Literature and Language Teaching: A Guide for Teachers and Trainers / Edition 1

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Overview

Literature and Language Teaching is for teachers and trainers who want to incorporate literature into the language classroom. It is suitable for teacher trainers, teacher development groups or teachers working on their own. This book contains tasks and activities which encourage reflection on some of the issues and debates involved in using literature in the language classroom and explore different approaches to using literature with teenage and adult learners at all levels. It suggests criteria for selecting and evaluating materials for classroom use and identifies some of the distinctive features of novels, short stories, poems and plays so that these can be successfully exploited in the classroom. A wide range of practical ideas and activities for developing materials is provided. Tasks also encourage the observation and assessment of lessons using literacy texts, and draw on English language material by a variety of authors from all over the world.
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Product Details

  • ISBN-13: 9780521406512
  • Publisher: Cambridge University Press
  • Publication date: 1/28/1993
  • Series: Cambridge Teacher Training and Development Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 282
  • Product dimensions: 5.98 (w) x 9.02 (h) x 0.59 (d)

Table of Contents

Thanks
Acknowledgements
Introduction
1 Using literature in the language classroom: The issues 1
1.1 What is literature? 1
1.3 The reader and the text 5
1.2 What is distinctive about the language of literature? 8
1.4 Literary competence and the language classroom 11
1.5 Why use literature in the language classroom? 14
2 Approaches to using literature with the language learner 22
2.1 An overview 22
2.2 A language-based approach to using literature 27
2.3 Stylistics in the classroom 31
2.4 Literature as content: How far to go? 35
2.5 Literature for personal enrichment: Involving students 39
2.6 The role of metalanguage 43
3 Selecting and evaluating materials 48
3.1 Selecting texts 48
3.2 Evaluating learning materials which make use of literary texts 56
4 Reading literature cross-culturally 62
4.1 Being a student 62
4.2 A consideration of cultural aspects in texts 65
4.3 Strategies for overcoming cultural problems 67
5 Materials design and lesson planning: Novels and short stories 71
5.1 Writing your own story 71
5.2 Distinctive features of a short story 72
5.3 Anticipating student problems when using a short story 75
5.4 Planning a lesson for use with a short story 77
5.5 Further tasks and activities for use with a short story 83
5.6 Designing your own materials for use with a short story 86
5.7 Using novels in the language classroom 89
6 Materials design and lesson planning: Poetry 94
6.1 Putting a poem back together again 94
6.2 What is distinctive about poetry? 96
6.3 Why use poetry with the language learner? 99
6.4 Exploiting unusual language features 101
6.5 Helping students with figurative meanings 104
6.6 Using poetry with lower levels 109
6.7 Using poetry to develop oral skills 116
6.8 Using a poem with students at higher levels 121
6.9 Anticipating student problems 127
6.10 Further tasks and activities 129
7 Materials design and lesson planning: Plays 133
7.1 What is distinctive about plays? 133
7.2 The language of a play 134
7.3 The performance of a play 135
7.4 Why use plays in the language learning classroom? 136
7.5 Using play extracts to think about language in conversation 138
7.6 Using play extracts to improve students' oral skills 146
7.7 Using play extracts with lower levels 152
7.8 Anticipating student problems 155
7.9 Further activities for play extracts 159
7.10 Using a whole play with students 161
8 Reflecting on the literature lesson 167
8.1 Thinking about observation 167
8.2 General observation of the literature lesson 170
8.3 Micro-tasks for reflecting on specific areas of teaching 170
8.4 Observing a student 176
8.5 Other ways of monitoring your teaching 178
9 Literature and self-access 179
9.1 What is a literature self-access centre? 179
9.2 Why have a literature self-access centre? 179
9.3 A simulation: First meeting for planning and setting up a literature self-access centre 180
9.4 Second meeting for setting up a literature self-access 182
9.5 Setting up a literature self-access centre: A case study 182
9.6 Worksheets to guide students in their reading 185
Answer key 189
Trainer's notes 216
Bibliography 255
Appendix: Eveline by James Joyce 259
Index 263
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