Presentation of Hamlet and Gertrude in Franco Zeffirelli’s Hamlet

Zadanie pt. „Digitalizacja i udostępnienie w Cyfrowym Repozytorium Uniwersytetu Łódzkiego kolekcji czasopism naukowych wydawanych przez Uniwersytet Łódzki” nr 885/P-DUN/2014 dofinansowane zostało ze środków MNiSW w ramach działalności upowszechniającej nauk

Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

The Hocus Pocus of Martin Gardner A Review of Martin Gardner’s Undiluted Hocus-Pocus: The Autobiography of Martin Gardner

I have always enjoyed games, especially when incorporated into the classroom. I can still remember the game my fifth-grade teachers had us play to explore colonizing a new world. One of the most impactful games I’ve played is SET®, which has become a go-to for mathematics teachers as a means for exploring geometry, combinatorics, probability, statistics, and vector spaces (Larson Quinn et al., 1999; Waddell Jr., 2017). I first learned the game in the seventh grade and continue to play the game today. How many sets do you see in Figure 1

Bridging the Gap between Language and Literature: Teaching English in Bangladesh at Tertiary Level

Using literary material for developing language skills has gained new attention for both L1 and L2 learners in the last two decades. In my paper I would like to explore the possibilities and loopholes of teaching language through literature in Bangladesh at the tertiary level. Our language classes follow traditional lecture-based teaching techniques and use almost no literary materials for teaching language. Mostly ‘referential’ materials are taught by Communicative Language Teaching (CLT) method which are exclusively confined to everyday real-life situational use and does not engage learners’ imaginative faculties. Therefore, I have tried to demonstrate how literary texts or ‘representational texts’ can develop English proficiency, foster critical thinking and encourage creative language use. I have also critiqued our material selection; teaching approaches; evaluation; and rote learning during exam. As a result a gap has long been created between language and literature at the tertiary level, hampering language acquisition. Although critical practices like, Literary Theory and Cultural Studies, have enriched our academia and generated impressive curriculum (such as World Literature in English, Comparative Literature and Applied Linguistics and ELT), learners’ basic linguistic competence has declined considerably. I have tried to recommend ways to solve these problems by introducing language-based teaching approach and integrating language with literature. Keywords: representational material, referential material, language-based approach, stylistics, literature with a small ‘l’, literary language, imaginative language use, literary and linguistic competence, product-based and process-based teaching and learnin

THE IMPLEMENTATION OF ROLE PLAY IN TEACHING SPEAKING NARRATIVE TEXT FOR EIGHTH GRADERS OF SMPN 1 SUMBERREJO BOJONEGORO

Abstrak Penelitian ini dibuat untuk menggambarkan penerapan tekhnik role play untuk pengajaran berbicara teks naratif untuk kelas 8 SMPN 1 Sumberrejo Bojonegoro. Penelitian ini mengambil beberapa permasalahan: (1) bagaimana guru menerapkan tekhnik role play dalam mengajar berbicara teks naratif untuk kelas 8? (2) bagaimana respon siswa terhadap tekhnik role play dalam pembelajaran berbicara teks naratif?. Berdasarkan penelitian yang telah di lakukan, bisa di simpulkan pertama bahwa guru bahasa Inggris yang menerapkan role play dalam mengajar berbicara teks naratif menggunakan langkah yang sangat baik. Langkah- langkah yang di gunakan guru yang pertama memberikan materi yang simple kepada siswa. Kemudian guru mengajarkan dialog-dialognya. Sebelum maju di depan kelas, guru menyuruh siswa untuk memperaktekkan terlebih dahulu di dalam groupnya masing-masing. Guru juga membolehkan siswa merubah dialog untuk membuat variasi-variasi. Untuk kesimpulan yang kedua, siswa memberikan respon yang positif terhadap penerapan role play dalam pengajaran berbicara naratif teks. Meskipun beberapa dari mereka merasa sulit dalam melakukan role play, mereka mengatakan role play memotivasi untuk berbicara bahasa Inggris. Kata kunci: Pengajaran berbicara, teks naratif dan role play. Abstract This study is designed to describe the implementation of role play in teaching speaking narrative text for eighth graders SMPN 1 Sumberrejo Bojonegoro. This study composes some questions: (1) how does the teacher implement role play in teaching speaking narrative text for eighth graders? (2) how are the students’ responses toward the implementation of role play in teaching speaking narrative text? teaching and learning process of writing narrative text through ROLE PLAY technique?. Based on the study, they are the conclusions; first, the teacher implements role play in teaching speaking narrative text very well. She gives the simple materials and the simple dialogues. The teacher teaches the dialogues and has the students to practice before performing in front of the class. She also allows them to modify the dialogues to make a variation. Second, the students give positive response toward the implementation of role-play in teaching speaking narrative text. Although some students still get difficulty in doing role play. They said that role-play is able to increase students’ motivation to speak English. Key words: Teaching speaking, narrative text and role play