Literature and language teaching : a guide for teachers and trainers
- Title
- Literature and language teaching : a guide for teachers and trainers / Gillian Lazar.
- Published by
- Cambridge [England] ; New York, NY, USA : Cambridge University Press, 1993.
- Author
Items in the library and off-site
Displaying 1 item
Status | Format | Access | Call number | Item location |
---|---|---|---|---|
Status | FormatText | AccessUse in library | Call numberLB1575 .L34 1993 | Item locationOff-site |
Details
- Description
- xiv, 267 pages : illustrations; 24 cm
- Summary
- For teachers and trainers who want to incorporate literature into the language classroom. A resource for trainers working with groups of teachers. Explores different approaches to using literature with learners of all levels.; suggests criteria for selecting and evaluating materials for classroom use; identifies some of the distinctive features of novels, short stories, poems and plays so that these can be successfully exploited in the classroom and provides a wide range of ideas and activities for developing materials which teachers can use with their own classes.
- Series statement
- Cambridge teacher training and development
- Uniform title
- Cambridge teacher training and development
- Subject
- Carl-Orff-Volksschule Andechs
- Literature > Study and teaching > Handbooks, manuals, etc
- Language arts > Handbooks, manuals, etc
- English literature > Teaching
- Language and languages > Study and teaching
- Literature > Teaching
- Littérature > Étude et enseignement > Guides, manuels, etc
- Arts du langage > Guides, manuels, etc
- Language arts
- Literature > Study and teaching
- Englischunterricht
- Literatur
- Grundschule
- Engels
- Literatuuronderwijs
- Vakdidactiek
- Anglais (Langue)
- Arts du langage
- Didactique
- Enseignement
- Littérature
- Großbritannien
- Educational institutions Curriculum English language
- Genre/Form
- handbooks.
- manuals (instructional materials)
- Handbooks and manuals.
- Guide (Descripteur de forme)
- Guides et manuels.
- Contents
- 1. Using literature in the language classroom: The issues -- 1.1. What is literature? -- 1.3. The reader and the text -- 1.2. What is distinctive about the language of literature? -- 1.4. Literary competence and the language classroom -- 1.5. Why use literature in the language classroom? -- 2. Approaches to using literature with the language learner -- 2.1. An overview -- 2.2. A language-based approach to using literature -- 2.3. Stylistics in the classroom -- 2.4. Literature as content: How far to go? -- 2.5. Literature for personal enrichment: Involving students -- 2.6. The role of metalanguage -- 3. Selecting and evaluating materials -- 3.1. Selecting texts -- 3.2. Evaluating learning materials which make use of literary texts -- 4. Reading literature cross-culturally -- 4.1. Being a student -- 4.2. A consideration of cultural aspects in texts -- 4.3. Strategies for overcoming cultural problems -- 5. Materials design and lesson planning: Novels and short stories -- 5.1. Writing your own story -- 5.2. Distinctive features of a short story -- 5.3. Anticipating student problems when using a short story -- 5.4. Planning a lesson for use with a short story -- 5.5. Further tasks and activities for use with a short story -- 5.6. Designing your own materials for use with a short story -- 5.7. Using novels in the language classroom -- 6. Materials design and lesson planning: Poetry -- 6.1. Putting a poem back together again -- 6.2. What is distinctive about poetry? -- 6.3. Why use poetry with the language learner? -- 6.4. Exploiting unusual language features -- 6.5. Helping students with figurative meanings -- 6.6. Using poetry with lower levels -- 6.7. Using poetry to develop oral skills -- 6.8. Using a poem with students at higher levels -- 6.9. Anticipating student problems -- 6.10. Further tasks and activities -- 7. Materials design and lesson planning: Plays -- 7.1. What is distinctive about plays? -- 7.2. The language of a play -- 7.3. The performance of a play -- 7.4. Why use plays in the language learning classroom? -- 7.5. Using play extracts to think about language in conversation -- 7.6. Using play extracts to improve students' oral skills -- 7.7. Using play extracts with lower levels -- 7.8. Anticipating student problems -- 7.9. Further activities for play extracts -- 7.10. Using a whole play with students -- 8. Reflecting on the literature lesson -- 8.1. Thinking about observation -- 8.2. General observation of the literature lesson -- 8.3. Micro-tasks for reflecting on specific areas of teaching -- 8.4. Observing a student -- 8.5. Other ways of monitoring your teaching -- 9. Literature and self-access -- 9.1. What is a literature self-access centre? -- 9.2. Why have a literature self-access centre? -- 9.3. A simulation: First meeting for planning and setting up a literature self-access centre -- 9.4. Second meeting for setting up a literature self-access -- 9.5. Setting up a literature self-access centre: A case study -- 9.6. Worksheets to guide students in their reading -- Appendix: Eveline by James Joyce.
- Owning institution
- Princeton University Library
- Bibliography (note)
- Includes bibliographical references (p. 255-258) and index.