1. literature in a language classroom

8/9/2019 1. Literature in a Language Classroom

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Literature in a Language

Classroom


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Sequence of the Session

Objectives of the session

Literature vs Language

Why Do We Study Literature?

Literature & Language Relationship

Literature in Language Classroom

Guidelines for Reading Literature

Story - The Three Bears Activities While Reading

Activities After Reading


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Objectives of the Session

By the end of the session participants will

be able to:

differentiate between literature & language describe the importance of literature in a

language classroom

develop language activities develop analytical / critical thinking


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creative writing ofrecognized artisticvalue

published writings in aparticular style on aparticular subject; "thetechnical literature";

the profession or art ofa writer; "her place inliterature is secure"

particular manner ofexpression

characteristic style of

speech or writing communication of

thoughts and feelingsthrough a system of

arbitrary signals, suchas voice sounds,gestures, or writtensymbols.


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is composition that

tells a story

dramatizes a

situation

expresses emotions

analyzes and

advocates ideas

the subjects, including

reading, spelling, and

composition, aimed at

developing readingand writing skills,

usually taught in

elementary and

secondary school.


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Why Do We Study Literature?

Literature

Helps us grow personally and intellectually

Provides an objective base for knowledgeand understanding

Shapes our goals and values by clarifying

our own identities, both positively andnegatively

makes us human.


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Literature & Language

Relationship Without language there is no literature -

everything which has been recorded in

literature has been laid out in language.

language of literary texts as language in

operation


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Literature in Language Classroom

The incorporation of literature into the earlychildhood curriculum can stimulate content-based academic learning for English

language learners.

With authentic literature, teachers can help tobuild emotional, social, and intellectualresponses to the natural language ofengaging stories linked with attractiveillustrations.


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Dialogue Writing

Letter Writing

Poetry Writing

Story Writing

Paragraph /essay Writing

Play Script Report Writing

ENGLISH LANGUAGE

Comprehension Creative Writing Grammar

Dialogue Writing Story Writing

Report Writing

Story Writing

Report Writing


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Summary

CharacterSketch

Dictation

Picture Description

Book Review

RTC Auto/biography

ENGLISH LITERATURE

Pre Reading English Literature Reading


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Guidelines for Reading Literature

First reading

Determine what is happening, where, what, who isinvolved, major characters

Make a record of your reactions and responses

Describe characterizations, events, techniques andideas

Second reading

Trace developing patterns

Write expanded notes about characters, situations,actions

Write paragraph describing your reactions and thoughts

Write down questions that arise as you read (in themargins)


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Before the start of the

Literature book, the

students may be shown the

novel - based movie in their

library periods.


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Long, long ago there were three bears. They lived in the

forest.

First there was Father Bear. He was a great big bear.Then there was Mother Bear. She was a medium-sized

bear. And then there was Baby Bear. He was a tiny little

bear.

One morning Mother Bear made porridge as usual andpoured it into three bowls. But it was still too hot to eat,

so Mother Bear, Father Bear and Baby Bear left their

bowls to cool and went for a walk.

Read this story about

The Three Bears


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The Three BearsMeanwhile the three bears returned from their walk.

They were surprised to find someone had been to their

house.

Somebody has been eating my porridge! cried Father

Bear.

Somebody has been eating your porridge, too! FatherBear pointed out at Mother Bears porridge. Mother Bear

looked at her Porridge.

Look! Somebody has been eating his porridge! Father

Bear said to Mother Bear, pointing at Baby Bearsporridge.

Oh! Somebody has been eating our porridge! the three

bears complained.


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ACTIVITIES WHILE READING

Put the bears with the descriptions


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1. Underline the pronouns in the story.

2. What does the word itrefer to in thestory? ______________

3. Here are the pictures of the three

bears. Write the correct pronouns aftertheir names

porridge

He

She

He

They

Pronouns


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Possessive Adjectives

Read the story about the three bears.Underline all thepossessive adjectives in the

story.


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Tutors Input

Some adjectives are used to show that

someone owns a thing. They are called

possessive adjectives orpossessive

determiners


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A

Adjectives of Comparison

______________ ______________

______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________

______________ ______________ ______________ ______________ ______________ ______________


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Adjectives that compare two items are called comparatives

Adjectives that tell about the highest degree are called

superlative

To make comparatives and superlative add er or est to

one syllable adjectives. Put more or most before three or

more syllables and some adjectives with two syllables

Tutors Input


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ACTIVITIES WHILE READING

Work with another partner in your group

Mama Bear has arrived at his aunts house.

You are Mama Bear and Her aunt.

Act the conversation between three Bears.


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Characters Who are the main charactersin the book?

Main Characters Describe the main characters.What do they look like?

Story What is the story about?Remember not to give the

ending away! My Comments What did you think of the

story? Did you enjoy it?Wouldyou recommend this book to

your classmates?


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Suggestions for activitiesActivity 1: Translate chapters into pictures and cartoons

draw the most important scene in the chapter and explain its importanceand action.

Activity 2: Keep a dairy as if you were a character in the story.

Write down events that happen during the story and reflect in how they

affected the characters and why.Activity 3: Author interview

Write an interview or letter in which the character in a story asks theauthor a series of questions and reflects on how they feel about the waythey were portrayed to be.

Activity 4: Host a talk show

Students play the host, author, and cast of characters. Allow questionsfrom the audience

Activity 5: letter writing

New books are to be purchased for the library. Ask the students to write aletter to the Librarian recommending the particular book citing reasons.


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re-writing a poem/story/scene from a differentpoint of view.

scripting an episode for radio or television.

writing or dramatising what happens after theevents in the poem/story/play.

writing an incident as a newspaper report.

writing the diary of a character in the text.

writing a letter from one character to another, orfrom the student to a character.

improvising a scene for live performance.

interviewing one of the characters.


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Last word

There is no end to the richness and

meaning which a dedicated teacher may

bring to the life of her students. All she has

to do is

give of her/him self sincerely

you may be the one to bring out the hidden

artist in the child.


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Session Recap


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All done !!!

Finished

Thanks God Bye Bye

1. literature in a language classroom

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