a.- Who we are.
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| We are Viviana Romero, Jimmy Andino, Jenniffer Díaz and Mónica Arellano. |
We are students of Fifth Course A-2 School of Languages and Linguistics - Faculty of Philosophy, Letters and Sciences, University of Guayaquil. Our friendship started in 2008 when we were in first course. We have shared good and bad moments together that have permitted us to get along well with one another as classmates and friends. During this time we have worked hard to reach our goals.
b.- About each of us.
My name is Jimmy Andino Vera I am 27 years olds and I am student at a School of Language at the Faculty of Philosophy at the University of Guayaquil. One of my goals as a student is to finish my studies. I want to reach each one of my academic and professional goals in my life to get to have a master's degree so in this way I will have a better academic preparation.
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| Viviana Romero Ruíz |
I am a student of Fifth course (English – Italian) at U niversity of Guayaquil , I am thirty three years old and I studied in COPEI, I worked as a English teacher at high school “ 11 de Octubre” and I did my practices at public school “Ferroviaria” in Duran.
My goal is to get my teacher's certification to work as an English and Italian teacher.
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| Mónica Arellano Coronel |
I’m an English and Italian student of University of Guayaquil. I’m 32 years old. I have a son and I have studied English at COPEI language Institute. I work at Rafael García Goyena School as a secretary. My goal is to finish this career, study abroad and get a degree in English language.
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| Jenniffer Díaz Kure |
I'm twenty two years old; actually I'm a student on the University of Guayaquil in fifth course in the career of English-Italian. One of my goals is to finish my career, obtain a degree and start to work as a teacher in a good institution.
2.- BAÑOS -TUNGURAHUA ECUADOR
Baños de Agua Santa, generally referred to as Baños, is one of the most visited places in Ecuador. Located on the Andean mountain range, at 1829 m.o.s.l., it’s set at the foot of the Tungurahua Volcano, famous for its constant activity, where you can observe major eruptions, steam puffs and feel the tremors. Baños is a natural paradise with an exuberant tropical vegetation for its closeness to the Amazon and the Equator. Surrounded by incredible waterfalls, it has 57 cascades and thermal baths pools, an active volcano, hiking trails, suspension bridges and fast-flowing rivers. Ideal for walking tours, mountain tourism and extreme sports, there’s a wide variety of activities to choose from such as: trekking, rafting, canyoning, hiking, paragliding, bungee jumping, mountain bikes, horseback riding, tours to the jungle and the famous "Tarabita".
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Mountain Biking around the waterfalls in Baños
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The volcano as seen from the nearby city of Baños
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3.- My classes
American Literature- Fifth Course: Italian and Germany.
a.- Objetive
In this course we survey selected American authors representing the major authors, literary movements and fragments of the most significant works of literature produced in the U.S. since its beginnings to the present date. It also helps future teachers to improve their reading, communicative and critical thinking skills, letting them express judgments and comments about some chapters and creating a greater cultural awareness when exposed to essays, poetry, literary or film adaptations of the fragments.
In this course we survey selected American authors representing the major authors, literary movements and fragments of the most significant works of literature produced in the U.S. since its beginnings to the present date. It also helps future teachers to improve their reading, communicative and critical thinking skills, letting them express judgments and comments about some chapters and creating a greater cultural awareness when exposed to essays, poetry, literary or film adaptations of the fragments.
DARK ROMANTICISM
Dark Romanticism—also known as Gothicism orAmerican Romanticism—is defined as a literary subgenre that suggests people are prone to sin and self-destruction. Various works of Dark Romanticists frequently show their characters failing to ‘improve themselves’, and often become destroyed either by the love they can never have due to not being able to change things for the better, or love they cannot escape because it is unrequited.
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A American novelist, short story writer, and essayist.
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Nathaniel Hawthorne is an acknowledged master of American fiction. His novel the Scarlet Letter (1850) is one of the most-read classic of American Literature, and several of his short stories are ranked as masterpieces of the genre. Hawthorne’s works reflect his dark vision of human nature, as he frequently portrays Puritanism as an expression of humanity’s potential for cruelty, obsession, and intolerance. His strange, haunting tales of guilt, isolation and death betray his fascination with the macabre even as they plumb the depths of human psychology and moral responsibility.
MAJOR WORK
SCARLET LETTER NOVEL
"The Scarlet Letter" is a classic romantic novel that takes on the themes of pride, sin and vengeance with a burning passion that made it the controversial novel of its time. In a devout Puritan town, a young married woman named Hester Prynne conceives a child while her husband has been missing for years. Hester is being led to the scaffold, where she is to be publicly shamed for having committed adultery. She is sent to prison, where she gives birth and calls the child Pearl, her mother's only treasure. As her punishment, Hester is brought into the marketplace and is forced to wear a SCARLET LETTER upon her breast, which she proudly embroiders with gold thread. On the scaffold she is asked to reveal the name of Pearl's father, but she refuses. In the crowd Hester recognizes her husband from Amsterdam, Roger Chillingworth.
ORAL PRESENTATION
QUOTE.
OPEN HOUSE PRESENTATION
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| In this scene Viviana Romero was representing Hester when She stood to the Scafford to be judged. |
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| This picture we are with our Americal Lierature and Linguistics Teacher Msc. Glenda Morales |
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| In this picture Mónica Arellano represented Revered Arthur Dimansdale who begging to confess the truth. |
POINT OF VIEW ABOUT OUR PRESENTATION.
The most important scene that we remember of the Open House was when Hester Pryne
wore the Letter "A" as a symbol of her adultery being humiliated and distroying her as a person,
her moral psycologically and socialy by the puritan society. She felt the shame and pain because she could not confess the truth who was the father of her daugther.
QUOTES
| Quote | Author | Source |
| No man, for any considerable period, can wear one face to himself and another to the multitude, without finally getting bewildered as to which may be the true. | Nathaniel Hawthorne | The Scarlet Letter |
| In our nature, however, there is a provision, alike marvellous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it. | Nathaniel Hawthorne | The Scarlet Letter |
| She had not known the weight until she felt the freedom! | Nathaniel Hawthorne | The Scarlet Letter |
| It is to the credit of human nature that, except where its selfishness is brought into play, it loves more readily than it hates. | Nathaniel Hawthorne | The Scarlet Letter |
| But she named the infant "Pearl," as being of great price--purchased with all she had--her mother's only treasure! | Nathaniel Hawthorne | The Scarlet Letter |
| Before this ugly edifice, and between it and the wheel-track of the street, was a grass-plot, much overgrown with burdock, pig-weed, apple-pern, and such unsightly vegetation, which evidently found something congenial in the soil that had so early borne the black flower of civilised society, a prison. | Nathaniel Hawthorne | The Scarlet Letter |
| "My heart was a habitation large enough for many guests, but lonely and chill, and without a household fire. I longed to kindle one! It seemed not so wild a dream." | Nathaniel Hawthorne | The Scarlet Letter |
| Let men tremble to win the hand of woman, unless they win along with it the utmost passion of her heart! | Nathaniel Hawthorne | The Scarlet Letter |
| For, what other dungeon is so dark as one's own heart! What jailer so inexorable as one's self! | Nathaniel Hawthorne | The House of Seven Gables |
| "Shall we never, never get rid of this Past?" cried he, keeping up the earnest tone of his preceding conversation. "It lies upon the Present like a giant's dead body." | Nathaniel Hawthorne | The House of Seven Gables |
| "What we call real estate--the solid ground to build a house on--is the broad foundation on which nearly all the guilt of this world rests." | Nathaniel Hawthorne | The House of Seven Gables |
| "A bodily disease, which we look upon as whole and entire within itself, may, after all, be but a symptom of some ailment in the spiritual part." | Nathaniel Hawthorne | The Scarlet Letter |
c. Reflective learning
Getting a complete knowledge, these movements permitted us to know one part of culture, religion and history of America . Literature helped us to improve speech, reading comprehension and vocabulary.
The purpose of studing America Literature was to work in differents groups, each with different point of view, ideas,responsability.
Through these activities we learned about values, responsability, endurence, respect, perseverance, friendship, equality, etc.
Also the use of tecnology which permitted us to develop other abilities that we as future teachers must know to be at the vanguard.
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| ROBERT FROST PRESENTATION |
An Integrated Approach to Teaching Literature in the EFL Classroom
christine.savvidou [at] cytanet.com.cyIntercollege (Cyprus)This article considers the reasons why teachers often regard literature as inappropriate to the language classroom. These views reflect the historic separation between the study of language and the study of literature, which has led to the limited role of literature in the language classroom. However, the use of literary texts can be a powerful pedagogic tool. This article describes various approaches to teaching literature and provides a rationale for an integrated approach to teaching literature in the language classroom based on the premise that literature is language and language can indeed be literary.
Why Teach Literature in the Language Classroom?
The classification of discourse types in this way would seem to suggest that there are distinct differences between literary and non-literary discourse. This reflects a historic divergence between language and literature, which Short (1996) refers to as a ‘border dispute over territory’ between linguists and literary critics. This divergence has resulted in the teaching of the two subjects as ‘disconnected pedagogic practices’ (Carter and McRae, 1996: xxiv). This is not to say there is no difference between literary and non-literary discourse; however, Carter and Nash (1990) suggest that rather than perceiving literary discourse as separate and remote from non-literary discourse, we ought to consider the variety of text types along a continuum with some being more literary than others. This view is part of the idea that the separation of literature from language is a false dualism since literature is language and language can indeed be literary. It is not difficult to find instances of standard transactional forms of discourse which make use of a whole array of literary devices. Headlines and advertisements are common examples of discourse which exploits literary language. The following examples make explicit use of alliteration, assonance, register, imagery, ellipsis and rhythm - stylistic devices which are more commonly associated with literature than with standard, transactional language.
Approaches to Teaching Literature
Having decided that integrating literature into the EFL syllabus is beneficial to the learners’ linguistic development, we need to select an approach which best serves the needs of EFL learners and the syllabus. Carter and Long (1991) describe the rationale for the use of the three main approaches to the teaching of literature:
Conclusion
There are many benefits to using literature in the EFL classroom. Apart from offering a distinct literary world which can widen learners’ understanding of their own and other cultures, it can create opportunities for personal expression as well as reinforce learners’ knowledge of lexical and grammatical structure. Moreover, an integrated approach to the use of literature offers learners strategies to analyse and interpret language in context in order to recognize not only how language is manipulated but also why. An integrated approach to the use of literature in the language classroom offers foreign language learners the opportunity to develop not only their linguistic and communicative skills but their knowledge about language in all its discourse types. The use of literary texts in the language classroom can be a potentially powerful pedagogic tool.
Sourcehttp://iteslj.org/Techniques/Savvidou-Literature.html
LINGUISTICS CLASS- FIFTH COURSE A2
A.Objective
The purpose of this class is to give students the tools, tips and techniques to speak English clearly and accurately. The variety of activities, authentic audios, students´ presentations make learning innovative, fun and close to reality that they will handle in elementary and high school settings in Ecuador. This year we are using Focus on Pronunciation Nbr. 3, from Pearson, Longman, as well as severalinteractive links.
B.Activity during the semester.
The sounds in "ship" and "measure"
The consonant sounds in "ship" and "measure" are both made by putting your teeth together, with your top teeth in from of your back teeth, and putting your tongue in the middle of your mouth, scrunched up towards the back of your mouth.
If we make these sounds the same way, then what is the difference between them? The difference is not what we do with our mouths, but what we do with our voice.
When we make a "sh" sound, we do not use our voice; the sound is quiet. Put your hand on your throat and make the sound in "ship". You should not feel any movement in your throat.
However, when we make a "zh" sound, we do use our voice. Put your hand on your throat and make the sound in "measure". Can you feel the vibrations?
However, when we make a "zh" sound, we do use our voice. Put your hand on your throat and make the sound in "measure". Can you feel the vibrations?
There are not many words in English with the sound in "measure", and very few words with this sound at the beginning. This sound is mostly found in words that came into English from other languages in the middle or at the end of the word.
C.Reflective Learning
Linguistics help us improve our knowledge because we learned about different consonants and vowel of our assigments, and we have online weekly sounds to review to improve our pronunciation and speech.
We also have written lessons, listening to audio sounds in class, too. To improve our grammar and pronunciation, we had the opportunity of working in groups .One important task was to work a Tongue Twister. The teacher assigned the group task. Our responsability was to search an interesting Tongue Twister and presented in a mini class to classmate. Once we decided on the tongue twister we needed to focus an activity according to a multiple intelligence.
The teacher used a variety of methodologies and strategies to transmit her knowledge in a correct way to do make our learning , not only she showed us her abilities to teach but also values which were of great help to motivate our wishes of overcoming in an academic level and objectives.
One important factor was the use of creativity and imagination in our constant presentations and putting in action all acquired knowledge through Miss Glenda during Fifth course. She permitted us to be the protagonists and constructivists of the process of learning
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| TONGUE TWISTER PRESENTATION |
Teaching Pronunciation
Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more respect in the workplace. Effective communication is of greatest importance, so choose first to work on problems that significantly hinder communication and let the rest go. Remember that your students also need to learn strategies for dealing with misunderstandings, since native pronunciation is for most an unrealistic goal.
A student's first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces 'pig' without a puff of air on the /p/, an American may hear 'big' instead. Sometimes the students will be able to identify specific problem sounds and sometimes they won't. You can ask them for suggestions, but you will also need to observe them over time and make note of problem sounds. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the native language does not contain. Often these are vowels, as in 'ship' and 'sheep,' which many learners cannot distinguish. The Japanese are known for confusing /r/ and /l/, as their language contains neither of these but instead has one sound somewhere between the two. For problems such as these, listening is crucial because students can't produce a sound they can't hear. Descriptions of the sound and mouth position can help students increase their awareness of subtle sound differences.
Here are some ideas for focusing on specific pronunciation features.
· VoicingVoiced sounds will make the throat vibrate. For example, /g/ is a voiced sound while /k/ is not, even though the mouth is in the same position for both sounds. Have your students touch their throats while pronouncing voiced and voiceless sounds. They should feel vibration with the voiced sounds only.
- · Aspiration refers to a puff of air when a sound is produced. Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration. The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds. Although these are not always aspirated, at the beginning of a word they usually are. To illustrate aspiration, have your students hold up a piece of facial tissue a few inches away from their mouths and push it with a puff of air while pronouncing a word containing the target sound.
- · Mouth PositionDraw simple diagrams of tongue and lip positions. Make sure all students can clearly see your mouth while you model sounds. Have students use a mirror to see their mouth, lips, and tongue while they imitate you.
- · IntonationWord or sentence intonation can be mimicked with a kazoo, or alternatively by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.
- · LinkingWe pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words. 'Will Amy go away,' is rendered 'Willaymeegowaway.' To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words.
- · Vowel LengthYou can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly.
- · Syllables
- · Have students count syllables in a word and hold up the correct number of fingers, or place objects on table to represent each syllable.
· Illustrate syllable stress by clapping softly and loudly corresponding to the syllables of a word. For example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the same syllabic stress pattern ('beautiful,' 'telephone,' 'Florida') and then see if your learners can list other words with that pattern.
- · Specific Sounds
- · Minimal pairs, or words such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on.
- · Tongue twisters are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.
Thanks.
group # 6
Viviana Romero Ruíz
Mónica Arellano Coronel
Jenniffer Díaz Kure
Jimmy Andino Vera.
