Topic 15/16

Topic 15/16

1. 1. Introduction

   • Inescapable necessity. Decree 89/2014. Aim: importance of introducing English literature, valuable resource to improve pral comprehension&exp; reading habits.

2. 2. Children's literature in English

   • Define Children's literature: books that adults consider appropiate for children to read. LOMCE: develop communicative competence in a foreign language (aim of learning English ->communicate in that language = reading diff text, understaning vocabulary, use grammatical structures...)Learning a foreign language: aim ->discovering another culture, understand it and respect it.Develop competences: linguistic competence, social and citizen competence; cultural awareness and expression.
   • Genres: - Narrative tales & children's novels: provide possibility of repeating words, structures -> help children reinforce language aspects. transmit moral values and approach to culture. Ex: fairy tales, fables, fantasy tales. - Nursery rhymes: traditional song/poem taught to young children. repetitions of words, stress, intonation, pronunciation. Ex: twinkle, twinkle. - Riddles and limericks: Riddles (short, marked intonation and rhythm) Limericks (humorous rhymes). GB: children's literature had great status, considered great literature =/ other countries. North America reflects history of the country: way of life in 18 &19 centuries, beliefs, problems to overcome.
   • 18: John Locke (from didactic to entertain purposes). Daniel Defoe (Robinson Crusoe). Jonathan Swit (Gulliver's travels). 19. Charles Dickens (David, Copperfield, Oliver Twist). Lewis Carrol (Alice in Wonderland). Edawrd Lear (Book of Nonsense). Robert Louris Stevenson (Treasure Island). Rudyard Kipling (the Jungle Book). Oscar Wilde (The happy prince/The egoist giant). LM Alcott (little women) Mark Twain (Tom Sawyer). 20: JM Barrie (Peter Pan). Beatrix Potter (Petter Rabbit). AA Milne (Winnie the Pooh). Keneth Grahame (Thwe Wind in the willows). Pamela Travers (Mary Poppins). JK Rowling (Harry Potter). L Frank Baum (the wonderful wizard of OZ). EB White (Stuart little/ Charlotte's web). Roald Dahl (Matilda/ charlie and the chocolate factory) 21: Elisabetta Dami (Geronimo Stilton). David Mckee (Elmer). Eric Carle (the very hungry caterpillar). Eric Hill (Spot the dog). Children enjoy listening in mother tongue. books provide introduction FL in a familiar context.
   • Reasons to include literature: authentic material, encourages interaction, educates whole person, is motivating, connect to other cultures, way to introduce critical analysis, discussion and writing.

3. 3. Typology of texts

   • Authentic books & non-authentic. Advantages: examples of real language, bring real world into classroom, high quality illustrations help to understand story. magic can be lost if language is too dificult. Classify according to 3 criteria: Narrative features (rhyming words, repeating structures, cumulative content, interactive, humorous). Content (everyday life, animal stories, fairy tales, fantasy). Layout (Flab, cut-away pages, minimal text, no text, speech bubbles)
   • Choosing right book most difficult & important part of teaching literature. Keep in mind: 1. Student's age. 2- level of vocab, structures (not too easy or diff). 3- the subject (interesting, amusing, easy to remember). 4- Characters (stimulate curiosity). 5- use of visual (appropiate illustrations, attractive, colourful) 6-Language content (language accesible &relevant) 7-rhyme and rhythm ( help follow and understand story) 8- potential for follow-up act (starting point to practice pronunciation, vocab & structures)

4. 4. Techniques for oral comprehension

   • listening= active process, mind actively engages in making meanigs. materials comprehensible to learners, withinf¡ range of what they are developmentally ready for. Principles in teaching/learning listening comprehension: lessons must have specific goals, scarefully planned, teach not test, demand active pupil participation. Listening skills need real-life meaning -> select carefully materials and purposes for practicing.
   • Stages: Pre-listening stage (ste topic and find out student's expectations). While-listening stage (students perform tasks or activities to develop listening strategies). Post-listening: students perform tasks connecting the listening with their experience.
   • Activities: 1. Prediction (from the title), 2. Guessing from context (unknown words) 3. Extensive (general features of discourse) and intensive listening (ear training, organizing information). Ex of technique: storytelling -> oral sharing of a story. enjoyable activity and used at all levels. help to internalize aspects: beginnings, settings, characters, plot lines, endings. It helps encourage to experiment with voice, tone, gestures, facial expressions...

5. 5. Introducing and encouraging reading habits and appreciating the poetic function of language.

   • Compared to the performance of a symphony orchestra.1-Reading is a holistic act (sub-skills as discriminating letter and words but performing sub-skills is not reading). 2-Success in reading = practice long time. 3-More than 1 interpretation of a text. Reading is more than decoding written words into sound, requires thought and individual construction of meaning. Students should experience variety of reading materials. including adapted novels, short stories, poetry. and variety of prose forms: diaries, journals, biographies. Literature develops and strengthen creative and critical thinking skills. Students understand the relationship between reader, writer and text.
   • Literature helps students: 1. broaden experience by encouraging creative, critical and imaginative thinking. 2. trascend barriers of time and place (explore imagination's worlds). 3- recognize timelessness of literary tradition. 4-appreciate culture and other's. 5- cultivate personal and aesthetic awareness. 6- Increase reading ability (interest and motivation). 7- recognize diff points of view.

6. 6. Conclusion

   • Review (concept of literature, texts, authors, aspects to take into account). show usefulness of books, value of reading for pleasure or recommend stories.