HACETTEPE UNIVERSITY

FACULITY OF EDUCATION

DEPARTMENT OF ENGLISH LANGUAGE TEACHING

METHODOLOGY I

INSTRUCTOR: ÖZLEM KHAN

Student Teachers:

Şule ÖZÇAKIR-21640245

Pınar SASA-21640322

Sümeyye KÖKDEMİR-21640149

Yeliz YALÇIN-21640556

Yunusemre ALTIPARMAK-21740588

Şule ŞABANOĞLU-21640369

May 2019, Ankara

 PART I. LAYING THE GROUND

Class Profile:

Age: 18-19

Proficiency: C1

Class Size: 20

Grade and School: Preperation School of Hacettepe University

Syllabus Type: Integrated

Topic Cultural Differences

Structure/Function Inversion: Adverbials

attempt, narrow-minded, puzzle, melting-pot, abhorrence, allure, nod,

Vocabulary
adapt, indulge, cosmopolitan, gratitude

/əˈtempt/, /nærəʊ-maɪndɪd/, /pʌzəl/, /meltɪŋ- pɑːt/, /əbˈhɒrəns/, /əˈlʊr/,

Pronunciation
/nɑːd/, /əˈdæpt/, /ɪnˈdʌldʒ/, / kɑːzməˈpɑːlətən/,  /ɡrætɪtjuːd/

A text about a Turkish exchange student in Europe and her experiences:

Reading
Unity in Diversity

Rewriting worksheet, drawing comics and writing inverted sentences,

Writing
dialogue writing

Listening Listening to voice records of some foreign people

Speaking Role-play activity and speaking in groups of a given topic

Students are supposed to create an account for penpalworld.com and to

find a pen pal. Then they are supposed to write one page essay introducing
Homework
their own culture to explain to their pen pals. They are to use as many
inverted sentences as possible.

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Aims:
I want my students;
 to acquire and practise new vocabulary
 to recognize inversion part of functional language
 to be familiar with inverted sentence sructure
 to get to know and distinguish natural word order and inverted word order
 to be able to rewrite natural order of sentences in inverted order
 to consolidate awareness and sound familiarity of phonology
 to develop reading skills through text reading activities--
prediction/skimming/scanning/inferring, etc.
 to develop listening skills through listening dictionary pronunciations and
watching videos
 to develop writing skills through creating a new text on their own
 to develop speaking skills
 to develop study skills - note-taking/summarizing
 to gain freer speaking ability through role plays
 to gain interest in different cultures
 to analyse cultural differences and different traditions all over the world
 to integrate four skills

Objectives:
 By using given sentences, the students will be able to rewrite inverted sentences
as many as they can out of 10.
 By listening to the record, the students will be able to talk about different
nation’s customs as much as they can.
 By looking at the given words, the students will be able to decide which
inversion structure should be used as many as they can.
 By using given charts, students will be able to create inversion sentence orally
as much as they can.
 By listening the dictionary pronunciation of the words, students will be able to
improve their pronunciation to great extent.
 By creating dialogues, the students will be able to transfer their inversion
knowlege into real-life/ natural contexts as many as they can use.
 By acting the created dialogues, the students will be able to criticize how their
friends use inversion as much as they can.

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Assumptions:
Students know what a main clause is and how adverbial clauses are formed. They have
a good command of all tenses. They can produce clear, well-structured, detailed text
on complex subjects, showing correct use of organisational patterns, connectors and
cohesive devices. Students have already been familiar with phonemic symbols of
sounds and they know where to put stressed syllable.

Language Focus:

Potential problems and possible solutions:

Potential Problems Possible Solutions

1. Insufficient student materials. 1. Teacher can bring some materials.

2. Presistent use of first language.
3. Problems with technologic materials (i.e
projector, electricity etc.)
4. Inattentive, bored and unmotivated
students
5. Students’ personalities clash
2. Teacher encourage students to use the
target language.
3. Teacher can use her own mobile phone
or PC.
4. Teacher can choose a juicy theme that
students can relate to and enjoy.
5. The easiest solution is to separate them
from one another.

Timetable:

Monday Tuesday Wednesday Thursday Friday

5.Practice
09.00-
6.Productio
09.40
n
7.Productio
10.00- 1.Warm-up n
10.40 2.Presentation 8.Productio
n
11.00- 3.Practice
11.40 4.Practice
12.00-
12.40

May 2019, Ankara

 PART II. LESSON STAGES

(FIRST LESSON)

1.WARM-UP

Activity: Warmp-Up

Timing: 10 min.

Interaction Type: T-WC

Grouping Type: WC Grouping

Instruction: The teacher comes to the classroom and greets the students. She
asks students about the International Students Day that was held in school a few
weeks ago. She takes students’ attention by asking questions such as “Have you
ever been to abroad?”, “Have you ever experienced culture shock?”, “Do you
have friends from different countries?”, “What is culture?”, “Which customs do
you think the most interesting?”

(The teacher comes to class with some souvenirs which she brought with to
attract students’ attention.)

May 2019, Ankara

 ANCIENT PLACES IN ROME

STATUE OF LIBERTY PISA TOWER

May 2019, Ankara

 EIFFEL TOWER
Possible Dialogues:

T: Good morning class!

Ss: Good morning teacher!

T: How are you today?

Ss: Fine, thanks and you?

T: I am fine, thank you. What have you done in these weeks? Did you go somewhere
different or do something different?

S1: I went to Istanbul last weekend and I visited Topkapı Palace and Hagia Sophia.

T: What a nice trip! How did you find them?

S1: They were very beautiful. I liked Topkapı Palace the most.

T: I think so. Is there anyone who has attended the International Students Day held in
school a few weeks ago?

S2: Yes, I was there, and it was interesting. Everybody introduced their cuisine,
clothes and language.

T: Which country did you find most different?

S2: Chinese cuisine and clothings were really different.

(The conversation goes on like that and the teacher continues with another question)

T: I wonder if is there anyone who has been to abroad or has friends from different
countries?

S1: Once I have been to Germany.

T: What kind of differences did you observe there?

S1: People aren’t used to pay each other’s checks as a favour. They don’t see such a
thing as an indicator of politeness. However, we love to pay for our loved ones.

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(The conversations continuos like this. Then the teacher shows some pictures and
invites students to share their opinions about the pictures.)

T: I want to show you a short video and some pictures. Then we will talk about them.

(The teacher shows the video.)

(Video trancscription)

Hello
My name is Enrique
and I’m from Venezuela
and one traditions of my country
could be devil’s dance
to devil’s dance more knowledge’s
dance the diablos is a dance
who made with mask
mask will built with
uhmm whatever you want
basicly
but it’s a mask have to be like…
a dragon
dragons with horns and…
so much color

(Teacher shows the photo of the devil dancing mask)

May 2019, Ankara

T: What do you think? It sounds interesting, right?

S1: I would like to watch the dancers with this mask.

S2: It would be very entertaining to dance with this costume.

T: Yes, I think so. Is there anyone who wants to add something more?

S3: I would like to travel to Venezuela to watch it.

T: Do you like it so that, right?

S3: Yes, it’s very colourful and attractive.

(The conversation goes on like this and the teacher shows another picture.)

T: What do you see in this picture? What do you think about it?

S4: Spanish women are dancing in this photo. They wear colorful clothes.

S5: It can be a photo from a festival. It seems entertaining.

T: Good! Anyone else?

S6: These clothes seem traditional.

S7: I would love to dance like these women, it looks beautiful.

(The teacher continuous to receive students’ opinions about the pictures and this
process goes on like this.)

May 2019, Ankara

May 2019, Ankara
(After the teacher shows all the pictures she continues with presentation.)

T: Thank you all! Now we will study culture and cultural diversity more detailed in
this unit.

2. PRESENTATION

Activity: Grammar Presentation

Timing: 20 Minutes

Interaction Type: T-WC

Possible Dialogues:
T: I will write a sentence. Please look at the sentence.

(Teacher writes “Never have I been to Paris.”)

T: What seems like unusual in this sentence?

S1: The order of sentence looks like a question, but I cannot see any question.

T: Yes, you can associate the syntax with questions since the subject and auxiliary
verb is replaced. This kind of structures occurs generally in question. But, this is not a
question. The sentence is equivalent to that one:

(Teacher writes the sentence “I have never been to Paris.”)

May 2019, Ankara

S1: Does not the meaning change at all?

T: The difference occurs in both semantic, to some extent, and syntactic levels. Under
some conditions, we change the sentence structure as it is seen in the sentence. It is
called as “inversion”. Why we need to invert sentences? Now that the meaning stays
same to great extent, then what can be reason for inversion?

S1: To draw attention to “never”?

T: Nice point. What else?

S2: To make the sentence effective?

T: So, you say sentence turns into a dramatic or intense voice, right?

T: Thank you for all your answers. Now, let’s learn what inversion is, why it is used
and how it is used.

T: Usually, we put the expression at the beginning of the sentence to emphasise what
we're saying. It makes our sentence sound surprising or striking or unusual. It also
sounds quite formal. If you don't want to give this impression, you can put the negative
expression later in the sentence in the normal way:

(Teacher writes to the board followings.)

“Seldom have I seen such beautiful work.”

('Seldom' is at the beginning, so we use inversion. This sentence emphasizes what

beautiful work it is.)

“I have seldom seen such beautiful work.”

('Seldom' is in the normal place, so we don't use inversion. This is a normal sentence
with no special emphasis.)

T: Is it clear?

May 2019, Ankara

Ss: Yes teacher.

T: Then, tell me what is emphasized in this sentence.

(Teacher writes a sentence to the board.)

“Hardly ever does he talk to me.”

Ss: He emphasizes his not talking to him.

T: Right. What is its occasional sentence structure? What do you think Ayşe?

S1: I think it can be ordered as “He hardly ever does talk to me.”

T: Okay, let’s ask your friends what they think. What are your opinions?

S2: For me, it should be like “He hardly never talks to me.” since we use auxiliary in
inverted structure, not in ordinary sentence.

T: Thanks a lot. Is everything okay with the sentence, Ayşe?

S1: Yes, teacher, thanks.

T: Generally, we can say that restrictive, limiting, negative adverbs and adverbial
phrases can be inverted. Which limiting, restrictive and negative adverbs come your
mind?

S1: Hardly ever.

T: Nice. We have already discussed it a few minutes ago.

S2: Seldom.

S3: Rarely.

T: Then; “seldom, rarely, hardly ever and scarcely ever” are used in inversion
structures.

T: I will show you examples for each. Please, pay attention to how the sentences are
organized.

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(Teacher shows a table in which the sentences with inversion are included.)

Hardly ever Hardly ever does he talk to me.

Scarcely ever Scarcely ever do I actually use my mobile phone.

Seldom/rarely Seldom/rarely did we go on holiday when I was a child.

T: Is everything okay?

Ss: Yes, teacher.

T: Then look at the next table to explore other adverbials.

Not only ... but Not only does he love chocolate and sweets, but he also smokes.

No sooner…
No sooner had we arrived home than the police rang the doorbell.
than

Nowhere Nowhere have I ever had such a bad service.

Only in this
Only in this way could John earn enough money to survive.
way

In no way In no way do I agree with what you're saying.

On no account On no account should you do anything without asking me first.

(Teacher and class discuss about the sentences as happens in previous ones.)

T: In those expressions, the inversion comes in the second part of the sentence:

(Teacher presents third table)

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 Not until I saw John with my own eyes did I really believe he was
Not until
safe.

Not since Not since Lucy left college had she had such a wonderful time

Only after I'd seen her flat did I understand why she wanted to live
Only after
there

Only when Only when we'd all arrived home did I feel calm.

T: That is to say, “only” and “not” negations are inverted. If I say, “Only by working
extremely hard could we afford to eat.”, the inversion is not applied. Why?

S1: Because this time only means single one or very few of something. It is not used
for all sentence.

T: Let me turn this explanation into informative. We only use inversion when the
adverb modifies the whole phrase and not when it modifies the noun. For example,
“Hardly anyone passed the exam”, in this sentence “hardly” does not modifies the
whole phrase. It is just used to define the noun. Is it clear?

Ss: Yes, teacher.

....

3. PRACTICE

Activity: Rewriting Activity

Timing: 10 Minutes

Interaction Type: S-T

Grouping Type: Individual Work

Practice Type: Controlled

May 2019, Ankara

Instruction: The students are given a worksheet in which 10 sentences are
written. At the end of the sentences, an inversion structure is mentioned. The
students are supposed to form inverted sentences combining the given sentence
and the structure. After 7 minutes of individual working, the last 3 minutes of
the activity, the teacher will ask the answers to the students she chooses.

Worksheet

Rewrite the sentences with the structures given in the brackets.

1) Civilization couldn’t really begin to develop until farming had been discovered,
about 10.000 years ago. (Not until)

2) They’ve hardly ever come to any of the events we’ve invited them to. (Hardly ever)

3) I was able to get the stereo working only after I had read the instruction manual
thoroughly. (Only after)

4) One seldom gets the chance to see two legendary musicians performing together on
the same stage. (Seldom …)

5) My mother and father have never been out of the United States nowhere.
(Nowhere)

6) She sat down and tried to relax only when the last person had left. (Only when)

7) She told her son that he must not, under any circumstances, give chocolate to his
baby sister, as she was severely allergic to it. (Under no circumstances)

8) I don’t like the way you are acting, and I will tolerate it in no way. (In no way)

May 2019, Ankara

9) Mr. Loman had no sooner stepped in the door than his wife slapped him across the
face. (No sooner … than)

10) The orchestra had hardly ever begun their performance of the Beethoven
symphony when someone in the audience sneezed quite loudly. (Hardly ever)

Possible Dialogues:

T: Here is a worksheet for you that I prepared to practice your ability to form inverted
sentences.

(Teacher hands out the worksheet)

T: As you can see, there are 10 sentences given. I want you to rewrite these sentences
by using the structures given in the brackets. Please work individually Everything
clear? Any questions?

(Silence in class)

T: Then you can start now. You have 7 minutes.

(Students finish their paper)

T: Has everyone finished?

Ss: Yes teacher.

T: Let’s check your answers together. S1 read the rewritten form of the first sentence
please.

S1: Not until farming had been discovered, about 10.000 years ago, could civilization
really begin to develop.

T: Good job! This was one of the sentences that I considered as hard, this shows that
you have developed yourself in inversions. Please the next sentence, S2?

S2: Hardly ever they have come to any of the events we’ve invited them to.

T: Nice try but there is something with the placement of 2 words, could you please
check your sentence one more time? You can also compare with the first example.

May 2019, Ankara

S2: Oh, I see. ‘’ they ‘’ and ‘’ have ‘’ must switch places.

T: So, can you tell us the proper form of the sentence again?

S2: Hardly ever have they come to any of the events we’ve invited them to.

T: Well done!

(The activity goes on like that this)

(SECOND LESSON)

Activity: Listening (Followed by Speaking) Activity

Timing: 15 Minutes

Interaction Type: T-WC, S-S

Grouping Type: Individual

Instruction: The teacher informs the students about the record which consists of
different people’s talk about their customs. The record is listened twice. For the
first time, students are supposed to listen for inverted clauses. Afterwards, the
teacher wants them to talk about what they have found interesting. Teacher
hands out a worksheet. For the second time, teacher wants them to fill the
worksheet while they are listening. Students are encouraged to answer the
questions.

Possible Dialogues:

T: Now. We discussed that each society in the world has its own cultural traditions
that identify their heritage and makes them uniquely different. We will listen to
records in which foreigners talk about their cultures. It takes 2.5 minutes. I will play it
twice, so do not hesitate in case you cannot catch something. Please, pay attention to
inversion structures: How do they use and what do they explain? Are you ready?

May 2019, Ankara

Ss: Yes, we are ready.

(The record is listened)

A. “Hello! I am Shamim. I am from Africa. I have been

living in United States since I was five. In America,
I got to know with very strange cultures since here
is a highly cosmopolitan country. Also, my native
country's customs are a far cry. For instance, in
Mauritania, under no circumstances can you marry, if
your weight is under 65 as a woman.”

B. “After a long train ride in China, we were starving

and were drawn to a ramen restaurant, by its alluring
aroma and the promise of warmth, but no sooner did we
enter than we were hit by the sound of slurping. For
such a polite Asian culture, this seemed out of place
and rude. Clearly, this was a custom I had yet to
understand, but as soon as my host explained it, I
was excited to partake. Not only does slurping make
the food more enjoyable, but it also tells your host
you have loved it.”

C. “For someone who was raised in the United States and

has worked in the food service industry throughout
university, tipping is in my blood. I want to tip
everyone as a way of showing my gratitude for their
service, and solidarity with them in their work, but
no sooner did I attempt to display my gratitude in a
charming cafe in Seoul, then my tip was snatched
quickly by my host with a sharp glare. In South Korea
along with many other countries, employees in the
food service industry are given fair wages and take
pride in their work, and it is insulting to attempt
to tip them. A habit and concept maybe the world
would do well to consider.”

D. “Tiny little shops in the middle of the Swiss Alps

share the idealism of this society in the form of
honesty shops. These are little shops that allow you
to buy your fresh cheese, milk, bread, honey, and

May 2019, Ankara

 butter without anyone there to watch you indulge in
the delicious dairy products of the area. In fact,
most of the day, no one watches these shops because
they are owned by farmers who are out taking care of
the animals, so all you do is leave your money behind
in a little basket. Never do the shopkeepers hesitate
to trust their customers. And what’s amazing is that
this form of consumer trust results in incredible
customer loyalty and honesty among the communities.”

T: Which inversion structures did you catch?

S1: Under no circumstances.

T: Nice one.

S2: I could not hear that one.

T: Keep this one in your mind. Do not distress because we will listen to it again. You
can catch the word.

T: Okay, I will play the record again. This time, you will have these worksheets. What
I want you to do is to answer questions while listening. You are supposed to make a
logical order based on the listening. Please just scan for 10 seconds. Afterwards I will
replay the record

WHILE LISTENING ACTIVITY

Fill in the blanks with the appropriate word/s according to the voice record. Each
blank can be fulfilled at most three words.

1. I met with very strange cultures since here is _______________country.

2. _______________ can you marry, if your weight is under 65 as a woman.

3. No sooner _______________ we _______________ than we were hit by the sound

of _______________.

4. No sooner did I attempt to display _______________ in a charming cafe in Seoul,

then my tip was snatched quickly by my host with a sharp glare.

May 2019, Ankara

5. In_______________ along with many other countries employees in the food service
industry are given fair wages and take pride in their work.

6. _______________ do the shopkeepers _______________ to trust their customers.

(Silence and the record plays)

T: Are you done?

Ss: Yes, we are done.

T: Then, let’s start. Who wants to say which one of them comes first?

(Teacher chooses a voluntary to answer the question)

S1: …

T: That’s right, excellent. The next one?

S2: ….

T: Okay, let’s ask your friends. Do you agree with he/she? Is his/her answer correct?

Ss: No.

(Teacher looks at the student who gives the wrong answer)

T: Then, can you reorganise your answer?

S2: Okay, uh I missed that one. The correct one is …

T: Thanks a lot. Congratulations.

T: Do you remember any vocabulary that you are not familiar with?

S1: I heard that one: alluring.

T: Is there anyone who knows what alluring means?

S2: Actually, it is used if something is exciting, isn’t it?

May 2019, Ankara

T: You are perfect! Thank you. As your friend said, alluring means “powerfully and
mysteriously attractive or fascinating”.

T: Besides, did you hear the word cosmopolitan?

Ss: Yes!

T: Cosmopolitan means “containing or having experience of people and things from

many different parts of the world”. So, India, The United States of America can be
thought as cosmopolitan countries.

….

T: Which one of the customs is your favourite, or comes you as strange?

S1: The one…… sounds very exotic. It became my favourite out of the customs.

T: The first time I had learned such a tradition, it came me very interesting, also.
Thank you.

S2: I think... Since we do not have such habits, it made me gape a bit.

T: Of course, that’s the thing which makes you “you” and others different.

….

Activity: Completing and Forming Inverted Sentences

Timing: 20 min.

Interaction Type: T-WC, Ss-Ss

Grouping Type: Group Work

Practice Type: Semi-conrolled

Instruction: The teacher prepares a short list of groups based on professions,

age, and social status. For example: teachers, little children, professional
athletes, divorced couples, and movie stars. She divides the students into 4

May 2019, Ankara

groups of 5. After that, she writes the first item on the board: “teachers” and ask
students to voice ideas about the nature of people in that group: “What can you
say about teachers in general?” …etc. She translates some of their ideas into
inverted sentences: “Rarely do teachers forget to assign homework.” “Never will
you meet a teacher who hates books.” etc. Then, she writes the second item on
the board along with a sentence opener. For example: “Only when they grow
up…. little children…. how to…….”, and she wants the students to discuss ideas
together in their small groups and complete the sentence together. Sentences will
be shared with the class. The teacher continues the pattern with 2 or 3 more
items. Then, in the final round, each group works with a different item, but the
teacher does not provide any information. She just writes the list of items on the
board for them to choose from. Groups must generate at least 2 different
inverted sentences with different negative adverbs. Possible adverbs: only, not
only, little, rarely, seldom, hardly, under no circumstances…etc. In final, the
students present their sentences to the class.

Possible Dialogues:

T: After listening, let’s make our brains work more now. We have a forming and
completing sentences activity, but firstly, I will divide you into 4 groups of 5.

(Teacher divides the class into groups.)

T: Is everyone in a group?

Ss: Yes!

T: Very good, then we could start. I prepared a short list of groups based on
professions, age, and social status, but of course you can use your own subjects.

-teachers -movie stars -university students

-doctors -unemployed people -tourists

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T: As a first step, I will write one of them on the board and want you to say some
features of it. According to your answers, I will write an inverted sentence as an
example for you. Is it clear for now? Are you okay with that?

Ss: Yes

T: Okay, our first item is “teachers”. Who wants to say something about teachers?

S1: They never forget giving homework.

T: Very good. (The teacher writes this on the board as an inverted sentence.) Never do
teachers forget to give homework.

T: Our first item is okay. Let’s continue with another one, doctors. Who wants to say
something about doctors?

S2: Because they take a hippocratic oath, they cannot say anything to anyone about
their patients.

T: Perfect example! Let’s see how it is inverted. (The teacher writes the inverted
version of the sentence on the board.) Under no circumstances can doctors say
anything about their patients.

T: Examples are enough. Now, it is your turn. I will just give the item and the adverb,
and you will complete the sentence.

(The teacher writes “Only when they grow up……. little children……”)

T: I want each group to complete this sentence. You have 1 minute only.

(Students talks to each other. All of them try to find something about little children.)

T: Time is up. You are ready to answer. (Groups show their answers, and the teacher
checks.)

T: All of you did correct. Well-done.

(This pattern goes on with 2 or 3 more items)

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T: You all did well. Now, as the last step of activity, each group will write their own
inverted sentences and show them to the whole class, but this time, I will not provide
anything. This is the list of items and adverbs that you can use. (The teacher attaches
the list of items and adverbs to the board.) You will figure out everything by talking to
those in your group. Each group is expected to write 2 sentences and show them to the
class. You have 5 minutes. Okay?

Ss: Okay.

(The teacher walks among the gorups and checks them while they are talking and
doing the task. When the the time is up, she wants each group to show and utter their
sentences.)

T: Yes, you must be done. Show your sentences. First group?

Group 1: Our sentences are:

‘’Hardly ever do movie stars talk to pressman.’’

‘’Only with the help from the charities did unemployed people manage to be heard by
government.’’

T: Very good. Thank you for sharing. It is the turn of second group now.

Group 2: Our sentences are:

‘’Only when they go to their hometowns for holidays can students studying in another
city breathe a sigh of relief.’’

‘’Not untill they have turned off all the computers can trainees leave the lab.’’

T: Perfect! I liked your answers. Now, we will see third group’s sentences.

Group 3: Our sentences are:

‘’Never again will tourists set foot in that restaurant; it is a terrible place.’’

‘’On no account are my curious children to open their presents untill holiday
morning.’’

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T: What a good answer! It is good to see your using your own sentences. Thank you
for sharing. Now, we will see the sentences of the last group.

Group 4: Yes teacher. Our answers are:

‘’Hardly ever do my siblings get along well with each other.’’

‘’Seldom did my family go on holiday when I was a child.’’

T: Excellent! I liked all of your sentences. You all did well. That was all for today.
Thank you for all your participation. Good job! We will continue with culture’s
customs and inversion structure tomorraw. See you.

(THIRD LESSON)

Activity: Summary

Timing: 2 Minutes

Interaction Type: T-WC

Possible Dialogues:

T: Good morning friends! How are you feeling today?

Ss: Fine teacher and you?

T: Thank you, I’m okay.

(Teacher talks about yesterday’s class and makes a summary of it.)

T: Let’s make a short summary of yesterday. First, we started our unit with gettig
familiar with new cultures and countries. We saw how different countries can have
interesting customs and cultural diversity. Secondly, we learned inversions structures
and new vocabulary. Laslty, we practiced these structures and vocabulary by using in

May 2019, Ankara

cultural context. If there isn’t any problem or anything unclear about yesterday’s
lesson, please don’t hesitate to ask please. If everything is okey, we can start our new
day with a reading passage.

Activity: Text Reading

Timing: 20 Minutes

Interaction Type: T-WC

Grouping Type: Indiviual Work

Instruction: Teacher has a reading text to hand out each student. Before
handing out them, as a pre-reading activity, teacher shows some pictures and
related words to the text. Then she invites the students to guess the narrow topic
of the text. As a while-reading activity, students underline the chunks of
inversion in the text. As a post-reading activity, students summarize the text
aloud, guess the meaning of bold words. At the end, teacher asks them to try to
invert some of uninverted statements.

Photos:

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May 2019, Ankara
Reading Text:

Unity in Diversity

There are different people living in different cultures all around the world.
There are also opportunities to go and see those cultures. As an example, there are
some mobility programmes in Europe. Europe is becoming a cultural melting pot,
which means that people and traditions from other countries and cultures are becoming
more noticeable and celebrated. Unless you live under a rock (okay, some narrow-
minded people do), you’re going to meet people, and experience situations, that are
unfamiliar to you. It can be very easy to stick with what you know, rather than trying
to meet people who are different from you. However, actively trying to understand and
absorb cultural differences can open you up to a whole world of exciting new
possibilities and experiences.

Now, I want to share experiences that I have had during the mobility
programme I attended in Europe last year. It was a real cultural shock to meet people
from various countries whose customs were highly different and engrossing. I would
like to begin with an interesting situation that comes to my mind first. When I came
into my room for the first time, I met my roommate who was an American. I attempt
to hug her, but she suddenly stood back. I felt confused and embarrased because we
hug when we meet new people in Turkey. However, I got used to it in time. Not until I
had this experience, did I realize that there are people who have different customs and
we are not same at all. Of course, it was not the only one. One day, my Bulgarian
friend asked me to go to see a movie and I eagerly nodded. Then she asked me the
reason why I didn’t want to join her. It puzzled me, but then I found out that not only
do oral expressions, but gestures may change as well. No sooner had I thought that I
had completely adapted to cultural differences then I came across with another
interesting situation. My Italian boyfriend invited me to have a dinner with his family.
Due to my being nervous, I was unable to finish my meal. I could never imagine that it
would mean I thought the meal was not good enough. Eventually, I understood that
when you gather with Italian people, you should finish your meal. Only in this way
can you leave the table.

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 All in all, to experience these all cases was worthless to me. It should be noted
that there is no need to have abhorrence of cultural diversity. It is our differences
what make us unique and beautiful.

Possible Dialogues:

T: Please have a look at the pictures and the words. What do you think the text may be
about? Any guess?

S1: It may be about going abroad.

T: Yes, probably. But I would like to hear some more narrow guesses.

S2: Maybe a teacher goes abroad.

T: (Nods) Yes, it is possible. What else?

S3: It can be about immigration.

T: Uh, OK. It is also possible. Well then, let's see what it is.

(After some student guesses, teacher hands out the texts and give students 3 minutes to
read. As a while-reading activity, teacher asks the students to underline the chunks of
inversion that they see.)

T: You have 3 minutes to complete reading the text and please underline the chunks of
inversion that you realize while reading.

(3 minutes later)

T: Yes class, time is up. Is there anyone not done with the text?

WC: No.

T: Good. What do you think? What happens right there in the text?

S1: A Turkish girl goes abroad.

T: How?

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S2: Via an International Mobility Programme.

T: Exactly. Where does she go and what happens to her?

S3: She goes to Europe.

T: Great. What then?

S4: She wants to hug her roommate, but she cannot.

T: Correct. Now I would like to hear the inverted sentences you have underlined.

S1: No sooner had I thought that I had completely adapted…

(Teacher respectively asks the bold words' meaning.)

T: What does engrossing mean?

S1: Absorbing all one's attention or interest

T: Well done. Now, there are lots of inverted and uninverted statements in the text.
What I want you to do is to make inverted ones uninverted and make some of
uninverted ones inverted as many as you can. Is it clear?

WC: Yes.

T: Great. Let's begin. You have 5 minutes.

T: Are you done?

WC: Yes.

T: Let's see what you did. Who wants to start?

S1: It puzzled me - Puzzled it me

T: Do you think it is correct?

WC: No.

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T: Why not?

S2: Because there are no conditionals, negative adverbials, place repositions or so…
that/such…that.

T: Yes, that's really perfect. As you remember, we said that we can only use inversion
in the situations that your friend has just mentioned.

4. PRODUCTION

Activity: Speaking about the Questions

Timing: 10 Minutes

Interaction Type: Ss- Ss

Grouping Type: Group Work

Instructions: After reading, students will do a speaking activity by answering

the questions about the topic given by the teacher in groups. It is important to
use vocabulary and inverted structures that have been learnt in the previous
reading passage while they are talking. The teacher divides the students into 4
groups of 4 or 5. After the groups are formed, the teacher hands out the piece of
papers on which the questions are written respectively. Students are to speak
about their question for 4-5 minutes. While they are talking, teacher goes to each
group and checks them. After their time is up, students of each group share what
they have talked with the class. The teacher gives feedbacks.

Possible Dialogues:

T: Yes class, we learnt different and interesting habits and customs, right? Now, we
will move on a speaking activity after reading. So, firstly, I will divide you into 4
groups of five.

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(Groups are formed, and the teacher walks among the students and check them. Then,
the teacher starts to give instructions and explain the activity.)

T: Are we done with grouping? Is everyone in a group?

Ss: Yes teacher!

T: Alright then, we can start. I will give a question about the reading to each group,
and every group will talk about their question for 4-5 minutes. After you have finished
your conversations, each group will share what they have talked with the class. Pay
attention to using vocabulary and inverted structures as we saw in the reading
paragraph. I will come and check you. Is it clear?

Ss: Yes teacher!

(The teacher hands out the questions to each group. Then, she checks the students
while they are talking.)

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May 2019, Ankara
(5 minutes later)

T: Yes, your time is up, let’s start with first group. You say your question before
starting to talk.

S1: Our question is that what was the most interesting thing in reading passage for
you? The most interesting thing for me is nodding head means no in Bulgaria. I think I
would be very puzzled and upset if I was misunderstood like the girl in the passage
because at no time does that move mean no in our culture.

T: Of course, I think we all would be confused. Thank you for sharing. Who is next?

S2: I can be! To me, the most engrossing behavior was her rommate’s not hugging
her. We as Turkish people like hugging so much. It is a little bit hearhbreaking for her
I guess.

T: Maybe, but she got used to the differences later on. Thank you for your thought! It
is the turn of second group, who wants to be the first?

S3: I want. We talked about to which culture we can adapt more easily and why. I
guess, I would adapt to the American culture.

T: Oh, they are so different from us. Why are you thinking like that?

S3: Because Americans give importance to personal space issue, and never do I like
hugging or kissing like them. So, I find them close to me.

T: Wow, very good reason and explaining! Thank you. Anyone else?

S4: I want. I think I can adapt to Italian culture more easily than others because
according to the passage, only when finishing all the meal can someone leave the
table, and I love eating. I would never leave table before the last piece of meal!

T: (smiles) Very good, that’s interesting as much as these customs! Thank you. Now, I
want someone from the third group.

S5: Me! Our question was that what were the behaviors or customs you found most
distant and closest to your own culture? I think the most distant one is American

May 2019, Ankara

culture because we don’t like hollow-hearted manners. On the other hand, I found the
Italian one closest to ours because having respect towards dinner table is important in
our families, too.

T: You explained it perfectly, I liked your answers! Thank you. Now, the next one is
from the last group. Who is first?

S6: I am.

T: Good, what is your question?

S6: Our question was that do you think what is the reasons of these differences
between customs/beliefs of different nations? In my opinion, the main reason is
geographical distances among countries. Due to being so far away from each other,
people of different nations get different habits and beliefs because there is not any
interaction between them. As a result, people of different nations have difficulty in
understanding each other. However, those who live in a cosmopolitan country do not
experience such a difficulty because their country is a melting pot for them, and they
already see different cultures.

T: Wow, I liked your point of view. You talked wisely. Thank you for sharing. One
more person to talk?

S7: I can. I think the main reason is religional and ethnical differences between
countries. People should try to understand each other’s traditions, beliefs and
differences.

T: Welld one, good point. Thank you for your nice suggestion. Class, you all did
perfect in this activity, we will go on with another one.

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Activity: Pronunciation

Timing: 10 Minutes

Interaction Type: T-WC, Ss-Ss

Grouping Type: Group Work

Instructions: The teacher divides the class into 4 groups of 5. She wants
students to listen to pronunciation of the words and write their phonemic
transcriptions on a paper. For each word, students have 15 seconds. After they
are done, each group will show what they have written to the class. Then, the
teacher shows the correct transcriptions.

Possible Dialogues:

T: We have studied a set of vocabularies. Which one of them do you remember?

S1: Engrossing.

S2: A far cry.

S3: Melting pot

S4: Nod

T: You remember most of them successfully. Now, there is a pronunciation activity. I

will divide you into 4 groups of five. Each group will be given papers. You will listen
to pronunciation of the words. You will have 15 seconds to write the word with its
phonemic symbols. At the end of the activity, you will have developed your
pronunciation.

(Teacher sets the groups according to seating arrangement)

T: Is everybody ready?

Ss: We are ready.

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T: Then, let’s start with first one.

(‘’Indulge’’ is pronounced)

T: You have 15 seconds to start. Go on!

(15 seconds later)

T: The time is up. Please show your answers.

Group1: ɪnˈdʌldʒ

Group2: ɪnˈdʌldʒ

Group3: ɪnˈdəldʒ*

Group4: ɪnˈdʌldʒ

T: Okay, then let’s check the phonemic symbols of “indulge”. ɪnˈdʌldʒ is correct.
Group3, I will play it again. Listen to it carefully, please.

(“Indulge” is pronounced)

T: Who wants to say why “ʌ” is used instead of “ə”?

S1: Schwa sound can be used when the syllabus is unstressed, but in this word, stress
in on the second syllabus. So, we cannot use schwa.

T: Thank you for your answer. That’s why we cannot use schwa. Repeat after me:
“indulge”

T: Here comes the second word.

(“Adapt” is pronounced)

Group1: əˈdæpt

Group2: əˈdæpt

Group3: əˈdæpt

Group4: əˈdæpt

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T: Every group has the same answer. Let’s look at its transcription. You all did well!
Clap yourself. Repeat after me: “adapt”.

Ss: ADAPT.

….

(FOURTH LESSON)

Activity: Drawing Comics

Timing: 20 Minutes

Interaction Type: S-S, S-T

Grouping Type: Pair Work

Instruction: The teacher hands out blank papers and colour pencils to students.
She wants them to draw comics about one of the customs of the countries and
they will write an inverted sentence explaining it. Students will work with the
student next to them in pairs. Then students will show their drawings and will
utter the inverted sentence to the class. The teacher will give feedback to
students.

Possible Dialogues:

T: Now we will do a short drawing activity about the previous customs and countries
we have studied.

(Teacher hands out some blank papers.)

S1: Teacher, but we don’t have any colour pencils.

T: Don’t worry, I have also brought various pencils with me.

(Teacher gives the pencils to students.)

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T: I want you to choose a custom we dealt with in this unit and draw comics about it.
Then find a suitable inverted sentence to explain the drawing. Please do not draw
offending, violent or racist things. You have 5 minutes to complete the task. Then you
will come to board and share your drawings and sentences with the class. Am I clear?
Do you have any questions?

(Silence in the class)

T: Well, if not let’s get started.

(Students start to draw and communicate with other pairs in order to get different
colour pencils.)

S2: Can anyone give me a red pencil?

S3: Yes of course, we don’t need it anymore. Can we exchange our pencils if you have
a blue one?

(Students finish their drawings.)

T: If you have finished, please come to the board.

(First pair comes to board and their drawing is about the American’s personal-space
custom)

P1: ‘’Should you meet a new person in America, you have to be careful about not to
break one’s personal-space.’’ Here we tried to explain the fact that American people in
general don’t like physical contact with strangers.

May 2019, Ankara

(The teacher gives feedback both about the sentence and the drawing. The process
goes on with other groups.)

T: Your sentence is alright, and I like it. The comics also represent the idea and the
custom very well. Congratulations, thank you for your efforts. Another group come to
board please.

P2: ‘’In Japan, if you don’t slurp while you are eating as a guest your host may feel
offended and think that you don’t enjoy your meal.’’

T: It’s okay, your drawing is very nice but there is a little issue that you forget
unfortunately. You have forgotten to invert the sentence. But don’t worry, let’s do it
like the previous example.

P2: Oh no… Sorry! Ehm… I remember. It should be ‘’ Should you not slurp while
eating your meal as a guest, your host may feel offended and think that you don’t
enjoy your meal.’’

T: Absolutely right, good job!

(The activity goes on like this)

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Activity: Dialogue Writing

Timing: 10 Minutes

Interaction Type: Ss-Ss

Grouping type: Group Work

Instruction: The teacher hands out some country flags randomly to students.
Teacher invites the students with the same country flag to come together
forming a circle. He wants them to use their mobile phone to search
informations and interesting things about the country they are given on internet.
With their findings, they are supposed to write an interesting and meaningful
dialogue using inversions and the new learned vocabulary in this unit. They will
perform a role-play in the next activity after they write their diologues, so they
are asked to write the diologue that will last no more than one minute because of
the time limitation.

Possible Diologues:

T: Now we will continue with a group work activity. I have printed some countries’
flags and will hand out them to you randomly.

(The teacher hands out the flags)

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(The flags: Japan, America, India, Portuguese, Russia, China, Egypt, Spain)

T: Now stand up and find your group members by looking at their flags. The ones
with the same flag are going to be groups. After you find your group each group will
organize a circle so that you can work together easily.

(Students stand up and find their group members by looking at their flags and they
form circles in the class.)

T: Okay, now I want you to use your mobile phones to make some research on
internet about the country you have and write a dialog using inversions and the new
vocabulary you have learned in this unit. Please try to make it as interesting and as
informative as possible. Am I clear? Any questions?

S1: Can the topic or the context be anything we want?

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T: Of course, you can use your imagination!

S2: How long should the diologue be?

T: There is no limitation but please try to write a diologue which will be about 1
minute long because you will perform it in the next activity.

(Silence in the class.)

T: I guess everything is clear, right? You can start now, you have 7 minutes.

(Students start to write their diologues. Teacher walks around and observes the
groups. If there is any question or problem, he answers and helps them.)

S3: We want to write this sentence ‘’ Should you not eat your noodle by slurping will
you be considered rude. ‘’, but we are not totaly sure because it sounds weird to us.

T: Think about the inverted sentences we handled and compare it with your sentece, I
am sure you will easily detect the weird part. If you still can’t find out it please ask me
again.

S3: Thank you teacher.

Activity: Role Play

Timing: 5 Minutes

Interaction Type: Ss-Ss

Grouping type: Group Work

Instruction: The teacher stops the given time to students to prepare dialogues
previously. She asks students to act the dialogues out. She wants the students to
come to the board and do role play. Teacher asks if there is any group to be the
first. Each group comes and act out their role play.

May 2019, Ankara

Possible Dialogues:

T: Ok. Your time is up. Now we are going to do role play. Each group will come to
the board and act their dialogues out. Am I clear?

S: Yes…

T: Ok then, who wants to be the first group? Any volunteers?

Group B: We can start.

(Group B comes to board and start to role play)

S1: Hi, how are you?

S2: Hey, I am fine, thank you. How about you?

S1: I am ok, thanks.

S3: I am good, too.

S1: What are you doing after the class? Do you have any plans?

(S2 shakes his head back and forth)

S2: No, I am not doing anything. Why did you ask?

S3: We think that going to eat something together would be nice.

S1: So, would you like to come and join us?

(S2 shakes his head right and left)

S1: Why?

S2: It could be nice to have time with you.

S3: But, why did you say no?

S2: No, I said yes. Oh, shaking our head left and right means yes in my country.

S1: Interesting. Ok then, see you after class.

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(Group ends their role play.)

T: Ok class, did you like their role play? Was tehere anything wrong?

WC: We like it.

T: Which coubtry do you think it is?

S: It must be Bulgaria.

T: Yes, you are right. We have just read about it.

(Another group do their role play.)

T: What do you think about this group?

S: They were good at acting and their conversation was clear.

T: Yes, I think that was good, as well. Which country do you think it is?

S: I think it is happening with an American friend. Because they are likely to stand
back when you attempt to hug them.

T: Yes, you are totally right.

(Teacher ends the activity and gives feedback to the class.)

T: Class, you did it perfect. The only thing that I can say is you should try to make
more practice about inverted sentences.

T: Now, I want to hear from you. What do you think about today’s class?

S: I think the grammar structure that we have practiced was a bit hard.

T: I know that it may not seem as an easy one, but with practice, you feel more
comfortable about inversion. Any other ideas… Which part do you think was the best
or the most difficult?

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S: The part that we watched the videos about people from different cultures was the
best. Not only did we learn about inversion, but also, we got ideas about different
traditions.

T: I am glad to hear that. If you are interested, you can search fort he topic deeply.
But, do not forget to look at the inversions, too.

5. PROJECT
Activity: ‘’penpalworld.com’’

Timing: One week

Grouping type: Individual

Instruction: Teacher shows the site which is penpalworld.com. She wants them
to create an account for the site. Students are supposed to find a pen pal. She
asks them to write one-page essay that introduces their own culture to explain to
their pen pals. They are to use as many inverted sentences as possible. These
will be taken as material for portfolio. The deadline for the essay is the next
lesson.

(Teacher gives the task as homework and ends the lesson.)

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 6. JUSTIFICATIONS

Role of Teacher: The teacher facilitates communication in the classroom.

During the activities he acts as an advisor, answering students’ questions and
monitoring their performance. This causes students to feel relaxed in learning
environment.

Group Reasoning: Groups working facilitates communication skills between

students. According to Vygotsky, social interaction plays an important role in
the learning process and proposed the zone of proximal development (ZPD)
where learners construct the new language through socially mediated
interaction. Communicative interaction encourages cooperative relationships
among students. It gives students an opportunity to work on negotiating
meaning. Throughout the activities, different types of grouping styles are used.
First one is based on seating arrangement. Secondly, students are given flags and
supposed to find the others who have the same flag. Communicating with
different people gives students an opportunity to get new points of view. Also, it
enhances students’ self-esteem to engage in conversations with different
learners.

Characteristics of Teaching Process: For Gagne, teacher should start the

lesson by gaining the attention of his audience. So, teacher brings to class
attractive materials. The teacher should ensure that the learners know what they
need to learn, and that they understand why they are about to learn this new
information. That’s why the teacher announces what is the reason for the study
on the activities. Teacher should present cues for learners about the topic, so the
teacher wants students to activate their background knowledge thanks to the
questions which enable students to think about the subject especially in grammar
presentation.

May 2019, Ankara

Moreover, in the class no translation is allowed. In his article Using the target
language: A view from the classroom Peter Dickson states that using the "target
language promotes natural acquisition and that use of the mother tongue (L1)
undermines this process by diverting attention from the object of pupils’
learning” (Dickson, p.1). This relates directly to the work of Stephen Krashen
who proposes the importance of both acquisition and comprehensible input in
language learning. So, students should learn to think in the target language.

Feedback: Students’ errors are a natural, indispensable part of the learning

process. The teacher works with the students in getting them to self-correct. In
“Techniques & Principles in Language Learning”, it is stated students are not
thought to learn much if the teacher merely supplies the correct language. So,
students need to learn to listen to themselves and to compare their own
production with their developing inner criteria. Besides, peer-correction is the
way students get the correct answer, which is beneficial for them to study on
language together. If students give the correct answers, they are positively
reinforced. Positive reinforcement was introduced by B.F. Skinner in relation to
the theory of operant conditioning. It is a form of learning whereby the
contingency between a specific behaviour and a desirable consequence help
increase the likelihood of the behaviour recurring. So, positive reinforcement
encourages students to participate in activities frequently.

Students’ Feelings: Students are invited to talk about how they have felt
throughout the lesson. Sharing their feelings about their learning experience
helps teacher to build next lessons on that way.

May 2019, Ankara

 QUIZ

A) Circle or darken the letter that corresponds to the best answer. There is
only one best answer for each question.

1) The two explorers …………… an unaided walk across the South Pole.

A) went B) embarrased

C) puzzled D) attempted E) attached

2) People who are …………… in their approach to life can make extremely difficult
partners.

A) broad-minded B) social

C) narrow-minded D) outgoing E) extraverted

3) I had better explain our traditions which seems to …………… people who don’t
know us.

A) puzzle B) invite

C) embrace D) classify E) fluctuate

4) Yugoslavia was ………….. of citizens who spoke different languages and practiced
diverse religions.

A) a bed of roses B) a dime a dozen

C) a melting pot C) a la mode E) back-and-fort

5) This guy ………….., he doesn’t even know that Barack Obama isn’t the president
of the United States of America anymore.

A) bite the bullet B) hit the snack

C) miss the boat D) cut the corners E) live under a rock

May 2019, Ankara

6) He had a native …………. of cruelty, injustice, disorder and war as a result of loss
of his father in war.

A) autonomy B) discrimination

C) abhorrence D) profession E) inclination

7) Walton is convincingly …………., and an elegant and forceful stylist.

A) poor B) wicked

C) nervous D) alluring E) ineffective

8)Angela accepted her boyfriend’s merriage proposal …………. with a big smile and
screaming ‘’Yes!’’.

A) nodding B) crying

C) running away D) reacting E) expecting

9) Young animals …………… quicly to a new environment.

A) preserve B) neglect

C) refuse D) adapt E) unfit

10) Charlotte, when was the last time you …………. yourself?

A) indulged B) kidnapped

C) expected D) associated E) alienated

May 2019, Ankara

B) Fill in the blank spaces below following the directions given in bold
print. Answers may be more than one word. A space may be filled with
various types. Please, write only one option.

11) Only if he is seriosly ill ……………………. in bed. (stay)

12) Not until she had calmed down …………………… to get permission. (menage)

13) ……………………. would he give up writing his satires.

14) Hardly …………………. to anyone. (speak)

15) Only by shouting at the top of his voice …………………. himself heard. (make)

16) No sooner …………………… the house than the storm broke. (leave)

17) Not only …………………. the law but he was also unrepentant. (break)

18) ………………... the following day did he realize he had been tricked.

19) Seldom …………….... such wealth. (see)

20) On no account …………… to smoke here. (allow)

May 2019, Ankara

 QUIZ - ANSWER KEY

1) The two explorers …………… an unaided walk across the South Pole.

A) went B) embarrased

C) puzzled D) attempted E) attached

2) People who are …………… in their approach to life can make extremely difficult
partners.

A) broad-minded B) social

C) narrow-minded D) outgoing E) extraverted

3) I had better explain our traditions which seems to …………… people who don’t
know us.

A) puzzle B) invite

C) embrace D) classify E) fluctuate

4) Yugoslavia was ………….. of citizens who spoke different languages and practiced
diverse religions.

A) a bed of roses B) a dime a dozen

C) a melting pot C) a la mode E) back-and-fort

5) This guy ………….., he doesn’t even know that Barack Obama isn’t the president
of the United States of America anymore.

A) bite the bullet B) hit the snack

C) miss the boat D) cut the corners E) live under a rock

May 2019, Ankara

6) He had a native …………. of cruelty, injustice, disorder and war as a result of loss
of his father in war.

A) autonomy B) discrimination

C) abhorrence D) profession E) inclination

7) Walton is convincingly …………. , and an elegant and forceful stylist.

A) poor B) wicked

C) nervous D) alluring E) ineffective

8)Angela accepted her boyfriend’s merriage proposal ………….. with a big smile and
screaming ‘’Yes!’’.

A) nodding B) crying

C) running away D) reacting E) expecting

9) Young animals …………… quicly to a new environment.

A) preserve B) neglect

C) refuse D) adapt E) unfit

10) Charlotte, when was the last time you ………….. yourself?

A) indulged B) kidnapped

C) expected D) associated E) alienated

11) Only if he is seriosly ill, …does he stay……. in bed. (stay)

12) Not until she had calmed down, …did he manage… to get permission. (manage)

13) …Under no circumstances…. would he give up writing his satires.

 On no account
 At no time
 Never

May 2019, Ankara

14) Hardly …does he speak….. to anyone. (speak)

15) Only by shouting at the top of his voice …could he make….himself heard.
(make)

16) No sooner …had he left… the house than the storm broke. (leave)

17) Not only …had he broken... the law but he was also unrepentant. (break)

18) …Not until... the following day he realized, had he been tricked.

19) Seldom …have I seen... such wealth. (see)

20) On no account …are you allowed… to smoke here. (allow)

WHILE LISTENING - ANSWER KEY

1. I met with very strange cultures since here is a highly cosmopolitan country.

2. Under no circumstances can you marry, if your weight is under 65 as a woman.

3. No sooner did we enter than we were hit by the sound of slurping

4. No sooner did I attempt to display my gratitude in a charming cafe in Seoul, then

my tip was snatched quickly by my host with a sharp glare.

5. In South Korea along with many other countries employees in the food service
industry are given fair wages and take pride in their work.

6. Never do the shopkeepers hesitate to trust their customers.

May 2019, Ankara

 WORKSHEET - ANSWER KEY

1)Not until farming had been discovered, about 10.000 years ago, could civilization
really begin to develop.

2) Hardly ever have they come to any of the events we’ve invited them to.

3) Only after I had read the instruction manual thoroughly was I able to get the stereo
working.

4) Seldom does one get the chance to see two legendary musicians performing
together on the same stage.

5) Nowhere have my mother and father been but the United States.

6) Only when the last person had left, sat she down and try to relax.

7) She told her son that under no circumstances must he give chocolate to his baby
sister…

8) In no way will I tolerate it, I don’t like the way you are acting.

9) No sooner had Mr. Loman stepped in the door than his wife slapped him across the
face.

10) Hardly ever had the orchestra begun their performance of the Beethoven
symphony when someone…

May 2019, Ankara

References:

o https://ceotudent.com/ulkeler-ve-kulturlerine-kisa-bir-bakis
o https://www.momondo.com.tr/kesfet/yazi/ilginc-gelenekler-ve-ipuclari
o https://onedio.com/haber/farkli-ulkelerin-farkli-kulturlerinden-sizi-sasirtmaya-
yetecek-33-gorgu-kurali-778144
o https://theculturetrip.com/north-america/usa/articles/12-surprising-customs-
from-around-the-world/
o https://matadornetwork.com/read/10-interesting-customs-around-world/
o https://garfors.com/25-strange-customs-and-traditions-html/
o https://venezuelanalysis.com/images/7522
o https://www.spanish.academy/blog/spanish-dances-spain-latin-america-2/
o https://www.cbc.ca/news/canada/saskatchewan/queen-city-henna-indigenous-
artist-east-indian-art-1.4900894
o https://www.livescience.com/33700-bulls-charge-red.html
o https://thebestofafrica.org/music-and-dance-in-african-culture/
o https://www.economist.com/china/2019/02/07/the-communist-party-capitalises-
on-foreign-interest-in-chinese-culture
o https://www.naturalreaders.com/online/
o https://www.oxforddictionaries.com/
o https://www.cambridgeenglish.org/
o https://www.englishwithjennifer.com/
o Öndeş, N.S. (2012) English grammar inside and out (3rd ed.), ELS Publisihing,
İstanbul: Kadıköy.
o Freeman D.L. & Anderson M. (2011), Teaching & principles in language
teaching, Oxford University Press, Oxford: New York
o https://www.daytranslations.com/blog/2018/12/20-fascinating-cultural-
traditions-around-the-world-13016/
o https://alhambra-instituto.org/8-strange-traditions-in-the-world/

May 2019, Ankara

o https://www.cambridgeenglish.org/learning-english/activities-for-learners/?
skill=grammar&level=proficient&time=05-10-mins&rows=12
o http://www.penpalworld.com/

May 2019, Ankara