Topic 15. Most Adequates Literary Époques, Authors and genres to be used in English Lessons.

Topic 15. Most Adequates Literary Époques, Authors and genres to be used in English Lessons.

1. Tales and Stories

   • characteristics and functions
     • psychlogical functions
       • develop children's imagination
       • develop social integration in the class
       • Enable students to make sense of their feelings
     • didactic functions
       • Develop positive attitude towards Foreign LANGUAGE
       • Encourage unconcious learning of the language
       • Develop receptive skills :reading comprehension and listening comprehension
       • Starting point for follow-up activities: comprehension questions, role plays, projects, vocabulary, grammar exercises, pronunciation practice....
       • Provide an insight into other cultures and the lives of others. Teachers have the opportunity of introducing socio-cultural aspects.
   • The early days of children's tales
     • Comenius (17th century) Orbis Pictus, book full of pictures and images
     • La Fontaine(17th century). Fables.
     • Rosseu (18TH century) Emile
   • Traditional Tales
     • Perrault (17th century) Little Riding Hood, Cinderella, Sleeping Beauty, Puss in Boots
     • The Grimm Brothers (19th century) Snow White. Hänsel and Gretel
     • Hans Chritian Andersen (19th century), The Ugly Duckling, The nightingale and The Tin Soldier
   • Modern Tales (end of 19th century beginning of 20th)
     • Lewis Carroll. Alice in Wonderland
     • Oscar Wilde The Happy prince and The Egoist Giant
     • J.M. Barrie. Peter Pan
     • L. Frank Braum. The Wonderful Wizard of OZ
     • Beatrix Potter. Peter Rabbit
     • A.A. Milne Winnie the Pooh
   • Children's novels
     • Daniel Dafoe (18th century) Robinson Crusoe
     • Johnathan Swift (18th century) Gulliver's travel
     • Jules Verne (19TH CENTURY)Twenty Thousand Leagues under the Sea and many others
     • Robert Louis Stevenson (19th century) Treasure Island
     • Rudyard Kipling (19th century) Jungle books
     • Mark Twain, Tom Sawyer
     • Roald DAHL The Giant Peach, Matilda. Charlie and the chocolate factory
     • J.K.Rowling. Harry Potter. 1st of seven books. Harry Potter and the Philosopher's Stone.
   • Selection of today's stories
     • Seuss,T. The Cat and the Hat: Raymond, Briggs. The Snowman; Carle, E. The Very Hungry Caterpillar; Donaldson, J. The Gruffalo; Martin, B. Brown Bear, Brown Bear. What do you see?; Tolstoy, A and Oxenbury. The Great Big Enormous Turnip.

2. Other genres

   • Nursery Rhymes
     • Short poems or song for young children. Traditional and well-known
     • In common with tales
       • Natural repetition of words and structures. Simple grammar structures and introduction of socio-cultural aspects
     • Differ from tales
       • They are short. They're good for improving attetion span and easy to learn by heart. They mark rhythm and musicality. Most of them can be accompained by actions. Reduced vocabulary.
     • Ann and Jane Taylor Original Poems for Infants Minds including Twinkle, Twinkle Little Star
   • Riddles and Limericks
     • Riddles are short with marked intonation and rhythm. Children need to think about what is being described to fin out the solution.
     • Limerick are humorous rhymes.

3. typology of texts

   • Genre
     • Narrative: tales and children's novels
     • Verse: nursery rhymes, limericks, riddles, poems
   • Content
     • Traditional tales, fairy tales,Animal stories, Cumulative stories with predictable endings, humorous stories, Everyday stories, adventure stories
   • Presentation
     • Illustrated stories, Stories with not text, Stories with bubble, Stories with flaps or pop-outs
   • Authentic vs. adapted texts
     • Authentic are written for English-speaking children. Adapted texts are specially written for the teaching of Englis as a foreign language.
   • Criteria for selecting literary texts
     • Student's age, Level of vocabulary, structures and functions; the subject, the characters, the use of visuals, the language content, rhyme and rhythm, balance between narrative and dialogue and potential for folow-up activities

4. Didactic Application of Literary Texts

   • How to use stories inFLT
     • pre-listening stage, while-listening stage, post-listening stage
   • Storytelling techniques
     • Brewster et al established some tecniques for reading stories aloud
   • How to make the most of rhymes, riddles and limericks
     • pre-listening stage, listening stage and production stage
   • Extensive Reading allows pupils to look through
     • Hubbard and Thorton stated that extensive reading plays an important role in the foreign language class
     • Book corner. Brewster esrtablishes tips to set up book corner
       • Displaying books with cover showing; decorating the book corner with pupils' work about a book they have read; get children write about a story; keeping a class record of books that they have read,; devising lending system