Tema 15 A

 

Theme 15: Periods, authors and most suitable literary genres to be used in the  English class. Types Types of texts. 0. In Intr trod oduc ucti tion on.. Even at the early stages students can in fact do a great deal with the language: identifying sounds; produce them orally; recognize then in a text. In short, even the very beginners can do something with the language. We must build from that point by adding input which is neither too advanced, nor too easy. inema, music and literature are rich and motivating materials. If we manage to !now how to select and to present content in such a way that it will both challenge and motivate them. "ur curriculum establishes two general aims which are related this topic. #hey read as follows:   b!ecti"es #ssessment criteria   $. #o #o understand easy written and oral texts... %. #o #o read with the help of the teacher...   &. #o #o read short short and easy texts... 'ccording to this it is clear that we can and, it is possible, we should use literature in our classroom. #he general aim of our approach to the teaching of literature is to let our pupils derive the benefits of communicative activities for language improvement within the context of suitable wor!s of literature. We also have the following specific aims: - (aintain our pupils) interest and involvement by using a wide range of pupil centred activities. - #ry and bring to life the printed page, exploiting as fully as possible the interest that well*chosen literature has for our pupils. - We must help our pupils value their own responses to the printed page.   We may find three types of +ustification for using literary texts. Each one deals with a different type of content: oncepts: literary texts offer genuine samples of a wide range of styles, • register and text*types, they provide a rich context in which individual lexical or syntactical items are made more memorable. !ills or procedures: the opinion gap between one pupil)s interpretation and • another)s can be bridged by genuine interaction. 'ttitudes: the genuine feeling of literary texts is a powerful motivator. •

1. Perio Periods, ds, aut authors hors and m most ost sui suitable table liter literary ary genr genres es to be use used d in the  English class. 1.1. The literary genres and and figures in EFL. #he English language is certainly rich in literary figures and genres; and the literary ages are full of intriguing aspects that students can find extremely motivating. 's long as we !now how to select and to present the content -!eeping in mind rashen)s model of /input 0 $1 2 input +ust a little above the students) level 2 a great many literary figures can be successfully used in #E34. 1.2. Well-know tales and rhymes. #he following is a selection of authors, genres and periods that could be used in #E34.

 

Well-known tales. “The elves and the shoemaker”; “The tree little pigs” “The little red hen”; “The princess and the pea”; “Chicken Licken”; “The ugly duckling”; “The emperor’s new clothes”; “Sleeping beauty”; “Puss “Pus s in boots”; “Little red riding hood”; “ansel and !retel”; “Cinderella”; "eauty and the beast”; “Snow white and the seven dwar#s”; “The wi$ard o# %$”; “Ladybird”; “&umpelstiltskin”; “!oldylocks and the three bears”'

Well-know rhymes. “%ne( two( put on your shoe”; “&ain( rain go away”; “This is the way”; “%ld )acdonald had a #arm”; “ickory( *ickory( *ickory( *ock”; “"aa( baa( black sheep”; “Three blind mice”; “+nsey ,insey spider”; “Pussy cut(  pussy cat”; “umpty *umpty”; “-ack and -ill”; “.any “.any((  )eeny( )iny( )o”; “Ther “Theree is a hole in my bucket”; “The house that -ack built”; “She sells seashells”; “Thirty days September”; “There was an %ld ,oman ,oman who swallowed a #ly”

When selecting a wor! of literature we must bear in mind that we want our pupils engage interactively with the text, with classmates, and with us, the teachers. #o reach this we must follow these guidelines: a1 #he text text itself, itself, and not informa information tion about about it, it, is of central central impor importance. tance.  b1 "ur pupils must genuinely interact with the text, their classmates and the teacher and not be mere recipients. c1 "ur activitie activitiess must be be designed designed so as to enable enable our our pupils pupils to share share their personal experiences, perceptions and opinions. d1 "ur activ activitie itiess must be varied varied and and intere interestin sting. g. e1 #he selection selection must be be based on their their potential potential interest interest for our our pupils pupils and not in the literary 5ualities of the wor!s. 1.2. Storyboo Storybooks. ks. $. riteria for selecting storyboo!s. We can find many simplified storyboo!s which have been graded with children learning English in mind. (ost authors, however, consider that the use of authentic materials can be more fruitful -real language and motivation1. We can also find authentic boo!s with high* 5uality illustrations which will play an important role in aiding comprehension.

a1 "ur pupils) pupils) needs needs and and abil abilitie ities. s. #he chosen texts should always be appropriate to the age, interests and goals of our pupils. In order to understand literary texts our pupils need to be able to read at a reasonable speed for an extended period without fatigue. #his speed should, for extensive reading, be at a rate of at least 677 words per minute. "ur youngest pupils, those in the second cycle, will not be able to read at this speed in English so we must use short, simple texts with illustrations. We can also use reading  tehni!ues to improve our pupils) reading speed. #hese are normally divided into tehnial  or "ratie methods. Tehnial methods: use a device of some !ind to cover up the written words • as our pupils read, forcing them to speed up their reading. #hese methods may be more useful for the panish language classroom. #ratie methods are more suitable for the English class our oldest pupils, • as the texts they are able to cope with begin to increase in size, e.g. texts followed by certain tas!s, decrease the time allowed for reading. 1. $%&TE%&' F(% SELE$T&)* ST(%+,((S Ellis and ,rewster/.   )eeds and abilities. 1. $ontent0subet matter. a1 8elevant; b1 Interesting; Interesting; c1 'musing 'musing;; d1 (emorable. 2. isuals. a1 9se of illustrations; illustrations; b1 'ttractivecolourful; 'ttractivecolourful; c1 ize; d1 # #arg arget et culture. 3. Enourage "artii"ation. a1 8epetition; 8epetition; b1 rediction; rediction; c1 < E%ST')>&)* =)>E%ST')>&)* $. We must provide a onteAt for the story and introduce the main characters. 6. #ro6ide 6isual su""ort: drawings on the blac!board, cut*out figures, flash cards,... C. EA"lain the context, !eywords and ideas in the mother tongue, if necessary. &. Identify your linguisti obeti6es. @. 8elate the story or associated activities to wor! in other subet areas if possible. D.