Literature and language teaching : a guide for teachers and trainers / Gillian Lazar.

By: Lazar, Gillian
Material type: TextTextLanguage: English Series: Cambridge teacher training and developmentPublisher: Cambridge ; New York, USA : Cambridge University Press, c1993Description: xiv, 268 p. : ill. ; 23 cmISBN: 0521404800 (hc); 052140651X (pb); 9780521404808Subject(s): Literature -- Study and teaching -- Handbooks, manuals, etc | Language arts -- Handbooks, manuals, etcDDC classification: 407 LOC classification: LB1575 | .L34 1993Online resources: WorldCat details | E-book Fulltext
Contents:
Table of 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
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 Read more...
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Non-fiction 407 LAL 1993 (Browse shelf) Not for loan
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Includes bibliographical references (p. 255-258) and index.

Table of 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

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 Read more...

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