Literature and the media http://www.youtube.com/watch?v=k5YqaYWS5yI

Using authentic sources of text

Vocabulary load:• An average quality newpaper is written at a vocabulary

level of 20, 000 words, which is far beyond that of theaverage language learner. Colloquial expression, phrasesand idioms difficult for the learner.

• SOLUTIONS:• * useful diagrams or headlines• * prepare the vocabulary background well before reading• * Using games , mind maps, brainstorming, pictures or

photos to related to the theme.• * It is better if the text or poems is too easy.

REFERENCE:

Authentic texts may have a high proportion of reference to background information and facts thatwould only know by having been brougth up in theculture or being schooled in the education system.

Solutions:

Pick and choose very carefully avoiding the absolutelybland.

TYPES OF READING Extensive reading (or reading for pleasure), is a way

of language leraning , including foreign language learning, through large amounts of reading. As well as facilitating acquisition and learning of vocabulary, it is believed to increase motivation through positive affective benefits. In language learning, extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text".

Tips for dealing with reading• Students may expect to understand every word.

• * giving and specific task not too dense for theirlevel.short is best

• Going through every items of vocabulary and grammar.

• * try to leave the intensive work to a class, unless instructedotherwise.

• Vary the text types.

• * use advertesiment, brochures, reviews, brief new items, anecdotes, letter, agony columns, personal letters, veryshort dialogues , postcards, etc

Types of reading tasks to use fordialogues and texts• Match illustrations to a text or complete a diagram summarising

the text.

• * Re- order jumbled paragraphs or jumbled sentences orquestion and replies.

• * insert two or three sentences which have been taken out and need putting back.

• * complete a table of advantages /disadvantages, main points orkey data.

• * Give a text or dialogue with no last paragraphs or no lastsection, students then discuss what it might contain

Literaty extracts Assistants asked to use literature in their classes are

generally working with older, more advanced-levelstudents . However, we cann not asume that thesestudents are able to express their opinions on theliterary texts as well as They are able to undertstandthem .

TIP.

Look at resource material prepared for teachingliterature to younger students

Literary material aimed at nativespeakers

A non-native speakers cannot cope with the lenght and depth of text intended for a native speakers of the same age.

Plan guided reading tasks to help them.

What if you are not asked to include literature in yourteaching.

Some modern literature, especially for young adults and teenager, can provide stimulus texts as much as a copy of a newspaper can.

You can use extracts from books which have been madeinto films which students may know are usually wellreceived.

For example: extracts from Bridget Jone´s Dairy, CaptainCorelli´s Mandolin or the god of Small things

Try to avoid 1.- Long extracts. Don´t use more than a half a page or two

short extracts for one page.

2.- too much colloquial dialogue or slang. You will get bogged down in explanations, leaving little

room for students to contribute

3.- Reference to cultural events and people unknow to students.

This would require too much background information. It´sfine to give one-line explanations but if they need a mini-lecture on the period to get to grips with the extracts, it isnot suitable for your aims as an assistant.

POETRY

You and your students might already enjoyreading and listening to poetry in your ownlanguage and perhaps in English too.Poems are, after all, authentic texts.

This is a great motivator. Poems are oftenrich in cultural references, and they presenta wide range of learning opportunities, soyou don't need to be a literature expert.

ACTIVITIES WITH POEMS

some activities used regularly by language teacherscan be adapted easily to bring poetry into theclassroom.

Communicative speaking activities: using aworksheet to discuss.

Working on pronunciation: play a recording orread with rhythm the poem.

Writing activities: Ss can create a new poem

POEMS SUITABLE FOR CONVERSATION CLASSES AND CREATIVE WRITING

Poems with a story

Poems which introduce an issue can be a stimulus fordiscussion

Poems with dialogue or characters: suitable for roleplay

Two short poems on a similar theme which can becontrasted

Useful tips when using poemsPrepare a vocabulary before reading.

Give students a task to access the meaning

Use it for speech work.

Have a concrete task for speaking

Newspapers and magazinesIf you have chosen to use an article

should be short, easy to present.

You need to get a summary of the mainideas

Too often lessons with newspapersturn into reading lessons, rather thandiscussions

Examples of articles useful to speak

An article from the UK national pressabout school students excluded fromschool because they came to school inuniform skirts that were too short

(It can be transformed into numeroussituations for role play).

Creating other stories with thesame article

Situation You are the newspaper reporter who prepared the before article.

Interview one of the parents or students to find out what happened and what they think

Dealing with vocabulary

Usingdictionaries(bilingual/monoligual)

Finding synonyms and offering antonyms

Matching

Example of the poem a Bad Habit byMichael Rosen

The ticket inspector appeared.

He rolled his bus ticket up and smoked it.

He removed his ticket from his mouth.

He bought his bus ticket.

His ticket got smaller and wetter.

He showed his bus ticket to the inspector.

He started to eat and chew his ticket.

Retell the story to your partner using:firstly; next; then; so; and; but.

Poems which introduce an issue can be a stimulus for discussion

DO THE ACTIVITY!!

DISCUSSION GROUPS.(four)

Poem Smoke-loving girl blues (smoking)

Group discussion. List three ways to give young peopleinformation

about smoking. Give two examples of how you couldencourage young people to give up smoking. Put theseinfluences in order of importance: Who influences young

people’s habits most?

parents; peers (friends); teachers and school; television;

magazines/newspapers; brothers/sisters

Newspapers and magazines

.

Dealing with vocabulary

Always anticipate vocabulary problemsand help with the new words beforeand during reading.

conclusionliterature helps students acquire a native – likecompetence in English , express their ideas ingood English , learn the features of modernEnglish , learn how the English linguistic system isused for communication.Using poetry in the classroom is that we canusually create opportunities to talk, read, listenspeak. This means that the students have plenty tosay, and the communication is genuine becausethey are talking about their own experiences orhypotheses. They are engaged and motivated.

THAK YOU !!Arely and Silvia