connotation of a mockingbird becomes evident throughout the story in many characters. This is a major theme in the story and is shown through the characters Boo Radley, Mr. Raymond, and Tom Robinson all connected in the fact that they are innocent good hearted people corrupted by the evil surrounding them. Scout and Jem Finch are introduced to the novel as well as the small town of Maycomb. â€Å"There was no hurry, for there was nowhere to go, nothing to buy and no†¦show more content†¦She also says that most of the rumors about him are false, but that if he wasnt crazy as a boy, he probably is by now. Boo even leaves chewing gum for Scout and Jem in an Oak tree outside his house. The children one day find an Indian head penny in the same tree. Boo’s father then puts cement in the knothole where the children played the type of leaving and finding game, preventing Boo with any outside contact at all. Boo, like a mockingbird, did nothing besides entertain, whose innocent fun was destroyed by his evil father. Boo continues his good-hearted deeds putting a blanket around Scout in a later chapter and even rescuing Scout and Jem from Bob Ewell an enemy of their father. In this act of courage Boo the childhood phantom of Maycomb then becomes Boo the human being, no longer s hrouded by the evil rumors and away from his evil father. Mr. Dolphus Raymond is a peculiar character who lives on the outskirts of Maycomb County with his black wife and mulatto children. In chapter 20 during the trial of Tom Robinson he sits with Scout and Dill.Mr Raymond offers him a drink in a paper bag. Dill drinks it and tells Scout that the drink isnt alcoholic its only Coca-Cola. Mr. Raymond tells the children that he only pretends to be a drunk to provide the white people with an explanation for his lifestyle, when, in fact, he simply prefers black people to whites. This may seem an insufficient reason but that is however also the white people of Maycomb’s explanation asShow MoreRelatedThemes Of Kill A Mockingbird By Harper Lee939 Words   |  4 PagesSharon Yin Mrs. Reynolds English 9H 8 March 2015 Themes Foreshadowed in the First Chapter The first pages of a novel often introduce the major topics of the work, which is exactly what author Harper Lee did. The first chapter of To Kill a Mockingbird creates a basis and foreshadows the major themes that play out during the rest of the novel; themes such as prejudice, childhood and growing up, small town southern life, and bravery. One of the most crucial motifs in this novel is prejudice. TheRead MoreTheme Of Kill A Mockingbird By Harper Lee2681 Words   |  11 PagesHonors III 01 June 2015 Independent Novel Project To Kill A Mocking Bird Knowledge Section Significance of Title The title of the book is â€Å"To Kill a Mocking Bird† which is a bird that Atticus told Jem not to shoot at, and Ms. Maudie has described as the one type of bird that shouldn’t be killed because it sings beautifully (119). Also Atticus told Jem that it’s a sin to shoot a mockingbird, and so the title â€Å"To Kill A Mockingbird† means to kill innocence (119). There are several characters in theRead MoreMajor Themes in To Kill a Mockingbird by Harper Lee989 Words   |  4 PagesIntroduction To Kill a Mockingbird by Harper Lee takes place in Maycomb, Alabama in 1903. This novel is basically a coming of age story for a young girl named Scout and her older brother named Jem. Who grows up in a time where racism is normal. They soon learn to stand up for what is right, just like their dad, Atticus. The Coexistence of Good and Evil The most important theme of To Kill a Mockingbird is the Coexistence of good and evil. The novel approaches this theme in many ways throughoutRead MoreAnalysis Of Theme Of Kill A Mockingbird By Harper Lee1765 Words   |  8 PagesAnalysis Of Themes In To Kill A Mockingbird The novel To Kill A Mockingbird, by Harper Lee, published in 1960, comes out during a flourishing time of tremendous segregation and injustices in the United States. In fact, during this time in America, Civil Rights Movement are at their peak; also, some residents are pushing for equality for all, during this time period. One of those United States citizens who is exposing the South for what it truly is, is Harper Lee. Harper Lee, born on April 28, 1926Read MoreMaturation Theme In To Kill A Mockingbird By Harper Lee1609 Words   |  7 PagesMaturation Theme To Kill A Mockingbird â€Å"Maturity is not measured by age. It’s an attitude built by experience.† This quotation says of how you don’t mature by aging and growing older but maturing by understanding situations and events you are found in and how you deal with those challenges or problems. The definition of maturity is to â€Å"have attained a final or desired state.† This means that although some don’t mature ever in life it is of something every human being must do to properly work inRead MoreThemes in To Kill a Mockingbird, by Harper Lee Essay627 Words   |  3 PagesTo kill a mockingbird written by Harper Lee. Themes are the subject of a talk, a piece of writing or a persons thoughts. There are many themes present in this great American classic such as courage, racism, prejudice, morality and of course coming of age. Lee communicates these themes with characters, events that unfold and the scenarios that Jem and Scout have to face. One of many themes that is evidently present throughout the book is prejudice. The main action is of Atticus defending the innocentRead MoreTheme Of Kill A Mockingbird By Harper Lee1013 Words   |  5 Pages1. Jean Louise Finch is a young tomboy who lives with her father and brother in Maycomb County, Alabama. 2. To Kill a Mockingbird sets in Maycomb County, Alabama, and takes place during the Great Depression Era. 3. After Bob Ewell accuses Tom Robinson of raping his daughter, Mayella, Atticus is chosen to represent and defend Tom at his trial. 4. The theme of To Kill a Mockingbird is that we should not judge people by their appearance, nor pick on people who don’t cause any harm, because it wouldRead MoreThemes Found in Harper Lee ´s To Kill a Mockingbird843 Words   |  3 Pages 20160752 To Kill A Mockingbird James P. Krehbiel once said â€Å"Inevitably, if we are to grow and change as adults, we must gradually learn to confront the challenges, paradoxes, problems and painful reality of an insecure world.† In Harper Lee’s book, To Kill A Mockingbird, Harper lee sends many messages to the reader. Set in a fictitious town in Alabama in the 1930’s, one obvious theme is racism. However, while racism was the most obvious theme, it wasn’t the only one; other themes included innocenceRead MoreDiscrimination Is A Dominant Theme Within The Film Of Kill A Mockingbird By Harper Lee1342 Words   |  6 Pagesoccur to anyone, but is prevalent in groups such as race, social class, and gender; throughout American history, the discrimination of these groups was commonplace and a widely accepted behaviour. The reality of these are told through Harper Lee’s To Kill a Mockingbird which depicts the childhood of a girl in 1930’s America who experiences first hand disc rimination and observes prejudice towards others in her community. Within the town, residents generate morbid stories about a local simply becauseRead MoreHow Does Harper Lee Present the Theme of Courage in to Kill a Mockingbird1048 Words   |  5 PagesHow Does Harper Lee Present The Theme Of Courage In To Kill A Mockingbird Harper lee presents the theme of courage through several of the characters within TKAM, such as Scout, Atticus, Calpurnia, and Mrs Dubose. Within the book courage is shown in different ways such as Scout’s innocence and naivety or Atticus’ reluctance to carry out an action but still having to carry it out. One character to show courage is Atticus who shows courage twice as he shoots Tim Johnson and stands up to the lynch

Tefl Teaching English to Young Learners Free Essays

string(309) " and depending on the level of English\)â€Å"Mary, What’s your favorite farm animal\? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal\? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved\." Teaching English to Young Learners with GO TEFL Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks) Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. We will write a custom essay sample on Tefl Teaching English to Young Learners or any similar topic only for you Order Now 1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes. 2. Games are effective for children but not effective for adults. 3. It is more important to create the need to learn in adults than in children. . Which of the following is true? (1) 1. Teaching children should be based on improvisation. 2. Children should be taught only through games. 3. It is essential to plan your lessons thoroughly when teaching children. 3. What is important to do in the first class where you teach the letter ‘o’? (1) 1. to associate it with one sound and a word, for example ‘orange’, through the use of flash cards 2. to associate it with at least two sounds and at least two words, such as ‘orange’ and ‘open’, through the use of flash cards 3. o teach the name of the letter ‘O’ in the alphabet and get the students to repeat a word with ‘o’ after you, for example ‘orange’ 4. Which of the following is a phonic: (1) 1. the sound  as in ‘jet’; 2. the letter ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You are introducing the letter ‘i’. Y ou have just drilled the word ‘lip’. When will you drill the word ‘bike’? (1) 1. immediately 2. later in the same class 3. in a later class 6. You have just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’ 7. What is the double-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best time to introduce the plural form of nouns? (1) 1. together with the singular form 2. in students’ second year of studying English 3. together with numerals 9. What is the best way of teaching children to pronounce the word ‘road’? (1) 1. first drill ‘r-r-r’, then ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, finally drill the sounds together ‘road-road-road’ 2. irst drill ‘r-r-r’, then ‘oa-oa-oa’, then ‘d-d-d’, then drill the sounds together ‘road-road-road’   3. first drill the letters ‘ar-ar-ar’, then ‘ou-ou-ou’, then ‘ei-ei-ei’, then ‘dee-dee-dee’, then drill the word ‘road-road-road’. 10. Francis has asked her colleagues some advice on how to teach writing to her young students. Here is the advice three of them gave: (1) Fenton: â€Å"Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon: â€Å"Teach them two ways of writing each letter but not at the same time – first teach all the letters in upper case, then all the letters in lower case. † Kate: â€Å"Show them how some letters fit between two lines while others reach the higher line or the lower line. † Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You are a little frustrated because your students speak too much native language in class. They know that you understand their language, so you realise they do not feel motivated enough to speak English. How can you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do drilling for most of the lesson; as they repeat after you, they won’t get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet can only speak and understand English and use the puppet throughout the lesson   12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you: (1) 1. don’t give them any praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected t hese three structures to teach 5 year-old children in their first year of learning English: (1) 1. ‘Which do you like better, †¦ or †¦? ‘ 2. The past simple of regular and irregular verbs 3. ‘Have you ever been to†¦Ã¢â‚¬â„¢ Are all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students’ level. 15. What is the recommended duration of each activity in a lesson with young learners? (1) 1. 2 minutes 2. 5 minutes 3. 10 minutes Part 2: In this section, questions are generally more open-ended and require a lot of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1. Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a ball The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their name, age, favorite animal†¦ a) Sarah says Hello, What’s your name? b) Patrick says; â€Å"Hello, My name is Patrick! passes the ball to Emma, â€Å"What’s your name? † Emma replies; â€Å"My name is Emma! † c) â€Å"Sarah, How old are you? † Sarah replies; â€Å"I am six years old! † d) (If there is time and depending on the level of English)â€Å"Mary, What’s your favorite farm animal? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved. You read "Tefl Teaching English to Young Learners" in category "Papers" They practically sing the sentences to each other (drilling). 2. Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1: Where is it? It’s on/in/under†¦ (15) By using Realia For example: playing hide and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) â€Å"Where is the ball? It‘s on the chair, in the bag or under the table†¦Ã¢â‚¬  Students reply; â€Å"The ball is under the table, Teacher† ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball); â€Å"Where is the ball? † Sarah replies, â€Å"It’s in the bag†. d) Sarah (hinds the ball) and asks â€Å"Mary, Where is the ball? † Mary replies, â€Å"it’s on Patrick’s chair†. By playing hide and se ek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2: How many†¦ are there? There are†¦ (15) a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) â€Å"How many sweets are there in my hand? Students reply â€Å"There are three sweets in your hand teacher†. Repeating these actions until they become familiar with the phrases. b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then asks his/her classmate: â€Å"How many sweets are there in my hand, Sarah? † â€Å"There are two sweets in your hand Patrick. .† d) And so on around the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: Can you†¦? Yes, I can/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. â€Å"Hello Mary, It’s Sarah, Can you come to the Cinema on Saturday? † â€Å"Yes I can come to the cinema on Saturday Sarah† Or â€Å"No I can’t Sarah† . b) I ask the students to repeat these phrases a cou ple of times-drilling. c) And then, I ask them to get into small groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. â€Å"Can you come to football on Saturday? † â€Å"Yes, I can come to play football on Saturday† No, I can’t. † e) Then back within the whole group, I check the comprehension with more questions around the class to make sure everyone can say and understand (drilled) these phrases. Teacher says; â€Å"Brendan can you ask Sarah can she come to class tomorrow? † â€Å"Sarah replies, yes I can come to class tomorrow, Brendan! † 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds: (25) ai as   in sail ay as in tray ir as in girl a as in boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities. Total  [100 marks] Using Presentation Practic e Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I briefly revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for today’s lesson. In order to set the context (double letter sounds), I show the students a set of flashcards –the students are given the time to name the noun (teamwork) and learn new vocabulary. ai – sail ay – tray ir – girl oa – boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail†, â€Å"tray†, â€Å"girl†, â€Å"boat†The students become more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free t o communicate within the group and participate in each others learning. | Concept checking| Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning. I continue to incorporate drilling during this stage. Examples:Is Sarah a boy or a â€Å"girl†? What does a sailorman do? â€Å"Sails a boat† In a restaurant we serve with a â€Å" tray†| Drilling and furtherconcept checking| Using different interactions and teamwork with the aid of the flashcards Examples: All the boys please : â€Å"Sail† All the girls please: â€Å" boat†All the boys, what is the girl holding? â€Å"the girl is holding a tray†All the girls please, What does a Sailorman do? â€Å"Sails a boat†Ã¢â‚¬Å" All the students beside the window please? boat â€Å"etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | Board work| The students are invited up to the board in groups of four to form the words. The double letters are in red: ai, ay, ir, oa and they must find the other letters (previously learnt) from the alphabet to build the spellin g of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1)| Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like â€Å"What is the girl holding student replies (with help from another classmate if needed): â€Å"the girl is holding a tray†Ã¢â‚¬Å"Can you describe the image you see here? †Reply: â€Å"The boat is sailing in the sea†I make sure to praise the students that make efforts to communicate. I then give each person a page from the book and individually ask them to describe the image with the nouns they have just learnt. | Practice Activity (2)| First, I explain that they are going to get into groups of three and think of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia: each group are given an objet: boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosen:boat, girl, sail, tray I stay available to help each group if they need more motivation or ideas. When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self and peer correction to drill the words that the students had problems with during the task. | Language Review| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player. This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. â€Å"The big ship sails on the ally ally oh†Ã¢â‚¬Å"I’m a Barbie Girl†Ã¢â‚¬Å"Little Gingerbread Men (lying on a tray)†Ã¢â‚¬Å"Row, Row, Row Your Boat†(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate â€Å"the row, row, row your boat† while singing the song)- drillingAn enjoyable ending to the class! | How to cite Tefl Teaching English to Young Learners, Papers