Neolithic pottery and art Culture

Neolithic earthenware and craftsmanship Culture Presentation The Neolithic time frame is one of the most interesting periods in the Chinese history; a period accepted to have begun in 10,000 B.C. furthermore, reached a conclusion 8,000 years after the fact. This period was described by a populace, which exclusively relied upon harvest and residential animal cultivating instead of get-together and chasing as considered as normal antiquated monetary activities.Advertising We will compose a custom research paper test on Neolithic ceramics and craftsmanship Culture explicitly for you for just $16.05 $11/page Learn More Like in different pieces of the world, Chinese Neolithic occupants favored possessing locales along waterways and lakes for simple access of water, which was a significant family need. Of incredible importance is the Chinese aesthetic custom that has its center follows in the Neolithic gathering (The Metropolitan Museum of Art 1). There are gatherings of ancient rarities which demonstrate the presence of the custom. Thi s paper investigations, stoneware culture during the Neolithic culture with unique accentuation on a portion of the social reasons which provoked the advancement of the way of life. Furthermore, a few pictures have been contrasted and an intensive conversation of the social significance of specific antiquities inside the recorded condition. Classifications of ancient rarities As referenced above, Chinese masterful convention was isolated into two classes. The main gathering was the painted ceramics which was normal along the Yellow River Basin that extended toward the northwestern piece of China from Gansu area. Yangshao developed in the focal area while Machang, Banshan and Majiayao were seen in the northwest district (The Metropolitan Museum of Art 1). Yangshao ceramics was finished utilizing curls of earth, which were stayed together and smoothened into modified shapes and sizes. Earthenware compartments from graves were essentially painted with red and dark shading to imply torm ent and grieving. It is accepted that this training portrays old utilization of brushes for a few direct pieces among others. The second class of Neolithic relics enveloped jade carvings and ceramics starting from the eastern seaboard and the lower side of the Yangzi River towards the southern heading (Jiang and Liu 356). This portrayal included Hemedu, Liangzh, Dawenkou and Longshan. It is imperative to make reference to that Eastern China earthenware was unmistakably referred to for its one of a kind shapes when contrasted with those from the focal district, which for the most part incorporated the tripod that later stayed noteworthy during the Bronze Age. Despite the fact that a few canvases from the eastern district were painted as a major aspect of adornments, those from the coast predominantly used burnings and specialized chiseling. Strikingly, the skilled workers of the Neolithic time frame in China have been perceived from the beginning of time for their innovation of the W heel (The Metropolitan Museum of Art 1).Advertising Looking for research project on craftsmanship? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Another significant part of Chinese culture during this period was the utilization of jade among potters. This made lifetime commitments into what was later known as Chinese human advancement (Pryor 1). Stone was additionally regularly utilized in making structures among the Neolithic settlements. The best stones were constantly picked relying upon their quality and quality before being molded into wanted things of significant worth. Nephrite, otherwise called â€Å"true jade†, was viewed as extreme and solid by most skilled workers and was subsequently every now and again utilized than different stones in the area around then. This was a typical wonder in Zhejiang and Jiangsu particularly towards the finish of the Neolithic time frame (Pryor 1). A significant component of jade was its ha rdness, and demonstrated intense during cutting as it required a solid blade and consistently ended up being difficult. Etched beautifications and shiny cleaned surfaces required high abilities and phenomenal persistence from skilled workers so as to acknowledge exceptional great outcomes. Archeological discoveries have consistently uncovered the nearness of jade in and normally positioned close by advantaged dead bodies before internment could happen. Tomahawks Like different antiques during the period, jade axes1 were emblematic and conveyed extraordinary message for people in general. Other than being utilized during entombment, they likewise represented unforgiving discipline particularly in situations where one was seen as liable of a genuine criminal offense. In the wake of cutting of the hatchet, it was constantly fixed into a stick which filled in as the handle. It likewise meant picking up of intensity by one individual to lead others (Thorp and Vinograd 35). The centrality of Jade tomahawks immensely developed, making them to become images of social significance. Picture 1 Regional ceramics and workmanship As referenced over, the Neolithic time frame saw the development of relics and structures which later turned into the establishment of the Bronze Age. These carvings and different types of workmanship were remarkable relying upon the geological area since various individuals esteemed craftsmanship uniquely.Advertising We will compose a custom research paper test on Neolithic earthenware and workmanship Culture explicitly for you for just $16.05 $11/page Learn More therefore, areas and even towns distinguished themselves with specific structures with a couple of likenesses being noted. Also, relics conveyed implying that was effectively imparted inside the region of inception as various gatherings of individuals had modified translation and comprehension of workmanship as portrayed underneath. Picture 2 Image 3 Yangshao Village Yangshao Village2 had a wide scope of stonewares during the Neolithic time frame with extraordinary spotlight on 4500 B.C. A large portion of its ancient rarities conveyed confused plans despite the fact that one could without much of a stretch believe them to be basic, with three unmistakable classifications being perceived. These included owl3, creature and woman figures (Thorp and Vinograd 47). In light of these gatherings, it gets the job done to specify that every relic inside a given class represented a specific part of people’s life. In this manner, their quality consistently had novel understanding by the individuals of that time. In spite of the fact that its importance was not exactly obvious to many, owl pictures were basic in the town and they accepting various shapes and structures as picked by the craftsman. The plan and most highlights of most owl pictures demonstrated the quality of the creature. Others additionally accepted that owl spoke to the delivery person of some otherworld ly being that was past their insight and understanding.Advertising Searching for research project on craftsmanship? How about we check whether we can support you! Get your first paper with 15% OFF Find out More On different events, they were utilized to infer the requirement for individuals to remain wakeful during the night for their own wellbeing (Thorp and Vinograd 48). Then again, fish figures delineated the way of life of individuals right now as fishing was one of the monetary exercises of the time and a significant wellspring of food. The main owl picture above means the quality of the creature from its solid wings and legs. Being a center part of any network, richness was additionally spoken to through craftsmanship. Frog pictures were regularly used to signify this as they were structured with a human shape and aesthetic designs. Normal highlights included legs and the utilization of three to four hues as a major aspect of the last contacts to make the figure progressively appealing. They were commonly made by hand despite the fact that they generally had topsy-turvy shape (Thorp and Vinograd 50). Picture 4 Another town which esteemed imaginative pictures and figures was Dahe in He nan Province. Individuals from this town communicated their thoughts through figures likewise saw in different districts during this period. Hatchet, feathered creature and fish figures were very normal and implied their every day lives regarding prudent part of living. Cultivating was a typical practice along with fishing. The figures stressed how their day by day lives were formed. So also, Xia Dynasty4 and Shang Dynasty esteemed ceramics and their societies. There were three subjects that were normal and critical in these administrations (Thorp and Vinograd 256). These were sky, earth and individuals. Individuals from these traditions accepted that the earth delivered leaders of the earth and the universe. Their burial chambers were anyway portrayed by a few layers which suggested the presence of various layers of the universe. A few figures were additionally perceived including the hatchet and Vassal among others, with every stoneware indicating a particular importance or part o f their lives. A portion of the pictures like gold seals were an image of riches and material capacity for the network and were normal in burial chambers. Picture 5 Conclusion From the above examination of ceramics and workmanship culture during the Neolithic time frame, it is obvious that a great many people of this age profoundly esteemed their way of life invaluably. Through master abilities and information, they communicated their emotions, way of life and different parts of life through aesthetic figures and enhancements. Of noteworthiness is the picture of creatures among their earthenwares (Kuijt 297). Normal creatures included owls and fish whose emblematic importance spun around the idea of their day by day life and the presence of a powerful being individually. Societal position was additionally spoken to by a few imaginative pictures like burial places with strong gold which consistently represented a feeling of riches and high economic wellbeing. Different components of exclusive expectations of living included however not restricted to brilliant pony, reflect, corrective holders and rich feasting product. As a rule, Neolithic period altogether arranged individuals for the Bronze Age that was experienced later on. There were a few antiquities which discovered path in this age, inferring the significance of Neolithic period in Chinese history and Cultural Revolution. Jiang, Leping, and Liu Li. â€Å"New proof for the sources of sedentism and rice taming in the Lower Yangzi River, China.† Sedentism and rice taming in South China 80 (2006): 355-361. Kuijt, Ian. Life in Neolithic cultivating co

Crouching tiger, hidden dragon by Ang Lee Movie Review

Hunkering tiger, shrouded mythical beast by Ang Lee - Movie Review Example The hero (Li Mu Bai) is a fighter and the female hero (Yu Shu Lien) is female warrior. Them two goes to Beijing to blessing the blade to someone else, named as Sir Te. Inevitably, they meet female adversary (Jade Fox), the genius behind the protagonist’s mater’s murder. The female enemy and another female character, named as Jen, take the blade. Be that as it may, the hero recuperates his blade and murders the female rival, however he surrenders to death. At long last, the Jen ends it all since she understands the contrasts among creative mind and fact. In the film, the female characters never face underestimation since they are depicted as the epitome of fortitude, devotion, and fearlessness. Kinfolk Yan Szeto states that, â€Å"Crouching Tiger, Hidden Dragon typifies a cosmopolitical point of view of the ladylike that is roused by both Taoism and feminism† (63). To be explicit, the female hero chooses to help her companion since fearlessness is natural in her character. On the opposite side, Jen causes her tutor/coach in basic circumstances and follows her own darling. This demonstrates her devotion to combative techniques and love. On the opposite side, the female adversary kills the protagonist’s ace and attempts to get the blade. She was assaulted by the hero and his female companion, however she doesn't surrender. This demonstrates she is certain about her capacities as a hand to hand fighting mentor. To put it plainly, the chief utilizes the female characters to maintain and expose the component of life in them. The fundamental characters in the film (say, the hero, female hero and the female enemy) consider that retribution is most extreme significant in human life. Alex Caldon clarifies that, â€Å"The title depicts one aspect of the Taoist lifestyle the Taoist ace will hunch like a tiger, so as to keep up the quality of a dragon† (101). One can see that the hero

Niels Bohr Father Of Quantum Physics Philosophy Essay

Niels Bohr Father Of Quantum Physics Philosophy Essay Niels Henrik David Bohr was a Danish physicist conceived in Copenhagen on October seventh 1885. His dad, Christian Bohr, was a school teacher at Copenhagen University. Bohr had one more youthful sibling named Harald, who was a mathematician, and a sister named Jennifer (Niels bohr, 1992). Bohr wedded Margrethe Norlund in 1912 and had six youngsters. Lamentably two were lost, yet the staying four would turn out to be effective like their dad. Aage followed in his dads strides as a physicist, getting the Nobel harmony prize in 1975 for his aggregate model of the core. His different children would turn into a scientific expert, legal counselor and doctor (the bohr model). Bohr started his instruction at Gammelholm Grammar School in 1903, later entering Copenhagen University where he got his lords in material science in 1909. Before long, in 1911, he got his doctorate. His primary care physicians question was a hypothetical work on the clarification of the properties of the metals with the guide of electron hypothesis. It stays a great right up 'til the present time. That year he got his doctorate, Bohr made a trip to Cambridge where he concentrated under JJ Thompson. Lamentably, they didn't get along, so in 1912 he headed out to Manchester to concentrate under Earnest Rutherford. It was here that he finished a hypothetical work on the retention of alpha beams that was distributed in Philosophical Magazine in 1913. Working off some of Rutherfords disclosures about the nuclear core, Bohr had the option to build up a working model of the particle (Niels bohr, 1992). Maybe Bohrs most significant work was that with the model of the particle. Bohrs model, at times alluded to as the planetary model, had the option to give clarification to ideas that were beforehand incredible. Working off Rutherfords past work, Bohr had the option to effectively clarify the range of the hydrogen iota. While Rutherfords model concentrated essentially on the core, Bohr gave more prominent consideration to electrons. The past model of the particle expressed an electron was a circling planet. The issue in this defective model was that the electron, moving in a round way, would quicken. Quickening would make a change in attractive field, which would thusly divert vitality from the core. The electron would in the long run slow and be caught by the core. Bohrs model developed Rutherfords and illuminated numerous imperfections of the past model (The Bohr model,). Bohr found that the particle comprised of a little, positive core, with adversely charged electrons going around it because of the electrostatic power of coulombs law. (Matthews 2010). Bohr expressed that electrons travel just in progressively bigger circles. The external circles hold more electrons that the internal ones and its the external circles that decide the particles substance properties (Niels bohr, 1992). Despite the fact that Bohrs model dispensed with numerous issues of prior renderings, it was not without its own defects. Bohrs model abused the Heisenberg Uncertainty Principle since it expresses that electrons have both a known circle and range. It likewise made poor expectations about the spectra of bigger molecules, didn't foresee the general forces of otherworldly lines, gave an inaccurate incentive to the ground state orbital precise energy, didn't clarify fine structures and hyperfine structures in unearthly lines and didn't clarify the Zeeman impact (Bohr model of the iota,). The Zeeman Effect is the parting of an otherworldly line by an attractive field (Foley). Indeed, even with these issues, Bohrs model was as yet significant for establishing a framework for future investigation. Erwin Schrodingers electron could demonstrate, made conceivable by quantum mechanics, and would come to outdate the Bohr model during the 1920s (Niels bohr, 2009). Alongside his auxiliary model of the iota, Bohr had the option to clarify how iotas discharge radiation. He recommended that when an electron bounces from an external circle to an inward one, it will produce light. His examination found the frequency of the discharged light is equivalent to the photon that conveys the vitality distinction between the two circles. This demonstrated molecules can just ingest and radiate at specific frequencies. This hypothesis was later ventured into quantum mechanics (Niels bohr,). In 1930 Bohr changed his concentration to the constitution of nuclear cores alongside their transmutations and combinations. He found that a fluid bead would give a generally excellent image of the core. He built up the fluid bead hypothesis which explained and give comprehension of the mechanics of atomic parting and the parting of the uranium particle. This hypothesis would give a significant premise to future examinations in this field by Hahn and Strassmann (Niels bohr, 1992). Bohr was notable for his idea of correspondingly. It assisted with explaining a portion of the issues that he found in quantum material science. The hypothesis expressed that wave and molecule parts of nature are corresponding and can't both be valid simultaneously (Niels bohr,). As such something must have either wave or molecule like properties, not both. The idea of complementarity expressed that old style ideas, for example, space-time area and vitality force, which in traditional material science were constantly joined into a solitary picture, can't be so consolidated in quantum physical science (Complementarity guideline,). In specific circumstances, the utilization of one certain traditional idea will bar the utilization of another old style idea. Bohrs sees on the Principle on Complementarity were spoken to in various expositions he composed from 1933-1926 (Niels bohr, 1992). Bohr was similarly well known for his correspondence rule, figured in 1920(Niels bohr,). This standard expresses that the conduct of frameworks depicted by the hypothesis of quantum mechanics imitates traditional material science in the constraint of huge quantum numbers (Parker, 1983). In less difficult terms, this rule is the possibility that another hypothesis ought to have the option to recreate the consequences of more seasoned speculations in the areas where those more established hypotheses work (Apply quantum rule, 1999). During the Nazi control of Denmark, Bohr being half Jewish, fled the nation to get away from mistreatment. He and his family left the nation by angling pontoon and went to Sweden. Bohr at that point headed out to England to examine the development of the nuclear bomb. In 1943 he headed out to Los Alamos New Mexico to take a shot at the Manhattan Project. He, alongside different researchers, assisted with building up the primary nuclear bomb. Since it had such a possibility to cause calamitous harm, Bohr saw the bomb as a gadget that could bring together countries. At the point when the war was finished, Bohr came back to Copenhagen and advanced the tranquil utilization of nuclear weapons and vitality. Niels bohr, 1992). Bohr offered back to the network by sharing his insight. In 1913 he held a lectureship in material science at Copenhagen University and did likewise in 1914-1916 at Victoria University in Manchester. He was a teacher of hypothetical material science at Copenhagen University and from 1920 until his passing; he was the leader of the Institute of Theoretical Physics. Alongside teaching future researchers, Bohr was President of the Royal Danish Academy of Sciences and the Danish Cancer Committee, Chairman of the Danish Atomic Energy Commission and an individual from the Royal Society and the Royal Institution (Niels bohr, 1992). All through his lifetime, Bohr got a wide range of grants for his work in an assortment of controls. The most renowned being the Nobel Peace Prize in 1922 for his work on the nuclear model. He likewise got the Hughes Medal in 1921, Matteucci Medal in 1923, Copley Medal in 1938, United States Atoms for Peace Award 1957 and the Sonning Prize 1961(Niels bohr,). Bohr had numerous different distinctions separated from propositions award and trophies. The organization of material science in Copenhagen was renamed the Niels Bohr Institute in his respect. On November 21st 1963 in Demark, the Bohr model semi centennial postage stamp was recognized including Bohr, the hydrogen particle, and his recipe for deciding the distinction in any two hydrogen vitality levels. The nuclear components Bohrium and Hafnium were named for him alongside space rock 3948 Bohr. Towards an amazing finish, Bohr started to show an enthusiasm for sub-atomic science. His last work, Light and Life, proposed a thought that life probably won't be reducible to nuclear material science. It was incomplete and distributed after his demise (Niels bohr,). Bohr died in Copenhagen on November eighteenth 1962 because of a stroke (Niels bohr, 1992). His work enormously affected the logical universe of the two his time and today. His outrageous walks in building up the model of the particle prompted the making of a precise model vital for concentrate in present day material science. His various recipes tackled many existing issues and would lay the foundation for future investigations. In the event that it were not for Bohrs enthusiasm and commitment to science numerous cutting edge ideas would not exist today.

Investigate fourth graders - Free Essay Example

1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn Engli sh from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experience; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from https://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which bec omes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from https://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children wan t to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as ma king things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Pa ul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their u nderstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your à ¢Ã¢â€š ¬Ã‚ ¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is à ¢Ã¢â€š ¬Ã‚ ¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish a nswer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teacher. The observation was held on 12.30 to 13.40. The pupils opened their text book. They were experience to repeat the teacher reading sentences. They repeat the sentences such as What are you wearing? and I am wearingà ¢Ã¢â€š ¬Ã‚ ¦... Then the teacher asked the pupils as the model to explain the meaning of dialogue above. The pupils were supposed to answer what kind of their friends clothes. They were experience to mention T-shirt, shirt, skirt, and shorts. Subsequently, they continued reading the text together a whole class. The pupils were experience to read aloud in front of the class. They practice the simple dialogue to ask kind of their friends clothes. The pupils were given the explanation how to answer question begin with what, when, why and question begin with Isà ¢Ã¢â€š ¬Ã‚ ¦... The pupils were expected to be able answer the Isà ¢Ã¢â€š ¬Ã‚ ¦. question with yes or no answer. After be explained, the pupils opened their textbook. They looked to the picture, and answer the questions there. They were experience to answer the exercise in written. The pupils also have to do the additional questions which were written by the teacher on the whiteboard. After finishing the task, the pupils checked the right answer together. They wrote their answer in the whiteboard, and then be checked by the teacher. The pupils attendance also be checked while they wrote on the whiteboard. The class was ended by saying Good bye to the teacher. 6. Observation on May 5th, 2009 The class was started at 12.30 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 01.45. The pupils were experience in English to greet the teacher by saying Good afternoon. The pupils were involved in a game to guess the name of animal and fruit. They seem curious to answer the questions, but most of them could not answer it. Only one pupil was able to answer and answer the question. After having an opening activity, the pupils were experience in singing One and one I love my mother. The song actually is not the native version song; it is Indonesian song which is translated in English. Next, the pupils were asked some questions from the teacher. They have to make some sentences, however they only repeated what the teacher saying. They seemed did not understand to the teachers questions. The pupils just kept silent. After that, the pupils were asked to identify the differences between there is and there are. They have to write a sentence using there is and there are on the whiteboard. One pupil came forward and wrote it on. The other pupils were looked at their friends writing. The pupils and teacher checked the sentence together. The pupil were experience to make error in writing complete sentence. Subsequently, the pupils missed writing the s for plural noun. Then, they were given the explanation differences between singular and plural noun. After all, the pupils were given the explanation about pronoun. They listened to teacher explanation but when the teacher asked questions to checked pupils understanding, the pupils just kept silent. The pupils were asked to make sententes using there is and there are also with pronoun. The pupils were experience to do the task in written using English. They did the task then submitted afterwards. The teacher leaved the class by saying Good bye. CASE C 7. Observation on March 4th, 2009 The observation was undertaken on Wednesday at 06.40 to 07.30. The pupils were experience to greet teacher by saying Good Morning. The pupils were given their daily test paper. Afterwards, the pupils were reminded to keep study because the midterm test would be faced two weeks later. The pupils opened the book page 93. They were invited to imagine as they are in the zoo. Pupils recalled their past experience when they are going to the zoo. The pupils were experience to mention name of animal that they have met in the zoo such as elephant, lion, horse, bird, crocodile, fish, snake, dog, peacock, monkey, pig, and giraffe. The teacher wrote the words on the whiteboard, and pupils supposed to read the words. Then, the pupils were experience to mispronounce like elephant instead of eleven, snake instead of snack, bird instead of beerd. They were drilled to pronounce those words. The pupils were experience to pronounce bird, zoo, horse, and rhinoceros. Next, the pupils pay attention to teachers drawing on the whiteboard. The teacher stated the objective of that day. The pupils would learn about parts of animal body. They were experience to mention the picture by saying elephant, fish and monkey. They also were experience to identify between nose and trunk. The pupils were experience to pronounce tusk. Subsequently, the pupils were experience to name parts of animal body in their workbook. They looked at the picture then put a tick n a table. Because they do not complete the task, they have to finish it at home as a homework. Teacher closed the class by saying Thank you for your attention. Good bye 8. Observation on April 8th, 2009 The class observation was conducted at Wednesday at 10.00 to 11.20. The pupils were experience to greet the teacher by saying Good Morning. After greeting the teacher, the pupils were asked to submit their LKS home work. Some of them have completed do the homework, but the rest of them have not completed the homework. The pupils were experience to do the task in written (LKS). The pupils were asked to prepare a piece of paper, because there would be a listening test. The pupils were engaged listen teachers instruction. They were experience listen, write and answer the teachers dictation. The teacher desribed the words about animal, things in the classroom, family, colour, letter. The pupils were experience to guess words based on the verbal description. When they already known the answer, the seemed very happy. After all questions are answered, the pupils and the teacher checked together the answer. They were experience to mislead writing the words. The objective for that time lesson was listening practice. The class closed by saying Good bye. 9. Observation on April 29th, 2009 This obsevastion was carried out on Wednesday morning. The pupils started the class by greet the teacher, saying Good Morning. After they greet the teacher, the pupils asked to distribute the textbook. They do not have the textbook, so when the English lesson time, they used school textbook. Next, the pupils were experienced to recall the previous lesson. They mentioned about parts of body, such as head, shoulder, finger, knees, neck, ear, nose, mouth, cheek. Then when the teacher asked what in English sikut, jidat the pupils seemed difficult to mention the English of sikut and jidat. However, they looked familiar with parts of body names. After that, the pupils sang Head Shoulder Knees and Toes Song song. From that song, the pupils were experienced in mention parts of body names, such as head, shoulder, knees, toes, eyes, ears, mouth and nose. Then, they mention the amount of parts of body, like two eyes, one nose. Pupils were involved to listen teacher description. They listened a monster description. They have to imagine how is the monster look like. After listen the monster description, they have to draw the description. the teacher gave example in the whiteboard. Then, the pupils were experienced to draw on their notebook. They listened the monster description given by the teacher, and then they draw it. They were experienced to draw parts of body such as head, eyes, mouth, teeth, hair, neck, leg, and horn with its amount. Next they played the hangman game about parts of body, occupation, animal, and transportation. The pupils seemed enjoy the activity that day. The class ended by teacher saying thank you for your attention today, Bye! . CASE D 10. Observation on March 10th, 2009 The observation was carried to fourth grade pupils on Tuesday at 09.00 to 10.30. The English class was started after sport subject. The pupils condition after sport subject making them becomes noisy. The pupils started the class by greeting their teacher. They were experience in English saying Good Morning. The pupils opened their book page 115. They were supposed to pronounce the words written on book. They were experience in English repeating the words lion, giraffe, elephant, snake, crocodile, monkey, bird, rabbit, bear, cow. After drilling the vocabulary, the pupils were engaged in a guessing game. They were experience to translate words like tiger means harimau, elephant means gajah, bird means burung, and snake means ular. They were divided into 4 groups. In mentioning bird and snake, the pupils were experience to misprounounce. They were also experience to make error when translating harimau. Some pupils answered that harimau is lion. Next sequence, after able to guess the word, pupil were asked to write the word on the whiteboard. Pupil was experience in writing rabbit, deer in whiteboard. Pupils were experience to mispronounce deer. Then, they have to repeat their teacher. That fourh grade pupils were experience to repeat the words this is an elephant, it is big, it has tusk and a trunk, this a lion, it is the king of animal, it has big teeth and sharp nail it is a snake, it is long animal, it has poison, this is a giraffe it has a long neck this is a bird, it can fly, this is a crocodile it can live in the water and on the land this is a rabbit it is a funny animal, it has big ear and two big teeth, this a dog, dog can live with people in home. After repeating those words, the pupils were asked to translate them. When they mentioned the words they seemed fluent to translate it, it was because they have already asked to memorize those words from a week ago. At the end of the class, the pupils were invited to read aloud those words in front of the class. They were experience to read aloud in English in front of the class. After all, they were also experience to do the task in written. They did the exercise which was taken from their textbook. The class ended without closure from the tecaher. 11. Observation on March 24th, 2009 The observation was begun at 09.00 to 10.30 in a noisy situation class. The pupils were given their midterm test paper by the teacher to be checked together. However, when the teacher distributed the paper, the pupils chat loudly and teased each other. Finishing distributed the paper, the pupils were asked to recall their memory to previous study. They were experience to mention their previous lesson by saying badminton, volleyball, basketball, run, walk, and tabbletennis. After that, the pupils opened their text book and repeated the teacher. They were experience in English to repeat the senteneces The girls are playing badminton; The boys are playing football;The girls are running;The boys are walking;The boy is walking;The boys are playing basketball;The girls are playing table tennis;The boys are playing tennis;The boys are playing volleyball. Subsequently, the pupil raised hand when the teacher asked them about their favourite sport. They were experience in English to practice simple dialogue What is your favourite sport? and answer with My favourite sport isà ¢Ã¢â€š ¬Ã‚ ¦.. The pupils in pairs practiced the dialogue in front of the class. Before performing in front of the class, they were given time to practice it, in contrary some of them did not practice the dialogue. They chat and teased each other. Pupils were experience to mispronounce when they have to practice the dialogue. Finally, the papers which have distributed at the beginning were cancelled to be checked. The class ended with no closure. The pupils scattered after the break time bell ringing. 12. Observation on May 5th, 2009 The observation was held on Tuesdasy at 09.00 to 10.30. The English class started by greeting from the pupils. The pupils were experience to greet in English by saying Good Morning. The environment of class at the time was not pleasant. There was water fall from the roof. However, the pupils still enthusiastic to learn English. The pupils opened their textbook. The pupils were expeience to mention things in their bed room lamp, pillow, chair, mattres. Some pupils mentioned the things in bedroom with L1 but other able mentioned them use L2. Some pupils were difficult use L2 to mention the things. After mentioning the thing in the bedroom, pupils were experience to repeat the sentences What are there in your bedroom? and There are bed, lamp, fan, air conditioner, table, cupboard, and chair. Afterward, pupils were experience to mention things in kitchen by saying refrigerator, pan, teapot, knife, and spoon. Some of them mentioned in L2 by saying kompor, panci, garpu. Then, pupils were given the explanation about the difference between there is and there are. Thereafter, the pupils were experience to spell the words bed, lamp, air conditioner, cupboard, chair, refrigerator, pan, kettle, knife, plate. Then, they play like a spelling bee competition. They have to spell the words individually. Next, the pupils were experience to translate words by saying gelas, lemari, kursi into English. They were also experience to translate refrigerator, pan, knife, kettle into Indonesian. In the end of the class, the pupils were asked to come forward in front of the class. They were experience to mention five things in bedroom and kitchen.

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Drawing from what you have learnt Essay Example For Students

Drawing from what you have learnt Essay City Road Offers the opportunity to observe how material things, such as the businesses serving the community, may present inequalities and differences be,even various groups Of people. The Mackintosh Centre located on City Road is a large, prominent building which has undergone a transformation from its original usage. Originally built as a family home for local wealthy landowners it is now a local sports club. This facility is not well frequented by the residents of City Road though. Head Coach John Shockley says Its quite daunting this, this big place where its all gated off, that looks like a private club, it looks expensive (Making Social Lives on City Road, 2009, scene 7) The frontage of the building is very imposing and gated, which presents an immediate physical barrier to anyone entering the club and therefore gives an impression of being exclusive and expensive. Although, as the head coach points out, the club is open to all, but it is how the club is perceived to be by the local residents which have caused the Mackintosh Centre to be almost ignored as a sports centre. At weekends however, the Mackintosh Centre takes on a completely different role as a host to a Farmers Market, This market is used by the wider community, including the student population who probably would not use the Centre for the leisure facilities. The Farmers Market presents fresh produce and an opportunity for students to try different types of foods. The Centre becomes accessible to all groups of people, not emitting the perceived sense of exclusivity as it does during the week. Although during the Farmers Market a wide range of residents use the Mackintosh Centre, there are Other buildings along City Road that seem to attract different age groups. The Taste Buds Cafe © is frequented by older people. The customers in the cafe © feel as they are valued both as customers and as individuals. The dialogue between the customers and Lloyd Robinson tell of sandwiches being made for us special (making Social Lives on City Road, 2009, cone 3). The customers feel a sense of security in the Cafe ©. However, different places along City Road may seemingly appear to exclude older people. Blakeley et al states Older people feel welcomed at Taste Buds Cafe © while they may think that they would not feel as welcomed in the Pool Hall. (Blakely et al, 2009, page 26). The Pool Hall is used more by younger people but this is because it is designed to appeal more to this age range. The Pool Hall is used during the evening When City Road is visited by more young people attracted by the bars and take-sways. A notable difference between the older people using the cat © urine the day and the younger people using the pool Hall at night was the sense of safety and security. The older group of people perceived this sense of security from the familiarity of the cafe © and its proprietor It is clear that the younger people did not have the same relationship with the proprietors in City Road as the older people had cultivated. Despite a female who Vass interviewed by Lloyd Robinson having recently moved to the area saying she finds its more friendly she also then described City Road as being dead rough at night (making Social Lives on City Road, 2009, scene 3) although it was also admitted it was just an impression. There are CATV cameras located along City Road but these have not alleviated the safety fears of the young people using the Pool Hall. In conclusion, material things do favor different groups Of people but it is often dependent on how the different groups perceive these material things. This essay has outlined how one particular building may, with a variation to its usage, appeal to a wider range of people and also alter how it is recognized. Nevertheless, it is also shown how buildings are deliberately designed to attract a specific group of people and how that business meets the needs of its customers. .ub3a38ca278267bdc01034d35be9b2eda , .ub3a38ca278267bdc01034d35be9b2eda .postImageUrl , .ub3a38ca278267bdc01034d35be9b2eda .centered-text-area { min-height: 80px; position: relative; } .ub3a38ca278267bdc01034d35be9b2eda , .ub3a38ca278267bdc01034d35be9b2eda:hover , .ub3a38ca278267bdc01034d35be9b2eda:visited , .ub3a38ca278267bdc01034d35be9b2eda:active { border:0!important; } .ub3a38ca278267bdc01034d35be9b2eda .clearfix:after { content: ""; display: table; clear: both; } .ub3a38ca278267bdc01034d35be9b2eda { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub3a38ca278267bdc01034d35be9b2eda:active , .ub3a38ca278267bdc01034d35be9b2eda:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub3a38ca278267bdc01034d35be9b2eda .centered-text-area { width: 100%; position: relative ; } .ub3a38ca278267bdc01034d35be9b2eda .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub3a38ca278267bdc01034d35be9b2eda .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub3a38ca278267bdc01034d35be9b2eda .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub3a38ca278267bdc01034d35be9b2eda:hover .ctaButton { background-color: #34495E!important; } .ub3a38ca278267bdc01034d35be9b2eda .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub3a38ca278267bdc01034d35be9b2eda .ub3a38ca278267bdc01034d35be9b2eda-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub3a38ca278267bdc01034d35be9b2eda:after { content: ""; display: block; clear: both; } READ: Drawing On Appropriate Evidence From Chapter EssayWord Count: 724 References Blakeley, Brimley, Clarke,J. , Aerogram, Silva, E, and Taylor, S. (2009) DOI Introducing the social sciences, Learning Companion 1, Milton Keynes, The Open University, Making Social Lives on City Road (2009) DOI Making Social Lives , Milton Keynes, The Open University. Self-reflection have found that I am enjoying studying the subject and meeting the tutor and other students during the tutorial has given me confidence. I have found it difficult to dedicate enough time to study however I am managing my time better as the weeks progress.