Podcast
Questions and Answers
Literature is suitable for ______ ages.
Literature is suitable for ______ ages.
all
Beginners in literature classes read ______ tales.
Beginners in literature classes read ______ tales.
fairy
Advanced students read ______ narratives.
Advanced students read ______ narratives.
graphic
Literature can be found ______ of the classroom.
Literature can be found ______ of the classroom.
Texts should be ______ and engaging to students.
Texts should be ______ and engaging to students.
Primary school students enjoy ______ in rhythm and rhyming.
Primary school students enjoy ______ in rhythm and rhyming.
Intermediate learners read ______ texts and simplified versions of classics.
Intermediate learners read ______ texts and simplified versions of classics.
We should use Literature in ELT to foster ______ in Primary School students.
We should use Literature in ELT to foster ______ in Primary School students.
In Secondary School, teaching Literature can help improve ______ thinking.
In Secondary School, teaching Literature can help improve ______ thinking.
The goal is to create ______ readers.
The goal is to create ______ readers.
Teaching Literature in Gymnasium helps to provide students with ______ knowledge.
Teaching Literature in Gymnasium helps to provide students with ______ knowledge.
One of the reasons to teach Literature is to promote ______ communication.
One of the reasons to teach Literature is to promote ______ communication.
Teaching Literature can help students develop their ______ skills.
Teaching Literature can help students develop their ______ skills.
Literature teaching encourages ______ learning and empathy.
Literature teaching encourages ______ learning and empathy.
Teaching Literature helps students to develop ______ competence when negotiating meaning.
Teaching Literature helps students to develop ______ competence when negotiating meaning.
Advanced learners develop ______ literacy through literary texts.
Advanced learners develop ______ literacy through literary texts.
Teaching a diverse range of texts can promote ______ understanding.
Teaching a diverse range of texts can promote ______ understanding.
Literary texts provide insights into ______ cultures and contexts.
Literary texts provide insights into ______ cultures and contexts.
Fictional characters and settings can help develop ______ and sensitivity.
Fictional characters and settings can help develop ______ and sensitivity.
The ______ approach to teaching literature involves close readings to experience form as meaning-producing itself.
The ______ approach to teaching literature involves close readings to experience form as meaning-producing itself.
The Reader Response approach involves ______ reading and dynamic interaction between reader and text.
The Reader Response approach involves ______ reading and dynamic interaction between reader and text.
In the Reader Response approach, the reader infuses the text with ______ mental images and interpretations.
In the Reader Response approach, the reader infuses the text with ______ mental images and interpretations.
The Reader Response approach involves ______ perspectives and negotiating meanings.
The Reader Response approach involves ______ perspectives and negotiating meanings.
The Reader Response approach appeals to the students' own ______ with a literary text.
The Reader Response approach appeals to the students' own ______ with a literary text.
Production-Oriented Activities aim at ______ new texts
Production-Oriented Activities aim at ______ new texts
One example of Production-Oriented Activities is a personal response in a ______ or viewing diary or log
One example of Production-Oriented Activities is a personal response in a ______ or viewing diary or log
Action-Oriented Activities aim at ______ out or transposing a text into a different medium
Action-Oriented Activities aim at ______ out or transposing a text into a different medium
An example of Action-Oriented Activities is a scenic re-enactment of a ______ scene or a dialogue
An example of Action-Oriented Activities is a scenic re-enactment of a ______ scene or a dialogue
Another example of Action-Oriented Activities is a transformation into a different type of ______ such as text into film
Another example of Action-Oriented Activities is a transformation into a different type of ______ such as text into film
Action-Oriented Activities may include fake ______ with the film director or author
Action-Oriented Activities may include fake ______ with the film director or author
In a pre-reading activity, students can speculate on the ______ of the story after hearing the title and the first sentence.
In a pre-reading activity, students can speculate on the ______ of the story after hearing the title and the first sentence.
A creative task in a pre-reading activity involves students writing their own story after hearing just the ______ and the first sentence.
A creative task in a pre-reading activity involves students writing their own story after hearing just the ______ and the first sentence.
While reading, students can note down their impressions, including the ______ of the story.
While reading, students can note down their impressions, including the ______ of the story.
A post-reading activity involves creating a ______ about the characters and their constellations.
A post-reading activity involves creating a ______ about the characters and their constellations.
In a post-reading activity, students can give the characters a ______ through taking on their perspectives.
In a post-reading activity, students can give the characters a ______ through taking on their perspectives.
In a pre-reading activity, students can take a ______-up, analytical approach to decoding and analyzing the work.
In a pre-reading activity, students can take a ______-up, analytical approach to decoding and analyzing the work.
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Study Notes
Importance of Literature in ELT
- Literature helps Primary School students develop knowledge of various genres, vocabulary, reading comprehension, creativity, motivation, and self-confidence.
- It also promotes listening and speaking skills through storytelling.
Benefits of Teaching Literature
- Literature motivates students and improves their reading skills, functional communication, and critical thinking.
- It fosters social competence, intercultural understanding, and empathy through authentic communication.
- Literature can be used to develop literary and visual competence, and encourages students to produce their own texts.
Text Selection Criteria
- Texts and films should be manageable in length and difficulty, interesting, authentic, and representative of cultural phenomena.
- They should be thought-provoking, add diverse voices, and enable active reflection and critical thinking.
Literature for Different Age Groups
- Primary School: rhymes, songs, picture books, and fairy tales for beginners; focus on pleasure, rhythm, and performance.
- Intermediate classes: short stories, poems, and comics; aim to create lifelong readers with varied topics and genres.
- Advanced students: media literacy, intercultural competences, critical reflection, and modern adaptations of classics.
Approaches to Teaching Literature
- Analytical Approach: close readings to experience form as meaning-producing, typical tasks include identifying rhyme schemes and rhetorical features.
- Reader Response Approach: text as a source to be discovered, responsive reading, sharing and coordinating perspectives, and subjective response.
- Production-Oriented Activities: generating new texts, rewriting, creatively expanding, and alienating the original.
- Action-Oriented Activities: acting out or transposing a text into a different medium, such as reconstructions, scenic re-enactments, and transformations.
Classroom Approaches and Teaching Methods
- Pre-reading: bottom-up analytical approach, decoding and analyzing the work, or creative tasks like writing own stories from titles and first sentences.
- While-reading: note down impressions, mood, and spontaneous feelings concerning characters and places.
- Post-reading: action-oriented work like creating mind maps or taking on character perspectives, or production-oriented work like writing emails about the story.
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