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Why use literature in the EFL classroom? ● Language exposure ● Critical thinking ● Emotional connection ● Motivation ● Authentic use of language ● Cultural insight Reading as a leisure activity… “involves both fiction and non-fiction written and signed texts. These may include creative texts, differ...

Why use literature in the EFL classroom? ● Language exposure ● Critical thinking ● Emotional connection ● Motivation ● Authentic use of language ● Cultural insight Reading as a leisure activity… “involves both fiction and non-fiction written and signed texts. These may include creative texts, different forms of literature, magazine and newspaper articles, blogs or biographies, among other types of text – depending on one’s interests” (CEFR Companion Volume, 2020, p. 65) Krashen & Mason: Self-selected Reading (SSR) & sustained silent reading (input hypothesis) - • Children should be able to read “whatever they like” and change texts if they don’t like them. • Reading is the most effective way to acquire a language: vocabulary, grammar, spelling… • Audio-books (pronunciation) SSR: • Reading for 10-15min a day in class • the text is their choice How to choose a text? What aspects should we focus on? ● Language Level: Choose texts that match students’ language proficiency. Gradually introduce more complex texts as students advance. Consider simplified versions or graded readers for lower proficiency levels. ● Relevance and Interest: Opt for texts that resonate with students’ interests, culture, and age groups. Engaging content increases motivation and encourages active participation. ● Cultural and Social Context: Consider texts that offer insight into English-speaking cultures. However, be mindful of cultural differences and ensure the text is relatable and understandable for your students. ● Length and Complexity: Select texts of appropriate length and complexity. Short stories, poems, or excerpts from novels can be suitable for classroom settings, allowing for in-depth analysis within limited timeframes. ● Themes and Topics: Choose texts with universal themes or topics that stimulate discussions, critical thinking, and exploration of vocabulary related to various subjects. ● Teaching Objectives: Align the text with specific language learning objectives. For instance, if focusing on narrative tenses or descriptive language, select texts that highlight these aspects. ● Authenticity and Language Use: Ensure the text represents authentic language use while being comprehensible for learners. It should challenge but not overwhelm students. SHORT STORIES and NOVELS in class: PREREADING: Help ss understand the cultural background of the story Stimulate ss’s interest in the story WHILE READING ACTIVITIES: Help students understand the plot of the story Help understand the characters, adjectives, etc. Difficult vocabulary Language and style POSTREADING ACTIVITIES: Interpretation of the main themes of the story Help understand narrative point of view Writing activities Discussion POETRY: POETRY PREREADING Help ss understand the cultural background of the poem (author, movement, etc.) Create ss’s interest in the poem Pre-teaching vocabulary WHILEREADING ACTIVITIES Help ss understand the verses of the poem Use visual support Help with difficult vocabulary POSTREADING ACTIVITIES Learning one or two verses by heart Recording themselves reciting poems Writing activities (creation of their own poem) DRAMA KNOWLEDGE AND UNDERSTANDING OF THEATRICAL IDEAS AND CONCEPTS Role and character Stereotypes, archetypes and stock characters Signs, symbols and metaphors Genre and style Structure: plot Stage: space, movement and body language, design, performer and audience relationships Text: script, subtext… Audience: societal function of drama Why use ICTs in class? ● Adressing multiple skills at the time ● Real-life scenarios (tblt, flipped classroom) ● Improved engagement & motivation Autonomous learning (learner centred) ● Maximise opportunities for learning outside class. ● Promote digital lliteracy and critical thinking assessing credibility, using resources responsibly ● Maximising the opportunity for the students to get input ● To teach them how to use technology usefully ● Tool for assessment (formative and summative) FIVE DOs BEFORE USING ICT TOOLS IN THE CLASSROOM ✓ Ensure that ICT tools align with your learning objectives and teaching methods. Select technologies that complement your language learning approach. ✓ Train yourselves and students on the use of ICT tools beforehand to use them effectively. ✓ Ensure equitable access to devices and internet connectivity for all learners. ✓ Create quality digital content tailored to language learning needs. ✓ Make sure your students dive into safe online environments & make use of ICTs responsibly. MAKING THE MOST OF ICT USE IN THE EFL CLASSROOM - Encourage collaborative online projects that involve teamwork, communication, and language practice. - Facilitate connections with native speakers or other language learners globally through online platforms, forums, or video conferencing tools. Encourage language exchange partnerships or joint projects with international peers. - Implement digital portfolios where students can showcase their language learning progress through multimedia presentations, recordings, essays, or reflections. - Use online tools for instant feedback and assessment and monitor students' progress. Active Learning activities: ★ Flipped classroom: Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. - Students prepare it beforehand, each student will devote time to the content at their own pace. The teacher's role is on the side as guidance. Advantages and disadvantages: ● Advantages: ○ It’s very learner centered ○ Active engagement ○ Access to resources ○ Flexible ● Disadvantages: ○ It implies a great deal of trust in the students being active in their learning at home. They may just ignore the material at home ○ Preparation time Characteristics in this model? ● Increase interaction ● Personalized contact time between students and teachers ● Students take responsibility for their own learning ● Teacher as “the guide on the side” ● A blending of direct instruction with constructivist learning ● Absent students are not left behind ● Content permanently available for review ● All students are engaged in their learning ● All students can get a personalized education How to flip your classroom? Determine your technology • Which digital tools are you going to use to prepare all the videos and materials for your students? Create your videos and content • Film short videos (5-10 minutes are better than 1h!). You can also use external sources. Be transparent with students and parents • Explain to your students and their parents why you’re using flipped classroom and help them understand the method Make your students accountable • You need your students’ participation in order to make FC work! Create a system to track your students’ engagement with the videos Keep it up! • Find a schedule and system that works. Lesson planning and assessment must become a routine. Other learning activities: ❖ Brainstorming: It demands an active participation from the students ➢ Activates students background knowledge ➢ Evaluates students previous knowledge ❖ Discussions: ➢ Choose engaging and relevant topics (open-ended questions to encourage discussions). ➢ Prepare beforehand (vocab, expressions, etc). ➢ Establish norms to follow (taking turns, active listening, respecting others' opinions, using TL…). ➢ Guide the discussion through open-ended questions. ➢ Balance participation ➢ Conclude with a summary and reflection. ❖ Debates: ➢ Assign positions (for/against) or topics to debate in advance. ➢ Provide time for research and preparation, including gathering arguments and evidence. ➢ Prepare beforehand (persuasive language, present evidence). ➢ Begin with opening statements from each side, followed by rebuttals and a concluding statement. ➢ Moderate the debate, ensuring respectful discourse, adherence to the rules and equal speaking time. ➢ Discussion and reflection. ■ Benefits of discussions and debates: ● Language Practice: Students engage in meaningful conversations, improving fluency and vocabulary. ● Critical Thinking: Encourages students to analyze, evaluate, and defend their opinions, fostering critical thinking skills. ● Confidence Building: Enhances confidence in expressing ideas and opinions in English. ❖ Roles plays and real life situations: ➢ Real-life experiences (restaurant, job interview) ➢ Preparation & guidance (mostly Role Plays) ➢ Execution: encourage interaction, authentic language use, communicative strategies Reflection & feedback ■ TIPS FOR SUCCESS: ■ Encourage Participation: Motivate all students to actively engage, even those who might be shy or less confident. ■ Supportive Environment: Ensure a safe and supportive atmosphere where students feel comfortable participating without fear of judgment. ■ Variety of Scenarios: Rotate scenarios to cover various aspects of daily life to broaden students' language proficiency. ■ Integration with Curriculum: Align simulations with classroom topics or learning objectives to reinforce language skills. ❖ Communicative tasks: ➢ Problem solving → students have to decide in a fire which people they’re going to save and justify their answers ➢ Decision making →Solving mysteries, creating travel itineraries, designing a trip plan ❖ Jigsaw listening tasks ➢ Cooperative learning strategy that involves breaking a larger topic into smaller parts or sections, assigning each section to different groups of students, and then having those groups reassemble to share their knowledge. This technique encourages collaboration, active learning, and peer teaching. ➢ STEPS ■ Break a larger listening task into smaller sections, assigning each section to an “expert group“. Have them listen to their sections twice while making notes of important information and expressions. Later, they can briefly compare notes. ■ Reorganize the class into “jigsaw groups" (one member from each expert group). Each member of the jigsaw group should have notes on each section of the recording. So, they should be able to reconstruct the text in writing altogether. ■ After a set time, provide the original entire recording to students together with the script, and make them compare both texts as a group. ❖ Dictogloss taks: ➢ Text reconstruction activity in which students listen, process, take notes and reconstruct spoken text. It promotes language comprehension, grammar awareness, and vocabulary retention. ➢ STEPS ■ Choose a text suitable for the students' language level: story, a news article, a dialogue… ■ Read the text aloud at a natural pace, emphasizing proper pronunciation and intonation. Encourage students to listen carefully without taking notes. ■ Read the Passage Again: Read the passage a second time. Students listen attentively and take notes this time, trying to capture the main ideas, keywords, and essential information. ■ Without seeing the original text, students work together (pairs, small groups) to reconstruct the passage as accurately as possible based on their notes and memory. Encourage discussion and collaboration among group members to reconstruct the text. ■ After a set time, provide the original passage to students. ❖ Learning stations: Engaging way to facilitate various language skills. ➢ Reading Station Books and Magazines Comprehension Activities Dictionary and Thesaurus ➢ Listening Station Audio Materials (CDs, MP3 players, online resources, or songs in English, headphones). Listening Comprehension Activities ➢ Speaking Station Conversation Cards Role-play Materials Speaking Activities ➢ Writing Station Writing prompts and story starters. Tools (pens, pencils, markers, paper, and notebooks. Grammar and Vocabulary Activities ➢ Tech Station Language Learning Apps Online Quizzes and Games ❖ Peer teaching: Student’s taking the role of the teacher ➢ Collaborative Learning: Assign pairs or small groups where students can teach and learn from each other. Mix different proficiency levels or language abilities. ➢ Assign Topics: Have students choose or assign topics related to language skills (grammar, vocabulary, pronunciation, etc.). Prepare Materials: Require students to create lesson plans, presentations, or teaching aids to explain the topic. ➢ Presentations: Students can give short presentations or mini-lessons to their peers on their chosen topics. Quizzes or Games: Encourage peers to design quizzes, games to reinforce learning. ➢ Teacher Supervision and Support Provide guidance and oversight during peer teaching activities. Step in to clarify misunderstandings or provide additional explanations if students struggle. ❖ Escape Rooms: ➢ Choose a theme: grammar challenge, vocabulary quest, literary mystery, or cultural exploration. ➢ Create challenges: design a series of language-based puzzles, riddles, or tasks that students need to solve to progress through the escape room. For example, deciphering coded messages using vocabulary or grammar rules, matching idiomatic expressions or proverbs to their meanings, completing a story or dialogue by filling in missing words or phrases. ➢ Prepare clues and props: hide clues around the classroom or designated space. Use physical props, papers, digital clues projected via a screen, or QR codes leading to online challenges. Include audio recordings or videos that reveal hints or instructions when certain tasks are completed. ➢ Set the stage: decorate the classroom to fit the chosen theme, creating an immersive environment for the escape room. ❖ Webquests: Structured online activities that guide students through the exploration of specific topics using internet resources. ➢ STEPS ■ Introduction: Introduce the topic, goals, and tasks of the WebQuest. Task: Clearly define what students need to do. This could involve research, analysis, or creation of a project. ■ Process: Outline step-by-step instructions on how to accomplish the task. Include links to relevant websites or resources. ■ Resources: Provide a list of online sources students can use to gather information. ■ Evaluation: Specify how students will be assessed ■ Conclusion: Summarize the activity and encourage reflection on the learning experience. ❖ Game, gamification and game-based learning: ➢ Game: It is free and voluntary, without a specific purpose. To lose or win is part of the game ➢ Gamification: It is not a game, but it uses its mechanics and dynamics. It seeks to learn something from action. ■ Uses achievement badges, points, leaderboards, progress bars, levels/quests, avatars… ➢ Game-based learning: Game created or used for a didactic purpose. It’s focused on learning an objective. ■ Uses a game in order to acquire a learning outcome. It doesn’t necessarily imply using points systems, badges.. The objective is not earning points, but rather, learning from it Learning disorders: ➔ Dyslexia: Dyslexia is a specific learning disorder characterized by difficulties primarily related to reading, spelling, writing, and sometimes speaking. It's a neurological condition that affects the way the brain processes written and spoken language. ◆ Common Characteristics of Dyslexia ● Reading Challenges: Difficulty with accurate and fluent reading. ● Spelling Difficulties: Struggles with spelling words correctly due to challenges in associating sounds with letters. ● Writing Issues: Challenges in organizing thoughts coherently and expressing them in writing. ● Phonological Awareness: Difficulty in manipulating sounds in words. ◆ Ways of approaching with this as a teacher: ● Use visual materials, larger fonts, and “comic sans” ● Incorporate hands-on activities ● Provide explicit instruction ● Break down language tasks into smaller, manageable components ● Use technology to support students in comprehending written content and to write responses to activities ● Emphasis on Speaking and Listening ● Individualized Learning Plans ● Allow extra time in written exams and/or offer alternative assessment formats (oral). ● Acknowledge efforts and progress ● Collaboration with Support Services ● Parent Involvement ➔ Attention deficit hyperactivity disorder: ADHD stands for Attention-Deficit/Hyperactivity Disorder. It is a neurodevelopmental disorder characterized by persistent patterns of inattention, impulsivity, and hyperactivity that significantly impact an individual's functioning and development. ◆ Common Characteristics of ADHD Inattention: ● Difficulty sustaining attention on tasks, making careless mistakes, and organizing tasks or activities. Easily distracted, frequently losing items, and forgetting daily responsibilities. ● Hyperactivity: Restlessness and excessive motor activity, such as fidgeting, tapping, or talking excessively. Difficulty staying seated, running or climbing in inappropriate situations. ● Impulsivity: Acting without thinking, interrupting others, blurting out answers, and having difficulty waiting for one's turn. ◆ Ways of approaching: ● Consistent Routine and predictable schedule ● Break down lessons into manageable segments with clear instructions ● Incorporate hands-on activities, group discussions, and interactive tasks to engage students and maintain their focus ● Short, Varied Activities (behavioral expectations) I Visual Aids Positive Reinforcement ● Allow extra time in written exams and/or offer alternative assessment formats (oral). ● Collaboration with Support Services ● Parent Involvement ➔ High capacities: Students who exhibit advanced intellectual abilities or exceptional talents beyond the typical range of their peers. These students may demonstrate high intelligence, creativity, problem-solving skills, or academic aptitude in specific areas.: ● High achievement, versatile learning styles, self-directed learning. ● Advanced cognitive abilities, rapid learning, curiosity and inquisitiveness. ● Passion for Learning and perfectionism. ● Leadership skills and original thinking. ● **Sensitivity and empathy. ◆ How to approach: ● Individualized Learning Plans ● Complex and open-ended tasks ● Advanced and extra materials or programmes ● Ability & mixed-ability grouping: Engage them in real-world projects ● Encouragement and recognition ● Constructive feedback ● Counseling and Emotional Support (perfectionism)