Our Town essays

Our Town essays What is the definition of a small town? Is it where everyone knows your name, like the theme song of Cheers, or is it where everyone cares about each other and knows what's going on in town. Grover's Corner fits the definition of the classic small town back in the early twentieth century. Our Town by Thornton Wilder shows that this small town is very close in manor and growth to Asheville, North Carolina. Grover's Corners as imagined today would have everything in common with Asheville. It would consist of one rather large shopping mall. This is where all the local teenagers spend their free time, even with the lack of money to spend. The fact that some students have ambitions, like Emily, and some really would rather just settle down near their hometown and be a farmer, like George. In truth today Emily with her drive to learn and be at the top of her class would have gotten her a lot farther in life than it did in the play. Emily would have become a surgeon and gone off to school somewhere. She would never be able to leave her hometown, Emily would move back with her husband and settle down and have those babies just like in the play. Grover's Corners, which occupied about 3 thousand people at that time, would be about the same today as Asheville as the growth rate is very similar. Asheville is at about 60,000 residents now within the city limits with many more outside in the suburbs. The city is not big enough to be called a big city with urban problems and industrial centers but is big enough to where people notice it. Life here is simple in that we don't have all of the violence and trouble of big cities. Grover's Corners was a place where you didn't have to lock your door at night. There was no evidence of crime and if there was it would be dealt with swiftly, and with a great cause of concern of the neighborhood. Grover's Corners would eventually come to be l ...

ESL Lesson Plan to Teach the Future Tenses Going to and Will

ESL Lesson Plan to Teach the Future Tenses Going to and Will Making the choice to use will or going to is difficult for many ESL students. This lesson focuses on providing context for students so that they can understand the basic difference between something that is planned for the future (use of going to) and a spontaneous decision (use of will). Students first study a short dialog and answer some questions. After this, students give answers to a number of questions which elicit either will or going to. Finally, students get together for some small talk to practice. ESL Lesson Plan Aim: Developing a deeper understanding of the use of the future with will and going toActivity: Dialog reading, follow-up questions, small talkLevel: lower-intermediate to intermediate Outline: Start the lesson by asking some questions with will and going to. Be sure to mix the questions up. For example:​Â  What do you think will happen at school tomorrow?, What are you going to do after school today?, What will you do if you dont understand this lesson?, Where are you going to travel on your next vacation?Ask students to reflect on the questions you asked. Which forms did you use? Can they explain why?Pass out the dialog and ask the students to read through and answer the questions.As a group, correct the questions and ask students to explain why certain questions used will and others going to. A further possibility is to ask students to highlight the sections of the dialog that used will and those that used going to. Ask them to explain why.Have students write out answers to the question sheet. Go around the room to help individual students and check that students are answering using the correct form.As a class, elicit answers from various students. When appropria te, ask students to elaborate on their answers in order to give them a further chance to use these forms. Ask students to use the small talk questions with each other in pairs or in small groups. Optional homework:Â  Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of going to). Ask them to write out a few predictions about the future of their lives, the country, the current political party, etc. (future with will) Dialogue Exercise 1: The Party Martha: What horrible weather today. Id love to go out, but I think it will just continue raining.Jane: Oh, I dont know. Perhaps the sun will come out later this afternoon.Martha: I hope youre right. Listen, Im going to have a party this Saturday. Would you like to come?Jane: Oh, Id love to come. Thank you for inviting me. Whos going to come to the party?Martha: Well, a number of people havent told me yet. But, Peter and Mark are going to help out with the cooking!Jane: Hey, Ill help, too!Martha: Would you? That would be great!Jane: Ill make lasagna!Martha: That sounds delicious! I know my Italian cousins are going to be there. Im sure theyll love it.Jane: Italians? Maybe Ill bake a cake...Martha: No, no. Theyre not like that. Theyll love it.Jane: Well, if you say so... Is there going be a theme for the party?Martha: No, I dont think so. Just a chance to get together and have fun.Jane: Im sure itll be lots of fun.Martha: But Im going to hire a clown!Jane: A clown! Youre kidding me. Martha: No, no. As I child, I always wanted a clown. Now, Im going to have a clown at my own party.Jane: Im sure everyone will have a good laugh.Martha: Thats the plan! Follow-Up Questions What do they think about the weather?What does Martha have to share?What are Peter and Mark going to do?What does Jane offer to do?How does Jane react to the news about the Italian cousins?What special plan is there?Why does Martha want a clown?Does Martha know exactly how many people are going to come? If yes, how many. If not, why not?How does Jane think people will react to the clown?Is there a theme for the party? Dialogue Exercise 2: Questions Tell me about your future plans for work or study.What important event do you think will happen soon?Your friend needs some help with some homework. What do you say?Tell me about your plans for this coming summer.Complete this sentence: If I dont understand this exercise ...What do you think future English lessons will be about?