Ready for the exam!!

Here you can find my first prezi: http://prezi.com/mswr_gg0zjfw/copy-of-untitled-prezi/

THE SYNOPSIS FOR ORAL EXAM

Date: 24^th January 2013

Student: lv12912 - Ilknur Ulker

Module 3: Meta-language development and competence in linguistic analysis

Competencies: Subject Knowledge and Methodological Competency, Competency for reflection and Development

Research Question: How can vocabulary and pronunciation be taught in English language classrooms?

Methods, Theories and Approaches: TPR, Audio Lingual Method

Part A: VOCABULARY

1.     Importance of vocabulary knowledge

2.     Graded readers (the most effective way of improving vocabulary knowledge)

3.     Tips for teaching vocabulary

4.     Materials and activities for teaching vocabulary

Part B: PRONUNCIATION

1.     Importance of correct pronunciation

2.     The areas of pronunciation

3.     Tips for teaching pronunciation

4.     Materials and activities for teaching pronunciation

CONCLUSION:

The points that teachers should consider while teaching vocabulary and pronunciation

Reflecting Culture Through Folk Tales

SIMILARITIES AND DIFFERENCES BETWEEN TWO CULTURE

We have done this table regarding to these criterias according to Iben Jensen's text.

Similarities

(Point out what people have the common = good to remember)

Give insights to common problems and issues that young people have.

• Structure
• Animals and certain virtues
• Moral issues (how to behave)
• Explain in a fantasy language
• Explanations on why the world looks like it does

-        The nature

-        (The society) = we put parenthesis because it can change from one culture to another

-        Existential questions (e.g. why is the evil or why is there death?)

Differences

(A window into another culture)

• Different culture has different costume
• Different institutions
• Physical appearance looks different

 

              Keleoğlan                               Nasreddin Hodja                           Lazarillo de Tormes

	Turkish Folk Tales "Keloğlan and Nasreddin Hodja"		Spanish Folk Tale “Lazarillo de Tormes”
Main characters	Keloğlan and Nasreddin Hodja		Lázaro González Pérez
Similarities	§  Both are poor. §  Happy endings §  Stories end with a marriage. §  Reflect the poverty in more or less the same time ( sixteen- seventeen century)
Differences	§  Both are poor, although Lazarillo was a child and Keloğlan was a teenager. §  Keloğlan was more innocent than Lazarillo, because in the first story someone tries to cheat him, and in the second case, the child is who cheats people to eat something. §  In the Turkish story, Keloğlan wants a lot of money because he would like that his mum lives in better conditions. But, in the Spanish tale, Lázaro steals and cheats people in order to himself surviving. §  The first tale is more suitable for children than the second one, because the second it is a novel that talks about many aspects, but there is some version for children. § Children will find motivating and funny the first tale because the story talks about a treasure. On the other hand, the second tale children could find motivating and to be curious about the story, because the main character is a child.
Values/ Moral issues	§  Children can learn the family values in Turkey, and the relation between  mother and son. §  Also, it is reflected respect among old and young people.	§  They can learn that the happiness should be inside you, not because of money. §  They can know aspects about the culture in Spain in the sixteen century ( routine life, different jobs, several towns and cities).
Personal comments ( what we think about the tale)	I think it is good that the story talks about a treasure, because some way it develops children imagination; but in other side,  maybe the story should have more real aspects. Moreover, children can also discover some hidden issues such as innocence, helpfulness, respectfulness etc.	It is fascinating because children can read many adventures that Lázaro lives in the several cities , with different masters, and how his life is changing.  But there is a drawback, because children could find hard to read or even understand what is going on in the story. Also, this story is more suitable for older children than the Turkish tale.

Creating a Good Debate Climate

For a good debate environment 

1. It is not good to have a prejudice if we would like to create a good debate climate. It’s normal to have prejudices as human beings. But in a debate climate, it is not fair to have these kind of prejudices.
2. The teacher should explain how it will be. She or he should set some certain rules.
3. The most important thing in a debate climate is that everybody should respect to each other.
4. At the beginning, it’s necessary to discuss what they think.
5. You have to think about before you discuss.
6. Students have to designate the ways of how to ask the questions about culture in a polite way.
7. The discussion should be student-centered, not teacher-centered.
8. The teacher should not direct the debate.
9. It’s important that the children learn how to explain their opinions. They can link between their thought and their culture.

I have created these features together with Ana in Democratic Citizenship course.

Turkish Folk Tales "Keloğlan" and "Nasreddin Hodja"

Turkish Folk Tales "Keloğlan" and "Nasreddin Hodja"

Turkish folk literature is an oral tradition deeply rooted, in its form, in Central Asian nomadic traditions.One example of this is the series of folktales surrounding the figure of Keloglan, a young boy beset with the difficulties of finding a wife, helping his mother to keep the family house intact, and dealing with the problems caused by his neighbors.

Another example is the rather mysterious figure of Nasreddin, atrickster figure who often plays jokes, of a sort, on his neighbors.
These tales are anonymous and in every tale Keloglan finds himself in a trouble situation and finally he solves the problems with his cunningness.

I have added the link of "Keloglan and Nasreddin Hodja" Folk Tale:
***(This is the story that I have used for the last lesson of Democratic Citizenship)***

http://gamesandtales.blogspot.dk/2009/01/kelolan-and-nasreddin-hodja.html

Fourty four Turish Fairy Tales: 
http://www.sacred-texts.com/asia/ftft/index.htm

Archive of Turkish oral narratives: http://aton.ttu.edu/

The Folktale of "The Bold Boy and the Most Beautiful Girl in the World":
http://vlib.iue.it/carrie/texts/carrie_books/paksoy-8/The_Bald_Boy_Keloglan_and_the_Most_Beautiful_Girl_in_the_World.pdf

You can also have lots of information about Turkish literature, culture, folklore, dances etc visiting our Ministry of Culture and Tourism's website.
http://www.kultur.gov.tr/

Dialogue between two people from different cultures

A is a person from Spain. Her name is María. She is 35 years old. She is not a believer. She divorced a year ago. She has two children: a daughter and a son.   Now, she is leaving alone in the city. She likes hanging out with her friends in the weekends. She is a businesswoman. She likes reading science fiction book and watching romantic comedies.

B is a person from Turkey. Her name is Elif. She is 41 years old. She is a Muslim person. Elif , but she doesn’t wear a scarf  that covers her hair. She is married with one child. She is a doctor. She doesn’t drink alcohol and she doesn’t eat pork. Elif likes doing sport, she really likes playing tennis, and she is very good at swimming.

One day in Copenhagen, María felt ill and she decided to go to the doctor.  So, it was raining heavily, and she hires a taxi. Inside taxi there was another woman , and both of them were going to the same direction : the hospital.  They started talking each other.

A: Hi! Where are you going? Because I really need to go to the hospital.

B: Don’t worry, I have to go there too.

A:  Ok. So, what is your name? Mine is María.

B: Elif. Nice to meet you.

A: Me too. Are you new in the city? Because you don’t look like Danish people at all.

B: No…Actually, I am here 4 years ago. I am almost a Danish person!

A:  I’ve asked you, because in my case I ‘m a foreign person, from Spain. I moved on here a year ago, and it was really hard for me to get to use to this new country. It is so different…

B: Really? For me it was also hard, but step by step you are getting to use.

A: Where are you from?

B: I ‘ m from Istanbul, Turkey.

A: So, you are a Muslim, right?

B: You are right. Are you Christian?

A: Well…actually not, you know, I don’t believe in any religion. I’m atheist.

B:  Why don’t you believe in God?

A:  Because, in my opinion, I can’t believe in something that I couldn’t see.

B: Unbelievable! But in the way you said, you couldn’t see your brain but you know that you have…

A: It is not the same… Do you mind if I ask you something about Muslim culture?

B: Not at all. You can ask whatever you want.

A: Ok, if you are Muslim , why don’t you use scarf? It seems strange for me.

B: Well…Actually it is not necessary wearing a scarf, if your option as Muslim. Nobody can judge you if you don’t wear a scarf.

A: Really? I didn’t know that…But is there some restrictions about food or drinks , isn’t?

B: Of course. For example, I don’t eat pork and I don’t drink alcohol.

They arrived to the hospital, and María was waiting for the doctor. But, it was a surprise when suddenly she saw Elif with a white coat. She was her doctor!

The Spanish woman:

Cultural self-understanding	Cultural pre-understanding	Position of experience	Culture fix point
“I ‘m a foreign person, from Spain. I moved on here a year ago, and it was really hard for me to get to use to this new country. It is so different…”	“if you are Muslim , why don’t you use scarf? It seems strange for me.” "Are you new in the city? Because you don’t look like Danish people at all."	“Really? I didn’t know that…”	“ It is not the same… Do you mind if I ask you something about Muslim culture?”
“I don’t believe in any religion. I’m atheist”	“But is there some restrictions about food or drinks , isn’t?”	“…María was waiting for the doctor. But, it was a surprise when suddenly she saw Elif with a white coat. She was her doctor!”
“I can’t believe in something that I couldn’t see”	“So, you are a Muslim, right?”

The Turkish woman

Cultural self-understanding	Cultural pre-understanding	Position of experience	Culture fix point
“Unbelievable! But in the way you said, you couldn’t see your brain but you know that you have…”	“Are you Christian?”	“and María was waiting for the doctor. But, it was a surprise when suddenly she saw Elif with a white coat. She was her doctor!”	“Actually it is not necessary wearing a scarf, if your option as Muslim.” “Why don’t you believe in God?” “Nobody can judge you if you don’t wear a scarf.”
“I don’t eat pork and I don’t drink alcohol.”

In the lesson of "Democratic Citizenship" Ana and I have created this dialogue after having a look at these the criterias for socratic dialogue made by Dorete Kallesoe:

Dialogue Teaching : 
The teacher should ask open questions which enables students to create a dialogue
The Teacher as the Leader of Conversation:
Teacher should be in the background, only structure the dialogue and summarize the argument
Active Listening :
The students should listen to each other and talk each other in sensible way
Analysing Concepts :
Teacher should explain the definitions of concepts that are the base of the dialogue
The Importance of Argumentation :
The students should learn that they have to argue about their opinions and the teacher should ask students to challenge each others' opinions

Experiences of Refugees

Last week, I couldn't attend the Democratic Citizenship course because I had a terrible pain on my ear and had to go to the doctor to be treated. So I didn't know what was the homework for next lesson. And today, Thomas Thomsen asked us ,who didn't do the last lesson's homework, to find personal experiences of some refugees from the website of red cross or unicef. So, I would like to share what I have found on the official website of unicef. 

As population in a Syrian refugee camp in Jordan soars, focus is on needs of children

© UNICEF JORDAN/2012/Sharpe

Children play in a UNICEF playground in Za’atari refugee camp in northern Jordan. To protect children, restore a regular routine and address the emotional wounds of conflict, UNICEF provides safe 'Child Friendly Spaces' in the camp where children can play, socialize and otherwise begin to live like children again.

By Melanie Sharpe

AMMAN, Jordan, 11 September 2012 - Maradi pushes her 2 1/2-year-old son Safwan on a swing while holding her 4-month-old daughter Sofian. Safwan’s twin brother Omran is back in their tent with Maradi’s husband.

In a playground full of noisy children, Safwan swings back and forth in silence, squinting against the dust blowing in his face and the scorching afternoon sun.

It’s the family’s fifteenth day at the Za’atari refugee camp in Jordan.

Refugee population soaring

“For six months, the bombing would begin after sunset. Every night, the children would wake up screaming and crying from bombs,” recalls Maradi.

The family finally fled the Syrian Arab Republic when six people from their village were shot. They left during the night on a bus and travelled on foot through a valley before entering Jordan, where they were transferred to the camp.

© UNICEF JORDAN/2012/Sharpe

Safwan, 2, sits in a swing at a UNICEF Child Friendly Space in the Za’atari refugee camp. Safwan and his family fled the Syrian Arab Republic after fighting intensified in Dara’a.

Za’atari is 15 km south of the Syrian border. The camp opened in late July to shelter the massive influx of Syrian refugees fleeing the violence in their country. A month later, more than 28,000 people are housed at the camp. Half are children aged 18 and under.

When Za’atari first opened, 300–500 people arrived daily. Recently, the number has soared to up to 2,000–3,000 new arrivals each day.

Sun, sandstorms and memories excruciating

Za’atari is on barren desert land. Temperatures soar above 40o (C). There are constant sandstorms. Everyone and everything in Za’atari is covered in a thick layer of dust.

It is not only the living conditions that are incredibly difficult, but also the emotional distress of long months of deadly conflict. Children have been affected profoundly.

“The majority of Syrian refugee children have witnessed extreme levels of violence and brutality,” says UNICEF Jordan Representative Dominique Hyde.

Signs that the children’s experiences have caused them to suffer can be seen throughout the camp. Children replicate killing scenes while playing. Others screech, cover their faces and frantically seek shelter when planes fly overhead.

© UNICEF JORDAN/2012/Sharpe

Syrian children stand outside a UNICEF Child Friendly Space tent at Za’atari refugee camp. As the number of new arrivals to the camp soars, UNICEF is appealing for urgent support to increase the number of such spaces for children and families.

Plans laid for uncertain future

UNICEF is recruiting volunteers in Za’atari to work on community child protection committees. The committees refer vulnerable children to UNICEF and its partners, who, in turn, link them to education, health and other urgently needed services.

With more families arriving every day, UNICEF is planning to quadruple the number of safe places to keep up with the growing needs. 

“We could be facing a dramatic increase in the number of children in Za’atari over the next two months, if trends continue,” says Ms. Hyde. “We are working urgently to increase the number of Child Friendly Spaces so more children and families can receive support.”

Back at the playground, Maradi says all of her family’s basic needs are being met in the camp, but worries about the well-being of her young twins. “They knew something was wrong and that’s why we left Syria,” she says. “But we are slowly getting used to life here. At least there are no more bombs.”

You can also reach the same information here:

http://www.unicef.org/infobycountry/jordan_65808.html

The Communicative Classroom

In Anne Kristine's lesson, at first we discussed about the purposes of learning English, next we talked about features of being a good learner. After we had wrote it with our own words, Kristine showed us 14 real features of being a good learner, and then we compare what we found and what we saw on the paper. Moreover we had learnt that making a learner capable of doing these features was the aim of creating a communicative classroom. Secondly, we mentioned the components of communicative language ability such as linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency. After we had learnt these competences, we tried to relate them the features of being a good learner. Particularly, I would like to say that this information wasn't new for me because I had already seen that in the subject of  "Linguistics" at my university in Turkey.

                               
Thirdly, we talked about gap activities such as information gap activities, reasoning gap activities, opinion gap activities. It was not new for me because I had already known this from "The Methods and Approaches in Language Teaching" lesson in Turkey. Additionally, the information gap activity was rather easier than the others. But I had to say that I really enjoyed applying the reasoning gap activity. It was very good to use in the classroom because everybody likes acting like someone else. And one of the advantages of this activity is that if you were someone, someone else would make mistake when you were wrong. I think it's pretty comfortable to speak in the target language.