Nyelvtanulás | Angol » Thesis angol gyakorló olvasmányok

1. Thesis – part A Articles, numerals, dates, measures, spelling rules I. Articles A/An 1. a/an (the indefinite article – jelentése: egy) – how we use it? “a” is used before a word beginning with a consonant, or a vowel with a consonant sound (a man, a university) “an” is used before a word beginning with a vowel, or consonant with a vowel sound (an apple, an hour) 2. Use of a/an – when should we use it? a. Before a singular noun which is countable when it is mentioned for the first time and represents no particular person or thing. (They live in a flat) b. Before a singular countable noun which is used as an example of a class of things (A child needs love) c. With a noun complement (It includes names of professions) – It was an earthquake She will be a dancer d. It certain expression of quantity – a lot of, a couple, a dozen etc e. “a” can be placed before Mr/Mrs/Miss (means stranger) f. In exclamation before singular countable nouns – What a long queue!

g. With certain numbers (a hundred) – before half follows a whole number h. In expression price, speed, ratio etc 3. Omission of a/an a. Before plural nouns b. Before uncountable nouns c. Before names of meals (except, when these are preceded by an adjective) 4. A/an and one 1. When we counting or measuring time, distance, weight etc, we can use either a/an or one for the singular: 1e one/a euro (egyéb esetben nem cserélgetjük őket mert a one kifejezetten egyet jelent) 2. special uses of one a. one used with another/other b. napok, hónapok, évszakok stb hogy kifejezzek valami különleges esetet Pl Egy télen a hó nagyon hamar leesett. little/ a few and little/few Few – megszámlálható A few – I have a few eggs – I have enough egg to bake a cake. Few – I have few eggs – I don’t have enough egg to bake a cake. Little – megszámlálhatatlan A little – the same  just when it uncountable. The (the definite article) 1. When we use it? = a, az a. when the object

or group of objects is unique or considered to be unique – the earth, the sky b. amikor egy határozott dologról van szó – the dog in the picture is mine c. amikor az utána való szövegből, bizonyosság válik, hogy miről/kiről van szó – pl the girl in blue (before a noun made definite by the addition of a phrase or clause d. amikor a helyzet miatt egyértelművé válik a tárgy – pass me the wine (az asztalon van) – before a noun which by reason of locality can represent only one particular thing 1 e. f. g. h. Before superlatives, and first, second etc The + singular noun can represent a class of animals or groups – the whales are the + adjective = represents a class of persons – the old = old people in general used before certain proper names of seas, rivers, groups of islands, chains of mountains, plural names of countries, deserts, regions i. Noun of noun (Tower of London) + adjective + noun (the National Gallery) – not east west, etc. j. Names of

choirs, orchestras, pop groups, etc k. Newspapers l. the+ plural surname = the family Másik forrásból: m. mozik (the Odeon), szállodák (the Hilton), színházak (the Apollo), múzeumok (the Prado), újságok/magazinok (The Sun, but: Newsweek), hajók (the Marie Celeste), intézmények (the RSPCA), gallériák (the Tate Gellery) neve előtt n. folyók (the Seine), tengerek (the Black Sea), szigetcsoportok (the Bahamas), államok (the United States o America), hegységrendszerek (the Alps), sivatagok (the Sahara), óceánok (the Atlantic Ocean), csatornák (the Suez Canal) :) a könnyebb megjegyzés érdekében egy trükk: minden víz elé kell, kivéve a tavakat (kell a folyók, tengerek, óceánok elé), illetve a többes számban lévő dolgok elé (szigetcsoportok, államok) o. "of"- os szerkezetben lévő tulajdonnevek: the Tower of London, the Statue of Liberty p. hangszerek és táncok neve előtt: play the piano, dance the tango q. családnevek elé, ha az egész

családra vonatkozik és a családnév többes számban van: the Browns (Brownék) r. -sh, -ch, -ese-re végződő nemzetiségnevek előtt: the English, the Dutch, the Japanese s. címek, méltóságok neve előtt: the Queen, the Prince (nem kell névelő, ha a nevét is hozzátesszük (Queen Victoria) t. melléknevek előtt, ha azok egy embercsoportra vonatkoznak (a melléknév egyes számban van): the poor (a szegények), the blind (a vakok) u. station, shop, cinema, pub, library, city, village szavak előtt (She went to the station to see Peter off.) v. morning, afternoon, evening (in the morning, in the evening, in the evening) w. történelmi korok és események neve előtt: the Renaissance, the Second World War x. only, last, first, same előtt: You are the only one You are the first/last in the class This is exactly the same as the old one. y. 2. Omission of the 1. sportok, játékok, napok, hónapok, színek, ünnepek, italok-ételek és nyelvek neve előtt: She plays

squash well. She likes blue I speak English 2 2. országok (Italy), városok (Rome), utcák (Oxford Steet, but: the High Street), terek (Trafalgar Square), hídak (Tower Bridge), parkok (Hyde Park), állomások (Victoria Station), hegyek (Everest, but: emlékszel ugye, hogy a hegységrendszereknék volt : the Alps ), szigetek (Cyprus, but: itt is emlékszel ugye, hogy a szigetcsoportoknál viszont volt: the Bahamas), kontinensek (Europe), tavak (Lake Balaton) neve előtt 3. olyan 2 szavas intézménynevek előtt, amelyek első tagja tulajdonnév Kennedy Airport, Westminster Abey, but: the White House (mivel a "white" az nem tulajdonnév) 4. pub-ok, éttermek, boltok, bankok, szállodák neve előtt, ha azokat az alapítóról nevezték el és -s/-s végződésük van: Harrods, Lloyds Bank, McDonalds 5. bed, church, college, court, hospital, prison, school, university szavak előtt, ha azok az eredeti céljuknak megfelelő dologra utalnak (egyszóval intézményként és

nem épületként tekintjük őket): I go to church every Sunday. - The church was built in the last century I learn at university. - Where is the university? 6. home szó előtt, mother/father szavak előtt, ha a saját szüleinkről beszélünk Mother is at home 7. közlekedési eszközök neve előtt: by bus, by car, by plane, but: ha nem "by" a prepozíció, akkor már kell: on the bus 8. betegségek neve előtt: hes got malaria, but: flu/the flu, measles/the measles, mumps/the mumps 3 3. Thesis – part B Children’s literature in TEFL to young learners 1. Riddles Riddles are puzzling questions, statements, or descriptions. They intend to test the minds of the students who are always keen to solve them. Why is it good? - It gives fun to the pupils and to the teachers as well - if children enjoy them, they will start thinking in English for few seconds - It makes the language learning enjoyable and funny Types of Riddles a. Semantic riddles (What do you get if you

cross a hen with a cement mixer? – A bricklayer b. Phonetic riddles (What is the wettest animal? – A reindeer Why should you not believe a person who tells you something when they are sleeping? – Because they are lying) c. Alphabetic riddles – When can a donkey be spelled in one letter? - When it is U d. Cultural background (knowledge) riddles – Why did the one-handed woman cross the road- To get to the second- hand shop e. “What am I” riddles – How we use them? - Explain to children what they are + give an example 2. Songs and rhymes a. Advantages of using songs and rhymes - children like it =fun children get a chance to use the language without thinking of it as a learning process we can use them everywhere they open up areas of language which children might otherwise not explore easer to remember they provide a variety of non-serious learning situation practise language patterns, pronunciation and vocabulary develop skills depending on the song and you aims you can

give confidence and can encourage the pupils b. Types of Songs and Rhymes 1. action songs and rhymes (Skipping rhymes – Teddy bear, counting rhymes – One potato two potato, hand rhymes, action rhymes) 2. rhythmic rhymes (It helps the children to feel the rhythmic of the language – tongue twister, Do-it-yourself tongue twister, rhythmic track) 3. nursery songs 4. lullabies 5. jazz chants, games with songs 3. Poems Young children enjoy poems. They enjoy listening to them, reading and writing them They enjoy the rhythm, the sounds, and the patterns of poetry. Write poems Vocabulary, encourage the pupils to read and comprehend written texts. Types of the poems; d. e. f. g. a. poetry aroung us (Valentine day) b. shape poems; ‘one word’ poem, ‘one letter’ poem, getting into shape c. Alphabet poems 4. Stories and Tales (look at 5 thesis!) 1 Meeting poems Acrostic Couplets Triplets 5. Drama activities Why is it important? a. b. c. d. Drama is doing what you mean – and

children are very practical it could provide a ‘learning through direct experience’ situations can help learners make themselves understood without words there are complex, abstract feelings young children cannot say even in their mother tongue Where can we use? a. b. c. d. teaching the course book (dialogues, role plays etc) teaching the four skills teaching spoken communication skills drama projects 2 4. Theses, PART B Children in the books of Dickens About the author – Charles Dickens Charles John Huffam Dickens, (7 February 1812 – 9 June 1870), pen-name "Boz", was the most popular English novelist of the Victorian era. The popularity of Dickenss novels and short stories has meant that they have never gone out of print. Many of Dickenss novels first appeared in periodicals and magazines in serialised forma popular format for fiction at the timeand, unlike many other authors who completed entire novels before serial production commenced, Dickens often

composed his works in parts, in the order in which they were meant to appear. Dickens Hampshire-ben született, ötévesen költözött Kentbe, 10 évesen Londonba a családjával. A korai évei szépen, jómódban teltek, sokat olvasott Apja azonban eladódott, így az adósok börtönébe került. Dickens egy fénymáz műhelyben kezdett dolgozni Gyermekkori élményei, a látott nyomor visszatérő elemeivé váltak regényeinek. Pár évvel később a család anyagi helyzete egy örökségnek köszönhetően ismét jobbra fordult, elhagyhatták az adósok börtönét, de Dickens anyja nem vette őt egyből, amit a fiú soha nem bocsátott meg neki. Huszonnégy éves korában jelent meg első regénye, a Pickwick Klub, amellyel azonnal nevet szerzett magának. 1836. április 2-án feleségül vette Catherine Thompson Hogarth-ot, aki tizenöt év alatt tíz gyereket szült neki. 1842-ben együtt Amerikába utaztak 1858-ban Dickens és felesége szétköltöztek. A szakítás

hátterében többek között alighanem Ellen Teman színésznő állt, aki feltételezhetően Dickens szeretője volt. 1865. június 9-én Dickens a Staplehurst vonatszerencsétlenség túlélői között volt Egy pályafelújítás miatt a vonat kisiklott egy hídon és a vagonok a patakba potyogtak. Lelkében mély nyomott hagyott az eset. Ezt követően már csak egy regényt fejezett be Idejét főleg nyilvános felolvasásai töltötték ki. A szerencsétlenség ötéves évfordulóján hunyt el otthonában. About the story Dickens in his novel shows the social injustice on the 19th century. He was an author who wanted a change in society, and helped influence the reformation. Through the characters relationship Dickens truly reflected the social issues of the time. In the extremely stratified English class structure, the highest social class belonged to the old ‘gentlemen’ There was not really please for the children at all. The work was a moral virtue – poor to hatred and

to cruelty. No work =evil Poor law, 1834 reflected these beliefs = the poor get public assessment, but just if they live in a workhouse, and work. = prison Debtors were send to prison, often with their entire families = no chance to give back the money. So he wanted to give a voice, those who didn’t get any PLOT Oliver Twist is born into a life of poverty and misfortune in a workhouse in an unnamed town. Around the time of the orphan’s ninth birthday, Mr. Bumble, a parish beadle, removes Oliver from the baby farm and puts him to workhouse. From there, he has to move, when he ask for some more food. Later, Mr. Sowerberry, an undertaker employed by the parish, takes Oliver into his service He treats Oliver better, even he likes him, that why his wife underfeed and mistreat him. He also suffers torment at the hands of Noah Claypole, and Charlotte, the Sowerberrys maidservant, who is in love with Noah. 1 One day after Noah insulted his mother memory, and they have a fight,

everymody beat him, so he breaks down and weeps. Alone that night, Oliver finally decides to run away Meet with Artful Dodger – He gave hime food and talk about a “nice” gentlemen. So Oliver follows Dodger to the gentleman’s residence. In this way, Oliver unwittingly falls in with an infamous Jewish criminal known as Fagin, the "old gentleman" of whom the Artful Dodger spoke. Ensnared, Oliver lives with Fagi for some time, he doesn’t know anything about theire work. Later, when he realised what is going on (Mr Brownlow) he wants to run, but he will be caught. But the old nice gentlemen try to help him So he stays with Mr Brownlow and with his housekeeper Mrs. Bedwin, cares for him Later he will be robbed by Nancy (because of Fagin). And he have to help in a bulgary with Bill Sikes. In a renewed attempt to draw Oliver into a life of crime, Fagin forces him to participate in a burglary. The robbery goes wrong, however, and Oliver is shot After being abandoned by

Sikes, the wounded Oliver ends up under the care of the people he was supposed to rob: Rose Maylie. Nancy has chanced – She wants to help, so she goes to Rose Maylie and Mr. Brownlow to warn them. She knows that Monks and Fagin are plotting to get their hands on the boy again and holds some secret meetings on the subject with Olivers benefactors Meanwhile, a mysterious man named Monks has found Fagin and is plotting with him to destroy Olivers reputation. Noah appears. (he stole money from Mr Sowerberry) he helps discover Nancy secret Believing her to be a traitor, Sikes murders Nancy in a fit of rage, and is himself killed when he accidentally hangs himself while fleeing across a rooftop from an angry mob. Meanwhile it is turn out that Monk – paternal half brother of Oliver. Brownlow asks Oliver to give half his inheritance to Monks because he wants to give him a second chance. Monks then moves to America, where he spend all his money. Mr. Browlaw and Oliver visit Fagin in the

prison before the execution On a happier note, Rose Maylie turns out to be the long-lost sister of Olivers mother Agnes; she is therefore Olivers aunt. She marries her long-time sweetheart Harry, and Oliver lives happily with his saviour, Mr. Brownlow Noah becomes a paid, semi-professional informer to the police. 2 5. Thesis – part B Stories in language teaching to young learners "Tell me and I forget. Teach me and I remember. Involve me and I learn." “Benjamin Franklin” Stories are often only thought to be useful at intermediate and advanced level. But from the Cartoons we can see, that even if they don’t understand every single words, they know what is about. So we can use stories even before they can read and write, just we have to need lot of information. The information can be provided by puppets, pictures, cuisenaire rods, masks, or we can mime and act out the story. Storytelling     We have to tell them stories regularly /every day/ The pupils

can join, so the speaking skills are improving as well I have tell the stories on my own – the cassettes are can’t replace that The storytelling techniques depend on the aims we have Children are caprivated by stories and can internalise vocabulary and the structure of language while listening to them But why is it working so much? - - the INTRINSIC motivation - Children of preschool age do not understand the external factors that might motivate an adult to decide to learn a second language, so as a teacher its up to you to create a classroom that internally motivates them to participate in the activities Simply put this means that preschool children must enjoy your classes or they will not be motivated to participate and learn As children already love stories listening to stories, you are half way there to intrinsically motivating them. The rest depends on how good the story is, how interesting and colourful the illustrations are, and how you tell it. Here are some ideas and

tips to help you effectively use stories in your preschool ESL classroom Teach Vocabulary Before you use a story in the ESL preschool classroom, it is beneficial to teach the students the key vocabulary words to help them follow the story. The story can therefore serve as a basis for learning vocabulary words. The students will not just "learn" the words, they will immediately see how the words are used and hear them in context of the language. This is so much more beneficial to the students than simply memorizing a list of words. 1 Be Creative Whenever you tell a story allow your creativity to show through. Have fun with it and go with the flow. Make animal sounds, change your voice, sing little songs and, most of all, use gestures. Have the children join in with you when it comes to animal sounds, songs and gestures. This is known as total physical response or TPR, which engages the children fully and allows them to feel or relate more deeply to the words, so they are

more likely to remember them. Add Variety Stories c reate var iety and c an b e th e f ocal point (gyújtópont) of a lesson. You can tailor your lesson using a story as the theme. Pre-teach or revise vocabulary using games that will be used in the story, read the story and then play games and activities that relate to the story. Choose Suitable Stories The language should be super simple with few words and repetitive language patterns. The illustrations should depict the events in the story clearly and colourfully to help the children understand and to engage them visually. Introduce Other Activities Stories are a great jumping board for other activities. You can create activities and games based on the theme and vocabulary in the story to give the children more opportunity to practise the language. Here is just a sampling of activities you could do following a story: 1. Give each student a picture that depicts the events of the story and have them line up in order of the events. 2.

Have the students come up with a title for the story Allow as many titles as the students come up with. 3. Repeat quotes from the story and ask the students "Who said it?" 4. Leave off the ending of the story and have the students predict what they think will happen. Then, read the ending of the story 5. Teach them a song that goes along with the theme of the story 6. Teach them actions to go along with the songs 7. Let them act out parts of the story 8. Set up stations that allow them to dress up like characters in the story and do things the characters in the story did. So, if the characters in the story decorated cookies, give them some time to decorate cookies provided you have plenty of time. 9. Tell a story to introduce a new unit 10. Have the students draw a picture about their favourite part of the story and then explain it to the class, simply in English or more fully in the childs L1. 2 6. Theses, PART B Hardy’s age and it’s reflection in his novels About

the author Thomas Hardy (1840-1928), was an English novelist, short story writer, and poet of naturalism movement, though he saw himself as a poet, and wrote novels mainly for financial gain only. He was born in England His father worked as a stonemason and local builder. His mother was ambitious and well read, supplementing his formal education which ended in the age of 16, when he become apprenticed (gyakornok) to John Hick, a local architect. First he had trained as an architect, after that he attended as a student in King Roll College London. He won a prize from the Royal Institute of British Architect He never truly felt at home in London and when he returned five years later to Dorset he decided to dedicate himself to writing. Plot summary Tess is the eldest child of Jack and Joan Durbeyfield, uneducated rural peasants. One day, Parson Tringham informs John that he has noble blood. That same day, Tess participates in the village May Dance, where she briefly meets Angel Clare, the

youngest son of Reverend James Clare, who is on a walking tour with his two brothers. He stops to join the dance, and finds partners in several other girls Though Angel takes note of Tesss beauty, he does not dance with her, leaving her feeling slighted. Tesss father, overjoyed with learning of his noble lineage, gets too drunk to drive to market that night, so Tess undertakes the journey herself. She fell asleep= the only family hourse die. Tess feels so guilty over the horses death that she agrees to visit Mrs dUrberville. She is unaware that in reality, Mrs dUrberville is not related to the Durbeyfields or to the ancient dUrberville family. Instead, her husband, Simon Stoke, purchased the baronial title and adopted the new surname Tess does not succeed in meeting Mrs. dUrberville, but her libertine son Alec takes a fancy to Tess and secures her a position as poultry keeper on the dUrberville estate. He immediately begins making advances, but Tess, though somewhat flattered by the

attention, resists. Late one night while walking home from town she has an argument, and after ‘Alex’ rescue her from the situation, she accepts. He does not take her home, he informs her that he is lost and leaves on foot to look for help as Tess falls asleep beneath the coat he lent her. After Alec returns, alone, it is left to the reader to decide whether he rapes or seduces her. After a few weeks Tess goes home to her fathers cottage, where she keeps almost entirely to her room. The next summer, she gives birth to a sickly boy who lives only a week. On his last night alive, Tess baptises him herself after having been refused by the parson, giving him the name Sorrow. Her father locks the door to prevent her sending for the parson. Tess buries Sorrow More than two years after Tess, now twenty, is ready to make a new start. She starts to work as a milkmaid far away. She has good friend and Angel who came there to learn dairy managmen, soon singles out Tess, and the two gradually

fall in love. 1 Angel spends a few days away from the dairy visiting his family at Emminster. His ask them about his marrege. The agreed So Angel returns to Talbothays Dairy and asks Tess to marry him. This puts Tess in a painful dilemma, but finally she agrees Later as the marriage approaches, Tess grows increasingly troubled. She writes to her mother for advice; Joan tells her to keep silent about her past. Lát egy ismerőst, ezért be akar mindent vallani, de végül Angel nem látta meg így széttépi a levelet. Az esküvő után, kap egy gyönyörű gyémántot, ami Angel nagyanjáé volt. A fiú bevalja, hogy afféra volt egyszer egy idősebb nővel Londonban. Tess is elmondja mi történt, remélve a fiú megbocsájtását. De ez nem így lesz Útjaik szétválnak Egy Groby nevű farmer inzultálja. El akar menni Angel családjához, de végül visszafordul, mert meghallott valamit (Angel testére és egy lány) Hazafele találkozik Alex-el. Alec and Tess are each shaken

by their encounter, but finally as her father, John, is ill and her mother dying, and Alex tells her, that Angel will never come back, she become his mistress. Her mother soon recovers, but her father unexpectedly dies Közben Angel, mégis visszajön, nem mentek jól a dolgai, és valami mondta is neki, hogy rosszul tette, hogy elhagyta a feleségét. Végül megtalálja Tess-t, de már késő She is the mistress of Alex. The landlady, Mrs. Brooks, tries to listen in at the keyhole, but withdraws hastily when the argument becomes heated. She later sees Tess leave the house, then notices a spreading red spota bloodstainon the ceiling. She summons help, and Alec is found stabbed to death in his bed. Tess Angel után megy, együtt vannak egy kikitőnél, majd egy kúriában, míg a takarítónő meg nem találja őket. They continue walking and, in the middle of the night, stumble upon Stonehenge giving the illusion of Tess as a sacrificial victim to a society that shunned her. Tess lies

down to rest on an ancient altar. Before she falls asleep, she asks Angel to look after her younger sister, Liza-Lu, saying that she hopes Angel will marry her after she is dead although this, at the time, would have been illegal and seen as a form of incest. At dawn, Angel sees that they are surrounded by policemen. He finally realises that Tess really has committed murder and asks the men in a whisper to let her awaken naturally before they arrest her. When she opens her eyes and sees the police, she tells Angel she is "almost glad" because "now I shall not live for you to despise me". She is allowed a dignified death through the fact that Angel listens to her (he hasnt throughout the rest of the novel) and through her parting words of "I am ready". Tess is escorted to Wintoncester (Winchester) prison. The novel closes with Angel and Liza-Lu watching from a nearby hill as the black flag signalling Tesss execution is raised over the prison. Angel and

Liza-Lu then join hands and go on their way 2 8. Theses, PART B Chaucer and the development in the English language Geoffrey Chaucer has been called the Father of the English language. He did for the English narrative what Shakespeare later did for drama. He was the first writer to use lines of poetry that had an appeal to those interested in nature and books. His writing was very modern for his time, even more modern than the writings of others after he died. Chaucer considerably expanded the word-stock of English, being one of the first poets in the language to utilise its tremendous variety, bringing in words from a variety of languages which were converging with English during the Middle Ages. Chaucers "first instances" of words include words from Greek, Latin, Arabic, German and French - and the following regularly-used words: acceptable, altercation, annoyance, arbitration, army, arrogant, arsenic, arc, and aspect. Chaucer made several metrical innovations to the

way poetry and verse were written in English. He was one of the first poets to consistently break out of the medieval alliterative tradition and write in accentual-syllabic metre (lines constructed around both the number of syllables and where the accents on those lines fall). Chaucer was one of the first to use the five-stress line, which led the way to the iambic pentameter of Shakespeare adn Marlowe. "The Legend of Good Women" is one of the first times five-stress lines appear in rhyming couplets - a form which then became a norm in English poetry. You can also see the influence on Chaucer on a whole load of writers. To give one example, Shakespeares "Troilus and Cressida" owes much to Chaucers "Troilus and Criseyde". Chaucer new words Absence Agree Blunder to Chant to Cinnamon Dishonest Elixir Finally Galaxy Hernia Infect to Latitude martian Miscarry to Obscure Peregrine Princess scissors superstitious universe veal vulgar Accident Bagpipe Border

Cholera Desk Dung-cart Examination Flute Gaze to Horizon Ingot Laxative Add Bed-head Box Chuck to Digestion Effect n Femininity Funeral Glow to Increase N Jolliness Milksop Nod to Observe Perpendicular Resolve v session theatre utility village wallet Notify Outrageous Persian Rumour snort v trench vacation vitriol wildness 1 10. Theme, PART B William Shakespeare- Romeo and Juliet The story in nutshell The play starts with a street brawl between Montagues and Capulets. The Prince of Verona intervenes and declares that further breach of the peace will be punishable by death. Later, Count Paris talks to Lord Capulet about marrying his daughter, but Capulet is wary of the request because Juliet is still only thirteen. Capulet asks Paris to wait another two years and invites him to attend a planned Capulet ball. Lady Capulet and Juliets nurse try to persuade Juliet to accept Paris courtship. After the brawl, Benvolio talks with his cousin Romeo, Lord Montagues son, about Romeos

recent depression. Benvolio discovers that it stems from unrequited love for a girl named Rosaline, one of Lord Capulets nieces. Persuaded by Benvolio and Mercutio, Romeo attends the ball at the Capulet house in hopes of meeting Rosaline. However, Romeo instead meets and falls in love with Juliet After the ball, in what is now called the "balcony scene", Romeo sneaks into the Capulet courtyard and overhears Juliet on her balcony vowing her love to him in spite of her familys hatred of the Montagues. Romeo makes himself known to her and they agree to be married. With the help of Friar Laurence, who hopes to reconcile the two families through their childrens union, they are married secretly the next day. Juliets cousin Tybalt, offended that Romeo had sneaked into the Capulet ball, challenges him to a duel. Romeo, now considering Tybalt his kinsman, refuses to fight him. Mercutio is incensed by Tybalts insolence, as well as Romeos "vile submission", and accepts the

duel on Romeos behalf. Mercutio is fatally wounded and Romeo, angered by his friends death, pursues and slays Tybalt. The Prince exiles Romeo from Verona for the killing. He also adds that if Romeo returns, "that hour is his last". Lord Capulet, misinterpreting Juliets grief, agrees to marry her to Count Paris and threatens to disown her when she refuses to become Pariss "joyful bride". When she then pleads for the marriage to be delayed, her mother rejects her. Romeo secretly spends the night in Juliets chamber, where they consummate their marriage. Juliet visits Friar Laurence for help, and he offers her a drug that will put her into a death-like coma for "two and forty hours". The Friar promises to send a messenger to inform Romeo of the plan, so that he can rejoin her when she awakens. On the night before the wedding, she takes the drug and, when discovered apparently dead, she is laid in the family crypt. The messenger, however, does not reach Romeo

and, instead, he learns of Juliets apparent death from his servant Balthasar. Grief-stricken, Romeo buys poison from an apothecary and goes to the Capulet crypt. He encounters Paris who has come to mourn Juliet privately Believing Romeo to be a vandal Paris confronts him and, in the ensuing battle, Romeo kills Paris. Still believing Juliet to be dead, he drinks the poison Juliet then awakens and, finding Romeo dead, stabs herself with his dagger. The feuding families and the Prince meet at the tomb to find all three dead. Friar Laurence recounts the story of the two "star-crossd lovers" The families are reconciled by their childrens deaths and agree to end their violent feud. The play ends with the Princes elegy for the lovers: "For never was a story of more woe / Than this of Juliet and her Romeo. About the author – William Shakespeare (1564?-1616) He is an English poet & playwright. He is widely regarded as the greatest writer in the English language and the

worlds preeminent dramatist. He is often called Englands national poet and the "Bard of Avon" (or simply "The Bard"). His surviving works consist of 38 plays, 154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language and are performed more often than those of any other playwright. He was born in Stratford – upon – Avon (Parents; John Shakespeare, Mary Arden) as the third child of eight and the eldest surviving son. At the age of 18, Shakespeare married the 26year-old Anne Hathaway “I cant change the direction of the wind, but I can adjust my sails to always reach my destination.” 11. Theses, PART B Puritan Literature We can generally explain puritans as a group of people who left their own land, (England) because of their King. King James refuses the church because he wants to divorce from his wife and marry with an other. And Catholic Church refuses this Then King James said that he

wont be obeying the church rules any more, and introduces himself as the new Church of England. Puritans are religious people so that they couldnt stand beside this situation and they decided to move elsewhere from England. So in 1608 a group of Puritan separatists, attempting to escape religious persecution, fled England for the Netherlands. They remained there until 1620, but, fearing that they were losing their cultural identity, they decided to settle in Delaware in the New World. A mixed group of Puritan emigrants (the "Pilgrims") and adventurers from England sailed to America on the Mayflower and landed, accidentally, on Cape Cod in November 1620. Within five months half of the original 101 colonists were dead. 1. 1620- William Bradford – First Leader The first Puritans who were decided to live the island were totally 102 people. Theyve filled a ship with any equipment, food, etc. Which is called “Mayflower" (By the Spring, of 1621 there were only 50

survivors.) They lived in Plymouth 2. 1628 - - John Winthrop - The other group of Puritans discovered that while they could get along under the relatively benign reign of Elizabeth I, they did not do so well under James I, and during the reign of King Charles I they decided that the only way to find the religious environment they were seeking was to go to America. Thus the Massachusetts Bay Company was founded, and the great Puritan migration began. 3. 1629 - The Massachusetts Bay Company received a royal charter from King Charles. John Winthrop and 27 other leaders of the company signed the Cambridge Agreement, signifying their willingness to migrate to New England if they can bring the charter and powers with them. William Pynchon, then of Springfield, Essex, was one of the original patentees. Over the next year they had weekly meetings planning for their migration to New England and arranging their ships. In 1630 seven ships carrying about 1000 Puritans left England for

Massachusetts. Known as the Winthrop fleet, they sailed into Salem Harbor in 1630, with William Pynchon aboard. The great puritan migration: From 1630 through 1640 approximately 20,000 Puritans emigrated to New England. For more than 100 years after the Pilgrim landing in 1620, life and writing in New England were dominated by the religious attitude known as Puritanism. American Puritanism is a d ominant fact in American life, and was one of the most enduing sha ping i nfluences i n A merican t hought a nd i n A merican l iterature. T o some extent, it has become a state of mind, a part of the national culture atmosphere that the Americans breathe. 12. Thesis, PART B Oscar Wilde – The happy prince High above the city, on a tall column, stood the statue of the Happy Prince. “He was admired”, “He looks just like an angel” 1. A swallow fall in love in a reed All the other swallows were flying away 2. Finally the swallow has started his trip as well, he just stop for a sort

rest in the Happy Prince 3. The swallow recognise that the Happy Prince is crying 4. He sad he was a very happy prince, but he never cared about what is going on out of the city, now after his death, he has to see all the ugliness and misery of the city 5. He ask the swallow to be his messenger a. A women, whose son has a fever, and ask for orange juice – ruby from the sword (Then the Swallow flew back to the Happy Prince, and told him what he had done. "It is curious," he remarked, "but I feel quite warm now, although it is so cold.") b. sapphire- pluck out on of his eye – young boy, working on a play, he is cold, and hungry what made him faint c. Another sapphire - match-girl She has let her matches fall in the gutter, and they are all spoiled. Her father would hit her 6. The swallow is freeze to death 7. People pull down the statue because it was to shabby 8. God ask one of his angle to bring the most precious think from the earth – he bring the hearth,

and the swallow 9. The swallow will sing evermore, and the Happy Prince will praise God ABOUT THE AUTHOR A gifted poet, playwright, and wit, Oscar Wilde was a phenomenon in 19th century England. He was illustrious for preaching the importance of style in life and art, and of attacking Victorian narrow mindedness. Wilde was born in Dublin in 1854. He studied at Trinity College, Dublin, before leaving his native Ireland to study at Oxford University when he was in his early twenties. His extraordinary talent as far as literature was concerned was recognized, when he received the Newdegate Prize for his outstanding poem, "Ravenna". On his arrival to America, Wilde stirred the nation with his “colourful” personality: wearing long silk stockings, an unusual mode of dress, long, flowing hair which gave the impression of an effeminate, and a general air of wittiness, sophistication and eccentricity. He was an instant celebrity, but his works did not find recognition until the

publication of "The Happy Prince and Other Tales" in 1888. His other noted work, which was his only novel, was "The Picture of Dorian Gray" (1890), Oscar Wilde was a married man with children, but his private life was as a homosexual. He had an affair with a young, snobbish aristocrat named Lord Alfred Douglas. Douglas father, the Marquess of Queensberry did not approve of his sons relationship with the distinguished writer, and when he accused Wilde of sodomy, Wilde tried to sue the Marquess in court, but his case dropped to the ground when his homosexuality was exposed, which was then outlawed in England. Wilde was sentenced to two years hard labor in prison. On his release, he was a penniless, dejected man and he soon died in Paris, aged 46. 13. Theme, PART B William Golding – Lord of the flies Plot It discusses how culture created by man fails, using as an example a group of British schoolboys stuck on a deserted island who try to govern themselves with

disastrous results. The story itself takes place on an isolated island. A plane has crashed, and there are no adult survivors. The plane was carrying only boys from war-torn England to an unknown destination. Two English boys, Ralph and an overweight boy named "Piggy" begin to make sense of their new surroundings. The boys soon find a white conch shell and Piggy suggests that Ralph use the conch as a horn to call for any other survivors who might be nearby. Ralph, thus, initiates the islands first assembly where all of the survivors are revealed to be male children, none seemingly over the age of thirteen The survivors rapidly side with one of two dominant boys: Ralph, and another older boy named Jack Merridew (the head of a choir group). A brief election is held among the children and Ralph is voted. He calls everyone together to work toward two common goals, the first being to have fun and the second to be rescued by creating a constant fire signal, to be lit using Piggys

glasses. For a time the boys work together towards building shelters, gathering food and water, and keeping the fire going. The choirboys then create their own goal, to become the hunters of the local animals. Ralph builts a shelter to the youth. Jack goes to pig hunting, and he takes all of his hunters with left nobody with the fire. At the same time, a ship passes near the island; however, with no one to maintain the smoke signal, the children are not rescued. This angers Ralph greatly Monster – After an assembly the groups are devided into two different part. Ralphs group continues holding the belief that preserving the signal fire is the necessary focus. Jack becomes the chief of his own tribe, focusing on hunting while exploiting the belief in the beast. Jack and the hunters, having killed their first pig, gain defectors from Ralphs group by promising them meat, fun, and, most importantly, protection from the beast. Jacks tribe gradually becomes more animalistic. Simon, a part

of Ralphs tribe, finds the head of the hunters dead pig on a stick, left as an offering to the beast. Simon has an hallucination, in which he sees the pig head talking to him, and it’s says - that the boys themselves "created" the beast, and that the real beast was inside him and inside them all. He also finds the dead parachutist (peröshutiszt) which had been mistaken for the beast, and is the only one of the group to recognise that it is a cadaver (hulla – “kadevör”) rather than a sleeping monster. Simon eventually arrives at the peak of a tribal ritual at Jacks tribe, thus he will be killed by them. The savages then raid (megrohan – “RÉD) Ralphs camp, attacking the non-hunters in order to steal Piggys glasses for making a cooking fire. By this time, Ralphs tribe consists of just himself, Piggy, and Sam and Eric. After a while Jack’s tribe kill Piggy as well But now it is not by accidently. Eric and Sam are captured and tortured by Roger to become part of

Jacks tribe. Ralph is forced to flee for his own safety, now completely alone The following morning, in the final sequence of the book, Jack and Roger lead their tribe on a manhunt for Ralph, intending to kill him. Ralph has secretly told Sam and Eric (believing them still loyal to him) where he will hide. They nearly find him, when the fire started by Jack is so large that it has attracted the attention of a nearby warship. A navy officer lands on the island near where Ralph is lying, and his sudden appearance brings the childrens fighting to an abrupt halt. (hirtelen megállás) Upon learning of the boys 1 activities, the officer remarks that he would have expected better from British boys, believing them only to be playing a game, unaware of the two murders that have taken place and the imminent occurrence of a third. In the final scene, although now certain that he will be rescued after all, Ralph cries, in mourning for his friend Piggy, his own loss of innocence, and his

newfound awareness of the darkness of human nature. About the author – William Golding (19 September 1911 – 19 June 1993) He was a British novelist and poet. He won the Nobel Prize for Literature for his best known novel Lord of the Flies. He was also awarded the Booker Prize for literature in 1980 William Golding was born at his maternal grandmothers house, in Cornwall, and he spent many childhood holidays there. He grew up at his family home in Marlborough, Wiltshire, where his father was a science master at Marlborough Grammar School (1905 to retirement). Golding and his elder brother Joseph attended the school where his father taught. 1930 Golding went to Oxford University as an undergraduate at Brasenose College, where he read Natural Sciences for two years before transferring to English Literature. Golding married Ann Brookfield on 30 September 1939 and they had two children, Judy and David During World War II, Golding fought in the Royal Navy and was briefly involved in the

pursuit and sinking of Germanys mightiest battleship, the Bismarck. He also participated in the invasion of Normandy on D-Day. At the wars end he returned to teaching and writing In 1985 Golding and his wife moved to Perranarworthal, near Truro, Cornwall, where he died of heart failure, 8 years later, on 19 June 1993. He left the draft of a novel, The Double Tongue, set in ancient Delphi, which was published posthumously. 2 15. Thesis, PART B George Bernard Shaw – Pygmalion About the story in nutshell Two old gentlemen meet one night at Covent Garden. Professor Higgins is a scientist of phonetics, and Colonel Pickering who is a linguist of Indian Dialect. They convince high London society that in a few months Eliza Doolittle the flower girl will speak as well as a duchess. She goes to speech lesson in the laboratory (on Wimpole Street) Eliza: “She is not at all a romantic figure” She becomes not a duchess, but an independent woman, and this explains why Higgins begins to

see Eliza as a creature worthy of his admiration. Alfred Doolittle: Eliza’s father, dustman Freddy: He becomes lovesick for Eliza Az eső elől eresz alá menekült londoni emberek beszélgetését szorgalmasan jegyzeteli Higgins fonetikaprofesszor. Fitogtatja tudományát: beszéde alapján bárkiről megállapítja, honnan jött. Nagyképűen kijelenti azt is, hogy a jelenlévő ordenáré beszédű, szutykos virágáruslányból hercegnőt tudna faragni. A lány, Eliza másnap felkeresi a tanárt és kéri, tanítsa meg szépen beszélni, hogy boltoskisasszony lehessen. Éppen Higginsnél van Pickering ezredes – szintén a fonetika megszállottja – és fogadást ajánl: fizet minden költséget, ha Eliza hat hónap múlva tényleg megállja a helyét egy előkelő estélyen. Higgins belemegy a fogadásba, a lány odaköltözik hozzá. A tanítás nehézkesen indul, de pár hónap múlva Higgins már alkalmasnak találja Elizát arra, hogy tudását Higginsné fogadónapján

kipróbálja. Eredmény: Eliza kiejtése gyönyörű, de témái alpáriak. Szerencsére sikerül a többi vendéggel elhitetni, hogy ez csak az új beszédstílus. Pickering és Higgins egymás szavába vágva dicsérik neveltjüket Higginsnének, aki figyelmezteti őket arra, hogy a lány jövőbeni sorsára is gondolniuk kell. Elérkezik az estély, ahol Liza sikerrel helytáll, pedig Higgins legjobb tanítványa, egy másik fonetikus is jelen van: ő is magas származásúnak véli Elizát. Otthon Higgins és Pickering elégedetten társalognak, örülnek, hogy vége az egésznek, mert az Elizával való foglalkozást már igen unták. Mindezt Eliza előtt beszélik meg A lány feldúltan hagyja el a házat és a szerelmes Freddy karjai közé menekül. Higgins és Pickering már a rendőrséggel kerestetik Elizát (aki egyébként csak Higginsnéhez költözött), mert az a hosszú hónapok alatt nélkülözhetetlenné vált a házban. Kiderül, hogy Eliza apja meggazdagodott,

így már az anyagi kényszer sem hajthatja vissza Elizát Higgins házába. A professzor megpróbálja még egyszer visszatérésre bírni Elizát, de a lány nem hajlandó visszamenni oda, ahol mindig csak megaláztatás volt a része. A szerző prózai függelékben ismerteti Eliza további sorsát: Freddyhez fog feleségül menni, nem Higginshez, mert mestere „elviselhetetlenül isteni”. About the author – George B. Shaw (1856-1950) George B ernard Shaw (26 July 1856 – 2 November 1950) He was born in Dublin in a Protestant Irish family. He was an Irish playwright Although his first profitable writing was music and literary criticism, his talent was for drama, and he wrote more than 60 plays. Nearly all his writings deal sternly with prevailing social problems, but have a vein of comedy to make their stark themes more palatable. Shaw examined education, marriage, religion, government, health care and class privilege, and found them all defective. Shaw married Charlotte

Payne-Townshend, a fellow Fabian, whom he survived. They settled in Ayot St. Lawrence in a house now called Shaws Corner Shaw died there, aged 94, from chronic problems exacerbated by injuries he incurred by falling. He is the only person to have been awarded both the Nobel Prize for Literature (1925) and an Oscar (1938), for his contributions to literature and for his work on the film Pygmalion, respectively. Shaw wanted to refuse his Nobel Prize outright because he had no desire for public honors, but accepted it at his wifes behest: she considered it a tribute to Ireland. He did reject the monetary award, requesting it be used to finance translation of Swedish books to English. 16. Thesis, PART B James Osborne – Look back in Anger About the author John James Osborne (December 1 2, 1929–December 2 4, 1994) w as an English playwright, screenwriter, actor and critic of The Establishment. The stunning success of his 1956 play Look Back in Anger transformed English theatre. In a

productive life of more than 40 years, Osborne explored many themes and genres, writing for stage, film an d T V. H is p ersonal l ife w as ex travagant an d i conoclastic (5 w ifes) He w as notorious for the ornate violence of his language, not onl y on behalf of t he political causes he supported but also against his own family, including his wives and children. He came onto the theatrical scene at a time when British acting was enjoying a golden age, but m ost great pl ays came from t he United S tates and France. British p lays remained blind to the complexities of the postwar period. Osborne was one of the first writers to a ddress B ritains pur pose i n t he pos t-imperial a ge. He w as th e f irst to question t he poi nt of t he monarchy on a p rominent publ ic s tage. D uring hi s pe ak (1956-1966), he helped make contempt an acceptable and now even cliched onstage emotion, a rgued f or t he c leansing w isdom of ba d be haviour a nd b ad t aste, a nd combined unsparing

truthfulness with devastating wit. Osborne di ed a s a result of c omplications f rom Diabetes on D ecember 2 4, 1994, i n Shropshire, E ngland. H e l eft be hind a l arge bod y of w orks for t he s tage a s w ell a s several autobiographical works. Look back in Anger Act 1 opens on a di smal (lehangoló) Sunday a fternoon i n J immy a nd A lisons cramped attic in th e E nglish M idlands. J immy and C liff a re a ttempting to r ead th e Sunday papers, plus the radical weekly, "price ninepence, obtainable at any bookstall" as Jimmy snaps, claiming it from Cliff. This is a reference to the New Statesman, and in t he c ontext of t he period w ould ha ve i nstantly s ignalled t he pa irs pol itical preference to the audience. Alison is attempting to do t he weeks ironing and is only half listening as Jimmy and Cliff engage in the expository dialogue. We le arn th at th eres a huge s ocial gulf b etween J immy a nd Alison. H er f amily is upper-middle c lass m ilitary, pe rhaps ve

rging on uppe r, w hile J immy i s de cidedly working-class. He had to campaign hard against her familys disapproval to win her "Alisons m ummy and I t ook one l ook a t e ach other, a nd from t hen on t he a ge of chivalry was de ad", i s o ne of t he pl ays l inguistic ge ms. W e a lso l earn t hat t he s ole family income is derived from a sweet stall in the local market an enterprise that is surely well beneath Jimmys education, let alone Alisons "station in life". As A ct 1 pr ogresses, J immy be comes m ore and m ore vi tuperative, t ransferring hi s contempt f or Alisons family ont o h er p ersonally, calling he r " pusillanimous" a nd generally belittling her to Cliff. Its possible to play this scene as though Jimmy thinks its all a joke, but most actors opt for playing it as though he really is excoriating her. The t irade e nds w ith some ph ysical hor seplay, r esulting i n t he i roning boa rd overturning and Alisons arm getting a burn. Jimmy

exits to play his trumpet off stage Alison and Cliff play a tender scene, during which she confides that shes accidentally pregnant and cant quite bring herself to tell Jimmy. Cliff urges her to tell him When Jimmy returns, Alison announces that her actress friend Helena Charles is coming to stay, and its entirely obvious that Jimmy despises Helena even more than Alison. He flies into a total rage, and conflict is inevitable. Act 2 opens on another Sunday afternoon, with Helena and Alison making lunch. In a two-handed scene, Alison gives a clue as to why she decided to take Jimmy on -- her own minor rebellion against her upbringing plus her admiration of Jimmys campaigns against the dereliction of English post-war, post-atom-bomb life. She describes Jimmy to Helena as a "knight in shining armour". Helena says, firmly, "Youve got to fight him". Jimmy enters, and the tirade continues. If his Act 1 material could be played as a joke, theres no doubt about the

intentional viciousness of his attacks on H elena. When the women put on hats and declare that theyre going to church, Jimmys sense of betrayal peaks. W hen he l eaves to t ake a n ur gent phon e c all, H elena a nnounces t hat s hes forced t he i ssue. S hes s ent a t elegram to A lisons pa rents a sking t hem t o c ome a nd "rescue" her. Alison is stunned but agrees that she will go After a scene break, we see Alisons father, Colonel Redfern, who has come to collect her to take her back to her family home. The playwright allows the Colonel to come across a s qui te a s ympathetic c haracter, a lbeit t otally out of t ouch w ith t he m odern world (as he himself admits). "Youre hurt because everythings changed", Alison tells him, "and Jimmys hurt because everythings stayed the same". Helena arrives t o s ay goodbye, i ntending t o l eave v ery s oon h erself. A lison i s surprised that Helena is staying on for another day, but she leaves, giving Cliff a

note for J immy. Cliff in turn hands it to Helena and l eaves, saying "I hope he rams it up your n ostrils". A lmost imme diately, J immy b ursts in H is c ontempt a t f inding a "goodbye" note makes him turn on Helena again, warning her to keep out of his way until she leaves. Helena tells him that Alison is expecting a baby, and Jimmy admits grudgingly t hat hes t aken a back. H owever, hi s t irade c ontinues T hey f irst c ome t o physical bl ows, a nd t hen a s t he A ct 2 c urtain f alls, Jimmy a nd H elena a re ki ssing passionately and falling on the bed. The final act opens as a deliberate replay of Act 1, but this time with Helena at the ironing-board wearing Jimmys Act 1 red shirt. Months have passed Jimmy is notably more pl easant t o H elena t han he w as t o A lison in A ct 1. S he a ctually l aughs a t hi s jokes, and the three of them get into a music hall comedy routine that obviously isnt improvised. C liff a nnounces t hat h es de cided t o s

trike out on hi s ow n A s J immy leaves the room to get ready for a final night out for the three of them, he opens the door t o f ind A lison, l ooking l ike d eath. Instead of c aring f or h er h e s naps ove r hi s shoulder "Friend of yours to see you" and abruptly leaves. After a scene break, Alison explains to Helena that she lost the baby -- one of Jimmys cruellest speeches in Act 1 expressed the wish that Alison would conceive a child and lose it -- the two women reconcile but Helena realises that what shes done is immoral and she in turn decides to leave. She summons Jimmy to hear her decision and he lets her go with a sarcastic farewell. The pl ay e nds w ith a m ajor s urprise -- a h ighly s entimental r econciliation b etween Jimmy and Alison. They revive an old game they used to play, pretending to be bears and squirrels, and we are left to assume that they live, if not happily, at least in a state of truce in the class warfare, ever after. 18. Theses, PART B

The British Calendar of events in ELT There are seven days a year when practically everything is closes in Great Britain. These days are called bank holiday. They are as follows: Christmas Day, Boxing Day, Good Friday, Easter Monday, May Day, Spring Holiday and Late Summer Bank Holiday. January New Year’s Eve: Lot of people go to parties. In these parties the mistletoe (fagyöngy) is hung up, and according to tradition if a man catches a girl under the mistletoe, he can kiss her. At midnight people have a drink and wish each other ‘A happy New Year’ and sing the ‘Auld Lang Syne’. The biggest party is usually in Trafalgar Square New Year Resolution (pl. Give up smoking) February Valentine Day (we don’t know the origin – a medieval legend: the birds meet on 14 February to choose mates for the coming spring.) In the past they send a card to one’s loved with no signature, now send funny sentences. March    Pancake Day – First day of Lent - 41 days before Easter-

Traditionally pancakes are eaten on this day, and pancakes are tossed in the air at pancake race. Mothering Sunday: (Mother Day) – Forth Sunday in Lent. Children give gifts, flower, and cards to their mummies. Palm Sunday (a week before Easter) churchgoers receive a cross made from palm leaves in church. The following Thursday is called Maundy Thursday, then the Friday before Easter is called Good Friday (form God’s birthday) – They eat hot cross buns. They are cakes with spices and dried fruit in them, and a cross marked on the top. The sing the ‘Hot cross buns’ Easter Monday is a Bank holiday. Churchgoers go to churn Churches are beautifully decorated with flowers. Instead of painted boiled eggs, the children get chocolate eggs (Said to be given by an Easter Bunny) People often go out for a picnic. April April Fools Day: Until noon people are allowed to play trick on others. Tricks are often practical jokes, such as ‘Your shoelace in undone’ May May Day: The first

Monday in May is a bank holiday. (May queen, Maypoles) June Trooping of the Colour: This is the official birthday of the Queen. October Halloween – October 31 was the beginning of the Celtic New Year. People thought that on that nigh the earth opened and the dead could return and see into the future. Children dress up and wear masks and make lanterns with a candle inside. They make ‘trick or treat’ They ask for sweet, and if they do not get it for example they put rubbish before the door. November Guy Fawkes or Bonfire Night – 1605, Roman Catholics planned to assassinate King James I at the state opening of the Parliament, but they were discovered. Children make the ‘guy’ from and fill with straw. They ‘beg’ with it, (p for the guy) and at night they burn it + Fireworks Remembrance Sunday/ Poppy day: This special ceremony commemorates the soldiers who died in Word War I and II. The RF and all the political leaders of the UK take part (11 o’ clock is two minutes

silence. They can buy poppy for charity December Christmas (Christ’s Miss)     Christmas Eve: Churchgoers often go to Midnight Mass on the 24th of December. Families prepare food for the following days, and they decorate the house and the Christmas tree together. They do not open the presents Christmas Day: (Dec. 25) – Traditional Christmas lunch is turkey followed by Christmas pudding (plum pudding) and Christmas crackers are pulled. The Presents are opened + Queen speech Boxing Day: The origin is not very clear. The people who services to families were given some money in a boy. That is a bank holiday 19. Thesis, Part B The American calendar of events in ELT Holidays, Ceremonies, and Symbols The American history is filled with holidays that celebrate the famous people and events of the nation history. JANUARY- New Y ears D ay, January 1st, Birthday of M artin Luther K ing, third Monday in January, FEBRARY: Washingtons Birthday, third Monday in February since

1971 MAY: Armed Forces Day, third Saturday in May: Many events across the United States take place on Armed Forces Day to honor Americans in uniform who served their country in times of war and peace. Those who are honored on this day include people who serve the Army, Navy, Marines, Air Force and Coast Guard. National Guard and Reserve units may celebrate Armed Forces Day/Week over any period in May because of their unique training schedules. Events and activities may include: Multi-service military displays in areas open for the public, Various educational activities that teach children about the armed forces, Large parades and other local celebrations. Certain types of music are also played at Armed Forces Day events, Memorial Day 1, last Monday in May since 1971 JUNE: Flag Day, June 14th. JULY: United States of Americas Independence Day, July 4. SEPTEMBER: Labour Day1, first Monday in September OCTOBER: Columbus D ay1, second Monday in October (federal holiday since 1971),

Halloween on last day of October. Traditionally it has a night for playing tricks on people but it has developed into a day and evening for dressing in amazing costumes and partying and playing “trick or treat” NOVEMBER: Election D ay, Tuesday on or after November 2., Veterans D ay1, November 11th, Thanksgiving Day, fourth Thursday in November. Families gather and eat a traditional dinner of turkey with dressing, cranberry sauce, yams and pumpkin pie. DECEMBER: Christmas D ay, December 25th. I have finally included this since it is a federal holiday, although it is not based on a secular holiday. Presents can be opened on Christmas eve or on Christmas morning, but the Christmas dinner begins with mulled wine followed by turkey or goose with stuffing and cranberry (tőzegáfonya) sauce, Brussel sprouts (kelbimbó) and pumpkin or minced meat pie. Above these Inauguration D ay, January 20th every four years, starting in 1937: The only inauguration element mandated by the United

States Constitution is that the President make an oath or affirmation before that person can "enter on the Execution" of the office of the presidency. However, over the years, various traditions have arisen that have expanded the inauguration from a simple oath-taking ceremony to a day-long event, including parades, speeches, and balls. This day, now known as Inauguration Day, was on March 4 from 1798 until 1933. Since then, Inauguration Day has occurred on January 20 – (Usually it takes placein Washington DC) Hanukkah (The Festival of Lights) It is an eight day Jewish celebration of hope and faith. In schools - - 1 Homecoming day: It’s an open day, for anybody. The schools are inviting alumni and friends to the school. They arrange special activities Prom: (3rd, 4th year) Special spring dance called ‘prom’. The students dress very formally in tuxedos, or suits and ball gowns, and practice their most adult behaviour Commencement: When they get receive their

graduation diploma. They wear academic dress, cap, and gown, and march to the music of the school band and listen to speeches and are handed their diplomas and prizes. On Monday since 1970s