T. C. SELÇUK ÜN İVERS İTES İ SOSYAL B İLİMLER ENST İTÜSÜ YABANCI D İLLER E Ğİ TİMİ ANA B İLİM DALI İNG İLİZCE Ö ĞRETMENL İĞİ B İLİM DALI

ESK İ YUNAN VE ROMA M İTOLOJ İSİNİN İNG İLİZCE MESLEK İ YABANCI D İL DERSLER İNDE MATERYAL OLARAK KULLANIMI ( S.Ü. BEY ŞEH İR MESLEK YÜKSEKOKULU TUR İZM REHBERL İĞİ PROGRAMI ÖRNE Ğİ )

YÜKSEK L İSANS TEZ İ

DANI ŞMAN Yrd. Doç. Dr. Nazlı GÜNDÜZ

HAZIRLAYAN İhsan GÜNE Ş

KONYA 2008

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ACKNOWLEDGEMENTS

I would like to express my gratitude to all who have supported and guided me in this thesis but most of all to Assist. Prof. Dr. Nazlı GÜNDÜZ for her enduring advice and patience from the beginning to the end. It would not have been possible without her help. I also wish to thank my students who took part in this study. Above all, I feel obliged to extend my deepest thanks to my wife, Emine, and my children for their patience, warm support and understanding they have shown during my long hours of study.

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ABSTRACT

Because of the lack of published course materials for foreign language classes in tourist guide training courses, the foreign language teachers have to prepare their own teaching materials. The purpose of this study is to investigate how useful the stories of Greek and Roman mythology are when they are developed and used as teaching materials in the English lessons of tourist guiding programmes. To achieve this goal, a brief literature review has been made on Greek and Roman mythology, vocabulary and cultural values derived from the ancient world and the tourist guide training systems in Turkey and in some other countries have been compared. Within this aim, the stories of Greek and Roman mythology are developed and used as teaching materials in a short model course of 18 lessons which is applied to the first class students of tourist guiding programme of Selçuk University Bey şehir Vocational School of Higher Education. Before the short model course was carried out, it was decided to apply a questionnaire in order to determine the expectations and the needs of the students. After the experimental course, a second questionnaire was applied in order to research the students’ opinions on the lessons. The results of both questionnaires have been compared to asses how well the developed materials covered students’ needs and expectations.

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ÖZET

Turist rehberli ği e ğitimi veren eğitim kurumlarında İngilizce derslerinde kullanılmak amacıyla hazırlanmı ş ders materyallerinin neredeyse hiç olmamasından dolayı, bu kurumlarda çalı şan İngilizce ö ğretmenleri kendi ders materyallerini hazırlamak zorundadırlar. Bu çalı şma, turist rehberli ği e ğitimi veren programlarda, eski Yunan ve Roma mitolojik öykülerinin ders materyali olarak geli ştirilip kullanılmasının ne kadar faydalı oldu ğunu ara ştırmayı amaçlamaktadır. Bu amaca ula şmak için, Yunan ve Roma mitolojileri, bu mitolojilerden gelen sözcükler, atasözleri ve deyimler, ve Türkiye ile bazı ülkelerin turist rehberi e ğitim sistemi üzerine bir literatür taraması yapılmı ştır. Yunan ve Roma mitolojik öyküleri ders materyali olarak geli ştirilmi ş ve geli ştirilen materyaller Selçuk Üniversitesi Bey şehir Meslek Yüksekokulu Turist Rehberli ği Programı birinci sınıflarında mesleki yabancı dil derslerinde 18 ders saati kullanılmı ştır. Bu uygulamadan önce, ö ğrencilerin derslerden beklentilerini saptamak amacıyla bir anket; uygulamadan sonra ise, ö ğrencilerin uygulanan dersler hakkındaki dü şüncelerini ölçmek amacıyla ikinci bir anket yapılmı ştır. Her iki anketin sonuçları uygulanan derslerin ö ğrencilerin beklentilerini ve ihtiyaçlarını ne kadar karşıladı ğını de ğerlendirmek amacıyla kar şıla ştırılmı ştır.

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LIST OF TABLES

Table 1 Do you want to be a tourist guide? ...... 23 Table 2 Would you prefer being an English teacher or a tourist guide? ...... 24 Table 3 Have you ever worked as a tourist guide? ...... 24 Table 4 What is your gender? ...... 24 Table 5 How old are you? ...... 24 Table 6 How much do you know about mythology? ...... 25 Table 7 How much grammar do you expect and think you need to cover your English classes? ...... 25 Table 8 How much Vocabulary do you expect and think you need to cover your English classes? ...... 25 Table 9 How much Reading do you expect and think you need to cover your English classes? ...... 26 Table 10 How much Writing do you expect and think you need to cover your English classes? ...... 26 Table 11 How much Listening do you expect and think you need to cover your English classes ? ... 26 Table 12 How much Speaking do you expect and think you need to cover your English classes? .... 27 Table 13 How much Pronunciation do you expect and think you need to cover your English classes? ...... 27 Table 14 How much Translation do you expect and think you need to cover your English classes? ...... 27 Table 15 A Crosstable of Students’ Needs and Expectations...... 28 Table 16 Please state the number of classes you attended...... 31 Table 17 How much do you think you improved the following? ...... 32 Table 18 Please say how much you coped with the following...... 33 Table 19 How useful were the pre-reading activities? ...... 34 Table 20 How useful were the post-reading activities? ...... 36 Table 21 Please say how much you enjoyed the lessons...... 37 Table 22 A crosstable of the first and second questionnaire...... 38

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ...... i ABSTRACT ...... iii ÖZET ...... iv LIST OF TABLES ...... v TABLE OF CONTENTS ...... vi CHAPTER 1 ...... 1 1.1. Background to the Study ...... 1 1.2. Problems of Teaching Foreign Languages to Tour Guide Students ...... 3 1.3. The purpose of the Study ...... 5 1.4. Hypotheses ...... 5 1.5. Research Methodology ...... 6 CHAPTER 2 ...... 8 REVIEW OF LITERATURE ...... 8 2.1. Greek and Roman Mythology ...... 8 2.2. Vocabulary and Cultural Values Derived from the Ancient World ...... 9 2.2.1. The Myth of Hercules ...... 10 2.2.2 The Myth of the Trojan War ...... 11 2.2.3. The Myth of Cupid and Psyche ...... 14 2.3. Comparison of Tour Guide Training in Turkey and other Countries ...... 17 2.3.1. Tourist Guide Training in the USA ...... 17 2.3.2. Tourist Guide Training in Scotland ...... 18 2.3.3. Tourist Guide Training in Greece...... 18 2.3.4. Tourist Guide Training in Iceland ...... 19 2.3.5. Tourist Guide Training in London ...... 19 2.3.6. Tourist Guide Training in Turkey ...... 20 CHAPTER 3 ...... 22 METHODOLOGY ...... 22 3.1. Aims of the First Questionnaire ...... 22 3.2. Hypotheses of the First Questionnaire ...... 23 3.3. Data Analysis of the First Questionnaire ...... 23 3.4. Results of the First Questionnaire ...... 28 3.5. Aims of the Second Questionnaire ...... 30 3.6. Hypotheses of the Second Questionnaire ...... 30

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3.7. Data Analysis of the Second Questionnaire ...... 31 3.8. The result of the Second Questionnaire ...... 37 CHAPTER 4 ...... 41 THE DEVOPMENT OF THE LESSONS ...... 41 4.1. Aims of the classes ...... 41 4.2. Development of the texts ...... 41 4.2.1 Lesson 1: Pandora’s Box ...... 42 4.2.2. Lesson 2: Echo and Narcissus ...... 49 4.2.3 Lesson 3: Cupid and Psyche ...... 55 4.2.4. Lesson 4: Orpheus and Eurydice ...... 64 4.2.5. Lesson 5: King Midas and the Golden Touch ...... 71 4.2.6. Lesson 6: Hercules...... 78 CHAPTER 5 ...... 86 CONCUSION ...... 86 REFERENCES ...... 89 APPENDICES ...... 92

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CHAPTER 1

INTRODUCTION TO THE STUDY

The students of 2-Year (Diploma) Tourist Guiding Courses of universities in Turkey, generally, are not linguistically proficient in their chosen foreign language in order to direct and control the group as well as disseminate information and interpret the sites visited. This is not because the students are not taught the necessary guiding subjects such as History, Mythology and Geography, which are essential for tour guiding commentaries, sufficiently, but because their speaking, pronunciation and listening abilities are not improved well enough during their education period. These students know a great deal about many different subjects related to tour guiding but lack the necessary language skills for doing their job. One reason might be that there are almost no published ESP (English for Specific Purposes) teaching materials to use in these courses. Therefore, the foreign language teachers on duty have to prepare their own ones. This study aims to show how the stories of Greek and Roman Mythology can be used as teaching materials in English classes of Tourist Guiding Courses. Six mythological stories have been chosen to be used in English classes of Tour Guiding Programmes of Selçuk University Bey şehir Vocational School of Higher Education. These stories have been enriched with different kind of activities to improve the students’ related skills. The lesson materials are assessed in terms of their effectiveness in satisfying the demands of the students. The following sections detail the background to this study, the problems, the hypotheses and the scope of the research.

1.1. Background to the Study

According to the regulations of Professional Tour Guides of the Ministry of Culture and Tourism, a tour guide is someone who introduces Turkey both to foreign and native tourists in the best way, who helps them during their tours and gives the most correct information. Another description is made by Ahipa şao ğlu (2001):

A tour guide is someone who facilitates the tour from the beginning till the end, who is in a healthy communication with the tourists during their travel, who vividly interprets the sites visited, who enables the tourists to spend a nice time,

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and who helps them in unusual situations and to protect their rights during their travel. Many definitions have been made of who a tour guide is but to describe his/her duties is better to understand to describe the limits of this profession. Ortega (2007) states that, “Main three duties of a tour guide are: 1-helping the tourists, 2- disseminating true, technical information, 3- introducing the country and representing the nation”. To fulfil his/her duties adequately, a tour guide has to be in a non-stop interaction with the tourists, so it requires a high level of the used language. A tour guide is usually the first native person met closely by the tourists, that’s why he/se is not only regarded as just a helper but also as a representative of the nation. In this sense a tour guide plays a great role in reflecting the values of the nation. (Tangüler, 2005) The prophet Moses, who guided half a million people through the Red Sea, is said to be the first tour guide in the world, but as a profession tour guiding has been done since the ancient times. Migrations from one continent to another, wars, trading caravans, visiting holly places, and many other factors made this profession emerge. (Çimrin, 1995) In Turkey, in 1925, soon after the foundation of the new republic, the new government broadcasted instructions on the guiding of foreign nationals, and in 1929, the first licensed tour guiding training was started in Istanbul. (Ahipa şao ğlu, 2001: 19-21). The training courses improved over the years and, in 1983, Turkish Ministry of Culture and Tourism started the first licensed tour guide courses. Academic training of tour guiding started with the foundation of Erciyes University Tourist Guiding Department in Nev şehir in 1997. There are now four different courses that train tour guides: a- a three-month course run by the Ministry of Tourism for a local tour guiding license, b- a six month course run by the Ministry of Tourism for a national tour guiding license, c- a two year university diploma course in tour guiding, and d- a four year university degree course in tour guiding. (Özbay, 2002)

To enrol to the courses run by the Ministry the applicants have to be at least a high school graduate and know a foreign language well enough. Either gaining at least 70 points from the KPDS (the Turkish state’s foreign language exam) or passing the language exam made by the ministry itself is another requirement for registration. High school graduates have to pass the ÖSS (university entrance exam) and the YDS (university entrance foreign language exam) to be a member of a two-year diploma or four-year university degree courses.

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The syllabuses followed at all the courses are basically the same. (Özdal, 2001). The following subjects are thought on the courses of the Ministry of Culture and Tourism.

1. General Tourism and Tourism Regulations 2. Tour Guiding 3. Tourism Geography of Turkey 4. Archeology 5. Art History 6. Mythology 7. Religion, Folklore and Sociology 8. Turkish History 9. Turkish Literature 10. First Aid

(www.kultur.gov.tr/TR/BelgeGoster.aspx?F6E10F8892433CFF4A7164CD9A18CEAEA9 21E9EDE01F4A70)

Tour guiding related subjects such as History, Mythology, Archaeology, Geography, Architecture, Art and History, Religions and Traditional Culture are in common in all courses. Foreign Languages, mostly English, are taught intensely on the University courses from six to sixteen classes per week each term. After being a graduate of a two-year university diploma course or a four-year university degree course, gaining at least 70 points from KPDS (the Turkish state’s foreign language exam) is compulsory to obtain a tourist guiding licence from the Ministry of Culture and Tourism. Attending a thirty day long tour of Turkey is another requirement for both university students and course attendants to obtain a tourist guiding licence. Although training of tour guides has improved over the last twenty-five years, there are many problems that both the teachers and the students face in terms of foreign language teaching and learning.

1.2. Problems of Teaching Foreign Languages to Tour Guide Students

While tour guiding is taught academically at universities in Turkey, the students still lack the productive oral practice of their knowledge. Although there is an intense language

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teaching programme, from 4 to 10 classes per week each term, there are still many difficulties that both the teachers and the students encounter. As mentioned in the previous section, the students may attend to the university tourist guide training courses only if they pass the ÖSS (student selecting exam), which is a test of multiple choices about many different subjects such as History, Turkish, Maths, Geography etc., and the YDS (foreign language exam) which is a test of multiple choices, too. Students, who enter and gain higher marks, might also enrol to the teacher training departments of all state’s and private universities. This causes to the result that almost all of the students, who have enrolled to tour guide training courses, do not want to be tour guides in fact because their ideal was, and to most of them still is, to become a foreign language teacher not a tour guide. Due to this problem, there is a lack of motivation which has a negative effect on language teaching. The requirement of gaining at least 70 points of the Turkish state’s KPDS exam is also a problem. This exam is a test of language recognition, not production. It does not mean that the students who gain 70 points or more from this exam have the ability to speak well in English. Nor does the KPDS exam test tour-guiding related language, which should include tour guiding topic vocabulary as well as skills involved in language production. Despite this fact, teachers of foreign languages have to include preparation for the KPDS exam in the syllabus because it is compulsory to obtain a tourist guiding licence from the Ministry of Culture and Tourism. Another problem is that the guiding related subjects taught at university courses such as History, Mythology, Archaeology, Geography, Architecture, Art and History, Religions and Traditional Culture are mostly taught in Turkish – not the foreign language that students will mainly use for tour guiding (i.e. English). This means that the tour guiding related language is ignored and as a result, students lack productive oral practice of their knowledge. Because of the above mentioned reason, the responsibility for foreign language tour guiding practice falls on the foreign language teachers. But they usually fail to accomplish their tasks mainly because of the complete lack of teaching materials. Teachers, therefore, mostly have to prepare these specific materials by themselves, and because they are not from the profession of tour guiding it self, they face serious problems. It is because of this fact that the syllabuses of two year diploma university courses are mainly based on grammar repetition, which aims preparation for the KPDS exam.

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1.3. The purpose of the Study

The main purpose of this study is to pilot and evaluate a model course of thirty English lessons (one semester) in tour guiding classes in Selçuk University Bey şehir Vocational School of Higher Education, wherein Greek and Roman mythological stories are used to assess how they contribute to students’ speaking, listening and reading skills as well as their motivation. We believe that the use of Greek and Roman mythological stories will greatly enhance the language abilities of the first year students of Selçuk University Bey şehir Vocational School of Higher Education Tourist Guiding Programme. The specific objectives of this study are listed are as follows:

1. To find out the extent of the students’ needs and expectations in regard to English classes by applying a questionnaire to the first class of Tour Guiding Programme of Selcuk University Bey şehir Vocational School of Higher Education. 2. To find out how useful Greek and Roman mythological stories will be for students’ speaking skills by enriching them with role play and discussion activities. 3. To find out how useful these stories will be for students’ listening skills by using podcasts as listening exercises. 4. To find out how useful these stories will be for students’ reading and comprehension skills by including some reading comprehension exercises. 5. To find out whether these stories will help students’ motivation or not. 6. To find out what contributions they will make to students’ learning the culture of the English people by teaching the idioms, proverbs and moral lessons, derived from these stories, that have influenced modern English culture.

1.4. Hypotheses

It is believed that the use of Greek and Roman mythological stories will make many contributions to students to be linguistically proficient in tourist guiding at the Tourist Guide Training Courses of Bey şehir Vocational High School of Selçuk University.

The research hypotheses are: • By using Greek and Roman Mythology texts as teaching materials students will be easily motivated, because these stories are both meaningful and enjoyable,

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• This kind of teaching material will be useful for improving students’ language skills in general, because these stories can be easily enriched with many discussion, role play, vocabulary, listening and writing activities, • The level of these texts can easily be simplified so that the students can cope with these texts easily. • Because English is filled with vocabulary, idioms, allusions and cultural values derived from these stories, these texts will contribute to students learning the culture of English speaking countries and thus help learning English in general.

1.5. Research Methodology

This study consists of four stages. Firstly, a literature review will be made on both tour guiding and Greek and Roman Mythology. Secondly, to understand the depth of the problem and students’ expectations, the students will be asked to fill in a questionnaire, which will be statistically analysed. Thirdly, six Greek and Roman Mythological stories will be chosen and enriched with a number of listening, speaking and reading activities, and will be used in the experimental group. Finally, a questionnaire will be used to asses the course. Quantitative techniques will be used to asses the model course. The frames of the methodologies that will be used in each stage are outlined as follows:

1. A detailed literature review will be made on mythology, its influences on the language and culture of English speaking countries and on tourist guiding. 2. To establish the degree of lack of motivation and their expectations, a questionnaire will be administered to 40 first year tour guiding students and the result will be analyzed. 3. Six mythological stories will be chosen and enriched to use in the experimental group. Podcasts will be downloaded from the internet and used to develop listening exercises; discussion and role play activities will be added to these stories to develop speaking exercises; a list of vocabulary and idioms derived from these stories will be made and the cultural values of the native speakers will be discussed and compared with the Turkish culture to improve the cultural understanding; and some writing exercises will be included to improve students’ writing skills.

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4. A final questionnaire will be administered to the same class and the result will be analyzed.

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CHAPTER 2

REVIEW OF LITERATURE

This chapter reviews the literature on Greek and Roman mythology, tour guiding and a comparison of tour guide training in Turkey and in some other countries. Firstly, the Greek and Roman mythology is examined in order to gain an overview of their influence on modern western world in general and especially on modern English language. Their influences are exemplified with vocabulary, idioms and proverbs derived from these myths. Secondly, three popular myths are chosen and narrated briefly, and are examined to see how much these myths have affected the modern English language by studying the meanings of the words derived from them. Finally the tour guide training in other countries is examined and compared to the Turkish ones.

2.1. Greek and Roman Mythology

Stories that help to explain the mysteries of the world are called myths and most myths contain magical ideas that were believed when the myth was first created. (Whittaker, 2004) A myth might be seen as an interesting story or a fantasy if the reader is not a part of that culture, but it turns to a belief if someone shares the same culture or religion. (Planaria, 2002) Since the beginning of humankind’s existence, people have created myths to find answers to the inexplicable. Because there were no satisfactory answers for many questions due to the lack of science, people tried to explain these unknown by devising myths. (Hoover, 1995) The absence of scientific information made scientists devise stories to answer such questions as: Who made the world? Who was the first human? Why does the sun travel across the sky? Why do we have annual agricultural cycles and seasonal changes? Why does the moon wax and wane? So, the need for a myth was a universal need. Over time, one version of a myth would become the accepted standard that was passed down to generations, first through story- telling, and then, much later, in written form. Inevitably, myths became part of systems of religion, and were integrated into rituals and ceremonies, which included music, dancing and magic. (Hoover, 1995) Greek Mythology, which has been an important part of the English language, literature, art, and music for over six hundred years, appeared more than three thousand years

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ago when the Greeks began developing their own religion. The Greek religion was polytheistic, they believed in many gods and goddesses. With the conquest of Greece by Rome, the stories of the ancient Greek religion were adopted to by the Romans. The religion began to disappear when the Roman emperor Constantine was converted to Christianity in A.D. 312. (Planaria, 2002) But the stories of their gods, the myths remained. These stories were first written by the most famous Greek poet Homer and were retold in Latin by Roman poet Virgil (70-19 B.C.), and later by another Roman poet named Ovid (43 B.C. – A.D. 18) Christianity came to England around 600A.D. and the Catholic monks translated the works of Homer, Virgil and Ovid into English. Geoffrey Chaucer (1343-1400) and William Shakespeare (1564-1616) retold the Greek and Roman Myths in English Literature. (Hamilton, 1996) For over six ages, the legacy of ancient Greeks and Romans has been of major influence on the course of Western civilization. Ancient Greeks and Romans made many contributions to contemporary life. Among them are those which influence art, architecture, literature, philosophy, mathematics and science, theatre, athletics, religion, and the founding of democracy. (Whitelaw, 1995) These stories have also greatly influenced the English language. As we deal with the use of these stories in English classes, it is necessary to lay stress on the contributions they made on the English language. The roots of much of the English language come from the ancient world. Lots of vocabulary, nouns, verbs, adjectives and adverbs derive from these well-known myths. Besides, many idioms and proverbs trace its roots back to ancient Greek and Roman. The English culture also inherited many cultural values from the ancient world. (Highet, 1985) The following section details the influences of Greek and Roman mythology by giving examples to the most commonly used vocabulary and cultural values tracing its roots back to ancient world.

2.2. Vocabulary and Cultural Values Derived from the Ancient World

Since Greek and Roman Mythological stories have been a considerable part of the English language, literature, art and music for more than six hundred years, it is easy to understand what an important place these myths have in the literature, vocabulary, idioms and culture of the English-speaking world. Being familiar with as many of these myths as possible, will make considerable contributions in being fluent in English. In this part of the

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study, some of the most popular of these myths are examined to make a list of lexical items that are derived from these myths.

2.2.1. The Myth of Hercules

Hercules, the most popular hero of the ancient Greece, has more stories told of his adventures than any other figure in Greek Mythology. Because he was accepted as the strongest mortal on earth, the Greeks admired him very much. His stories were part of the ancient Greek oral tradition but most of them have been lost. Yet there are versions of the stories of Hercules in tragedies of famous Greek playwrights, Sophocles and Euripides. (Planaria, 2002) The story begins with the birth of Hercules which made Hera, Zeus’s wife very angry because he was the son of Zeus, the king of Gods, and a mortal married woman named Alcamena. When Hercules grew up, Hera decided to punish him and sent a madness upon him. Under this spell of madness, Hercules killed his three sons and then his beloved wife. When he awoke from this madness, he was convinced to consult an oracle to discover the appropriate punishment by his friends. The oracle told Hercules to complete twelve seemingly impossible tasks to clean himself of the sin of murder. These very difficult tasks are called the labours of Hercules. (Fink, 2004) Below is a list of lexical items that trace back to the famous myth Hercules. The meanings of these lexical items have been quoted from Collins Cobuild English Language Dictionary, Cambridge International Dictionary of Idioms, Cambridge Advanced Learner’s Dictionary, The Oxford Dictionary of English and Mythological Dictionaries.

1- Herculean (adjective) Contemporary meaning: To describe someone as Herculean is to liken him to Hercules in strength and stature. Any effort that is Herculean requires a tremendous exertion or spirit of heroic endurance. The Hercules is a constellation in the northern hemisphere near Lyra and Corona Borealis. A shrub, indigenous to the South-eastern United States and characterized by prickly leaves and large clusters of white blossoms, is known as Hercules' club.

2- A Herculean task (idiom) Contemporary meaning: Attempting an extremely difficult task. E.g. she faces the Herculean task of bringing up four children single-handedly.

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E.g. you must take a Herculean effort not to talk to them about it.

3- An atlas (noun) Contemporary meaning: A book containing maps in American English. E.g. a road atlas, an atlas of the world The myth: Atlas was a Titan, a giant, who had been punished by Zeus and was forced to carry the heavens on his shoulders. The eleventh labour of Hercules was to get the golden apples of three nymphs. No-one knew where they lived but Atlas, so Hercules went to him to him to ask directions. (Schwab, 2004), (Fink, 2004)

4- Like the Augean stables (idiom) Contemporary meaning: a disgusting place or situation. E.g. the house was like the Augean stables, it had not been cleaned maybe for years. The myth: One of Hercules’s tasks was to clean the stable of Augean, who had three thousand cows and the stable had not been cleaned for thirty years.

5- Hydra-headed (adjective) Contemporary meaning: a difficult problem that keeps returning E.g. the country’s economy policy turned to a hydra-headed situation. The myth: In one of the tasks Hercules had to go to the underworld and kill a monster called Hydra, which had fifty snake heads and when Hercules cut of one head two grew in its place.

6- Amazon (noun) Contemporary meaning: a strong forceful woman E.g. she walked in to the room like an Amazon and shouted at the children. The myth: In one of the tasks Hercules had to bring back the belt of Hippolyta, who was the queen of the Amazons, fierce warrior women.

2.2.2 The Myth of the Trojan War

The story of Troy appears in several different ancient sources. One of them is The Iliad, which is the most famous book from ancient Greek, was written in poetry in twenty-four chapters by a famous poet called Homer. It is known that he lived sometime around eighth or

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ninth century B.C. The Iliad has an important place and influence in world history, art and literature. (Michael, 2004) The story begins with the details of an argument between the king Agememnon and the great warrior Achilles and it ends with the death of prince Hector, who was also a great warrior, and the destruction of the kingdom of Troy. (Wöhlche, 2004) Below is a list of lexical items that trace back to the story of Trojan War. The meanings of these lexical items have been quoted from Collins Cobuild English Language Dictionary, Cambridge Advanced Learner’s Dictionary, Cambridge International Dictionary of Idioms, Oxford Dictionary of English and Merriam Webster Dictionary.

1- to have a face that launched a thousand ships (idiom) Contemporary meaning: to be an extremely beautiful woman The myth: The war between Sparta and Troy started when Paris, prince of Troy, stole Helen, Menelaus’s wife, king of Sparta. Helen was the most beautiful woman in the world and was pursued by many princes before she chose her husband. King Tyndarus, Helen’s father, made each suitor swear on oath that if anyone tried to carry Helen away, all the suitors would join together to protect the honour of Helen and her husband. When she was carried away by Paris, thousands of ships were launched to Troy to get her back and to protect their honour. (Wöhlche, 2004) , (Fink, 2004) E.g. was this the face that launched a thousand ships and burnt the topless towers of Ilium?

2- to have an Achilles heel Contemporary Meaning: a small fault or weakness in a person or system that can result in its failure. E.g. a misbehaving minister is regarded as a government's Achilles heel and is expected to resign. The myth: Achilles’ mother, a sea nymph, wanted to protect her son from death, so she put him in the water of the River Styx when he was a baby. Wherever the water covered him would protect him from being killed, but his ankle or heel of the baby where she was holding was not covered with water. Achilles became a great warrior, but he was left unprotected on his heel, which also lead to death when he was shot with an arrow at his vulnerable heel during the Trojan War. (Wöhlche, 2004) , (Fink, 2004)

3- a Trojan horse (noun)

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Contemporary Meaning: a person or thing that joins and deceives a group or organization in order to attack it from the inside. E.g. older supporters have accused the new leadership of being a Trojan horse that will try to destroy the party from the inside. The myth: Odysseus, the king of Ithaca and a wise and valiant man, thought up a great plan to take Troy. He had an enormous wooden horse built to make the Trojans believe it was a gift from the Gods. But the wooden horse was hollow on the inside and the best warriors of Sparta climbed in it. The rest of the Greek armies broke the camp and pretended to sail away. The Trojans thought in the way as the Greeks had planned and brought the horse inside the walls. This meant loosing the war because the Greek soldiers came out of the horse at night and opened the doors of the city to let the army come in. (Wöhlche, 2004), (Fink, 2004)

4- Beware of Greeks bearing gifts (idiom) Contemporary meaning: consider why someone is giving something to you. The myth: When the Greeks made a hose to cheat the Trojans by making them believe that it was a gift from the gods, one of the Trojans warned them not to believe it and that it might have been a trick played by the Greeks. E.g. do not trust the horse, Trojans. Whatever it is, I fear the Greeks even when they bring gifts.

5- to work like a Trojan Contemporary meaning: to work very hard and never give up. The myth: The Trojans worked very hard and never gave up to defend to defend their country against the Greeks. E.g. He worked like a Trojan to finish the project on time.

6- a Cassandra (n) Contemporary meaning: a pessimist, one that predicts misfortune or disaster. The Myth: Cassandra is one of Priam’s daughters, the king of Troy, and when she was a teenager Apollo fell in love with her. When Apollo expressed his feelings, she demanded the gift of prophecy on return, but when she got the gift, she changed her mind. Apollo was furious at the trick, but the gods cannot take back what they have given, so Apollo kissed her on the lips and said that she was given the gift of prophecy but, because she lied to him, she would foretell the future but would be doomed to have no one believe in her. (Wöhlche, 2004), (Fink, 2004)

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E.g. she talked s a Cassandra and led every one to feel pessimistically. 7- Let bygones be bygones (idiom) Contemporary meaning: to tell someone they should forget about unpleasant things that happened in the past, and especially to forgive and forget something bad that someone has done to them. E.g. Forget about the argument you two had, just let bygones be bygones and be friends again. The myth: Patroclus, Achilles’ best friend, was killed by Hector, one of Priam’s sons, which made Achilles furious and swore an oath to take revenge. A great battle occurred between Achilles and Hector and the gods battled each other as well. Athena, the goddess of wisdom, stood by Achilles but Hector was abandoned by Apollo, the god of war. In the end Hector was killed by Achilles and dragged the body of the prince to his tent and threw it next to the body of Patroclus. That night, King Priam of Troy went to the tent of Achilles secretly to beg for the body of his dead son, and said the above idiom: “Let bygones be bygones” (Wöhlche, 2004), (Fink, 2004)

2.2.3. The Myth of Cupid and Psyche

This story about Cupid’s, whose Greek name is Eros, falling in love. He was the son of the goddess of love and beauty, Aphrodite. Cupid was the messenger of love, and it was his job to make people fall in or out of love. If he shot someone with a magic arrow tipped with gold, that person would fall in love with the person he or she saw next and if he used an arrow tipped with lead, that person would refuse to fall in love. Psyche was a beautiful princess and people said that she was more beautiful than Aphrodite. This made her jealous and angry and she sent her son, Cupid to take revenge. When Cupid saw Psyche, he was so shocked by her beauty that he scratched himself with the golden point of his arrow, which caused him to fall deeply in love with her. Without giving her any harm, he left decisively to come back and take her. One evening, while Psyche was walking outside, a gentle wind blew and took her from the earth and carried her away to a palace. They lived there happily for a while, but Cupid never told her his name and never showed his face to his wife. Time passed and Psyche missed her family. She begged her husband to let her two sisters come to visit. When her sisters saw her living conditions, they envied her and talked to her into doubting her husband. They suggested he must be a terrible monster and that was why he did not show his face. Psyche believed in her sisters and put a knife under her bed and waited for her husband to

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come. At night when Cupid fell asleep, she got out of bed and lit a candle. She was curious and wanted to see her husband’s face, so she bent over him with the candle in her hand but a drop of hot wax dropped on Cupid’s shoulder. When he awoke he looked at her with anger and sadness and said: “After I left my mother and made you my wife, is this the way you trust me? Love and suspicion cannot live in the same house. So the god of love must go.” Psyche was regretful of what she had done and went to Ceres, the goddess of the earth and the harvest, to ask her what to do. Ceres advised her to go to go to Aphrodite and beg her for forgiveness. Aphrodite told her to complete several seemingly impossible tasks but she completed each task without any difficulty with the help of Cupid and the other gods and goddesses. In the end Cupid flew to Zeus, the god of the gods, to beg him to make his beloved Psyche a goddess. Zeus granted his wish and the couple were soon reunited. In time they had a child whom they named Pleasure. (Schwab, 2004), (Fink, 2004)

Below is a list of lexical items that trace back to the myth above. The meanings of these lexical items have been quoted from Collins Cobuild English Language Dictionary, Cambridge Advanced Learner’s Dictionary, Cambridge International Dictionary of Idioms, Oxford Dictionary of English and Merriam Webster Dictionary.

1- cupidity (noun) Contemporary meaning: a great desire, especially for money or possessions E.g. Cupidity reach their lowest point in TV give-away shows.

2- erotic (adjective) Contemporary meaning: related to sexual desire and pleasure E.g. the play's eroticism shocked audiences when it was first performed.

3- psychiatric (noun) Contemporary meaning: the part of medicine which studies mental illness E.g. because he was mentally ill, after many investigations, they put him in a psychiatric hospital.

4- venereal disease (noun) Contemporary meaning: a disease that is spread through sexual activity with an infected person; a sexually transmitted disease

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The myth: The word venereal is derived from Venus which is the Roman name for Aphrodite. E.g. one of the main problems of the 20 th century is the venereal diseases such as aids.

5- Venus (noun) Contemporary meaning: the planet second in order of distance from the Sun, after Mercury and before the Earth. It is the nearest planet to the Earth. E.g. the second planet in order of distance from the sun is Venus.

6- psychotic (noun) Contemporary meaning: any of a number of the more severe mental diseases that make you believe things that are not real. E.g. His dislike of women bordered on the psychotic.

7- psychedelic (noun) Contemporary meaning: causing effects on the mind, such as feelings of deep understanding or seeing strong images E.g. psychedelic drugs

8- aphrodisiac (noun) Contemporary meaning: something, usually a drug or food, which is believed to cause sexual desire in people E.g. Are oysters really an aphrodisiac? They say that power is an aphrodisiac.

9- psychologist (noun) Contemporary meaning: the scientific study of the way the human mind works and how it influences behaviour, or the influence of a particular person's character on their behaviour. E.g. she studied psychology at Harvard.

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2.3. Comparison of Tour Guide Training in Turkey and other Countries

In this section it is aimed to examine the tour guide training systems abroad and in Turkey. The tour guide training systems in as many countries as possible are examined by using the web to search for information about their tour guide training systems. The World Federation of Tourist Guide Associations (WFTGA), which was founded in 1985 and has more than 88000 members throughout the world, sets one of its aim as to develop international tour guide training, and improve the quality of guiding through education and training. The data about the tour guide education systems in the word is collected from the web sites of WFTGA and the federations of the countries examined, and through emails. While investigating how tourist guides are being trained in the world, it is discovered that there is a variety of ways that are followed by various institutions. It is also seen that in some developed countries licensing is not even required. Some countries such as Australia and most states of the USA do not train the tourist guides, but only apply a test and deliver licenses; yet, there are also many countries such as Greece, Spain and Turkey where tour guide training is compulsory to get licensed. In the following section it is aimed to examine the tourist guide training systems in some countries.

2.3.1. Tourist Guide Training in the USA

The United States does not have a National Plan for tourism. It is handled by individual states and cities. In many localities of the USA tourist guide licensing is not required. The only localities that require licensing in the US are New Orleans, Louisiana; Washington, DC; New York City, New York; Savannah, Georgia; Charleston, South Carolina; Gettysburg Battlefield, Pennsylvania and Vicksburg Battlefield, Mississippi. All of these localities are in the eastern part of the US and therefore licensing is not required anywhere west of the Mississippi River. New Orleans, Louisiana, for instance, is one of only a few cities in the United States that does license guides. The educational requirements are not strenuous. Basically the city charges for testing and if you pass you are required to pay for a drug test and a background test before your license is issued. The test is 150 fill-in-the-blank questions about the History and Culture of New Orleans and the surrounding area.

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(Gattuso, (2003). New Orleans, Louisiana- Educational system for Tourist Guides [On-line]. Available: http://wftga.org/page.asp?id=113 [Febraury 10, 2008].)

2.3.2. Tourist Guide Training in Scotland

In Scotland, potential guides must apply to the Scottish Tourist Guides Association. They are interviewed and language screened and then if accepted they go on a 4-day introductory course. They have to do presentations and a written assignment. If they pass that at minimum of 60% they are invited to become Student Associate Members of STGA. They start the course which is run for us by the University of Edinburgh and includes Core Knowledge, Practical Skills and Regional Studies (i.e. Applied core knowledge to different parts of Scotland). The course lasts for 2 years and includes 128 hours core knowledge, 280 hours guiding skills/regional studies - this is a mixture of web based distance learning, tutorials, lectures and field visits including two 7 day extended tours around Scotland and several weekend trips. They are assessed on coach, foot and on site and have to write 4 essays plus a longer project and tour notes. If they pass all this, they apply to sit the STGA membership exam which lasts for 4 days and includes a written exam, a project, oral questions on any area of Scotland, oral questions on practical issues and assessment on coach, site and walk. They are assessed in English but have to do the practical sessions in English and in any language they intend to guide in (whether it is their native language or not) They must pass at 70% and they are then awarded the Blue Badge, a joint STGA, University of Edinburgh Certificate and a Certificate in Scottish Studies (which can count for a degree if they want). (Newlands, (2003). Scottish Educational system for Tourist Guides [On-line]. Available: http://wftga. org/page. asp?id=111 [February 15. 2008].)

2.3.3. Tourist Guide Training in Greece

In Greece potential guides must get a degree from The School of Tourist Guides, which is a state school in Greece and lasts for two an half years. The candidates have to take oral and written exams at least in one foreign language of their choice. If they pass the language exam, they take written exams in essay, Greek history, Greek geography and an interview. The tourist guide trainees have to take various courses at this school such as Greek and Byzantine history; Prehistoric and Classical archaeology; History of art, architecture and

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theatre; Mythology; Geography; Geology, Palaeontology; First Aid and so on. There is also an intense (370 classes) practical training which includes visiting museums and archaeological sites. (Kalamboukidou, (2003). Greek Educational system for Tourist Guides [On-line]. Available: http://wftga.org/page.asp?id=115 [February20,2008].)

2.3.4. Tourist Guide Training in Iceland

In Iceland potential guides must get a degree from The Iceland Tourist Guide School was founded in 1976. The objective of the school is to train students to become professional tourist guides who meet the industry's standards of excellent quality. The school follows a curriculum that is authorized by the Icelandic Ministry of Education. Entrance requirements for the Iceland Tourist Guide School include three clearly defined criteria. The prospective student must be at least 21 years of age at the start of the course, have university entrance exemption and meet the oral language proficiency standards. Before being admitted, prospective students are interviewed and examined in an oral language test by two examiners. Course duration is one year and includes 444 hours. Exams and field trips are in addition. At the end of the course there is a supervised six-day field trip around Iceland. Subjects include; tourist guiding techniques (presentation skills and group psychology, etc.), geology/geography, history, industries and farming, tourism, society and culture, arts, botany, ornithology, mammals in Iceland, 20 hour first aid course, area interpretation and presentation skills in the student's selected foreign language. Course evaluation is strict. Students must pass all individual subject exams with a mark of minimum 7 out of 10. At the end of the first term, students have to pass a language exam that covers the content of the subjects taught in the first term. At the end of the second term, students have to pass an oral language exam covering the subjects of the area interpretation in the classroom, and pass two practical oral exams in a coach. (Valsson, (2004). Icelandic Educational system for Tourist Guides [On-line]. Available: http://wftga.org/page.asp?id=134[February20,2008].)

2.3.5. Tourist Guide Training in London

There has been a training course for people wishing to become professional tourist guides in London for over 50 years. The course, which is executed by The Guild of

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Registered Tourist Guides and is accredited by the Institute of Tourist Guiding, prepares student guides for the Institute of Tourist Guiding examinations. On passing these written and practical examinations, the guide is awarded a Blue Badge, which is the industry recognised symbol of professionalism in tourist guiding. During the course the students study a wide background to Britain, London knowledge, guiding techniques, which cover communication and presentation skills for guiding on foot, on site and from a moving vehicle, and business skills, that is learning to work as a self- employed guide within the tourist industry.

Subjects covered include: history, geography and geology, agriculture and countryside, law, English literature, visual and performing arts, monarchy, government, tourism, sport, industry and commerce, finance, various galleries and museums in London, religion, architecture, current affairs and tour planning and problem solving.

It is essential for students to have regular access to a computer, email and a good printer as many handouts for lectures and communications regarding changes or additions to the course are sent out electronically.

The course is designed to be part-time, with lectures and practical training sessions outside normal office hours. There are also practical training sessions and visits most Saturdays. These sessions are an essential part of the course. A training course prospectus is enclosed of London Blue Badge Tourist Guide Training Course 2008 in the appendices. (Institute of Tourist Guiding, (2008). http://www.itg.org.uk/course_details.asp?courseid= 2&listtype=OPhttp://www.blue-badge-guides.com/pdf/LondonBlueBadgeCourse Prospectus 2008.pdf)

2.3.6. Tourist Guide Training in Turkey

In Turkey there are four different courses that train tour guides. The Ministry of Tourism executes two courses: a local one and a national one. The first is a three month course and the graduates get a local tourist guide licence with which they are only permitted to do their job in a specific area. The latter is a six month course and the guides trained at these courses are licensed to guide in whole country. Two different courses, a two year diploma course and a four year university degree course, are run by a number of private and state universities. Basically, the course contents are the same at the courses. (Ku şluvan, (2002). Tour Guiding, Tourism Geography of Turkey, Archaeology, Art History, Mythology, Religion, Folklore and Sociology, Turkish History, Turkish Literature and First Aid are

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common subjects thought at these courses. Because of the length of the course these subjects, compared with the university courses, are superficially thought on the courses of the ministry. Language training on these courses differs too. The courses of the ministry do not contain any language courses, but to enrol to these courses the applicants have to pass a language in essay. To get the right to register for the courses of the universities the students have to pass the YDS (University Entrance Foreign Language Exam). The university courses contain an immense language training which ranges from four to ten classes per week each term. All graduates of all these courses have to pass the KPDS (the Turkish state’s foreign language exam), which is a multiple test and have to get minimum seventy out of hundred questions. Students might also enter a written exam opened by the ministry irregularly. Tourist Guide Training Programme Ankara University Vocational School of Higher Education id enclosed in Appendices. (Özbay, (2007). Türkiye’de Profesyonel Turist Rehberli ği [On-line]. Available: http://www. tureb.net/GenelBilgiler.asp?id=84 [March 1, 2008])

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CHAPTER 3

METHODOLOGY

The fact that there are almost no published ESP (English for Specific Purposes) teaching materials to use in the English classes of Tourist Guiding courses makes the language teachers face problems in fulfilling his/her responsibility. This study aims to lay out that Greek and Roman Mythology can be used as teaching materials in English classes of Tourist Guiding Programmes. In this study, a short course of 18 English lessons is developed and evaluated for using Greek and Roman mythological stories as teaching materials, which are supported by appropriate exercises and activities. The subjects of the research were 1 st year students of Tourist Guiding Department of Selçuk University Bey şehir Vocational School of Higher Education. Before the application of these lessons, a questionnaire had been administered to the same group to find out the expectations and the needs of the students. After this short course, a second questionnaire is applied to the students to make it possible to compare the results of the first questionnaire and the second one. The research questions of both questionnaires were adopted from Ridgeway, C. (2003). Vocabulary for Tour Guiding through Readings. Unpublished doctoral dissertation, Hacettepe University, Ankara, Turkey. This chapter details this process and concludes the results of this research.

3.1. Aims of the First Questionnaire

In order to take the course on tourist guiding, students have to do a test of multiple choices in the YDS exam (University Entrance Exam for Foreign Language Students). The students have studied general English to an advanced level and most of them have made more than 60 questions out of 100 questions. The problem is that students only get prepared to that test and make almost no progress in speaking, listening and writing; they are very well at grammar, vocabulary and reading though. The aim of the questionnaire is to obtain the expectations and needs of the tourist guiding students for the English classes at the university course. It is also aimed to find out whether these students really want to be guides or not to get some idea about their motivation.

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3.2. Hypotheses of the First Questionnaire

It is thought that the questionnaire will reveal the following hypotheses: 1. The students who have chosen tourist guiding programme had tried to study to the teacher training programmes but, because they did not well enough at the University Entrance Exam they were obliged to choose the tourist guiding programme. 2. The students do not think of being a tourist guide because they still have the ambition of being an English teacher. 3. The students are in need of and have expectations for improving their listening, speaking, vocabulary and pronunciation; and want fewer classes on grammar, reading, writing and translation.

3.3. Data Analysis of the First Questionnaire

The data is analyzed by using the “Statistical Package for the social Sciences” SPSS version 12.0. The frequency percentage for each question is shown on tables. The applied questionnaire is enclosed in the appendixes. The results of each question are discussed separately. Table 1 shows the frequencies for question 1. Out of total 33 students, 7 students (51,5%) have said they want to be tourist guides, 9 students (27,3%) have said they are not sure and 7 students (21,2%) have said they do not want to be guides. That means 48.5% of the students either do not want to be guides or have not decided yet.

Cumulative

Frequency Percent Valid Percent Percent Yes, I want to be a guide. 17 51,5 51,5 51,5 I am not sure if I want to be guide or not. 9 27,3 27,3 78,8 No, I do not want to be a guide. 7 21,2 21,2 100,0 Total 33 100,0 100,0 Table 1 Do you want to be a tourist guide?

Table 2 shows the frequencies for question 2. Out of total 33 students, 20 students (60,6%) have said they would prefer being a teacher and 13 students (39,4%) have said they would prefer being a tourist guide.

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Valid Cumulative Frequency Percent Percent Percent I would prefer being an English teacher 20 60,6 60,6 60,6 I would prefer being a tou rist guide 13 39,4 39,4 100,0 Total 33 100,0 100,0 Table 2 Would you prefer being an English teacher or a tourist guide?

Table 3 shows the frequencies for question 3. Out of 33 students, only 2 said they have worked as a tour guide before and 31 have never worked as a tourist guide.

Valid Cumulative Frequency Percent Percent Percent Yes 2 6,1 6,1 6,1 No 31 93,9 93,9 100,0 Total 33 100,0 100,0 Table 3 Have you ever worked as a tourist guide?

Table 4 shows that 8 students out of 33 are male and 25 female.

Cumulative Frequency Percent Valid Percent Percent Male 8 24,2 24,2 24,2

25 75,8 75,8 100,0 Female

33 100,0 100,0 Total Table 4 What is your gender?

Table 5 shows that 10 students are either at the age of 19 or younger, 19 students are between the ages 20 - 22 and four students are either 23 or older.

Valid Cumulative How old are you? Frequency Percent Percent Percent I am 19 or younger 10 30,3 30,3 30,3 I am between 20 -22 19 57,6 57,6 87,9 I am 23 or older 4 12,1 12,1 100,0 Total 33 100,0 100,0 Table 5 How old are you?

Table 6 shows how much students already know about Greek and Roman Mythology. Fourteen students out of 33 said they know some about mythology, 10 students said they do

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not know much about it, 7 said they almost know nothing about it and 2 said the know completely nothing.

Cumulative Frequency Percent Valid Percent Percent some 14 42,4 42,4 42,4 not much 10 30,3 30,3 72,7 hardly any 7 21,2 21,2 93,9 nothing 2 6,1 6,1 100,0 Total 33 100,0 100,0 Table 6 How much do you know about mythology?

Table 7 shows the frequencies for question 7. Out of 33 students, 2 students (6,1%) said they expect and need to study grammar a lot. 19 students (57,6%) said they need and expect some grammar. 10 students (30,3%) said they do not need and do not expect grammar to cover the English classes. 2 students (6,1%) said they hardly need any grammar.

Cumulative Frequency Percent Valid Percent Percent a lot 2 6,1 6,1 6,1 some 19 57,6 57,6 63,6 not much 10 30,3 30,3 93,9 hardly any 2 6,1 6,1 100,0 Total 33 100,0 100,0 Table 7 How much grammar do you expect and think you need to cover your English classes?

Table 8 shows the frequencies for question 8. Out of 33 students 25 (75,8%) said they expect and need to study vocabulary a lot and 8 students (24,2%) said they need and expect some vocabulary. No student said they do not need and expect much or they need and expect hardly any vocabulary to cover the English classes.

Cumulative Frequency Percent Valid Percent Percent a lot 25 75,8 75,8 75,8 some 8 24,2 24,2 100,0 Total 33 100,0 100,0 Table 8 How much Vocabulary do you expect and think you need to cover your English classes?

Table 9 shows the frequencies for question 9. Out of 33 students 17 (51,5%) said they expect and need to study reading a lot and 12 students (36,4%) said they need and expect

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some reading. 4 students (12,1%) said they do not need and expect much and no students expect hardly any vocabulary to cover the English classes.

Cumulative

Frequency Percent Valid Percent Percent a lot 17 51,5 51,5 51,5 some 12 36,4 36,4 87,9 not much 4 12,1 12,1 100,0 Total 33 100,0 100,0 Table 9 How much Reading do you expect and think you need to cover your English classes?

Table 10 shows the frequencies for question 10. Out of 33 students 6 (18,2%) said they expect and need to study writing a lot and 13 students (39,4%) said they need and expect some writing. 12 students (36,4%) said they do not need and expect much and 2 students (6,1%) expect hardly any writing to cover the English classes.

Cumulative

Frequency Percent Valid Percent Percent a lot 6 18,2 18,2 18,2 some 13 39,4 39,4 57,6 not much 12 36,4 36,4 93,9 hardly any 2 6,1 6,1 100,0 Total 33 100,0 100,0 Table 10 How much Writing do you expect and think you need to cover your English classes?

Table 11 shows the frequencies for question 11. Out of 33 students 18 (54,5%) said they expect and need to study listening a lot and 12 students (36,4%) said they need and expect some listening. 3 students (36,4%) said they do not need and expect much and no student expect hardly any listening to cover the English classes.

Cumulative Frequency Percent Valid Percent Percent a lot 18 54,5 54,5 54,5 some 12 36,4 36,4 90,9 not much 3 9,1 9,1 100,0 Total 33 100,0 100,0 Table 11 How much Listening do you expect and think you need to cover your English classes?

Table 12 shows the frequencies for question 12. Out of 33 students 25 (78,5%) said they expect and need to study speaking a lot and 7 students (21,2%) said they need and expect

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some speaking. 1 student (3,0%) said they do not need and expect much and no student expect hardly any speaking to cover the English classes.

Cumulative Frequency Percent Valid Percent Percent a lot 25 75,8 75,8 75,8 some 7 21,2 21,2 97,0 not much 1 3,0 3,0 100,0 Total 33 100,0 100,0 Table 12 How much Speaking do you expect and think you need to cover your English classes?

Table 13 shows the frequencies for question 13. Out of 33 students 23 (69,7%) said they expect and need to study speaking a lot and 6 students (18,2%) said they need and expect some speaking. 4 students (12,1%) said they do not need and expect much and no student expect hardly any speaking to cover the English classes.

Cumulative Frequency Percent Valid Percent Percent a lot 23 69,7 69,7 69,7 some 6 18,2 18,2 87,9 not much 4 12,1 12,1 100,0 Total 33 100,0 100,0 Table 13 How much Pronunciation do you expect and think you need to cover your English classes?

Table 14 shows the frequencies for question 14. Out of 33 students 10 (30,3%) said they expect and need to study speaking a lot and 15 students (45,5%) said they need and expect some speaking. 7 students (21,2%) said they do not need and expect much and only one student (3,0) expect hardly any speaking to cover the English classes.

Valid Cumulative Frequency Percent Percent Percent a lot 10 30,3 30,3 30,3 some 15 45,5 45,5 75,8 not much 7 21,2 21,2 97,0 hardly any 1 3,0 3,0 100,0 Total 33 100,0 100,0 Table 14 How much Translation do you expect and think you need to cover your English classes?

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3.4. Results of the First Questionnaire

It was hypothesized that the students of tourist guiding programmes of Bey şehir Vocational School of Higher Education are disinclined to study on this programme because their ambition was being an English teacher rather than a tourist guide, and that they still have this ambition and chose tourist guiding programme because these students had failed in the YDS exam and did only well enough to study tourist guiding. The frequencies of question 1 show us that 51,5% of the students say they want to be tourist guides, 27,3% of them said they are not sure and 21,2% said they do not want to be tourist guides. The total frequency of the students who have said they want to be guides and they have not decided yet is 48,5%. This shows us that almost half of the students have not the ambition of being a tourist guide. The frequencies of table 2 show us that 60,6% of the students still prefer being an English teacher to tourist guiding, which supports the validity of the results of question 1. The frequencies of question number 5 show us that 30,3% of the students are either 19 years old or younger, which should be normally the age of university first class students. It is clear that 69,7% of the students have entered the Turkish University Entrance Exam more than once. These results show us that almost half of the students of tourist guiding programmes of Selçuk University Bey şehir Vocational School of Higher Education are not motivated for working as tourist guides after their graduation. This outcome lays out that the hypotheses that the students are unwilling to study on this programme and that they still have the ambition of being an English teacher comes true. Question 7,8,9,10,11,12,13 and 14 are about students’ expectations and needs in regard to English classes. Table 15 is a crosstable of these questions.

A lot Some Not much Hardly any Number Number Number Number of Percentage of Percentage of Percentage of Percentage students students students students Grammar 2 6, 1% 19 57, 6% 10 30, 3% 2 6, 1% Vocabulary 25 75,8% 8 24,2% ------Reading 17 51,5% 12 36,4% 4 12,1% ------Writing 6 18,2% 13 39,4% 12 36,4% 2 6,1% Listening 18 54,5% 12 36,4% 3 9,1% ------Speaking 25 75,8% 7 21,2% 1 3,0% ------Pronunciation 23 69,7% 6 18,2 % 4 12,1% ------Translation 10 30,3% 15 45,5% 7 21,1% 1 3,0% Table 15 A Crosstable of Students’ Needs and Expectations

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For speaking and vocabulary, “a lot” scored the highest frequency; 25 out of 33 students said they expect and think are in need of vocabulary and speaking to cover their English classes “a lot”. For speaking 7 students (21,2%) and for vocabulary 8 ( 24,2%) students said “some”. Only one student preferred “not much” for speaking and “not much” was not chosen for vocabulary. There are not any students who chose “hardly any” for neither vocabulary nor speaking. It it clear that students expect and think they are in need to have reading and vocabulary classes the most. For pronunciation, “a lot” was chosen by 23 students (69,7%), “some” was preferred by 6 students (18,2%), “not much” by 4 with the percentage of (12,1%9 and no student chose “hardly any”. For listening, “a lot” was chosen by 18 students (54,5%), “some” was preferred by 12 students (36,4%), “not much” by 3 with the percentage of (9,1%) and no student chose “hardly any”. According to these frequencies the language skills that students expect and think to cover their English classes can be put in range as follows: 1- Vocabulary, 2- Speaking, 3- Pronunciation, and 4- Listening. This range supports the hypotheses put forward initially. Reading comes after the above mentioned skills. For reading, “a lot” scored the highest frequency; 17 students (51,5%) marked reading “a lot”, 12 students (36,4%) said “some”, 4 students (12,1%) said “not much” and no student preferred “hardly any”. It was hypothesized that students would say they are not in need of reading classes, but these frequencies show us that this hypothesis did not come true, because 29 students (87,9%) said they need reading classes either “a lot” or “some”. Translation, writing and grammar are less marked than the others. For translation, “some” scored the highest frequency with the percentage of 15 (45,5%), 10 students (30,3%) marked “a lot”, 7 students (21,1%) marked “not much” and 1 student (3,0%) said “hardly any”. Writing comes next: 13 students (39,4%) marked “some”, 12 students (36,4%) marked “not much”, 6 students (18,2%) marked “a lot” and 2 students (6,1%) said “hardly any”. Grammar is the least marked subject: 19 students (57,6%) marked “some”, 10 students (30,3%) marked “not much”, 2 students (6,1%) marked “a lot” and 2 students (6,1%) said “hardly any”. These frequencies show us that the range of less marked subject is as follows: Translation, Writing and Grammar. This result shows us that the the students expect to have more classes on listening, speaking, vocabulary, pronunciation and reading; and want fewer classes on grammar, writing and translation.

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3.5. Aims of the Second Questionnaire

Firstly, this questionnaire aims to lay out whether the classes wherein Greek and Roman myths were used as teaching materials have met the expectations of the students, which were found out in results of the first questionnaire. Secondly, it aims to make clear whether these classes have helped students’ motivation or not. Thirdly, because these mythological stories were enriched with various exercises, it is aimed to find out how well the students coped with these texts, the vocabulary in them and the text based exercises. Fourthly, it is aimed to lay out that the use of these stories as teaching materials will make it possible to teach proverbs, idioms and thus the culture derived from them. Finally, this questionnaire is to reveal how much these lessons contributed to students’ language skills in general.

3.6. Hypotheses of the Second Questionnaire

It is thought that the questionnaire will reveal the following hypotheses: 1. The results of the first questionnaire showed that, in the English classes, the students are in need and expectation of learning new vocabulary, improving their speaking, pronunciation and listening skills. It is thought that the lessons wherein the stories of Greek and Roman Mythology is used as teaching materials will cover the expectations and the needs of the students. 2. It was found out in the first questionnaire that the students of tourist guiding programme of Selçuk University Bey şehir Vocational School of Higher Education did not want to be tourist guides because their ambition was being a teacher rather than a tourist guide and that this has a bad effect on their motivation. We think that the use of mythology will help the students’ motivation in English classes. 3. It is believed that because Greek and Roman myths can easily be simplified and enriched with language exercises so that the students will cope well with this kind of teaching material. 4. Because these stories have affected the English language, there are many proverbs, idioms and words derived from them. It is believed that the use of Greek and Roman myths as teaching materials will enable the students to learn the English culture as well as the ancient culture. 5. It is thought that the use of these stories in English classes will enhance students’ language skills in general, too.

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3.7. Data Analysis of the Second Questionnaire

The data is analyzed by using the “Statistical Package for the Social Sciences” SPSS version 12.0. The frequency percentage for each question is shown on tables. The applied questionnaire is enclosed in the appendixes. The results of each question are discussed separately. Table 16 shows how many classes students attended to the administered classes. It is seen that there are no students who joined the classes less than 12 hours out of 18. Out of 34 students, 9 students (26,5%) said they joined 18 classes, 18 students (52,9%) said they joined 15 classes and 7 students ( 20,6 %) said they joined 12 classes. It is obvious that the number of students who attended these classes was enough to carry out the research and that the students were quite interested in the classes.

Frequency Percent Valid Percent Cumulative Percent 18 classes 9 26,5 26,5 26,5 15 classes 18 52,9 52,9 79,4 12 classes 7 20,6 20,6 100,0 Table 16 Please state the number of classes you attended.

Table 17 shows the frequencies of the second question. For speaking “some” scored the highest frequency. Out of 34 students 21 (61,8%) marked “some”, 11 (32,4%) marked “a lot” and 2 (5,9%) marked not “much”. There aren’t any students who marked “hardly any”. For listening “some” scored the highest frequency. Out of 34 students 17 (50,0%) marked “some”, 14 (42,2%) marked “a lot” and 3 (8,8%) marked not “much”. There are no students who marked “hardly any”. For reading “some” scored the highest frequency. Out of 34 students 18 (52,9%) marked “some” and 16 (47,1%) marked “a lot”. There aren’t students who marked “not much” or “hardly any”. For writing “a lot” scored the highest frequency. Out of 34 students 18 (52,9%) marked “a lot”, 8 (23,5%) marked “not much”, 7 (20,6%) marked “some” and 1 (2,9%) marked “hardly any”. For new vocabulary “a lot” scored the highest frequency. Out of 34 students 14 (41,2%) marked “a lot”, 12 (35,3%) marked “some”, 8 (23,5%) marked “not much” and there aren’t students who marked “hardly any”. The answers given to the question how much the students think they have improved their language skills show that almost all of the students think that they benefited from these lessons. It is clear that the language classes where in Greek and Roman myths were used as teaching materials covered students’ expectations.

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Speaking Frequency Percent Valid Percent Cumulative Percent A lot 11 32,4 32,4 32,4 Some 21 61,8 61,8 94,1 Not much 2 5,9 5,9 100,0 Hardly any 0 0 0 100,0 Total 34 100,0 100,0 Listening Frequency Percent Valid Percent Cumulative Percent A lot 14 41,2 41,2 41,2 Some 17 50,0 50,0 91,2 Not much 3 8,8 8,8 100,0 Hardly any 0 0 0 100,0 Total 34 100,0 100,0 Reading Frequency Percent Valid Percent Cumulative Percent A lot 16 47,1 47,1 47,1 Some 18 52,9 52,9 10 0,0 Not much 0 0 0 100,0 Hardly any 0 0 0 100,0 Total 34 100,0 100,0 Writing Frequency Percent Valid Percent Cumulative Percent A lot 18 52,9 52,9 52,9 Some 7 20,6 20,6 73,5 Not much 8 23,5 23,5 97,1 Hardly any 1 2,9 2,9 100,0 Total 34 100,0 100, 0 New Vocabulary Frequency Percent Valid Percent Cumulative Percent A lot 14 41,2 41,2 41,2 Some 12 35,3 35,3 76,5 Not much 8 23,5 23,5 100,0 Hardly any 0 0 0 100,0 Total 34 100,0 100,0 Table 17 How much do you think you improved the following ?

Table 18 shows the frequencies of the third question. For level of the texts “extremely well” scored the highest frequency. Out of 34 students 20 (41,2%) marked “extremely well”, 14 (41,2%) marked “quite well” and there are no students who marked “not very well” or “not well at all”. For new level of the exercises “extremely well” scored the highest frequency. Out of 34 students 17 (50,0%) marked “extremely well”, 15 (44,1%) marked “quite well”, 2 (5,9%) marked “not very well” and there are no students who marked “not well at all”. For amount of new vocabulary “extremely well” scored the highest frequency. Out of 34 students 13 (38,2%) marked “extremely well”, 12 (35,3%) marked “quite well”, 9 (26,5%) marked “not very well” and there are no students who marked “not well at all”. It is clear from these results that a great majority of the students coped extremely well with the used teaching material. It is possible to conclude form these frequencies that the stories of Greek and Roman mythology can easily be simplified and enriched with different exercises to make the lessons as productive as possible.

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Level of the texts Frequency Percent Valid Percent Cumulative Percent Extremely well 20 58,8 58,8 58,8 Quite wel l 14 41,2 41,2 100,0 Not very well 0 0 0 100,0 Not well at all 0 0 0 100,0 Total 34 100,0 100,0 Level of the exercises Frequency Percent Valid Percent Cumulative Percent Extremely well 17 50,0 50,0 50,0 Quite well 15 44,1 44,1 94,1 Not very well 2 5,9 5,9 100,0 Not well at all 0 0 0 100,0 Total 34 100,0 100,0 Amount of new vocabulary Frequency Percent Valid Percent Cumulative Percent Extremely well 13 38,2 38,2 38,2 Quite well 12 35,3 35,3 73,5 Not very well 9 26,5 26,5 100,0 Not well at all 0 0 0 100,0 Total 34 100,0 100,0

Table 18 Please say how much you coped with the following .

Table 19 shows the frequencies of question 4A (Pre-reading Activities). For general discussion questions “very useful” scored the highest frequency. Out of 34 students 19 (55,9%) marked “very useful”, 14 (41,2%) marked “reasonable useful”, 1 (2,9%) marked “not very useful” and there are no students who marked “not useful at all”. For picture discussion questions “very useful” scored the highest frequency. Out of 34 students 19 (55,9%) marked “very useful”, 15 (44,1%) marked “reasonable useful” and there are no students who marked “not very useful” or “not useful at all”. For listening activity (fill in the blanks) “very useful” scored the highest frequency. Out of 34 students 17 (50,0%) marked “very useful”, 13 (38,2%) marked “reasonable useful”, 4 (11,8%) marked “not very useful” and there are no students who marked “not useful at all”. For listening activity (true-false) “very useful” scored the highest frequency. Out of 34 students 17 (50,0%) marked “very useful”, 11 (32,4%) marked “reasonable useful”, 6 (17,6%) marked “not very useful” and there are no students who marked “not useful at all”. For listening activity (podcasts) “reasonable useful” scored the highest frequency. Out of 34 students 16 (47,1%) marked “reasonably useful”, 10 (29,4%) marked “very useful”, 8 (23,5%) marked “not very useful” and there are no students who marked “not useful at all”. For video “very useful” and “reasonable useful” scored the highest frequency. Out of 34 students 15 (44,1%) marked for both “very useful” and “reasonable useful”, 2 (5,9%) marked for both “not very useful” and “not useful at all”.

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In answer to all of the pre-reading activities almost all of the students marked either “very useful” or “reasonably useful”. This makes it possible to say that the exercises of the prepared lessons in which the stories of Greek and Roman mythology are used were very useful. The English language teacher can easily add various types of pre-reading activities. As these stories are very popular many pictures, podcasts, videos can easily be found either from the Internet or from different sources such as books and magazines. Picture discussing activities were chosen as the most useful one among the other activities. This might be because the cartoons used in the lessons were funny and cartoons about all of these stories are on the Internet in abundance. Films and podcasts about these stories, which made the lessons more entertaining, can also be found easily, too. So, we might be able to say that, because these stories are well known and widely told stories, while preparing the lesson, the English language teacher will have no difficulty in finding any kind of material.

General discussion questions Frequency Percent Valid Percent Cumulative Percent Very Useful 19 55,9 55,9 55,9 Reasonably Useful 14 41,2 41,2 97,1 Not very Useful 1 2,9 2,9 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Picture discussion questions Frequency Percent Valid Percent Cumulative Percent Very Useful 19 55,9 55,9 55,9 Reasonably Useful 15 44,1 44,1 100,0 Not very Useful 0 0 0 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Listening activity (F ill in the blanks) Frequency Percent Valid Percent Cumulative Percent Very Useful 17 50,0 50,0 50,0 Reasonably Useful 13 38,2 38,2 88,2 Not Very Useful 4 11,8 11,8 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Listening activity (True -Fa lse) Frequency Percent Valid Percent Cumulative Percent Very Useful 17 50,0 50,0 50,0 Reasonably Useful 11 32,4 32,4 82,4 Not very Useful 6 17,6 17,6 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Podcasts Frequency Percent Valid Percent Cumulative Percent Very Useful 10 29,4 29,4 29,4 Reasonably Useful 16 47,1 47,1 76,5 Not very Useful 8 23,5 23,5 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Video Frequency Percent Valid Percent Cumulative Percent Very Useful 15 44,1 44,1 44,1 Reasonably Useful 15 44,1 44,1 88,2 Not very Useful 2 5,9 5,9 94,1 Not Useful at all 2 5,9 5,9 100,0 Total 34 100,0 100,0

Table 19 How useful were the pre-reading activities?

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Table 20 shows the frequencies of question 4B (Post-reading Activities). For comprehension questions “very useful” scored the highest frequency. Out of 34 students 21 (61,8%) marked “very useful”, 12 (35,3%) marked “reasonable useful”, 1 (2,9%) marked “not very useful” and there are no students who marked “not useful at all”. For multiple choice tests “very useful” scored the highest frequency. Out of 34 students 18 (52,9%) marked “very useful”, 12 (35,3%) marked “reasonable useful”, 4 (11,8%) marked “not very useful” and there are no students who marked “not useful at all”. For puzzles “very useful” scored the highest frequency. Out of 34 students 18 (52,9%) marked “very useful”, 9 (26,5%) marked “reasonable useful”, 7 (20,6%) marked “not very useful” and there are no students who marked “not useful at all”. For word-meaning matching “very useful” scored the highest frequency. Out of 34 students 20 (58,8%) marked “very useful”, 13 (38,2%) marked “reasonable useful”, 1 (2,9%) marked “not very useful” and there are no students who marked “not useful at all”. For listening to the texts being read “very useful” scored the highest frequency. Out of 34 students 18 (52,9%) marked “very useful”, 14 (41,2%) marked “reasonable useful”, 2 (5,9%) marked “not very useful” and there are no students who marked “not useful at all”. For matching proverbs to their meanings “very useful” scored the highest frequency. Out of 34 students 24 (70,6%) marked “very useful”, 9 (26,5%) marked “reasonable useful”, 1 (2,9%) marked “not very useful” and there are no students who marked “not useful at all”. For discussing the lesson of the myth “very useful” scored the highest frequency. Out of 34 students 27 (79,4%) marked “very useful”, 7 (20,6%) marked “reasonable useful”, and there are no students who marked neither “not very useful” nor “not useful at all”. For discussing cultural notes “very useful” scored the highest frequency. Out of 34 students 17 (50%) marked “very useful”, 13 (32,8%) marked “reasonable useful”, 4 (11,8%) marked “not very useful” and there are no students who marked “not useful at all”. For writing about the lesson of the myth “very useful” scored the highest frequency. Out of 34 students 19 (55,9%) marked “very useful”, 15 (44,1%) marked “reasonable useful”, 4 (11,8%) marked “not very useful” and there are no students who marked neither “not very useful” nor “not useful at all”. From these frequencies, it is possible to say that students found the post-reading activities very useful. Puzzles, multiple choice tests, matching words and meanings were activities aiming to improve students’ vocabulary. The proverbs and idioms which come from these stories were used in the exercises to teach the culture of English speaking countries. Some writing and discussion activities were also included to compare the Turkish and the English culture. The answers given to these questions proves that, as teaching materials, these myths

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can be used for many aims such as improving the language skills, improving students’ vocabulary and teaching the English culture.

Comprehension Questions Frequency Percent Valid Percent Cumulative Percent Very Useful 21 61,8 61,8 61,8 Reasonably Useful 12 35,3 35,3 97,1 Not very Useful 1 2,9 2,9 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Multiple Choice Tests Frequency Percent Valid Percent Cumulative Percent Very Useful 18 52,9 52,9 52,9 Reasonably Useful 12 35,3 35,3 88,2 Not very Useful 4 11,8 11,8 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Puzzles Frequency Percent Valid Percent Cumulative Percent Very Useful 18 52,9 52,9 52,9 Reasonably Useful 9 26,5 26,5 79,4 Not very Useful 7 20,6 20,6 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Word - Meaning matching Frequency Percent Valid Percent Cumulative Percent Very Useful 20 58,8 58,8 58,8 Reasonably Useful 13 38,2 38,2 97,1 Not very Useful 1 2,9 2,9 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Listening to the texts being read Frequency Percent Valid Percent Cumulative Percent Very Useful 18 52, 9 52,9 52,9 Reasonably Useful 14 41,2 41,2 94,1 Not very Useful 2 5,9 5,9 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Matching proverbs to their meanings Frequency Percent Valid Percent Cumulative Percent Very Useful 24 70,6 70,6 70,6 Reasonably Useful 9 26,5 26,5 97,1 Not very Useful 1 2,9 2,9 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Discussing the lesson of the myth Frequency Percent Valid Percent Cumulative Percent Very Useful 27 79,4 79,4 79,4 Reasonably Use ful 7 20,6 20,6 100,0 Not very Useful 0 0 0 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0 Discussing cultural notes Frequency Percent Valid Percent Cumulative Percent Very Useful 17 50,0 50,0 50,0 Reasonably Useful 13 38,2 38,2 88,2 Not very Useful 4 11,8 11,8 100,0 Total 34 100,0 100,0 Writing about the lesson of the myth Frequency Percent Valid Percent Cumulative Percent Very Useful 19 55,9 55,9 55,9 Reasonably Useful 15 44,1 44,1 100,0 Not very Useful 0 0 0 100,0 Not Useful at all 0 0 0 100,0 Total 34 100,0 100,0

Table 20 How useful were the post-reading activities?

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Table 21 shows the frequencies of the 5 th question. “A lot” was marked the most by far. Out of 34 students 24 (70,6%) marked “a lot”, 10 (29,4%) marked “reasonably” and no student marked neither “not much” nor “not at all”. The aim of this question was to see if the used material helped students’ motivation or not. It is clear from the results that the students enjoyed the classes a lot. If so, we might be able to say that using Greek and Roman mythology as teaching materials helps the students to get motivated.

Frequency Percent Valid Percent Cumulative Percent A lot 24 70,6 70,6 70,6 Reasonably 10 29,4 29,4 100,0 Not Much 0 0 0 100,0 Not at all 0 0 0 100,0 Total 34 100,0 100,0

Table 21Please say how much you enjoyed the lessons .

3.8. The result of the Second Questionnaire

The questionnaire was applied to the first year students of Tourist Guiding Program of Selçuk University Bey şehir Vocational School of Higher Education. The total number of students in this group is 37. The number of students this questionnaire was applied to was 34. Students’ attendance to the experimental classes is quite well. Out of 34 students, 9 said they did not missed any classes, 18 said the have missed 3 classes and 7 seven said they missed 6 classes. Regarding students’ participation to both the questionnaire and the experimental classes, we might say that the students were quite interested in them. As mentioned in 3.1 (Aims of the Questionnaire), a former questionnaire was applied to the same group of students, which aimed to determinate the needs and expectations of the students regarding the English lessons. The results of the former questionnaire and the latter one are compared to see whether the needs and expectations of the students have been met or not. The results of former questionnaire showed us that the needs and expectations of the students of the experimental group, regarding the language skills they think they need to improve, were in range as follows: 1. Vocabulary, 2. Speaking, 3. Pronunciation, 4. Listening, and 5. Reading. The result of the former questionnaire also showed that the students think they need less Grammar, Translation and Writing classes. Taking students’ expectations into consideration neither Grammar nor Translation activities were included in the experimental

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classes. Because the used texts were appropriate to it, Writing activities were just given as take away homework. Table 22 is prepared to make this comparison and see the result.

Number of Students Percent Cumulative Percent

1st 2nd 1st 2nd 1st 2nd Questionnaire Questionnaire Questionnaire Questionnaire Questionnaire Questionnaire Speaking A lot 25 11 75,8 32,4 75,8 32,4 Some 7 21 21,2 61,8 97,0 94,1 Not much 1 2 3,0 5,9 100,0 100,0 Hardly any 0 0 0 0 100,0 100,0 Total 33 34 100,0 100,0 Listening A lot 18 14 54,5 41,2 54,5 41,2 Some 12 17 36,4 50,0 90,9 91,2 Not much 3 3 9,1 8,8 100,0 100,0 Hardly any 0 0 0 0 100,0 100,0 Total 33 34 100,0 100,0 Reading A lot 17 16 51,5 47,1 51,1 47,1 Some 12 18 36,4 52,9 87,9 100,0 Not much 4 0 12,1 0 100,0 100,0 Hardly any 0 0 0 0 100,0 100,0 Total 33 34 100,0 100,0 Writing A lot 6 18 18,2 52,9 18,2 52,9 Some 13 7 39,4 20,6 57,6 73,5 Not much 12 8 36,4 23,5 94 97,1 Hardly any 2 1 6,1 2,9 100 100,0 Total 33 34 100,0 100,0 Vocabulary A lot 25 14 75,8 41,2 75,8 41,2 Some 8 12 24,2 35,3 100,0 76,5 Not much 0 8 0 23,5 100,0 100,0 Hardly any 0 0 0 0 100,0 100,0 Total 33 34 100,0 100,0

Table 22 A crosstable of the first and second questionnaire .

The cumulative percentage of the students who said they think they need and expect to improve their speaking skill “a lot” and “some” was 97%. In the latter questionnaire, this rate is 94,1%. In other words, out of 34 students, 32 marked either “a lot” or “some” as a Table 22 is made to make this comparison and see the result an answer to the question how much they think they improved their speaking skills. The most marked skill was vocabulary in the former questionnaire: the cumulative percent of “a lot” and “some” was 100%. The frequencies show us that this percentage is 75,6% in the latter questionnaire. “Not much” was marked by 8 students. According to these results we can say that the need of improving students’ vocabulary knowledge was covered quite well. Listening was the next most marked

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skill on the former questionnaire. The cumulative rate of listening was 90,1% in the former and is 91,2% in the latter questionnaire. These percentages clearly show us that the listening activities completely met students’ need. Reading got this rate as 87,9% in the former and 100% in the latter questionnaire, which sows clearly that students’ expectations in regard to reading improving their reading skill was fulfilled. Although writing was among the less expected and needed skills with the rate 57,6%, 73,5% of the students marked “a lot” and “some” in the latter questionnaire. Regarding how much they covered students’ expectations, these skills might range from the most to least as: 1. Reading, 2. Listening, 3.Writing, 4.Speaking, 5. Vocabulary. As conclusion, these percentages allow us to say that the experimental classes met the expectations and needs in general. It was hypothesized that the stories of Greek and Roman myths could easily be simplified and enriched with various language exercises so that the students can easily cope with them. The frequencies on table 18 show us that most students marked either “extremely well” or “quite well” in answer to how much they coped with the level of texts, level of exercises and amount of new vocabulary. A great majority of students marked “extremely well” and “quite well” for level of the texts, for level of exercises and for level amount of new vocabulary. We can say, depending on these percentages, that the students coped extremely well with the used texts and this makes our hypothesis come true. The exercises in the texts used in the experimental classes were grouped as pre-reading and post reading activities in the questionnaire, and it was asked in the questionnaire how useful they found these exercises. Among the pre-reading activities, “picture discussing” got the highest mark with the cumulative percentage of “very useful” and “reasonably useful” as 100%. This percentage is 97,1% to “general discussion questions”, 88,2% both to “listening activities (Fill in the blanks)” and “video”. Next comes “listening activity (True-False)” with the percentage of 82,4% and the last one is “podcasts” with the percentage of 76,5%. “Not very useful” was marked by only one student for “general discussion questions” by 4 students for “listening activities (Fill in the blanks)”, by 6 students for “listening activity (True-False)”, by 2 students for “video” and by 8 students for “podcasts”. “Not useful at all” was marked by 2 students for only “video”. Regarding how useful students found them, these exercises might range from the most to least as: 1. “picture discussing”, 2. “general discussion questions”, 3. “listening activities (Fill in the blanks)”, 4.“Video”, 5. “Listening activity (True-False)” and 6. “Podcasts”. Among these alternatives, for all activities, “very useful” was marked 97 times, “reasonably useful” was marked 84 times “not very useful” was marked 21 times and “not useful at all” was marked only 2 times by the students. These frequencies clearly show that the students benefited from the used material.

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Among the post-reading activities, “Discussing the lesson of the myth” got the highest mark with the cumulative percentage of “very useful” and “reasonably useful” as 100%. This percentage is the same to “writing about the lesson of the myth”. The others are as follows: “Matching proverbs to their meanings”, “Comprehension questions” and “Word-meaning matching” have the same percentage, 97,1%. “Listening to the texts being read” is 94,1%, “Multiple choice test” and “Discussing cultural notes” are 88,2%, and “puzzles” is the least one with 79,4%. In total, these activities were marked 182 times by students as “very useful”, 104 times as “reasonably useful”, 20 times as “not very useful” and they were never marked as “not useful at all”. With these frequencies we come to the conclusion that students found these exercises very useful. For both group of exercises, as conclusion, we can say that the students found them very useful. With these results we can say that these stories can be developed with various useful exercises for students. It was believed that these stories will help the motivation of the students. The final question was asked to find out this hypothesis and the result show us that it comes true. Out of 34 students 24 marked “a lot”, 10 marked “reasonably” and no student marked “not much” or “not at all” in response to the question how much they enjoyed the lessons. All these results allow us to say that the hypotheses made before the questionnaire was applied have come true.

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CHAPTER 4

THE DEVOPMENT OF THE LESSONS

Within the aims of this study six mythological stories are developed and used as teaching materials in English classes of Tourist Guiding Programmes. The myths of Pandora’s Box, Cupid and Psyche, Orpheus and Eurydice, Echo and Narcissus, King Midas and finally Hercules are written in brief texts and developed with listening, discussion, reading, vocabulary and writing activities. This chapter outlines the aims of the lessons and the development of the materials. The lesson plans are included to the appendixes.

4.1. Aims of the classes

Because of the lack of teaching materials to use in English classes of tourist guiding programmes, the general aim of these classes is to use the mythological stories as teaching materials. The specific aims of the classes are listed below: • To improve students’ speaking skills through discussion activities. • To improve students’ listening and pronunciation skills through listening activities using podcasts. • To improve students’ vocabulary through context. • To improve students’ writing through take away writing homework. • To teach idioms, proverbs, and new words derived from these stories. • To improve students’ reading comprehension skills.

4.2. Development of the texts

The stories in Greek and Roman mythology are found from different sources such as books and the web. The most popular ones are chosen and rewritten adhered to the original plot. Aiming to abstain from being bored, the stories are rewritten as short as possible, instead; they are illustrated with cartoons and enriched with activities. Cartoons are found and collected from different web sites and used for discussion activities. The web is also used to

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find podcasts about these stories. These podcasts are enriched with listening activities. The lexical items derived from these stories and are still in use in contemporary English are picked out and the meanings are looked up in mythological dictionaries. The animated movie of the myth of Hercules is borrowed and watched during the class. The developed materials, which are used in the classes, are given in the following section.

4.2.1 Lesson 1: Pandora’s Box

PANDORA’S BOX

Discussion

A. With a partner, look at this cartoon and answer the following questions.

1. What country do you think this picture is about? 2. What evils do you see in the picture? 3. What do you think the woman in the box symbolizes?

B. Think about these questions and share your ideas with the class.

1. Have you ever wondered why there are both good and evil in the world? How do you explain this? 2. How do you think people explained the existence of good and evil three thousand years ago? 3. What happens when you disobey someone stronger and wiser than you?

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Background Notes

This is a “creation myth”. It explained to the ancient Greeks and Romans how the world was made. Mostly, it helped them understand the nature of humankind, why there is good and evil in the world, and why humans suffer. It will show you a lot about the polytheistic religion of the Greeks and introduce some of the deities they believed in.

Cast of Characters

Chaos: the god of the beginning. Zeus (Greek name for Jupiter): king of the gods Prometheus: one of the Titans, an uncle of Zeus. Pandora: a mortal woman whose name means “the gift of all” Aphrodite (Greek name for Venus): goddess of love and beauty. Apollo: the god of light, truth and music. Hermes (Greek name for Mercury): the Messenger of gods

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Reading

Now read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don’t understand by the context. You can underline the words you don’t know, but don’t stop reading.

A long time ago, before the earth, sea, and heaven were formed, there was only a confused shapeless mass called Chaos. At last, Chaos had two children, Night and Death. There were no light, no sound, and no time. But Night laid an egg into the darkness of Death, and out of that egg came Love, who created Light and Day. And then, from Love and Light came Mother Earth. Mother Earth had many children; they were giants and were called the Titans. The Titans formed the mountains, the rivers, the valleys, and all the animals. One of the Titans was named Prometheus, and one day the gods instructed him to take some of the earth, mix it with water, and make a man in the image of the gods. Rather than creating a man like the animals that look down to the ground, Prometheus made man stand upright so he could look up the stars. Without the permission of the gods, however, Prometheus went up to the heavens and brought some fire down from the sun. He gave this to man. With this gift of fire, man was superior to all the animals. Zeus, the king of the gods, was so angry that he decided to make woman as a punishment for man. The woman Zeus created was named Pandora. All the gods gave her gifts: Aphrodite, the goddess of love, gave her beauty; Apollo, the god of music, gave her singing and dancing; Hermes, the Messenger of gods, gave her the ability to converse and to persuade others; and Zeus, an angry Zeus, gave Pandora a magic box to take with her to earth. Then Zeus gave Pandora to the brother of Prometheus as a gift. Prometheus warned his brother to beware of gifts that come from the gods; and he told his brother to lock up the box that came with Pandora. Although Prometheus’s brother didn’t listen, he did tell Pandora to never open the box. One day, however, Pandora was consumed by an incredible curiosity to know what was in that box. She only meant to take a little look. Slowly, she opened the box, but, alas, out rushed all the evil things that the Titans had tried to keep from man: epidemics and diseases, famine, war, jealousy, envy, spite, revenge, and death. Pandora closed the lid as quickly as she could, but all the evil had escaped into the world. There was only one thing left at the bottom of the box, and that was hope. And so, that is why to this day, no matter what evils make us miserable, we still have hope.

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Check Your Comprehension After reading this story once, what do you think the answers to these questions are? It’s OK to guess, and it’s OK to not know the answers yet.

1. Why does Prometheus give fire to man? 2. Why does Zeus want to punish man? 3. Why does Pandora open the box? 4. What was left in the box? 5. What was the first created feeling?

Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers.

Clue 1 The ancient Greeks believed in many, many gods, so their religion was polytheistic .Each deity had special human qualities. Aphrodite was the goddess of beauty.

1. Polytheistic means ______(adj.) a) believing in many gods. b) believing in one god. c) believing in no god. d) being an atheist. 2. A deity is ______(n). a) a god b) a human c) the sun d) the moon 3. A goddess is ______(n). a) an angel b) a human c) a female god d) a male god

Clue 2 The Greeks believed that before the beginning of the earth there was nothing but Chaos. The Titans helped put the confusion in order.

4. Chaos means ______(n). a) disorganization b) organization c) time d) a god 5. A Titan is ______(n). a) one who is small b) a human c) a giant d) a dwarf

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Clue 3 Hermes, famous for his ability to make people agree, gave Pandora the gift to persuade Prometheus didn’t trust Zeus, and he warned his brother to beware of Pandora. Prometheus was right. Zeus had planned that Pandora would open the box of evils.

6. To persuade means ______(v). a) to influence b) to lie c) to laugh d) to resist 7. To beware means ______(v). a) to trust b) to be careful c) to be ignorant d) to see

Clue 4 Pandora’s curiosity was so strong it was incredible. She was so consumed by that curiosity, she couldn’t resist opening box.

8. Incredible means ______(adj). a) unbelievable b) cannot be erased c) believable d) irresistible 9. Consumed means ______(adj). a) absorbed by b) overcome by c) uninterested in d) accustomed to

Clue 5 The box filled with evils: epidemics, spite, and revenge. This myth helped the ancient Greeks understand why humans get sick, hate one another, and have wars.

10. An epidemic is ______(n). a) spreading of a disease b) a tree c) a boat d) an illness 11. Spite is ______(n). a) love b) hatred c) old age d) passion 12. Revenge is ______(n). a) affection b) getting even with somebody c) food d) to hate

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Double-checking the Vocabulary Across Down 1. to convince 1. believing in many gods 3. a female god 2. a serious illness affecting many, many people 8. unbelievable 4. a feeling of anger and hatred 10. gods 5. overtaken by something 11. a warning to be careful 6. giants 7. getting even with someone 9. complete confusion

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Vocabulary from the Myth Look at the following words and idioms that are now used in common English. They come from the ideas in the story. See if you can match the words and their definitions.

1. Titanic (n) a. very changeable 2. a titan (n) b. complete confusion 3. to open Pandora’s box (idiom) c. to cause trouble that you can’t repair 4. mercurial (adj) d. a giant 5. mercury (n) e. confusing, disorganized

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6. chaotic (adj) f. an extremely large ship 7. chaos (n) g)an element, like the liquid in a thermometer

Questions for Discussion First, reread the story carefully, looking for the deeper meanings and reviewing the vocabulary. Then in small groups discuss the following with your classmates. 1. Describe and discuss the creation of the universe. 2. Describe and discuss the creation of man. 3. Describe and discuss the creation of woman. 4. What gifts did Pandora get from the Gods? Do you think women still have these abilities? 3. Did Pandora deserve the punishment she got?

Finding the Moral/Lesson In small groups match the following proverbs to their meanings and decide which of these proverbs best fits the lesson of this myth. Then share your answer with the class. a. Curiosity killed the cat. b. Hope strings eternal in the human breast. c. If you play with fire, you will get burnt.

1. You will get hurt if you do something dangerous. 2. No matter what tragedies occur, human being should be confident about what will happen in the future. 3. You should not be interested in someone’s private life; otherwise you can get into trouble.

Writing Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture, and write a composition.

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4.2.2. Lesson 2: Echo and Narcissus

Echo and Narcissus

Discussion C. With a partner, look at these cartoons and answer the following questions.

1. Have you ever stood on the top of a mountain and shouted “Hello” and heard your voice come back, “Hello, hello, hello”? Can you explain why that happens?

2. How might people have explained this three thousand years ago? How would you have explained it?

3. Do you think Echo is a man or woman? Why?

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“But Narcissus you are not allowed to choose yourself”

1. This cartoon is about a kind of TV program. What are such programs called? Have you ever watched it? If yes, can you describe the rules of it? 2. What is the competitor’s name? Why does he choose himself and not one of the women, do you think? 3. Have you ever known anyone who cares only about him-or herself? If so, describe how this person acts. 4. Do you know a kind of flower called narcissus? Where does it usually grow?

Listening A. Listen to the story of Echo and Narcissus and fill in the blanks with the names Echo, Narcissus, and Hera.

a. ……………………was a beautiful nymph. b. ……………………was fond of talking and whether in chat or argument she would have the last word. c. ………………. cheated ……………………so ………………punished ……………..

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d. …………………………fell in love with…………………………… e. …………………………saw his own image in the water and fell in love with……....

B. Listen to the story again and decide whether the sentences below are true or false.

1. ( ) Echo didn’t like Artemis. 2. ( ) Hera punished Echo in a way that she could still have the last word but no power to speak first. 3. ( ) Narcissus was an ugly youth. 4. ( ) Echo lived in caves and in time disappeared completely but her voice. 5. ( ) Narcissus turned in to a tree.

Background Notes This is a myth that attempted to explain the reason for echoes, as well as why some people seem to care only about themselves. It is a story about a young woman, who is like a fairy or a spirit, and a handsome young man.

Cast of Characters Jupiter: king of the Gods Juno: wife (and sister) of Jupiter Echo: a nymph Narcissus: a handsome mortal man

Reading Now, read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don’t understand by the context. You can underline the words you don’t know, but don’t stop reading. Once upon a time in ancient days there was a very lovely nymph named Echo. She had a bad habit of talking a lot, and she always wanted to have the last word. Jupiter, the king of the gods, made her become friends with his wife, Juno. He thought that Echo would talk to Juno so much that Juno wouldn’t notice when Jupiter went off with his girlfriends! But Juno soon understood what her husband was doing, and she punished Echo: “Since you always want to

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have the last word, you shall have it. “ And from that day forward, poor Echo could only imitate the last words of someone else’s sentences.

Echo felt very sad that she could no longer say her own words. One day she met a very handsome young man named Narcissus. Echo didn’t know that he had many girlfriends and that when he grew tired of them, he would just ignore them and break their hearts. She fell deeply in love with Narcissus. He pretended to love her and than, as was his habit, ignored her. This broke Echo’s heart, and in her sadness she stopped eating and slowly disappeared, leaving only her sad voice behind.

Narcissus had behaved this way so often that the gods decided to punish him. One day he was walking by a still pond and saw something moving. He knelt down, looked in the pond, and saw a beautiful face. Of course it was his on reflection, but did not know that. He fell deeply in love with that face. He thought it was a nymph of the water. He begged the nymph to speak to him and come out of the water, but she only made fun of him, smiling when he smiled and leaving when he left. Because the beautiful nymph of the water would not return his affection, Narcissus became so sad he could neither eat, drink, nor sleep. He could not move from the spot and continued to stare at the reflection and beg the nymph to return his love. He disappeared like a candle that burns slowly in the wind. At last, all that was left of Narcissus was a white mark like the melted end of a candle. A pale white flower grew in that place. It’s called the narcissus. This flower is very beautiful. It can usually be found on the banks of ponds looking at its reflection in the water.

Check Your Comprehension 1. Why does Echo lose her ability to speak her own words? 2. Why does Echo fall in love with Narcissus? 3. What happens to Echo? 4. What happens to Narcissus?

Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers.

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Clue 1 Narcissus could only feel affection for himself. He ignored others. He always behaved in that way. It was his habit to find new girlfriends. 1. Affection means ______(n.) a) love b)hate c)disinterest d) addicted to 2. To ignore means ______(v.) a) to not pay attention b) to not understand c) to hurt d) to love 3. To behave means ______(v.) a) to act bad b) to act good c) to act d)to stand still 4. A habit is ______(n.) a) a hobby b) a custom c) a uniform d) an animal

Clue 2 When Narcissus passed by a still pond, he saw his reflection in the water. He thought he saw a beautiful nymph living in the water. He had to kneel down to see the nymph. He knelt there for a while. 5. Still means ______(adj.) a) unmoving b) yet c) theft d) to steal 6. A pond is ______(n.) a) a weight of measurement b) a mirror c) a small lake d) sea 7. A reflection is ______(n.) a) a plant b) a wave c) an image d) a respond 8. A nymph is ______(n.) a) a young female b) a fish c) a cloud d) a god 9. To kneel knelt means ______(v.) a) to make bread b) to swim c) to bend and rest on the knees d) to bow

Double-checking the Vocabulary Look at the definitions and cross out the words in the list that match. Then, looking at the words that remain, read from left to right, top to bottom, and find the answer to the question, “What did Echo say to Narcissus? “

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a. act b. love c. pretend not to see d. not moving e. a custom f. an imaginary girl, a spirit g. what we see in a mirror h. a very small lake i. bend one’s knees nymph you habit behave deserved your still knells pond fate ignore ate affection ate ate reflection

Building Vocabulary from Myths From this story we get many modern words to describe self-love and how sounds work. Think about what kind of person Narcissus was. Think about how Echo talked. Look at the following words that are now in common English. They come from the ideas in the story. See if you can match the words and their definitions. The grammar clues will help. Here are some hints: Narcissus was punished because of his narcissism. He was so narcissistic. He was turned into a narcissus. Echo disappears until only her voice is left. Can you match the words below to their definitions?

1. narcissism (n) a. a fragrant white flower 2. narcissistic (adj.) b. a vibration of sound 3. narcissus (n) c. caring for just oneself 4. echo (n/v) d. a personality disorder of being interested only in oneself

Questions for Discussion First, reread the story carefully, looking for the deeper meanings and reviewing the vocabulary. Then in small groups discuss the following questions with your classmates. Be sure to tell what your native culture is.

1. Did Narcissus deserve the punishment he received?

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2. Was Echo responsible for her disappearance? 3. Have you ever met a narcissistic person? Describe that person’s characteristics and how you felt about him or her?

Finding the Moral/Lesson In small groups match the following proverbs to their meanings and decide which of these proverbs best fits the lesson of this myth. Then share your answer with the class.

a. You reap what you sow. 1. It is valuable not to talk too much. b. Silence is golden. 2. Whatever you do you will pay the c. Actions speak louder than words. consequences for your actions. 3. You can tell how a person truly feels By what he or she does, not by what that individual says.

Writing Think, in English, about these cultural values and discuss this similarities or differences of these values with values in Turkish culture.

4.2.3 Lesson 3: Cupid and Psyche

CUPID AND PSYCHE

Discussion

D. Think about these questions and share your ideas with the class.

1. How do people fall in love and how does it come to an end? 2. Do you believe in love at first sight? If yes, how you think this happens? 3. What keeps love alive in a relationship? 4. How might people have answered the above questions three thousand years ago?

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5. Have you ever celebrated Valentine's Day? Can you describe the symbols of that day?

E. With a partner, look at this cartoon and answer the following questions.

1. Who do you think Cupid is and what do you think his job is? 2. Why do you think he uses his bow and arrows for? 3. Why is he unemployed?

Listening

A. Listen to the story of Cupid and Psyche and fill in the blanks with the names Cupid , Psyche and Venus .

a. ……………… is such a beautiful princess that ………………. became jealous.

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b. ……………… instructed her son ………………… to make …………………. fall in love with a monster. c. ……………………. fell in love with ……………… himself. d. …………….. left ………………. because she had broken her promise. e. ……………….. undertakes some cruel and difficult tasks set by ……………….

B. Listen to the story again and decide whether these statements are True or False .

a. Cupid had to keep his identity as a secret because he was a god. b. Psyche became homesick and asked Cupid to let her visit her family. c. Psyche didn’t tell her sisters anything about her magic lover. d. Cupid let Psyche suffer from his mother’s humiliation. e. In the end Psyche succeeds because Cupid can not bare seeing her suffering.

Background Notes Cupid (his Greek name was Eros) was the son of Venus (her Greek name was Aphrodite), the goddess of love and beauty. Cupid was the messenger of love, and it was his job to make people fall in or out of love. If he shot someone with a magic arrow tipped with gold, that individual would fall in love with the person he or she saw next. But sometimes Cupid would use an arrow tipped with lead. Then the person would refuse to fall in love. Sometimes Cupid was really mean, and he would shoot one person with a golden arrow, and then, he would shoot the beloved one with a leaden arrow.

Cast of Characters Cupid: god of love Psyche: a mortal woman Venus: goddess of love Ceres: goddess of growing things Proserpine: the daughter of Ceres Pluto: god of the Underworld Jupiter (Roman name for Zeus): king of the gods

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Reading Now read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don't understand by the context. You can underline the words you don't know, but don't stop reading. Part 1 Once there was a beautiful young princess named Psyche. She was so beautiful that the people said she was even more beautiful than the goddess of love and beauty, Venus. This made Venus so jealous and angry that she called her son Cupid to her and said, "This Psyche must be punished. Somewhere on earth there must be the ugliest, meanest man. I want you to make Psyche fall in love with that man." That night Cupid filled his quiver (where he kept his arrows) with magic arrows and flew down to earth. He found Psyche asleep in her bed, her left arm thrown across her face. He took a golden pointed arrow from his quiver and touched her shoulder. He was curious about his mother's jealousy, so he gently moved Psyche's arm from her face. He was shocked by her beauty, so shocked that he did not notice that he had scratched himself with the golden point of the arrow. At the same moment Psyche had a dream, and in her dream she saw the most handsome man in the world. As he faded from her dream, she heard him say "Wait for me." After that dream Psyche refused to see any young men or consider marriage. One summer evening, as Psyche was walking outside dreaming of her "dream man," a friendly wind raised her slowly from the earth and carried her far away to a magnificent palace with beautiful rooms and a lovely table set with delicious food. When night fell, she heard a soft voice saying, "Thank you, Psyche, for waiting." "Who are you?" she asked. "My name you must never know, and my face you must never see. But do not doubt my love. I will be a good husband to you." She believed the voice with all her heart and did not know this was Cupid. While she was first living with Cupid, Psyche was a very happy and dutiful wife, but in time, she missed her family. She begged Cupid to let her two older sisters come to visit. When they came they turned green with envy because their younger sister was living in a fantastic palace with hundreds of invisible servants and a loving, magical husband. They talked Psyche into doubting her husband. They suggested that he must be a horrible monster and that was why he would only be with her after twilight and he would leave her before dawn. They advised Psyche to hide not only a candle but a large knife under her bed, so she could cut off his head in case he was really a monster. Psyche listened to her jealous sisters and that night, Cupid came to her as usual just after sunset. Before dawn, Psyche got out of bed and lit a candle. As she bent over to see her husband's face, a drop of hot wax fell from the candle onto Cupid's shoulder. He awoke and looked at her with anger and sadness.

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"Good-bye, Psyche," he said. "After I left my mother and made you my wife, is this the way you trust me? Love and suspicion cannot live in the same house. So the god of love must go." Psyche's heart was broken, of course, and she felt guilty that she had betrayed her husband's trust. When she told her sisters the identity of her husband and that he had left her, they were secretly overjoyed. Each one thought that now they could have him as a husband. Without telling the other, they each ran to a high rock and called to the wind to take them to Cupid's palace. They jumped, but the wind wasn't listening, and so they fell to their deaths.

Check Your Comprehension

1. Why does Cupid fall in love with Psyche? 2. Why does Psyche look at her husband when he told her not to? 3. Why did Psyche’s life become the envy of her sisters? 4. How did her sisters play a trick on Psyche?

Part 2 Psyche, meanwhile, wandered sadly around looking for her husband. She saw a temple on a high hill and went inside. She saw a great number of ears of corn mixed with wheat and farming tools on the floor. Being a neat person, she immediately put everything in order. It was the Temple of Ceres (Ceres was the goddess of the earth and the harvest). Ceres, who understood heartbreak because she had lost her only daughter, took pity on Psyche. She advised, "You must go to your mother-in-law, Venus, as horrible as it might be, and beg her for forgiveness." So with her heart pounding and her hands wet, fearing she would be killed, Psyche went to the Temple of Venus. Venus immediately met her with anger. "What a loving wife! My poor son is still in bed because of the wound on his shoulder. You are so ugly and stupid my son could love you again only if you prove you are a neat housekeeper." Then Venus led Psyche to a storehouse tilled with an enormous pile of pigeon food: wheat, corn, beans, and rice. "Separate these grains into four piles and put the piles in the four corners of this room before dusk, and I will give you back your husband." Psyche fell on the ground and started crying. Luckily, Cupid, who was not as badly wounded as his mother said, heard his beloved wife's cries and sent ants to the storehouse. They immediately went to work and separated the four grains into four neat piles before sunset. Venus was furious when she saw the job had been done well. The next day she told Psyche to walk across a stream where there were very dangerous sheep with golden wool and

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to gather as much wool as she could. Just as Psyche stepped into the water she heard the wind tell her to wait until the afternoon when the stream was quiet and the evil sheep were asleep. Then, according to the wind, their wool would be caught on the branches of the bushes. She followed this advice and brought back an armful of golden fleece to Venus. Venus was so angry she told Psyche that she must take a box to Proserpine and ask her to fill it with some of her beauty for "I have lost some of mine because I have had to take care of my sick son." Proserpine was the daughter that Ceres had lost, the one who had been kidnapped by the god of death, Pluto, and now lived as his queen in the Underworld. Psyche was afraid to go to the Underworld and decided to quickly put an end to her misery. She climbed to the top of a high tower, and just as she was about to jump, a voice said, "Why are you such a coward, Psyche? I shall tell you how to find Proserpine." Led by the voice, she found a safe way to the Underworld, met Proserpine, gave her the box and Venus's message, and soon was on her way back to the earth with the box now filled with beauty. Once in the sunlight, Psyche suddenly felt a great desire to look in the box. "Why can't I take just a little of this beauty and put it on my cheeks? Perhaps my Cupid will love me more." But when she opened the box all that came out was a deep sleep, and she fell to the ground as if she were dead. Cupid came to her, gathered the sleep back into the box, and woke her with a scratch of his arrow. "Oh, Psyche, again you have almost died because of your curiosity! Take this box to my mother, and I will take care of the rest." Then Cupid flew as fast as he could to his uncle Jupiter—the king of the gods—and begged him to make his beloved Psyche a goddess. Jupiter granted the wish, and the happy couple was soon reunited, this time on Mount Olympus, where the gods all live. In time, they had a daughter, whom they named Pleasure.

Check Your Comprehension 1. Why and how did Ceres help Psyche? 2. Can you name the deities who helped Psyche?

Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers.

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Clue 1 Venus is jealous of Psyche, and she feels envy. She feels that people will think Psyche is more beautiful, and Venus wants to be considered the most beautiful. Venus wants to punish Psyche because she feels competition from her.

1. To be jealous is to feel______(adj). a) sick b) love c) anger about what someone else has d) spite 2. Envy is (n). a) hunger b) jealousy c) love d) hate 3. To punish means ______(v). a) to hurt b) to help c) to make a joke with words d) to mock

Clue 2 Venus tells Cupid to find the meanest, ugliest man in the world—a monster. She wants Psyche to fall in love with a horrible man who will treat her very badly. 4. A mean person is ______(adj). a) not handsome b) not fat c) not kind d) very handsome 5. A monster is ______(n). a) extremely horrible b) extremely kind c) extremely old d) a giant

Clue 3 Psyche's sisters make her doubt that Cupid is handsome, and she becomes really curious to find out what Cupid looks like. Her curiosity causes her to lose Cupid, for he feels that Psyche has betrayed him when she looks at him with the candle.

6. To doubt means ______(v). a) to question b) to know c) to look d) to believe 7. Curiosity means ______(n). a) wanting to leave b) wanting to get well c) wanting to know d) wanting to have 8. To betray is ______(v). a) to help b) to kill c) to break a promise d) to keep promise

Clue 4

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Psyche is such a coward that she thinks of killing herself. Cupid feels pity for his wife, but Psyche doesn't know it, and she can't eat or sleep. She is full of misery.

9. A coward is______(n). a) one who is afraid b) one who is brave c) one who takes care of cows d) one who is not kind 10. Pity is ______(n). a) happiness b) love c) compassion d) ill 11. Misery is ______(n). a) sadness b) delight c) anger d) hatred

Clue 5 When the candle melts, the hot wax falls on Cupid's shoulder. Venus takes care of her son's wound from the burn.

12. Wax is ______(n). a) a material made of meat b) a material made of fat c) a material made of metal d) a material made of wood 13. A wound is ______(n). a) a sore b) a shirt c) hunger d) pain

Double-checking the Vocabulary Across Down 3. a solid material made of fat 1. feeling of wanting to know everything used for making candles 2. compassion 6. hating someone for having 3. a damaged place on the body something better than you 4. cause someone to suffer 7. a creature that causes fear 5. the most unkind, unpleasant 10. to feel that you want something 8. to be disloyal or unfaithful someone else has 9. one who is very afraid 11. deep sadness 12. to question, to not believe

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Vocabulary from Myths Look at the following words that are now used in common English. They come from the ideas in the story. See if you can match the words and their definitions.

1. cupidity (n) a. a medical doctor who treats mental illness 2. erotic (adj) b. sexual 3. psychiatrist c. a medicine to help sexual abilities 4. venereal disease (n) d. the name of a planet in the sky 5. psychologist (n) e. a person with a serious mental disease 6. Venus (n) f. a drug that alters the mental state 7. psychotic (n) g. a sexual disease 8. psychedelic h. a scientist who studies mental functions 9. aphrodisiac (n) i. a very great desire, especially for money or property

Cultural Notes Equality between the sexes is considered important for many English. Equality is an important part of marriage. In a typical modern English marriage, the values are for the husband and wife to share the work, responsibility, decision making, etc. This is due in part to the fact that today many women have careers that are as important to the family's financial stability as the men's. If both are working, both must therefore share in the household chores, child-rearing, etc. It is generally part of the picture for the husband and wife to be equally honest and faithful to each other.

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Finding the Moral/Lesson In small groups read the following proverbs and match them to their correct meanings. Discuss which of these proverbs fits the lesson of this myth. Then share your answer with the class.

Proverbs a. Marry in haste, repent at leisure. b. It was the straw that broke the camel's back. c. A watched pot never boils.

Meanings 1. Something you want to happen will not happen while you are concentrating on it. 2. If you make the wrong decision in who you marry, you will suffer the consequences for your whole life. 3. When someone has many problems, one more problem, however small, will cause that person to finally loose control.

Writing Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture

4.2.4. Lesson 4: Orpheus and Eurydice

Orpheus and Eurydice

Discussion A. With a partner, look at this advertisement. Describe what you see. Try to guess the names of the characters in the story and what the story will be about.

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Cell phone connections by Orpheus Keep in touch with loved ones 24 hours a day. Why worry about where your loved ones are? Give them a call anytime, anywhere. Out of sight doesn't mean out of mind.

B. Think about these questions and share your ideas with the class.

1. Would you be willing to sacrifice your life for the one you love? Explain. 2. If you are told not to look at something, can you resist the temptation u look?

Listening A. Listen to the story and decide whether these statements are True or False .

1. Orpheus was the most famous artist ever lived. 2. Eurydice gets bitten by a snake and dies. 3. Orpheus tries to go to the underworld to try to get her back. 4. He was able to charm the guards of the underworld through his paintings. 5. Orpheus persuades the gods of the underworld to let him bring Eurydice back. 6. Orpheus looses Eurydice forever because he couldn’t complete the tasks he was ordered by the gods.

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B. Listen to the story again. Check your answers and correct the false ones.

Background Notes

In Greek mythology, the Muses are a sisterhood of goddesses, who embody the arts and inspire the creation process with their graces through remembered and improvised song and stage, writing, traditional music, and dance. The Muses sat near the throne of Zeus, king of the gods, and sang of his greatness and of the origin of the world and its inhabitants and the glorious deeds of the great heroes. From their name words such as music, museum, and mosaic are derived.

Cast of Characters

Calliope: one of the nine muses—the muse of poetry Orpheus: the mortal son of Calliope—he plays a stringed instrument called the lyre (liar) Eurydice: the wife of Orpheus Proserpine (Roman name for Persephone): daughter of Ceres, queen of the Underworld Pluto (Roman name for Hades): king of the Underworld the Maenads: "crazy" women

Reading Now read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don't understand by the context. You can underline the words you don't know, but don't stop reading.

Once, in ancient Thrace, there was a child born to the Muse of poetry, Calliope. On his birth, she gave to her son, Orpheus, the gift of poetry and music. Some people even gossiped that Apollo, the god of music, was the real father of Orpheus. No mortal could play as beautifully as Orpheus. When he sang or made music on his lyre, he could quiet wild winds and soothe the savage animals. When Orpheus was a young man he fell deeply in love with an extremely beautiful young woman, Eurydice, and she fell as deeply in love with him. People said that their two hearts beat as one. On the afternoon of their wedding, as Eurydice and her bridesmaids were gathering flowers in a garden, a former boyfriend tried to kidnap her. As Eurydice ran from him, she stepped on a viper. The snake bit her on her foot, and she died. Not even the

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heavenly music of Orpheus could bring Eurydice back to life, and her spirit was taken, as all spirits, to the Underworld, the kingdom of Pluto. Orpheus's grief was so deep that he threw away all human fear and descended into the Underworld himself to try to find his beloved wife. Because of his magical music, he was able to tame all the monsters that guard the gates to Hell. He knelt before the throne of Pluto and Proserpine and begged to have his wife back. Orpheus said that he knew that all born of woman must come to the Underworld but that Eurydice had come too soon. He said that she was a bud that dropped before the flower could bloom. Even Pluto, the god of Hell, could not resist the beauty of Orpheus's music and voice, so he decided to give Eurydice back to life but only on one condition: As the two climbed back up to earth, Orpheus must not look back. He must trust the word of Pluto that Eurydice would be following behind. Orpheus agreed, and they climbed up from the darkness toward the light of life. Just as Orpheus stepped into the daylight of earth, he turned. Alas he turned too soon! His beloved wife was immediately pulled back down to the Underworld, holding out her hands and crying, "Oh, Orpheus, farewell." Orpheus was inconsolable. He could not eat or sleep. He refused to talk to anyone, especially women, and he spent the days crying and playing his beautiful, sad music. One day, a group of "crazy" women called the Maenads heard him playing. They became furious when he wouldn't talk to them, so they killed the gentle Orpheus, violently tearing him limb from limb and throwing his head into a river. As the head floated it cried, "My darling, Eurydice!" Now Orpheus is with his beloved Eurydice, and together they walk the world of the shadows hand in hand for eternity. His mother, Calliope, and her Muses gathered and buried the pieces of his body at the foot of Mount Olympus. It is said that birds sing more beautifully there than any other place in the world. Apollo took the lyre of Orpheus and placed it in the sky, where it can be seen in the constellation Lyra.

Check Your Comprehension After reading this story once, what do you think the answers to these questions are? It's OK to guess, and it's OK to not know the answers yet.

1. What is the special talent of Orpheus? 2. How does Eurydice die the first time? 3. Why does Eurydice die the second time? 4. How does Orpheus die?

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Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers.

Clue 1 Orpheus can make music so beautiful that it soothes the savage animals and tames the winds. People gossip that his father might be Apollo, the god of music.

1. To soothe means ______(v). a) to make angry b) to make peaceful c) to feed d) to help 2. Savage is ______(adj). a) sweet b) quiet c) mean d) crazy 3. To tame means ______(v). a) to anger b) to calm c) to kill d) to beet 4. To gossip means ______(v). a) to laugh b) to talk about someone c) to give a present d) to keep quite

Clue 2 Eurydice is bitten by a viper. After her death, Orpheus is inconsolable and refuses to say farewell.

5. A viper is ______(n). a) a crazy woman b) a poisonous snake c) a bee d) a plant 6. Inconsolable means ______(adj). a) unable to be comforted b) accepting c) not hungry d) be full 7. Farewell means ______(n). a) hello b) good-bye c) a bus ticket d) welcome

Clue 3 Orpheus describes Eurydice's death as like the dropping of a bud before the flower can bloom. 8. A bud is ______(n). a) a kind of beer b) a good friend c) a baby flower d) an animal 9. To bloom means ______(v). a) to develop b) to die c) to smile d) to cry

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Clue 4 Orpheus has a horrible death. The Maenads tear him limb from limb and throw his lyre away. Apollo places the lyre in the sky in a constellation. 10. Limbs are ______(n). a) bodies b) heads c) arms and legs d) chest 11. A constellation is ______(n). a) a group of stars b) an orchestra c) a planet d) the sun

Questions for Discussion First, reread the story carefully, looking for the deeper meanings and reviewing the vocabulary. Then in small groups discuss the following questions with your classmates. Be sure to tell what your native culture is.

1. Do you think Orpheus was justly punished for looking back? 2. Do you think this is a sad story or a happy story?

Finding the Moral/Lesson In small groups read the following proverbs and match them to their correct meanings. Discuss which of these proverbs best fits the lesson of this myth. Then share your answer with the class.

Proverbs: a. Fool me once, shame on you. Fool me twice, shame on me. b. Don't count your chickens until they're hatched. c. Leave well enough alone.

Meanings: 1. If something works well, do not try to improve it. 2. Do not make plans on the results of something until it actually happens. 3. If someone has tricked you once, be careful of being tricked again; the second time, it will be your fault.

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Double-checking the Vocabulary

Across 1. to say things about people behind their backs 4. a leg or an arm 6. to calm, to cause to feel better 8. a group of stars in the sky that make a special pattern or design 10. wild and angry

Down 2. unable to be made to feel better 3. a poisonous snake 5. the beginning of a lower 7. to say a formal good-bye 9. not savage domesticated 11. to grow and develop

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4.2.5. Lesson 5: King Midas and the Golden Touch

KING MIDAS AND THE GOLDEN TOUCH

Discussion A. With a partner, look at this cartoon and answer the following questions.

1. Why do you think King Midas is called “a gold bug”? 2. He says that he isn’t touching anything. What do you think would happen if he touched things round him?

B. Think about these questions and share your ideas with the class. 1. Have you ever wanted something very much only to get it and then regret it? If so, describe the situation. 2. Is it easy or difficult for you to keep a secret? Explain.

Listening

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A. Listen to the story of King Midas and decide whether the following statements are true or false . 1. King Midas is very greedy. 2. King Midas could make a wish because he did a favour for a magician. 3. The magician kept his promise and granted him whatever he wished. 4. The two things Midas loved in the whole world were his son and gold. 5. King’s wish was to turn everything he had to gold. 6. The magician was disappointed hearing the King’s wish.

B. Listen to the story again. Check your answers and correct the false ones.

Background Notes This Greek myth is about two different experiences in the life of a very greedy king, who gets what he wishes for, and his barber, who can't keep a secret. The story is set near the River Pactolus, which is in Turkey.

Cast of Characters King Midas King Midas’ daughter Bacchus (Roman name for Dionysus): the god of the wine. Silenus: the favorite of Bacchus Pan: the god of the fields Apollo: the handsome god of music

Reading Now read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don't understand by the context. You can underline the words you don't know.

Once upon a time in ancient Greece, there lived a very greedy king who loved gold very much. The only thing he loved more was his daughter. One day he met Silenus, who was a favorite of Bacchus, the God of the Wine. Silenus was ill and King Midas took him to his

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palace and cared for him for ten days. On the eleventh day King Midas took old Silenus back to the Temple of Bacchus and Bacchus offered him a reward. "To thank you for your kindness to my beloved friend, I will grant whatever wish you have." "Then I wish that everything I touch will turn to gold," said the greedy king. Bacchus was disappointed with the request, but he granted it nevertheless. As Midas walked home, he touched the branch of a tree. It turned to gold. Then he picked a flower and it too was transformed into gold. Overjoyed, the king rushed home. His furniture, the plates, the glasses, his clothes all turned to gold when he touched them. But when he called for dinner and picked up a piece of bread, it too turned to gold and he couldn't eat it. He took a sip of wine, but it turned to gold in his throat and he choked. And when his beloved daughter ran to hug him, at her father's touch, she turned into a statue of gold. In a panic the king ran to the Temple of Bacchus, begging to be released from this reward that had turned into a curse. "Go to the River Pactolus and plunge your head and body into the water and it will wash away the charm," said Bacchus. King Midas did as he was told and the charm was removed. If you go to the River Pactolus today, you will know why the sand has been changed to gold. After this horrible experience, King Midas hated wealth and lived in the countryside and became a worshiper of Pan, the god of the fields. One day Pan had the audacity to compare his music to the music of the god of music, Apollo. Pan challenged the handsome Apollo to a music contest. King Midas said that Pan was the better musician. Apollo was so angry that he punished Midas for having "stupid ears." Apollo said that the ears of Midas were like the ears of an ass, and at those words from the god, the ears of King Midas grew long and hairy, exactly like the ears of a donkey. The king was mortified and began to wear a large hat so no one could see his ears and know his shame. But his barber, of course, knew the secret. King Midas threatened the barber with death if he told anyone of the condition of the king's ears. But the barber could not keep the secret. Desperate, the barber went to the banks of a river, dug a very deep hole, and shouted into the hole, "King Midas has asses' ears!" Then he covered up the hole. But before long, a thick bed of reeds grew from that hole and began to whisper the story every time a breeze passed by. If you go to the banks of a river today and listen carefully to the reeds, you will hear them whisper the secret that King Midas had asses' ears.

Checking Your Comprehension

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After reading this story once, what do you think the answers to these questions are? 1. What does King Midas wish for? 2. Why does he regret his wish? 3. Why does Apollo punish him and how? 4. Why does the barber dig a deep hole?

Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers

Clue 1 King Midas is very greedy and only cares about money and gold. But he finally learns his lesson and decides he doesn't want wealth.

1. To be greedy means ______(adj). a) giving to others b) wanting everything c) selling for profit d) be honest

2. Wealth means ______(noun). a) a lot of money b) a little money c) loving money d) being greedy

Clue 2 King Midas becomes very frightened when his beloved daughter is transformed into a statue of gold. He is desperate for help. The king panics and runs to the Temple of Bacchus.

3. Transformed means ______(adj.)

a) remaining the same b) changed c) moving d) become old

4. To be desperate means ______(adj).

a) having hope b) losing hope c) alone d) be disappointed

5. To panic means ______(v).

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a) to laugh b) to cry c) to fear d) to haste Clue 3 Bacchus tells King Midas that he can remove the magic charm if he plunges his head into the River Pactolus.

6. To plunge means ______(v).

a) to go down b) to go up c) to remain in one position d) to cut

Clue 4 Pan has the audacity to challenge the god Apollo, and King Midas says Pan is the better musician. Apollo punishes Midas by giving him the ears of an ass, and King Midas is mortified.

7. Audacity is ______(n).

a) respect b) shame c) disrespect d) honor

8. An ass is ______(n).

a) a horse b) a donkey c) a caw d) an elephant

9. To be mortified is to be ______(adj).

a) embarrassed b) dead c) happy d) angry

Clue5 The barber cannot keep a secret, so he tells the secret to the ground. But the secret turns into seeds that grow into reeds that whisper the secret whenever the breeze blows.

10. Reads are______(n).

a) trees b) fish c) flowers d) grass like plants

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To whisper means (v). a) to talk loudly b) to not talk c) to shout d) to talk softly

10. A breeze is ______(n). a) a soft wind b) a storm c) snow d) a cloud

Double-checking the Vocabulary Look at the definitions and cross out the words in the list that match. Then, looking at the words that remain, read from left to right, top to bottom, and find the answer to the question, "What did King Midas say to his barber?" a. an animal that looks like a horse with long ears, a donkey b. to change c. to be extremely embarrassed d. to speak very quietly e. wanting more than you need f. a lot of money g. extreme uncontrollable fear h. a soft wind i. the act of dropping down from a height j. a state of fear because of a loss of hope k. tall, strong, hollow, grass like plants that grow in wet places l. being very brave

be greedy careful transform panic desperate and plunge don’t wealth audacity breeze cut ass my mortified ears too reeds whisper short

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Building Vocabulary from Myths From this story we get an idiom to describe good luck, a word to describe fear, and an idiom to describe beauty. Look at the following word and idioms that are now used in common English. They come from the ideas in the story. See if you can match the items and their definitions.

1. the Midas touch (idiom/n) 2. panic (v) (from the god Pan, whose music made people very excited) 3. a perfect Apollo (idiom/n) a. to be very frightened b. to have very good luck c. extremely handsome

Questions for Discussion

First, reread the story carefully, looking for the deeper meanings and reviewing the vocabulary. Then in small groups discuss the following questions with your classmates.

1. Did King Midas deserve the reward and the punishment he received? Explain. 2. Do you think the barber did the right thing? Could he have done anything different?

Finding the Moral/Lesson In small groups look at the following proverbs and decide which proverb best fits the moral of each part of this story. Then share your answers with the class.

1. All that glitters is not gold. 2. If wishes were horses, beggars would ride. 3. Three can keep a secret, if two of them are dead. Writing Think, in English, about these cultural values and discuss this similarities or differences of these values with values in Turkish culture.

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4.2.6. Lesson 6: Hercules

HERCULES

Discussion A. With a partner, look at this cartoon and answer the following questions.

1. What is this advertisement for? 2. Why is it called Hercules do you think? 3. What is it used for?

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B. Think about these questions and share your ideas with the class.

1. Briefly describe the characteristics of the most famous hero in Turkish culture. 2. If someone goes insane, do you think that person is responsible for his or her actions and should the individual pay the consequences for those actions?

Background Notes The story of Hercules is very old. He was the most popular hero of ancient Greece, and there are probably more stories told of his adventures than of any other figure in Greek mythology. He was admired by the Greeks because they thought he was the strongest mortal on the earth. His adventures were part of the ancient Greek oral tradition and changed and became more fantastic with each telling.

Cast of Characters Zeus (Greek name for Jupiter): king of the gods Hera (Greek name for Juno): wife of Zeus Hercules: son of Zeus and Alcemena, a mortal Megara: the first wife of Zeus Deianira: the second wife of Hercules Atlas: a Titan who holds up the skies Hades (Greek name for Pluto): king of the Underworld Hippolyta: queen of the Amazons

Reading Now read this story once, as quickly as possible, for the general idea. Try to guess the meanings of the words you don’t understand by the context. You can underline the words you don’t know.

One day Zeus came down to visit earth and fell in love with a married woman named Alcemena. Nine months later, she had twin sons: One was the son of her husband, and one was the son of Zeus. The son of Zeus was named Hercules (or Herakles) in honor of Zeus’s wife, Hera, but it only made Hera angrier. She was an extremely jealous goddess and vowed revenge on the little baby. One night, when the twins were sleeping together in their crib,

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Hera sent two enormous snakes to kill the infants. As the snakes wrapped themselves around the babies, Alcemena, hearing cries, rushed in to find that the baby Hercules has strangled both snakes to death. She then knew that he was son of Zeus (but she never told her husband!) Hercules grew up strong and brave, and when he was eighteen, he saved the people of Thebes from their enemies. The grateful king gave his beautiful daughter, Megara, to Hercules, to be his wife. The two loved each other very much, and Hercules was a caring husband and a devoted father to his three sons. Hera was consumed by jealousy at Hercules’s happiness, so she sent madness upon him. Under this spell of madness, Hercules killed his three sons and then his beloved wife. He awoke, as if from a dream, to see his dear family murdered and blood dripping from his hands. “Am I the cause of these murders of the ones I hold most dear?” he cried. “You were out of your mind,” the people said. “That is no excuse. I must kill myself to pay for their deaths,” said Hercules. But his friends persuaded him to consult the oracle at Delphi to discover the appropriate punishment. The oracle told Hercules that to cleanse himself of the sin of murder he must go to his cousin, the king of Mycenae, and fulfill twelve seemingly impossible tasks. These tasks are called the labors of Hercules. The first labor was to kill the lion of Nemea, a monster who could be killed only by the human hand. For a man who had strangled two snakes when a baby, choking the lion to death was easy. Hercules then cut off the lion’s head and skinned the body. Thereafter he wore the skin of that lion as a cloak. The second task was more difficult. There was a terrible sea monster called the Hydra. It had fifty snake heads, and each head was filled with deadly poison. Hercules cut off one of the heads, only to discover that two heads grew back in its place. Fortunately, he had a friend with him, and, as Hercules cut off a head, the friend put a burning branch to the bleeding neck and no heads grew back. When the animal was finally dead, Hercules put the tips of his arrows in the blood of the monster, knowing that the poison could kill any mortal. The third labor, while not dangerous, took a whole year. Hercules had to capture, alive, a beautiful deer scared to the goddess of the hunt and moon, Artemis. The deer became so tired after running away from Hercules for one year that it finally could run no longer. The fourth task was to kill a wild boar, and, like the deer, it finally gave up from the exhaustion of being pursued by Hercules. The fifth task was truly horrible. There was a very rich king named Augeas who owned three thousand cows. The stable where the cows lived had not been cleaned in thirty years. You can imagine what it looked like! You can imagine what it smelled like! It was the

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task of Hercules to clean that stable in one day. But Hercules did not use a shovel. He made two nearby rivers change their courses, and as the rivers rushed through the stable, the water removed all the filth of the cows. The sixth, seventh, eighth and tenth tasks were relatively easy for Hercules. He had to save the people from dangerous birds, a savage bull, and man-eating horses, and he had to bring back cattle from a monster with three bodies and three heads. The ninth labor had a tragic ending. He was to bring back the belt of the queen of the Amazons, Hippolyta. The Amazons were fierce warrior women, but Hippolyta graciously met Hercules and said she would be happy to give him her belt. However, Hera, ever jealous, made the Amazons think that Hercules had come to kidnap their queen. They attacked him, and he, thinking it was plot against him, instantly killed the gracious and innocent queen Hippolyta. The eleventh labor was very difficult because Hercules had to get the golden apples of three nymphs, the Hesperides. No one knew where they lived. Hercules went to the guardian of the Hesperides, Atlas, to ask directions. Atlas was a Titan and had been punished by Zeus and forced to carry the heavens on his shoulders. When Hercules asked for directions, Atlas saw his chance for freedom. He told Hercules that if he, Hercules, could hold the heavens, Atlas would go get the apples. That done, Atlas thought he was free forever from the burden of holding up the sky because Hercules now held the heavens. When Atlas returned with the apples, Hercules pretended that he would take on Atlas’s burden. He asked Atlas to take the heavens for just one moment, so that he could adjust his cloak to protect his shoulders. Atlas did, and Hercules was able to escape with the apples. The last labor was the most dangerous and the most difficult. It was to bring back the fierce three-headed watchdog of Hades. To do that, Hercules had to descend into the Land of The Dead and go to the throne of Hades and Persephone. There Hades, the king of the Underworld, told Hercules that if he could capture the watchdog, he could have him. That Hercules did, but when he brought the three-headed guard dog of death to the earth, people were so frightened that he let the dog returned to the Land of the Dead. At last, Hercules felt that he had been cleansed of the horrible murders of his wife and sons. He had many more adventures in his life, always being pursued by the jealous Hera. Finally, he married again, the beautiful princess Deianira. For many years they were happy, but then Hera caused Deianira to fear that Hercules no longer loved her. She gave Deianira a cloak and told her that it had a strong love potion in it. When Hercules came home, Deianira should have him put it on, and would love only her. But, when Hercules put on the cloak he

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felt as if he were on fire. His flesh started to melt, and as he tried to pull the cloak off, his skin and muscles tore off because they were stuck to the cloak. As his blood boiled and hissed, he realized that the cloak had the poison of the Hydra he had killed so many years ago. Deianira, who desired her husband’s love, not his death, killed herself in guilt. Hercules begged his friends to allow him to die. He lay down on some wood, and they lit a large fire. The gods in heaven looked down with pity. Even Hera at last felt saddened. “Only his mother’s share can perish, “said Zeus. “The other part, my part, is immortal, and that part will not die.” As the flames consumed Hercules’s body, his immortal part was taken up to the heavens and placed among the stars, where you can see him in the night sky to this very day.

Checking Your Comprehension After reading this story once, what do you think the answers to these questions are? 1. Why did Hera hate Hercules? 2. What happened to Hercules’s first wife and children? 3. How many labors did Hercules have? 4. How did Hercules die?

Check Your Vocabulary Working in pairs, look for hints and guess the vocabulary from the context clues. Then fill in the blanks with the correct answers.

Clue 1 Hera was consumed by jealousy whenever Zeus had girlfriends, and she vowed revenge on those children of Zeus. She pursued Hercules all of his mortal life.

1. To be consumed means to be ______(adj.) a) thinking of nothing else b) uncaring c) spending money d) being ill

2. To vow means ______(v.) a) to laugh b) to hate c) to promise d) to insult

3. To revenge means ______(v.) a) to review b) to get even c) to reward d) to help

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4. To pursue means ______(v.) a) to chase b) to hate c) to run away from d) to hide

Clue 2 When Hercules was just a baby in his crib, he strangled two snakes that had tried to kill him.

5. A crib is ______(n.) a) a small chair b) a large couch c) a very small bed d) a cushion 6. To strangle means ______(v.) a) to twist the neck b) to hit c) to knife d) to shoot

Clue 3 Hercules’s friends persuaded him to consult the sacred oracle at Delphi. The oracle gave him twelve tasks to perform to cleanse himself of the sin of murder.

7. To persuade means______(v.) a) to convince b) to argue c) to disagree

8. To consult means______(v.) a) to tell b) to ask for advice c) to hire d) to swear

9. Sacred means______(adj.) a) ordinary b) sinful c) holy d) secret

10.A task is ______(n.) a) a pin b) a job c) a punishment d) an exam

Clue 4 One of the labors of Hercules was to clean the filth from the Augean stables. 10. Filth is ______(n.) a) food b) water c) dirt d) animals

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Clue 5 When Hercules put on the poisoned cloak , he felt that the pain was too much of a burden to carry, and he begged for death.

12.A cloak is ______(n.) a) pants b) shoes c) a long jacket with no sleeves d) a shirt

13. A burden is ______(n.) a) a heavy load b) a sickness c) a fire d) a bag

Double-checking the Vocabulary

Look at the definitions and cross out the words in the list that match. Then, looking at the words that remain, read from left to right, top to bottom, and find the answer to the question, “What did Hercules say to Atlas when Atlas took back the skies?”

a. to get even with someone for something he or she has done b. extreme dirt c. an important job that must be accomplished d. to deeply and seriously promise to do something e. very holy and pure f. a difficult and heavy load g. to convince someone to do or believe something h. a small bed with rails for a baby i. to kill something by twisting its neck j. a long heavy coat without sleeves k. to be eaten up by something, to be overwhelmed l. to chase after something and try very hard to get it m. to ask the advice of someone

vow revenge please crib strangle consumed don’t persuade consult task cloak sacred sneeze pursue filth burden

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Building Vocabulary from Myths From this story we get many modern words to describe strength and difficult tasks. Look at the following idioms that are now used in common English. They come from the ideas in the story. See if you can match the items their definitions.

1. a Herculean effort (idiom) a. A disgusting place or situation 2. a Hercules (n) b. an evil that multiplies with attempts to suppress it 3. an atlas (n) c. to get rid of filth and corruption 4. like the Augean stables(idiom) d. An extremely strong man 5. to cleanse the Augean stables e. Attempting an extremely difficult task 6. an Amazon (n) f. A strong, assertive woman 7. hydra-headed (adj.) g. A map book

Questions for Discussion

First, reread the story carefully, looking for the deeper meanings and reviewing the vocabulary. Then in small groups discuss the following questions with your classmates.

1. Do you think Hercules deserved to have such a difficult life? 2. Why do you think Hercules was the favorite hero of the Greeks?

Finding the Moral /Lesson In small groups read the following proverbs and decide which of these proverbs best fits the lesson of this myth. Then share your answer with the class.

a. When it rains, it pours. b. No pain, no gain. c. Might makes right.

Writing Think, in English, about these cultural values and discuss this similarities or differences of these values with values in Turkish culture.

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CHAPTER 5

CONCUSION

A tour guide might be defined as someone who facilitates the tour from the beginning till the end, who is in a healthy communication with the tourists during their travel, who vividly interprets the sites visited, who enables the tourists to spend a nice time, and who helps them in unusual situations and to protect their rights during their travel. To obtain a tourist guiding license from the Turkish Ministry of Tourism one has to be a graduate from either a 4-year degree course or a 2-year diploma course in Turkish Universities. Apart from these, a person who wants to be a guide can participate either a 6-month private course, for a national guide license, or a 3-month private course, for a regional license. Additionally, to get licensed, a person having finished one of the courses mentioned above has to obtain 70/100 points at least from the KPDS, Turkish government’s foreign language exam. Although there are many inequalities in the amount of training received on these different courses, the training of tourist guides in Turkey is in an increasing trend. However, as an eight year experienced teacher of the English language on 2-year diploma courses of Selçuk University, I have noticed that language training is still a problem on these courses. Main problem is that the subjects on these courses are taught in Turkish and not in the chosen language. This loads the responsibility of teaching the necessary language skills for tourist guiding to language teachers. The lack of necessary teaching materials makes the language teachers face problems in fulfilling this responsibility. This study claims to help to overcome this problem with the use of Greek and Roman mythology as teaching materials. In this study it is aimed to show that Greek and Roman mythology can be used as teaching materials in English classes in tourist guiding courses of Seçuk University Bey şehir Vocational School of Higher Education. In order to achieve this goal, a brief literature review was made on Greek and Roman mythology, vocabulary and cultural values derived from the ancient world and a comparison of tourist guide training in Turkey and other Countries. After this, a preliminary research was carried out to research the needs and expectations of the students of tourist guiding programme of Selçuk University Bey şehir Vocational School of Higher Education. Following on from this, a short model course of 18 lessons was developed. After this model course was completed, the students’ opinions on the lessons were researched

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through a questionnaire. The results of both questionnaires were compared and it showed that the students think the developed lessons made many contributions to improve their language skills. In the questionnaire, students were asked how much they coped with the level of the texts, the level of exercises and the amount of new vocabulary used in these classes. In answer to these three questions, a great majority of the students marked “extremely well” and “quite well”. The result of the questionnaire clearly shows us that the students coped very well with the texts used in the experimental classes. It was hypothesized that the stories of Greek and Roman mythology can easily be simplified and that the students would cope quite well with these texts. The result of the questionnaire shows us that this hypothesis comes true. Another group of questions was about the activities done in these classes. The stories of Greek and Roman mythology were developed with pre and post reading activities including picture discussing, podcasts, multiple choice tests, puzzles, word meaning matching etc. In answer to the question how useful they found these exercises, most of the students marked “very useful” and “reasonably useful”. With these results it possible to say that the stories of Greek and Roman mythology can be enriched with various exercises which contribute to students’ learning process. A third group of questions were asked to see how much they think they improved their language skills, mainly speaking, listening, writing and new vocabulary. In answer to these questions “a lot” and “some” were marked in majority. Depending on these frequencies, we might say that students think they improved their language skills. A final question was asked to see how much the use of Greek and Roman mythology helped the students to be more motivated in language classes. In answer to the question how much they enjoyed these classes “a lot” and “reasonably” got the highest percentages. It was hypothesized that because these stories are both meaningful and enjoyable, their use in language classes will make the learners more motivated. From these frequencies we can say that the students enjoyed the classes and thus were fairly motivated in them. In the classes in which the Greek and Roman myths were used as teaching materials, it was also aimed to teach the English culture, because one can not learn a language without learning the culture of that language. English is filled with vocabulary, idioms, allusions, and cultural values derived from Greek and Roman mythology. Therefore, some activities such as “matching the meanings to the proverbs”, “discussing the lesson of the myth”, “discussing cultural notes” and “writing about the lesson of the myths” were included in the developed materials to use in tourist guiding programmes. In answer to the question how useful these

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activities were students marked “very useful” and “reasonably useful” the most. It is possible to say that, according to the questionnaire results, the students benefited from these activities and that the hypothesis, which put forward that the use of these texts as teaching materials in the English classes of tourist guiding programmes will help the students to learn the English culture and this will make contributions to their learning process, comes true. Because of the lack of English teaching materials appropriate to use in tourist guiding programmes, foreign language teachers on duty need to produce their own materials. Greek and Roman mythological stories are easily obtainable on the Internet even podcasts, which can be used for listening activities, can be found on the Internet. Because some of these stories are said to have happened in Turkey, students of tourist guiding programmes have to know and tell these stories to the visitors on many archaeological sites. So, knowing Greek and Roman mythological stories and having the ability of telling these stories in English is necessary in guiding tourists. The use of these stories as teaching materials in English classes does not only help improving the students’ language skills but it also teaches these stories which are necessary while performing their job. Finally, as the result of this research, we might be able to say that Greek and Roman mythological stories are highly suggestible in their usage as teaching materials in the language classes of tourist guiding programmes.

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REFERENCES

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Ahipa şao ğlu, H. S. (1997) Seyehat İş letmelerinde Tur Planlaması – Yönetimi ve Rehberli ğin Meslek Olarak Seçilmesinin Nedenleri Üzerine Bir Uygulama [Tour Planning – Administraton in Travel Agencies and Application on the Reasons of Why Tourist Guiding is Chosen as a Profession]. Ankara: Varol Matbaası.

Çimrin, H. (1995) Turizm ve Turist Rehberli ğinin ABC’si [Tourism and the ABC of Tourist Guiding]. Antalya: Akdeniz Kitabevi.

De ğirmencio ğlu, Ö. (2006). Turist Rehberli ği Nasıl Do ğdu ? [On-line]. Available: 1http://www.tureb.net /GenelBilgiler.aspid=33 [April 7, 2008]

Erhat, A. (1996). Mitoloji Sözlü ğü [Mythology Dictionary]. İstanbul: Remzi Kitabevi A. Ş.

Fink, G. (2004). Antik Mitolojide Kim Kimdir? [Who is Who in Ancient Mythology? ]. İzmir: İlya İzmir Tayınevi Matbaası.

Gattuso, B.(2003). New Orleans, Louisiana- Educational system for Tourist Guides [On- line]. Available: http://wftga.org/page.asp?id=113 [February 10, 2008].)

Greekgreece.com, Ancient Greek Mythology. Available:http://www.greecegreek.com /Mythology/index.html [April 10, 2008].)

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Hoover, H. ((2002) World Myths and Legends in Art, the USA : Minneapolis Institute of Arts.

Newlands, R. (2003). Scottish Educational system for Tourist Guides [On-line]. Available: http://wftga. org/page. aspid=111 [February 15. 2008].

Kalamboukidou, E. (2003). Greek Educational system for Tourist Guides [On-line]. Available:http://wftga.org/page.aspid=115 [February 20,2008].

Ku şluvan, S. (2002). The Problems of Tourist Guide Training in Turkey [On-line]. Available: http://www.tureb.net/yazdir.asp?id=411 [September 12, 2007].

Ortega, C ([email protected]. 2007, November 20). CEN Definitions [1 Paragraph]. E-mail to İ. Güne ş ([email protected])

Özbay, R. (2007). Türkiye’de Profesyonel Turist Rehberli ği [On-line]. Available: http://www.tureb.net/GenelBilgiler.aspid=84 [March 1, 2008]

Özbay, R. (2002). Turist Rehberli ği E ğitiminde Nereye? [On-line]. Available: http://www.tureb.net/ TurizmEgitimiWorkshop.doc [February 6, 2008]

Özdal, N. (2001, December). A Research on the Training of Tourist Guides in Turkey [12 Paragraphs]. Anatolia: an international journal of tourism and hospitality research [On-line serial], 12 (2). Available: www.anatoliajournal.com/turizmbulteni/aralik 2001.html - 17k [September 17, 2007].

Planaria, J. P. (2002) Eureka! Discovering American English and Culture through Proverbs, Fables, Myths, and Legends, the USA: The University of Michigan Press.

Schwab, G. (2004). Klasik Yunan Mitolojisinin En Güzel Efsaneleri [The Most Beautiful Myths of Ancient Greece]. İzmir: İlya İzmir Tayınevi Matbaası.

Tangüler, A. (2005). Rehberlerin Sorumlulukları [On-line]. Available: http://www.tureb.net/makaleler_detay.asp?id=498 [Febrary 12, 2008]

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Valsson, S.H. (2004). Icelandic Educational system for Tourist Guides [On-line]. Available: http://wftga. org/page.aspid=134[February20,2008].

Whitelaw, R. L. (1995) Legacy of the Ancient World: An Educational Guide, Florida: Hillsborough County Public Schools.

Whittaker, A. (2004). Psychology of Myths: Why we choose to believe. [On-line]. Available: http://home.klis.com/~whittaker/allensweb/school/myth.04.doc [June12, 2007].

Wöhlcke, M. (2004). Troya Sava şı [Trojan War]. İzmir: İlya İzmir Tayınevi Matbaası.

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APPENDICES

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APPENDIX 1

Questionnaire for 1 st Year Tourist Guiding Students

This questionnaire is a part of a study on English courses for tourist guiding students. All participants will remain anonymous (give no name). Thank you very much for your help.

1. Please select one of the following. a. ( ) I want to be a guide. b. ( ) I am not sure if I want to be a guide or not. c. ( ) I do not want to be a guide.

2. Please select one of the following. a. ( ) I would prefer being an English teacher to being a tourist guide. b. ( ) I would prefer being a tourist guide to being an English teacher.

3. Have u ever been employed as a tourist guide? a. ( ) Yes. b. ( ) No.

4. What is your sex? a. ( ) Male. b. ( ) Female.

5. What is your age? a. ( ) I am 19 or younger. b. ( ) I am between 20 – 22 c. ( ) I am 23 or older.

6. Please say how much you know about Greek and Roman Mythology? a. ( ) A lot. b. ( ) Some. c. ( ) Not much. d. ( ) Hardly any. e. ( ) Nothing.

7. How much do you expect your English lessons to cover these language skills?

Topics in They should They should They should They should English cover cover cover cover Lessons A Lot Some Not much Hardly Any Grammar Vocabulary Reading Writing Listening Speaking Pronunciation Translation

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APPENDIX 2

Questionnaire for 1 st Year Tourist Guiding Students

This questionnaire is a part of a study on English courses for tourist guiding students. All participants will remain anonymous (give no name). Thank you very much for your help.

1. Please state the number of hours you attended (maximum 18): …………….hours. 2. How much do you think you improved the following?

A lot Some Not much Hardly Any a. Speaking b. Listening c. Reading d. writing e. New vocabulary f. New information in the texts

3. Please say how you coped with the following.

Extremely Quite Not Very Not Well Well Well Well At All a. The level of the text b. Level of the exercises c. The amount of new vocabulary d. The amount of new vocabulary in the text

4. How useful were these exercises?

A. Pre Reading Activities Very Reasonably Not Very Not Useful No Idea Useful Useful Useful At All 1. General Discussion Questions 2. Picture discussing questions 3. Listening Activities (Fill in the blanks) 4. Listening Activities ( True – False) 5. Podcasts 6. Video B. Post Reading Activities Very Reasonably Not Very Not Useful No Idea Useful Useful Useful At All 1. Comprehension Questions 2. Multiple Choice Tests 3. Puzzles 4. Matching words to their meanings 5. Listening to the texts being read 6. Matching Proverbs to their meanings 7. Discussing the lesson of the myth 8. Discussing Cultural Notes 9. Discussing English -Turkish Culture 10. Writing about the le sson of the myth

5. Please say how much you enjoyed the lessons.

a. ( ) A lot b. ( ) Reasonably c. ( ) Not much d. ( ) Not at all

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APPENDIX 3

London Blue Badge Tourist Guide Training Course 2008 Prospectus

The Guild of Registered Tourist Guides Accredited by

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OBJECTIVE

To prepare students to enter the tourist industry as qualified guides for the London region. Registered tourist guides are qualified by examinations set and administered by the Institute of Tourist Guiding. Those students who are successful in these examinations will be awarded the ‘Blue Badge’ for London.

COURSE CONTENT

During the course students study the following: Background knowledge – a wide cultural background to Britain. London knowledge – an in-depth local knowledge. Regional knowledge – covering sites frequently visited from London in a day. GuidiNg techniques – communication and presentation skills for guiding on foot, on site and from a moving vehicle. Business skills – learning to work as a self-employed guide within the tourist industry. Subjects covered include: history, geography and geology, agriculture and countryside, law, English literature, visual and performing arts, monarchy, government, tourism, sport, industry and commerce, finance, various galleries and museums in London, religion, architecture, current affairs and tour planning and problem solving. In depth: St. Paul’s Cathedral, the British Museum, a London Gallery, the Tower of London, Westminster Abbey and a City walk. Regional sites include: Oxford, Stratford- on-Avon, Windsor, Stonehenge, Salisbury, the Cotswolds, Bath and Canterbury. At all times health and safety, customer care and the widest possible access for all are stressed. A handbook containing the full syllabus is given to all students. **It is essential for students to have regular access to a computer, email and a good printer as many handouts for lectures and communications regarding changes or additions to the course are sent out electronically.

COURSE STRUCTURE

The five components of the course content form an integrated course of study. The course is designed to be part-time, with lectures and practical training sessions outside normal office hours. Lectures: There are two evening lectures in central London each week. (These will usually be held on Tuesdays and Thursdays 18.30– 20.30). Practical training: There are also practical training sessions and visits most Saturdays. These sessions are an essential part of the course and should not be missed. Private home study: The student should expect to spend several hours each week on private research and learning of material. In addition to this, the holiday breaks are intended as study leave.

COURSE DATES 2008 - 2010

Induction week-end:5-6 April 2008 Part 1.02 September 2008 – end March 2009 Small group sessions Late June 2009 Part 201 September 2009 – end January 2010

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COURSE FEES

The course fee is £3,800.00. This includes all teaching, entrance fees, coach travel as part of training, core knowledge CD and other course learning materials. Also included is a two day communications seminar on practical presentation skills and a first aid training course, all of which will take place mid-week Half of the course fee (£1,900.00) is payable upon acceptance of the place by 28 March 2008. The other half (£1,900.00) is payable before 28 August 2008. No refunds will be given if a student withdraws from the course or any part of it, nor for non-use of services provided. The Guild of Registered Tourist Guides reserves the right to cancel and refund all fees paid or to offer the course at a higher fee if insufficient enrolments are received.

COURSE FEES - FUNDING

The Guild of Registered Tourist Guides is registered with the Learning Skills Council as a Learning Provider. Subject to meeting certain conditions, it may be possible for a Career Development Loan to be granted by the LSC. Full details will be made available if you are accepted for interview

FINAL ASSESSMENT

The course director will submit students for practical and written assessment administered by the Institute of Tourist Guiding. To gain the Blue Badge qualification students have to pass all the sections: Planning and problem solving project Background knowledge written examination }30 May 2009

Regional knowledge written examination } September 08 or April 09 2 London practical examinations London knowledge written examination } late September 2009.

Practical site and coach assessments } late September 2009 For 2008/10, the examination fees are likely to be in the region of £800.00, payable in two or three instalments, to the Institute of Tourist Guiding. There is an additional linguist test and fee for those wishing to qualify to guide in a language, which is not their mother tongue. Successful candidates will have their name added to the Institute of Tourist Guiding’s Register of Guides and will be issued with the London Registered Guide photo card and Blue Badge.

WORKING AS A GUIDE

The role and function of a tourist guide is to welcome, organise, inform and entertain. This rewarding work allows great opportunities to meet a wide range of people, to travel and manage your own working environment. Tourist guides in Britain are mainly freelance and self-employed. Work is seasonal, often involving unsocial hours, and is usually obtained by direct contact with tour operators and other agencies. In addition, a guide with good marketing skills can successfully establish a strong client base. Registration with the Institute of Tourist Guiding signifies that a tourist guide has achieved an acceptable level of professional

98 competence. The Institute does not offer work to tourist guides but promotes the Blue Badge in general. Tourist guides are listed in its annual register, which is distributed to users of guide services. Depending on what type of work is being undertaken, tourist guides will charge a range of fees. For ‘mainstream’ guiding work in 2007/08, freelance London Blue Badge guides are negotiating minimum fees in the range of £110-126 per half day and £170-196 per full day.

APPLICATION AND SELECTION

1. Application should be made by downloading and completing the application form and returning it with a cheque for £40 (made payable to: Guild Training, London account) to : London Blue Badge Course The Guild of Registered Tourist Guides 52d Borough High Street London SE1 1XN The last date for receiving applications for 2008/10 is 18 January 2008. 2. All applicants will be asked to sit a general knowledge test. This will take place: Wednesday 30 January 2008 at 18.30 at a central London venue to be decided. Details will besent to all applicants Nearer the date. 3. Shortly after the pre-entry test, selected candidates will be informed in writing and asked to attend an interview. Interviews will take place during the week 03-07 March 2008. Offers of a place on the course will be sent by March 17. 4. Candidates’ acceptance letters (together with 50% of the fee) should be received by 28 March in time for the Induction week end April 5 and 6. Candidates, of a minimum age of 18 years, will need to demonstrate an outgoing personality, smart appearance, physical stamina, good general knowledge, organisational ability, flexibility, a genuine interest and concern for people and the motivation to develop their own business. Preference for places on the course will be given to those who are fluent in more than one language and to those with a background in the tourism industry.

THE INSTITUTE OF TOURIST GUIDING The Institute of Tourist Guiding is the standard setting body, not only for Blue Badge guides but for the whole of the tourist guiding sector. It provides examinations and accredits courses which meet its standards.

COURSE DIRECTOR

Hazel Docherty, MA Hons PGCE FETC MITG. Hazel qualified as a guide in 2002 after spending any years in education for both adults and children and leading visits abroad. She is course director for the Guild of Registered Tourist Guides. Hazel is Chair of the Language Committee of the Institute of Tourist Guiding. She guides in English, Spanish and French.

TRAINING PROVIDER The Guild of Registered Tourist Guides is both a membership organisation and a training provider of guide training courses in London and other areas of England.

COURSE TUTORS & LECTURERS

All the tutors on the course work as London Blue Badge guides. Many of the lecturers are guides and

99 specialists in their subject.

STEERING GROUP

There is a steering group for the course made up from representatives of the industry. These include the Course Director, the Course Administrator, the Chief Examiner, the Chair of the Guild of Registered Tourist Guides, a representative of Visit London, an academic, 2 users of guide services or representatives from sites and working blue badge guides.

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APPENDIX 4

Ankara University Vocational High School of Beypazarı Tourist Guiding Programme Course Content.

I. Yarıyıl

TUR İZM ve ÇEVRE Kodu: BTR 101

· Çevrenin ya şantımızdaki yeri ve önemi. Çevreye ait kavramlar (Çevre, ekoloji, ekosistem, habitat, çe şitlilik, ekolojik denge). Çevre korumanın süreci, geli şimi ve tarihçesi. Döngüler. Sulak alanlar, koruma ve sözle şmeler. Turizm ve Çevre ili şkisi. Turizmde sürdürülebilirlik için turistik tüketimde çevre koruma ve kullanma. Atıklar, kirlilik ve geri dönü şüm. Ekoturizm türlerine göre turistik tüketim. Çevre Koruma ve turizm. Ekoturizmin çevresel, sosyal ve ekonomik boyutları.

DİNLER TAR İHİ Kodu: BTR 103

· Din–Dua–İbadet, Dinlerin Ortaya Çıkı şı ve Sınıflama, Din ve Kültür İli şkisi, Çok Tanrılı Dinler: Animizm, Animatizm, Animalizm, Feti şizm, Totemizm, Şamanizm, atalar İbadeti, Dinle ştirilmi ş Dü şünce Sistemleri: Konfüçyanizm, Brahmanizm, Budizm. Tek Tanrılı Dinler: Musevilik, İsevilik, Muhammedilik.

SANAT TAR İHİNE G İRİŞ Kodu: BTR 105

· Sanat Nedir? Sanat Tarihi Nedir? Sanat Kavram ve Terimleri, Sanat Tarihi Terminolojisi, Bizans Sanatına Giri ş, Bizans Resmi, Kapadokya Bölgesinde Bizans Sanatı, İstanbul’da Bizans Sanatı, Selçuklu Mimarlı ğı, Selçuklu Mimari Yapıları.

ESK İ YAKINDO ĞU VE TÜRK M İTOLOJ İSİ Kodu: BTR 107

· Mezopotamya Bölgesinde Uygarlıkları Tarihçesi ve İnanç Sistemleri: Sumer, Akkad, Assur ve Babil Mitolojisi. Antik Mısır Tarihçesi ve İnanç Sistemleri: Mısır Mitolojisi. Anadolu Uygarlıkları Tarihçesi ve İnanç Sistemleri: Hatti, Hitit, Hurri, Frig, Urartu ve Hurri Mitolojisi. Eski Türk İnanç Sistemi ve Mitolojisi.

GENEL TUR İZM Kodu: BTR 109

· Turizm ve turist kavramları. Turizm çe şitleri. Turizmin geli şmesine etki eden faktörler ve tarihi süreçte turizm. Turizm piyasası. Turizmin ekonomik etkileri. Turizmin sosyal, ekonomik ve fiziksel çevre ili şkisi. Türkiye’de turizm endüsBTRisinin sorunları. Türkiye’de iç turizm. Türkiye’de turizmin gelece ği.

DAVRANI Ş B İLİMLER İ Kodu: BTR 111

· Davranı şların Geli şimi ve Türleri, Davranı şları İnceleyen alt Disiplinler, Ki şilik, Normal ve Anormal Davranı şlar, Algı, Bellek, Ö ğrenme Teknikleri, Korku, Sevgi, Heyecan, Sistematik Dü şünme ve Çalı şma, İdeal İnsan ve Toplum Modeli.

TÜRK EL SANATLARI Kodu: BTR 113

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· Geleneksel Türk El Sanatları, Dokumacılık Nedir? Örnekler Nelerdir? Dokuma Merkezleri, Halıcılık, Kilim, Çini, Seramik.

TEMEL B İLG İ TEKNOLOJ İLER İ I Kodu: BTR 115

· Bilgisayarın tarihçesi, Bilgisayarın bile şenleri(donanım,yazılım ,ileti şim),i şletim sistemi(Windows XP), Dosya şıkı ştırma ve yedekleme, İnternet nedir? , internet servisleri (www,ftp, e-posta, haber grupları, listeler, arama motorları), Bilgisayar güvenli ği ve virüsler (güvenlik için temel önlemler,virüs türleri , virüs belirtileri, yapılması gerekenler, Anti-virüs programları, kaynak siteler)

MESLEK İ YABANCI D İL I Kodu: BTR 117

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama. Turizm rehberi için gerekli yabancı dil konu şma becerisi, prati ği ve KPDS için hazırlık çalı şmaları.

ATATÜRK İLKELER İ VE İNKILAP TAR İHİ I Kodu: ATA 101

· Kavramsal Açıklamalar , İnkılap (Devrim) Kavramı, Türk Devrimine Yol Açan Nedenler (Osmanlı İmparatorlu ğu’nun Kısa İncelenmesi), Birinci Dünya Sava şı, Osmanlı İmparatorlu ğunun Parçalanma Süreci (Antla şmalar, İş galler ve Tepkiler), Amasya Tamimi ve Kurtulu ş Sava şı Hazırlıkları (Kongreler ve Örgütlenmeler), Misak-ı Milli’den Türkiye Büyük Millet Meclisine (Meclisin Yapısı, Kar şı Tepkiler) Düzenli, ulusal Ordunun Kurulu şu, Do ğu Cephesi ve Ermeni Sorunu (Günümüzle Ba ğlantılı Tarihçesi)

TÜRK D İLİ I Kodu: TD İ 101

· Türk Dili Dersinin Niteli ği / Tanıtımı, Amaçları ve De ğerlendirme Biçimi / Di ğer Dersler İçindeki Yeri ve Önemi / Konu şma Dili, Yazı Dili ve Di ğer Şekilleri / Dillerin Do ğuşu, İnsan ve Toplum Hayatındaki Önemi / Dile Sevgi – Saygı / Türkçe’nin Yeryüzündeki Diller Arasındaki Yeri / Türkçe Üzerindeki Çalı şmalar, Özelli ği ve Güzelli ği / Türk Dili’nin Tarihi Geli şmesi ve Devreleri / Geli şmi ş Dilin Kelime Serveti, Kelime Çe şitleri ve Geli şmi ş Bir Dilin Kolları İle Türkçe’nin Lehçe, Şive ve A ğızları /

SEÇMEL İ DERS (Beden E ğitimi veya Güzel Sanatlar) Kodu: BED 101 GUS 101

· Beden e ğitimi ve güzel sanatlar derslerinden birisini seçen ö ğrenciler sportif aktiviteler ile güzel sanatlar ve bunların teknik uygulamaları hakkında bilgilendirilmektedirler; güzel sanatlar dersini seçen ö ğrenciler ise kara kalem ve ya ğlı boya resim yaparak uygulama sırasında bunların tekniklerini de ö ğrenmektedirler.

II. Yarıyıl

FOLKLOR Kodu: BTR 102

· Tanım ve Amaç, Folklorik Unsurların Genel Özellikleri, Geçi ş Dönemleri (Do ğum, Evlenme, Ölüm), Kutsal Günler, Aylar, Yerler. Halk Hekimli ği, Barınma, Aydınlanma, Giyinme, Süslenme, Halk Oyunları (Meddah, Karagöz, Ortaoyunu, Kasebazlık, Hokkabazlık, Ate şbazlık, Sihirbazlık vd.) Halk Dansları, Türkü, Mani, Ninni, A ğıt.

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GENEL EDEB İYAT Kodu: BTR 104

· Edebiyatın, Türk ve Batı Edebiyatlarının Genel Özelliklerinin İncelenmesi; Sanat ve Sanatçı düzeyinde etkilenmelerin saptanması.

SANAT TAR İHİ Kodu: BTR 106

· Selçuklu Mimarisinin Genel Özellikleri, Osmanlı Mimarisi, Bizans’ta Figür, Saraylar, Camiler, Medreseler.

KLAS İK YUNAN M İTOLOJ İSİ Kodu: BTR 108

· Klasik Yunan’da Tanrıların Yaradılı şı, Olympos’lu Tanrılar (Görevleri, Mitosları), Kahramanlar ve Mitosları, Kısa Mitoslar, Homeros ve İlyada, Odysseia.

TUR İZM MEVZUATI Kodu: BTR 110

· Toplum ve Kural. Türkiye’de Devlet Yapısı. Turizm Hukuku. Seyahat Acentaları Mevzuatı. Turizmi Te şvik Kanunu. Milli Park, Tabiat Parkı, Tabiat Anıtı, Tabiat Koruma Alanı, Özel Çevre Koruma Bölgeleri. Profesyonel Turist Rehberli ği Mevzuatı. Av Turizmi. Pasaport ve Vize Kanunları. Yerle şme ve Seyahat Hürriyeti. Yabancıların Türkiye’de İkamet ve Seyahat Özgürlü ğü. Birinci ve İkinci Derece Askeri Yasak Bölgeler, Yabancılara İkamet İzni. Sınırdı şı Etme. Yabancı, Vatansız, Mülteci, Muhacir, Azınlık Kavramları. Tüketici Hakları ve İş leyi şi. WTO (Dünya Turizm Örgütü) Turizm Ahlak Yasası.

KLAS İK ÇA ĞDA ANADOLU UYGARLIKLARI Kodu: BTR 112

· Klasik Dönem Anadolu Uygarlıklarının Genel Kronolojisi, Arkaik Dönem'de Anadolu, Klasik Dönem'de Anadolu, Hellenistik Dönem'de Anadolu, Roma Dönemi'nde Anadolu.

HALKLA İLİŞ KİLER Kodu: BTR 114

· Halkla ili şkilerin tarihsel geli şimi, Halkla ili şkilerin kavramı ve tanımlar, Halkla ili şkilerde benzer kavramlar, Halkla ili şkilerde amaçlar ve temel ilkeler, Kamuoyu, Halkla ili şkiler çalı şmasında a şamalar, Halkla ili şkilerde kullanılan araçlar, Örgütlerin halkla ili şkiler çalı şmalarından yararlanma biçimleri, Kamu yönetimlerinde halkla ili şkiler, Kriz dönemlerinde halkla ili şkiler.

TEMEL B İLG İ TEKNOLOJ İLER İ II Kodu: BTR 116

· Micrsoft office paketi- Microsoft Word-( belge düzenleme ile ilgili temel kavramlar, stiller, şablonlar, di ğer ofis programları ile entegrasyon ,nesne ekleme, uygulama örnekleri) Microsoft Excel ( elekBTRonik tablo ile ilgili temel kavramlar, veri tipleri ,veri düzenleme ve veriler üzerinde i şlem yapma, förmül yazma, Şablon olu şturma, sık kullanılan excel fonksiyonları , makrolar ,uygulama örnekleri) Microsoft PowerPoint-( sunum hazırlama ile ilgili temel kavramlar, usunu hazırlama, sunu şablonu ve şablon üzerinde de ğişiklik yapma,nesne ekleme ve nesnelere animasyonlar uygulama, sunumu otomatikle ştirme ,zamanlama ayarları) Microsoft Outlook ( elekBTRonik ajanda , e-posta yönetimi, ki şileri yönetmek,zaman ve randevu ayarları)

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MESLEK İ YABANCI D İL II Kodu: BTR 118

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama. Turizm rehberi için gerekli yabancı dil konu şma becerisi, prati ği ve KPDS için hazırlık çalı şmaları.

ATATÜRK İLKELER İ VE İNKILAP TAR İHİ II Kodu: ATA 102

· Kavramsal Açıklamalar, Kurtulu ş Sava şı (1921 Yılı Ba şından Mudanya Ate şkes antla şmasına Kadar) Cepheler, Yunan Ordusu ile Yapılan Sava şlar ve Siyasi Geli şmeler, Kurtulu ş Sava şının Biti şi (Mudanya Ate şkes Antla şması, Saltanatın Kaldırılması ve Lozan Antla şması), Cumhuriyetin İlanı, Halifeli ğin Kaldırılması ve Devrime Kar şı Tepkiler, Atatürk İlkeleri, Atatürk’ün Ölümüne Kadar Türkiye Cumhuriyetinin İç Siyaseti, Atatürk sonrası Türkiye Cumhuriyeti’nin Genel Siyasal Durumu.

TÜRK D İLİ II Kodu: TD İ 102

· Yazı Dilinin Tasnifleri, Genel Özellikleri / Türk Edebiyatı, Nesri, Şiiri / Tarih Boyunca Türkçe’de Kullanılan Ba şlıca Alfabeler / Dil Bilgisinin Bölümleri / İnsan Sesinin Te şekkülü ve Çe şitleri / Ünlü ve Ünsüz Özellikleri, Sınıflandırılmaları / Türkçede Ses, Vurgulama, Söz Sanatları ve Diksiyon / Özet, Dilekçe, Mektup, Telgraf .

III. Yarıyıl

ORTAÇA Ğ ARKEOLOJ İSİ I Kodu: BTR 201

· Selçuklu Yapılarına Giri ş (Cami, Medrese,Türbe), Önemli Ortaça ğ Şehirleri, Ortaça ğ Dönemi Türk Kazıları, Ortaça ğ Kervanları.

MESLEK SA ĞLI ĞI VE İLK YARDIM Kodu: BTR 203

· Genel Sa ğlık Bilgileri, Kazalar ve BTRafik Kazalarında İlk Yardımın Önemi İle İlgili Bilgiler; İnsan Vücudu İle İlgili Bilgiler; Solunum, Kalp Durması,Kanamaların Durdurulması ve Kan Dola şımının Sa ğlanması, Şok Bayılmalarda ve Koma Durumlarında İlk Yardım İle İlgili Bilgiler.

ANADOLU’DA İLK YERLE Şİ MLER Kodu: BTR 205

· Mezopotam’ya ve Kıbrıs’ta İlk Yerle şimler ve Kültürler, Güney Do ğu Anadolu İlk Yerle şimleri ve Neolitik Evre, Anadolu’da Neolitik Dönem Yerleşimleri, Kalkolitik Yerle şimler, Eski Tunç Ça ğında Anadolu Yerle şimleri.

TÜRK İYE’N İN TUR İZM CO ĞRAFYASI Kodu: BTR 207

· Turizm ve Co ğrafya İli şkisi. Turizm Co ğrafyasının Tanımı, Önemi ve Konusu. Türkiye Turizm Co ğrafyasının, Co ğrafi Konum ve Yeryüzü Şekilleri Bakımından; İklim ve Bitki Örtüsü Bakımından; Akarsu ve Göller Bakımından Genel Özellikleri. Turizm Türleri, (Tatil ve Dinlenme; Da ğ, Spor, Av ve Yayla; Sa ğlık; Dini, Tarihi ve Kültürel; Kongre Turizmi) Bakımından Türkiye Turizm Co ğrafyasının Özellikleri.

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TUR İZİM REHBERL İĞİ Kodu: BTR 209

· Turizm Rehberli ğinin Tarihsel Geli şimi, Türkiye’de Profesyonel Turist Rehberli ği Eğitimi ve Örgütlenmesi, Tur ve Grup Çe şitleri Turun Gerçekle şmesinde Görev Alan Elemanlar, Türkiye’deki Turist Rehberlerinin Mesleki Sorunlarının Tartı şılması.

TAR İHİ CO ĞRAFYA Kodu: BTR 211

· Antik Ça ğın Ünlü Co ğrafyacıları, Antik Kent,Da ğ,Nehir İsimleri, Ege Göçleri, Antik Bölgelerin Kurulması ve Tarihsel Geli şimi, Antik Bölgelerin Tanıtımı, Eski Ankara ve Çevresi, Antik Kent ve Müze Tanıtımları.

MESLEK İ YABANCI D İL III Kodu: BTR 213

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama. Turizm rehberi için gerekli yabancı dil konu şma becerisi, prati ği ve KPDS için hazırlık çalı şmaları. KPDS ‘ye yönelik test çözümlemeleri.

III. YARIYIL İÇİN SEÇMEL İ DERSLER İ

KONGRE VE FUAR YÖNET İMİ Kodu: BTR 215

· Dünyada ve Türkiye’de Kongre ve Fuar Turizminin Sosyal, Ekonomik ve Kültürel Boyutları; Kongre ve Fuar Organizasyonu ve Yönetimi.

FOTO ĞRAFÇILIK Kodu: BTR 217

· I şık, Renk, Renk Isısı, Foto ğraf Makinesi, Objektif, Film, Pozlama, I şık Ölçer, FiliBTReler, Çekim A şaması, Siyah Beyaz Film Banyosu, Siyah Beyaz Kart Baskısı, Aydınlatma, ElokBTRonik Fla ş, Foto ğrafik Görünüm ve Görüntü Düzenleme.

ÖZEL İLG İ TUR İZM İ Kodu: BTR 219

· Özel İlgi Turizmi ile İlgili Temel Kavramlar ve Özellikler; Özel İlgi Grupları; Özel İlgi Turizm Türleri.

PREH İSTORYA Kodu: BTR 221

· Jeolojik Zamanlar, Buzulla şma (Kıta Buzulla şmaları) ve Buzul olu şumları, Paleolitik Kültürler, Paleolitik Sanat ve Din, Paleolitik Besin Kaynakları, Paleolitik Ate ş, Anadolu’da Paleolitik Yerle şimler.

ALTERNAT İF MESLEK İ YABANCI D İL I Kodu: BTR 223

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama.

STAJ Kodu: BTR 225

· Turizm Rehberli ği Bölümü ö ğrencilerinin staj gezileriyle ilgili uygulamada 25.11.2005 tarih ve 19152 sayılı Resmi Gazetede yayımlanan Profesyonel Turist Rehberli ği

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Yönetmeli ği hükümleri uygulanır. Buna göre derslerin bitiminden sonra veya devamı süresince yapılacak yurtiçi tatbikat gezilerinin süresi en az 30 takvim günüdür.

IV. Yarıyıl

EKO TUR İZM Kodu: BTR 202

· Turizm nedir, turizm çevre ili şkisi nasıldır, turizmde yeni akımlar, sürdürülebilir turizm, eko turizmin tanımı, amaçları ve tarihçesi, kar şıla ştırmalı özellik ve ilkeleri, eko turizmde denge ve koruma, eko turizm aktiviteleri, korunan alanlarda eko turizm planlamasına ili şkin yurtiçi ve yurtdı şı örnekler.

ORTAÇA Ğ ARKEOLOJ İSİ II Kodu: BTR 204

· Ortaça ğ Mimarisinde Malzeme Kullanımı, Ermeni Mimarisi, Seminer Konuları

ANADOLU UYGARLIKLARI Kodu: BTR 206

· Hitit İmparatorlu ğu Öncesi Anadolu’da Durum, Asur Ticaret Kolonileri Ça ğı, Hitit İmparatorlu ğunun Siyasi Tarihçesi, Hititlerde Toplumsal Ya şam, Hitit Yerle şimleri, Karanlık Ça ğ, Geç Hititler (Tarih, Ya şam), Frigler (Tarih, Ya şam), Urartular (Tarih, Ya şam), Kommagene Krallı ğı.

TUR İZM CO ĞRAFYASI Kodu: BTR 208

· Dünya turizmine ait sunumlar : Mayalar, Mısır Uygarlı ğı ve Piramitler, Meksika Kültürü, Everest’in Ça ğrısı ve Da ğcılık, Türkiye’de BTRekking, Afrika ve Serengeti. Seminer çalı şmasında örnek olarak seçilen illerin; şehrin co ğrafyasına ait sorgulanması, ekonomi, tarihçe, turizm potansiyeli (bölgeye gelen turistler, geli ş yolları, turistik tesisler ve yatak kapasitesi, seyahat acentaları), beslenme kültürü, folklor, el sanatları, kültür turizmi, sa ğlık/termal turizm, eko turizm, do ğa sporları, su sporları, hava sporları, kongre kapasitesi ve kongre turizmi, gençlik turizmi, bölgeye ait rehberli tur programları açısından incelenmesi.

REHBERL İK UYGULAMALARI Kodu: BTR 210

· Gap, Karadeniz , Konya – Kapadokya, İstanbul – Çanakkale – Bursa, Akdeniz, Ege, Do ğu Anadolu, Yunanistan, Rusya, İspanya, İtalya, Amsterdam – Paris; Bu dönemki ders uygulamaya yönelik olaca ğından, ö ğrenciler tur programı hazırlayıp, gidilecek bölgeyi ara ştırıp, sınıfta anlatım yapacakları tur güzergahı sırasında kendilerinin belirleyece ği bir müze veya ören yerini gerekli materyaller yardımıyla anlatacaklardır.

MESLEK İ YABANCI D İL IV Kodu: BTR 212

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama. Turizm rehberi için gerekli yabancı dil konu şma becerisi, prati ği ve KPDS için hazırlık çalı şmaları. KPDS ‘ye yönelik test çözümlemeleri. Konu şma klübü’nün çalı şmaları

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IV. YARIYIL İÇİN SEÇMEL İ DERSLER İ

TUR İZM PAZARLAMASI Kodu: BTR 214

· Pazarlama-Turizm Pazarlaması İle İlgili Temel Kavramlar; Turizm İş letmelerinde Pazar Bölümlemesi, Pazar ve Pazarlama SBTRatejileri; Turizm Pazarlama Karması Elemanları ve Pazarlama Ara ştırmaları; Turizm İş letmeleri açısından Modern Pazarlama Teknikleri.

TUR PLANLAMASI VE YÖNET İMİ Kodu: BTR 216

· Turun Olu şturulması; Tur Dosyasının Hazırlanması; Tur Yönetimi.

GİRİŞİ MC İLİK Kodu: BTR 218

· Giri şimcili ğin ekonomideki önemi, giri şimcinin ortaya çıkı şı ve i ş hayatında ba şarılı olabilmesi için yapması gerekenler, küçük i şletmeleri ve ekonomideki rollerinin belirtilmesi, küçük i şletmelerin kurulu ş süreci, yönetimi hakkında genel bilgilerin verilerek temel i şletme fonksiyonlarının bir bütün halinde kavratılması.

İŞ VE SOSYAL GÜVENL İK HUKUKU B İLG İSİ Kodu: BTS 104

· Bireysel İş Hukuku, Toplu İş Hukuku, Sosyal Güvenlik Hukuku.

ALTERNAT İF MESLEK İ YABANCI D İL Kodu: BTR 222

· Konu şma, Dinleme ve Anlama, Yazma, Okuma ve Anlama.

STAJ Kodu: BTR 224

· Turizm Rehberli ği Bölümü ö ğrencilerinin staj gezileriyle ilgili uygulamada 25.11.2005 tarih 19152 sayılı Resmi Gazetede yayımlanan Profesyonel Turist Rehberli ği Yönetmeli ği hükümleri uygulanır. Buna göre derslerin bitiminden sonra veya devamı süresince yapılacak yurtiçi tatbikat gezilerinin süresi en az 30 takvim günüdür.

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APPENDIX 5

LESSON PLAN I

Subject : Pandora’s Box Method : Communicative Approach Aims : Improve students’ speaking, reading and writing skills; teaching new vocabulary. Duration : three classes, each 45 minutes. Introduction of Greek Mythology : Giving brief information about Greek mythology. What is mythology? Stories that help to explain the mysteries of the world are called myths and most myths contain magical ideas that were believed when the myth was first created. A myth might be seen as an interesting story or a fantasy if the reader is not a part of that culture, but it turns to a belief if someone shares the same culture or religion. (Planaria, J. P., 2002) Since the beginning of humankind’s existence, people have created myths to find answers to the inexplicable. Because there were no satisfactory answers for many questions due to the lack of science, people tried to explain these unknown by devising myths. (Hoover, H., 1995) The absence of scientific information made scientists devise stories to answer such questions as: Who made the world? Who was the first human? Why does the sun travel across the sky? Why do we have annual agricultural cycles and seasonal changes? Why does the moon wax and wane? So, the need for a myth was a universal need. Over time, one version of a myth would become the accepted standard that was passed down to generations, first through story-telling, and then, much later, in written form. Inevitably, myths became part of systems of religion, and were integrated into rituals and ceremonies, which included music, dancing and magic. (Hoover, H., 1995)

Motivation : Picture discussing. The teacher should ask as many questions as possible about the picture and give time for discussions. Here are some questions to discuss: 4. What country do you think this picture is about? 5. What evils do you see in the picture? 6. What do you think the woman in the box symbolizes? 7. Does the statue look happy? Why not? 8. Is there still hope, do you think?

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Answers: 1. The USA. (The statue of liberty) 2. Pollution, aids, crime… 3. It symbolizes hope. 4. No, it doesn’t, because of so many crimes. 5. Possible Answers: Yes there is, because people become aware of these crimes day by day and struggle to overcome these crimes. No there isn’t, because these problems are growing each day and become incurable.

Introduction of the story: Background Notes and Cast of Characters. Read the background notes and remind the students that this story belongs to Greeks three thousand years ago and that they had a polytheistic religion at those times. Read the characters and introduce the gods and goddesses.

EXERCISES

Reading : Allow time to students to read the story. Ask them to read as quickly as possible and underline the words which are new for them.

Checking their Comprehension : Give time to answer the following questions. Warn them that they are not allowed to look back at the text. 1. Why does Prometheus give fire to man? 2. Why does Zeus want to punish man? 3. Why does Pandora open the box? 4. What was left in the box? 5. What was the first created feeling?

Answers: 1. Because he wants man to be superior to animals; 2. Because Prometheus gave man the fire without his permission; 3. Because of her curiosity; 4. Hope; 5. Love.

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Vocabulary teaching 1 : Give time to work in pairs and do the exercises. Warn them that they are not allowed to look back at the text. Tell them that they should guess the meaning from the given sentences. Give the answers after they have completed the task. Answers: 1 a, 2 a, 3 c, 4 a, 5 c, 6 a, 7 b, 8 a, 9 a, 10 a, 11 b, 12 b. Vocabulary teaching 2 : Give time to work in pairs and do the puzzle. Warn them that they are not allowed to look back at the text. Give the answers after they have completed the task.

Answers: Across: 1 persuade, 3 goddess, 8 incredible, 10 deities, 11 beware Down: 1 polytheistic, 2 disease, 4 spite, 5 consumed, 6 titans, 7 revenge, 9 chaos.

Teaching Vocabulary from the Myth: Give time to work in pairs and do the task. Give the answers after they have completed. Answers: 1 f, 2 d, 3 c, 4 a, 5 g, 6 e, 7 b.

Rereading the story : Give time to read the story again. The teacher may read the story aloud to help with pronunciation. Explain any question that might be asked so that the whole text is comprehended completely.

Comprehension Questions : Ask them to work in pairs or in small groups and discuss the questions. Allow as much time as possible to discuss these questions in English. Ask the groups the answers they have given to these questions. Compare the answers by asking weather the other groups agree or disagree.

Teaching Proverbs : Give time to find the answers. And discuss with the class which proverb best fits to the lesson of the story. Answers: 1 c, 2 b, 3 a.

Assignment : Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture. Ask them to write a composition and hand in the next class.

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APPENDIX 6

LESSON PLAN II Subject : Echo and Narcissus Method : Communicative Approach Aims : Improve students’ speaking, reading and writing skills; teaching new vocabulary. Duration : three classes, each 45 minutes. Motivation: Picture Discussing. The teacher should ask as many questions as possible about the picture and give time for discussions. Here are some questions to discuss:

Cartoon 1. 1. Can you explain how echo happens? 2. How might people have explained echo three thousand years ago? Answers: 1. Echo: It is a sound that is heard after it has been reflected of a surface such as a wall or a cliff. 2. They might have thought that there is someone there repeating their voice.

Introduction of the story: Background Notes and Cast of Characters Read the background notes and underline that this story explains how the ancient Greeks explained “echo”. Introduce the characters in the story.

Listening: A. Let the students listen to the story and fill in the blanks with the names of the characters. Answers: a. Echo; b. Echo; c. Juno, Hera, Hera, Echo; d. Echo, Narcissus; e. Narcissus, himself B. Let the students listen to the story again and ask them to decide whether the statements are true or false. Answers: 1. False, 2. True, 3. False, 4. True, 5. False

Reading: Allow time to students to read the story. Ask them to read as quickly as possible and underline the words which are new for them.

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Checking their Comprehension : Give time to answer the following questions. Warn them that they are not allowed to look back at the text. 1. Why does Echo loose her ability to speak her own words? 2. Why does Echo fall in love with Narcissus? 3. What happens to Echo? 4. What happens to Narcissus?

Answers: 1. Because she was punished by Hera. 2. Because he was very handsome. 3. Narcissus ignored her and she stopped eating and slowly disappeared leaving only her sad voice behind. 4. He fell in love with himself and stopped eating and melted like a candle.

Vocabulary teaching 1 : Give time to work in pairs and do the exercises. Warn them that they are not allowed to look back at the text. Tell them that they should guess the meaning from the given sentences. Give the answers after they have completed the task.

Answers: 1. a, 2. a, 3. c, 4. b, 5. a, 6. c, 7. c, 8. a, 9. c

Vocabulary teaching 2: Give time to students to match the words to their descriptions. Ask them to find the answer of the question “What did Echo say to Narcissus?”

Answers: a. behave, b. affection, c. ignore, d. still, e. habit, f. nymph, g. reflection, h. pond, i. kneel

Teaching Vocabulary from the Myth: Give time to work in pairs and do the task. Give the answers after they have completed. Answers: 1 d, 2 c, 3 a, 4 b

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Rereading the story : Give time to read the story again. The teacher may read the story aloud to help with pronunciation. Explain any question that might be asked so that the whole text is comprehended completely.

Comprehension Questions : Ask them to work in pairs or in small groups and discuss the questions. Allow as much time as possible to discuss these questions in English. Ask the groups the answers they have given to these questions. Compare the answers by asking weather the other groups agree or disagree.

Teaching Proverbs : Give time to find the answers. And discuss with the class which proverb best fits to the lesson of the story. Answers: 1 b, 2 a, 3 c.

Assignment : Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture. Ask them to write a composition and hand in the next class.

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APPENDIX 7

LESSON PLAN III

Subject : Cupid and Psyche Method : Communicative Approach Aims : Improve students’ speaking, reading and writing skills; teaching new vocabulary. Duration : three classes, each 45 minutes. Motivation: A. Discussion Questions. The teacher should ask as many questions as possible about the picture and give time for discussions. These questions have no accurate answers; teacher should motivate the students to give as many answers as possible. B. Picture Discussing. Ask the students to look at the cartoon and ask them hat they see. Give enough time to discuss the questions. Possible answers to the questions are: 1. He is someone who makes people fall in love. 2. He uses his arrows and bow to make people fall in love. 3. He is unemployed because people start their relationship on the web and not face to face.

Introduction of the story: Background Notes and Cast of Characters Read the background notes and underline that this story explains how the ancient Greeks thought people fall in love.

Listening: A. Let the students listen to the story of Cupid and Psyche and ask them to fill in the blanks with the name of the characters “Cupid, Psyche and Venus” Answers: a. Psyche, Venus; b. Venus, Cupid, Psyche ; c. Cupid, Psyche; d. Cupid, Psyche; e. Psyche, Venus B. Ask the students listen to the story again and decide whether the statements are true or false. Answers: a. True, b. True, c. False, d. False, c. True

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Reading: Part I. Allow time to students to read the first part of the story. Ask them to read as quickly as possible and underline the words which are new for them.

Checking their Comprehension : Give time to answer the questions. Warn them that they are not allowed to look back at the text. Answers: 1. Because he scratched himself with his own arrow accidentally because of her beauty. 2. Because her sisters made her become curios. 3. Because she had a handsome husband who was a god and she lived in a very beautiful hose with lots of servants. 4. They told her that her husband might be a monster and that she would kill her husband.

Part II. Allow time to students to read the second part of the story. Ask them to read as quickly as possible and underline the words which are new for them. Answers: 1. She told Psyche to go to her mother in law and beg her for forgiveness. 2. Ceres, Jupiter, Proserpine, and Cupid.

Vocabulary teaching 1 : Give time to work in pairs and do the exercises. Warn them that they are not allowed to look back at the text. Tell them that they should guess the meaning from the given sentences. Give the answers after they have completed the task.

Answers: 1. c, 2. b, 3. a, 4. c, 5. a, 6. a, 7. c, 8. c, 9. a, 10. c, 11. a, 12. b, 13. a

Vocabulary teaching 2: Give time to work in pairs and do the puzzle. Warn them that they are not allowed to look back at the text. Give the answers after they have completed the task.

Answers: Across: 3.wax, 6.envy, 7.monster, 10.to feel jealousy, 11.misery, 12.doubt Down: 1.curiosity, 2.pity, 3.wound, 4.punished, 5.meanest, 8.betray, 9.coward

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Teaching Vocabulary from the Myth: Give time to work in pairs and do the task. Give the answers after they have completed. Answers: 1. i, 2. b, 3. a, 4. g, 5. h, 6. d, 7. e, 8. f, 9. c

Rereading the story : Give time to read the story again. The teacher may read the story aloud to help with pronunciation. Explain any question that might be asked so that the whole text is comprehended completely.

Teaching Proverbs : Give time to find the answers. And discuss with the class which proverb best fits to the lesson of the story. Answers: 1 c, 2 a, 3 b.

Assignment : Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture. Ask them to write a composition and hand in the next class.

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APPENDIX 8

LESSON PLAN IV

Subject : Orpheus and Eurydice Method : Communicative Approach Aims : Improve students’ speaking, reading and writing skills; teaching new vocabulary. Duration : three classes, each 45 minutes. Motivation: Picture Discussing Ask the students to look at the cartoon and ask them to describe what they see. Give enough time to discuss the questions.

Introduction of the story: Background Notes and Cast of Characters Read the background notes and introduce the muses and the characters in the story.

Listening: Let the students to listen to the story and decide whether the statements are true are false. Answers: 1. False, 2. True, 3. True, 4. False, 5. True, 6. True

Reading: Allow time to students to read the first part of the story. Ask them to read as quickly as possible and underline the words which are new for them.

Checking their Comprehension : Give time to answer the questions. Warn them that they are not allowed to look back at the text. Answers: 1. He was very good at music and poetry. 2. A poisonous snake bit on her ankle. 3. Orpheus shouldn’t have looked back while they were coming out of the underworld with the permission of Hades but he couldn’t prevent himself of doing so. 4. He was killed by Meanads.

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Vocabulary teaching 1 : Give time to work in pairs and do the exercises. Warn them that they are not allowed to look back at the text. Tell them that they should guess the meaning from the given sentences. Give the answers after they have completed the task.

Answers: 1. b, 2. c, 3. b, 4. b, 5. b, 6. a, 7. b, 8. c, 9. a, 10. c, 11. a

Rereading the story : Give time to read the story again. The teacher may read the story aloud to help with pronunciation. Explain any question that might be asked so that the whole text is comprehended completely. Discuss the questions with the whole class.

Teaching Proverbs : Give time to find the answers. And discuss with the class which proverb best fits to the lesson of the story. Answers: 1 c, 2 b, 3 a.

Vocabulary teaching 2: Give time to work in pairs and do the puzzle. Warn them that they are not allowed to look back at the text. Give the answers after they have completed the task.

Answers: Across: 1. gossip, 4. limb, 6. sooth, 8. constellation, 10. savage, 11. bloom Down: 2. inconsolable, 3. viper, 5. bud, 7. farewell, 9. tame

Assignment : Think, in English, about these cultural values and discuss the similarities or differences of these values with values in Turkish culture. Ask them to write a composition and hand in the next class.

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APPENDIX 9

LESSON PLAN V

Subject : King Midas and the Golden Touch Method : Communicative Approach Aims : Improve students’ speaking, reading and writing skills; teaching new vocabulary. Duration : three classes, each 45 minutes. Motivation: Picture Discussing Ask the students to look at the cartoon and ask them to describe what they see. Give enough time to discuss the questions. Cast of characters Introduce the characters in the story and tell them that this story happened in Turkey by the river Pactolus (Sart Çayı) which is in Salihli. Listening: Let the students to listen to the story and decide whether the statements are true are false. Answers: 1. True, 2. True, 3. True, 4. False, 5. False, 6. True Let the students to listen to the story again and check their answers. Give the corrects answers.

Reading: Allow time to students to read the first part of the story. Ask them to read as quickly as possible and underline the words which are new for them.

Checking their Comprehension : Give time to answer the questions. Warn them that they are not allowed to look back at the text. Answers: 1. He wishes that everything he touches will turn to gold. 2. Because he accidentally touched his beloved daughter and she turned to gold. 3. 4. He was killed by Meanads.