.

0 (hodnocen0 x )

BK

VYRAZENO

1st publ.

Cambridge : Cambridge University, 1993

xiv,268 s.

ISBN 0-521-40651-X (brož.)

Cambridge teacher training and development

Bibliogr. s. 255-258.

Rejstř.

Angličtina - vyučování - metodiky

000133049

Contents // Thanks page viii // Acknowledgements ix // Introduction xii // 1 Using literature in the language classroom: 1 // The issues // 1.1 What is literature? 1 // 1.2 What is distinctive about the language of literature? 5 // 1.3 The reader and the text 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 22 // language learner // 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 5(> // 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 // Contents // 5 Materials design and lesson planning: 71 // Novels and short stories // 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 // Contents // 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 // centre 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