BEYONCE VS JENNIFER LOPEZ

  

 - COMPARE AND CONTRAST

    Jennifer Lopez is  an American entertainer, businesswoman, producer and philanthropist. She was born in New York. At the age of five she started taking singing and dancing lessons. And Beyonce Knowless is an American singer, songwriter, dancer, and actress. She was born in Houston. She began performing singing and dancing as a child.
    I think compare of them is important because pop music lovers from all over the world cannot seem to get enough of these two equally stunning, equally voluptuous and equally talented ladies who rule the airwaves and the dance floor, and now, even the silver screen. It’s only natural that supporters of Jennifer Lopez continuously look for aspects that their idol will top Beyonce Knowles, and vice versa. 
     Both of them dance and sing and started these when they were children. Both Jennifer Lopez and Beyonce Knowles are in pop and R&B genres. Both of them are American. Both of them acted several movies. 
      Beginning of their career Jennifer Lopez started making a name for herself in the music industry, But Beyonce Knowless landed on a solo career after Destiny’s Child. Jennifer Lopez was born to Puerto Rican parents in the Bronx, New York. Her education began attending catholic schools, after which she enrolled herself in dance schools while working for a living. She had few acting roles and worked as a backup dancer for many rap artists. Her tabloid career began with her status as Puff Daddy’s girlfriend and their subsequent high profile breakup in 2000. Beyonce Knowles was born to a creole mother and an African American father in Houston, Texas. She discovered her singing and dancing potentials in her elementary school years. Beyonce met the would-be members of the now broken up girl group Destiny’s Child at the tender age of 8 years old.Jennifer Lopez is a better actress so far (however, there's plenty of time for Beyonce to improve her skills. She believes her next movie "Dreamgirls" will fully showcase her acting abilties.) But Beyonce is better in every other way! She sings way better, writes better songs, makes better music videos.

- BRAIN-STORMING

	JENNIFER LOPEZ	BEYONCE KNOWLESS
LIFE	She is an American entertainer, businesswoman, producer and philanthropist	She is an American singer, songwriter, dancer, and actress.
TRANING	Dance Classes Catholic Schools Preston High Scool	Dance Classes St. Mary Elementary School Houston Performing and Visual Arts High School
MUSİC	pop and R&B	pop and R&B
SIMILARITIES	Both Jennifer Lopez and Beyonce Knowles are in pop and R&B genres.
DIFFERENCES	Jennifer Lopez is of Puerto Rican descent and Beyonce Knowles is of African American and Creole descent.

Vocabulary of Reading Aloud: a useful learning tool?

     mitigate: /ˈmɪt.ɪ.ɡeɪt/  to make something less harmful, unpleasant, or bad:
*It is unclear how to mitigate the effects of tourism on the island.
perennial: /pəˈren.i.əl/  lasting a very long time, or happening repeatedly or all the time:*The film 'White Christmas' is a perennial favourite.
linear:  /ˈlɪn.i.ər/   consisting of or to do with lines:*a linear diagram
fragment: /fræɡˈment/ to break something into small parts or to be broken up in this way:*The satellite will fragment and burn up as it falls through the Earth's atmosphere.
opacity: /əʊˈpæs.ə.ti/ the state of being opaque, or the degree to which something is opaque*Its opacity is very high.
burden: /ˈbɜː.dən/ a heavy load that you carry:*The little donkey struggled under its heavy burden.
chant: /tʃɑːnt/ to repeat or sing a word or phrase continuously:*The crowd were chanting the name of their football team.
aural /ˈɔː.rəl/  relating to hearing:*aural teaching aids, such as CDs
cognitive: /ˈkɒɡ.nɪ.tɪv/ connected with thinking or conscious mental processes:* Some of her cognitive functions have been impaired.
rhetoric /ˈret.ər.ɪk/  speech or writing intended to be effective and influence people:*How far the president will be able to translate his campaign rhetoric into action remains to be seen.

Reading Aloud: a useful learning tool?

1)Why has reading aloud been discouraged in last three decades? What are the main objections against reading aloud?
     It is commonly perceived as an unimaginative and easy time filler for the teacher.
-It is dull and boring,anxiety-provoking and of negligible benefit for the students.For the listeners, there is little to be gained from listening to a stumbling speaker.
-For the speaker, such is the working memory processing capacity required for decoding, recoding, and articulation thaht there is little room left for comprehension, yet RA is often used with the aim of comprehension.
-The linear progression of RA does not aid the development of efficient reading strategies.
-The requirement to focus on every word also slows reading speed and impedes the chunking of meaningful units.
-Reading slowly,whether aloud or silently, interferes with semantic proposition formation, therefore making it more difficult to understand what has been read.
-Students can be distracted by English spelling and make errors in the pronunciation of words they know orally.
-Reading aloud is a difficult thing to do well, even for native speakers, and this could be demotivating for students.

2)What are the possible benefits of  reading aloud?
Making accurate connections between graphemes and phonemes is vital in reading in order to speed word recognition and to help pronounce and learn new words.

3)How can reading aloud be used for diagnostic purposes?
Pronunciation , understanding of graphemic-phonemic connections, and so on, and is therefore using it as a diagnostic tool. It is the only way to check that these connections are being made correctly.

4)How can reading aloud be useful for pronunciation and prosodic features?
By reading aloud longer stretches of text, prosodic features can focused upon with the aim of raising awareness of these and practising them so that the words flow in as natural sounding a manner as possible.

5)What is the role of reading aloud in reducing student anxiety?
Controlled, imitative activities can make students feel secure enough to make their first utterances. 

6)What kind of a role does reading aloud have in developing writing skills?
RA could be useful as a proofreading technique as errors might be more easily picked up with visual and aural inputs working together.

Vocabulary of "Friends of Miss Reice"

     jab: /dʒæb/ to push or hit something forcefully and quickly, often with a thin or sharp object:
*The doctor jabbed the needle into the dog's leg.
chunk: /tʃʌŋk/ a part of something, especially a large part:*Three hours is quite a chunk out of my working day.
apron: /ˈeɪ.prən/ a piece of clothing that you wear over the front of other clothes to keep the clothes clean while you are doing something dirty, such as cooking or cleaning
chide: /tʃaɪd/ to speak to someone severely because they have behaved badly:*She chided him for his bad manners.
crack: /kræk/ If someone cracks, they begin to feel weak and agree that they have been defeated:*He cracked during questioning and told us where to find the stolen goods.
grubby: /ˈɡrʌb.i/ If you describe an activity or someone's behaviour as grubby, you do not think that it is honest, fair, or acceptable:*She sees the business of making money as just grubby opportunism.
stale: /steɪl/ describes someone who has lost interest in what they are doing because they are bored or are working too hard:*They had been working together for over five years and they had both become a little stale.
fume: /fjuːm/ to be very angry, sometimes without expressing it:*I saw her a week after they'd had the argument and she was still fuming.
venomous:  /ˈven.ə.məs/ full of anger or hate:*Ms Brown has launched a venomous attack against the newspaper.
glance: /ɡlɑːns/ to give a quick short look:*She glanced around/round the room to see who was there.

FRIENDS OF MİSS REICE

1)What is the short story is mainly about?
A boy who is regularly left by his socially busy parents in the care of the Cedars Lawn Nursing Home. Here he is exposed to sickness and death and“it seemed to him that the whole of adult life was about these things, the sickness and temperatures and bowels and dying, of the patients in the nursing home. He was not afraid. He had always come here.”

2)Who are the main characters in the story?

Boy: His name is not known.He doesn't love the nurse and scare of her. He is a friend of Miss Reice.

Miss Reice: She is a patient who stays in nursing home. She can't speak. She can see her family once a week.

Wetherby: She is a nurse. She doesn't love her patients especially Miss Reice.

3)What is the most important event in the story?
I think the most important event in the story is the death of Miss Reice.

4)What is the main idea in the story?
Family is so important for their children. So, parents should be care of children and their fear.

DREAM

Isabella and Anne were close friends.They had lived together for a long time. One day, Anne died interestingly in a traffic accident. Since then, life was so difficult for Isabella. Anymore, she was alone. The only keepsake for her is Anne’s diary. Whenever she missed Anne, she read it.

Isabella dreamed of Anne once, and she never dreamed the same again.Like most sane, good people, Anne compelled her. When she read her diary, she cried.She couldn’t help it. There was something terribly sad yet wholly magical about her and the secret annex, where she lived until she was captured.

   When she dreamed of Anne, she went back in time. The connection they established allowed it. There was a rusty nail in the dream. Anne and Isabella both held a copper wire. The wires were connected to a 9 volt battery. They wrapped our wires around the nail, and then they dreamed together peacefully. They were magnetized.

Anne was wearing a red coat in the dream. She sat in the middle of a destroyed city. Isabella could see her lips move, but she couldn’t hear her talk.

She wanted to reach her. She wanted to hug her. She wanted to tell her everything would be all right.She  couldn’t do any of those things. The dream had her strapped to a mechanized ride she couldn’t control. She could only watch.The dream ended, and She woke up.

Later, she reread the diary of Anne. She wanted to see if Anne had written about a dream she had had with a boy she didn’t know, a boy who was born fifty years after she died. She must, Isabella thought. They established a connection. Did they not? If they did, the diary did not mention it.

Isabella closed the book. She lay on the bed. She cried herself to sleep.

Vocabulary of Killing Lizards

Squat: /skwɒt/ to position yourself close to the ground balancing on the front part of your feet with your legs bent under your body:
*She squatted on the ground and warmed her hands by the fire.

Catapult: /ˈkæt.ə.pʌlt/ a device that can throw objects at a high speed:

*In the past, armies used catapults to hurl heavy stones at enemy fortifications.

Bound: /baʊnd/  certain or extremely likely to happen:

* You're bound to forget people's names occasionally.

Thong: /θɒŋ/  a narrow piece of especially leather used to fasten something or as part of awhip

Nip: /nɪp/ to go somewhere quickly or be somewhere for only a short time:

*Can you nip out/round/down to the shop for me?

Pebble: /ˈpeb.l̩/  a small smooth round stone, especially one found on a beach or in a river:

*This part of the coast has pebble beaches.

Bole: /bəʊl/  the trunk of a tree

Snatch: /snætʃ/ to take hold of something suddenly and roughly:

*He snatched the photos out of my hand before I had a chance to look at them.

Dangle: /ˈdæŋ.ɡl̩/ to hang loosely, or to hold something so that it hangs loosely:

*Loose electric wires were dangling from the wall.

Illicit: /ɪˈlɪs.ɪt/  illegal or disapproved of by society:

*illicit drugs such as cocaine and cannabis

Killing Lizards

1. What is the story mainly about?

Killing Lizards is a story about a young boy shifting from killing lizards, as phallic symbols, to blackmailing his mother to get the love he wants from her, especially since the blackmailing tool shows the father does not control the mother any more. I also loved Hardly Ever, as a frustrated initiation to sex for a teenager. His initiation is purely superficial, unable that he is to go through it, in spite of a real possibility he goes to sleep on (he goes to sleep, with a girl, when that girl is ready for more), but it is always compensated verbally by some bragging about with his school pals. Gifts is even stranger. The young student is unable to get through his initiation and has to satisfy himself with some gifts. Everyone of his conquests presents him with personal or confidential elements. His poverty, caused by some postal strike, makes this experience even funnier, funny-strange, because the poorer he gets, the more private gifts he receives. Boyd is a strange writer about frustrated, and even twisted, initiation for teenagers. Fascinating how they can live on this frustration that becomes their everyday food, or even fodder, the brain being more or less negated.

2.Who are the main characters in the story?

Garvin: He was a thin dark boy with a slightly pinched face and unusually thick eyebrows that made his face seem older than it was.

3.What is the most important event in the story?

I think the most important event in the story is Garvin’s seeing his mother with Ian Swan.

4.What is the main idea in the story?

Love your family and friend but don’t trust anybody.

Vocabulary of Real Language Thorough Poetry

Landscape: /ˈlænd.skeɪp/  a large area of countryside, especially in relation to its appearance:

*The landscape is dotted with the tents of campers and hikers.

Quintessential: /ˌkwɪn.tɪˈsen.ʃəl/ being the most typical example or most important part of something:

*Sheep's milk cheese is the quintessential Corsican cheese.

Array: /əˈreɪ/ a large group of things or people, especially one that is attractive or causes admiration or has been positioned in a particular way:

*There was a splendid array of food on the table.

Flutter: /ˈflʌt.ər/ to make a series of quick delicate movements up and down or from side to side, or to cause something to do this:

*Brightly coloured flags were fluttering in the breeze.

Admirably: /ˈæd.mɪ.rə.bl̩/ deserving respect or approval:

*I think you showed admirable tact/restraint/self-control in your answer.

Grace: /ɡreɪs/  a quality of moving in a smooth, relaxed, and attractive way:

*Joanna has natural grace and elegance.

Curse: /kɜːs/ to use a word or an expression that is not polite and shows that you are very angry:

*We could hear him cursing and swearing as he tried to get the door open.

Bullet: /ˈbʊl.ɪt/ a small, metal object that is shot from a gun:

*A bullet had lodged in the boy's leg.

Spin-off /spɪn/  to produce a useful and unexpected result in addition to the intended result:

*The American space program has spun off new commercial technologies.

Schemata: /ˈskiː.mə/ a drawing that represents an idea or theory and makes it easier to understand

Real Language Through Poetry: a formula for meaning making

1. What are the advantages of using literature in language lessons?

 In their practica approach to literature in language teaching, promote literature as authentic

material that deals with ever-present human concerns, and allows students to enter and inhabit the landscape of a text that touches emotions and invites personal involvement. The teaching of language through the use of poetry has been seen as a road to meaning making by ESL practitioners from both philosophical and practical perspectives.

2. what are the steps in the study and what is the aim of each step?

 -Trigger

The function of trigger activities is the building of schemata.

-Vocabulary Preview

Students understand the word, be able to pronounce it, to spell it, and to use it in a sentence.

-Bridge

It connects the trigger activity to the text to be read.

-Listen, React(x₃), and Share

The teacher does a dramatic reading of the entire poem while students listen and follw along in the text. At the conclusion of the reading students stand and mingle. They meet with one or two classmates and talk about their initial impressions.

-Language

The poem and analyze its language as it pertains and adds to the meaning of the poem.

-Picture

İmage from the page and together with the help of her students, paint in it its lustrous colors.

-More Language

When the poem has become very much our own, students enjoy working closer with the language.

-Meaning

Such a conclusions frequently leads us to a discussion of what is needed for happiness.

-Spin-off

They are almost the opposite of the trigger activities.

3.What are the roles of teacher for each step?

 -Trigger 

create the kind of mental landscape that will ease the students into the poem, and give them enough anticipatory pleasure to afford a natural glide into context.

-Vocabulary Review

should not explain a word until he/she first elicits it from students.

-Bridge

uses bridge sentences.

- Listen, React(x₃), and Share

 does a dramatic reading of entire poem while students listen and follow along in the text.

-Language

together the teacher and students return to the poem and analyze its language as it pertains and adds to the meaning of the poem.

-Picture

can lift image from the page, and, together with the help of his/her students, paint it in its lusturous colors.

- More Language

gives the students the openings of lines.

-Meaning

gives some meanings.

-Spin-off

the teacher and students take something from the poem and evolve a real world activity  from it.