Literature and language teaching : a guide for teachers and trainers (Book, 1993) [WorldCat.org]
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Literature and language teaching : a guide for teachers and trainers
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Literature and language teaching : a guide for teachers and trainers

Author: Gillian Lazar
Publisher: Cambridge [England] ; New York, NY, USA : Cambridge University Press, 1993.
Series: Cambridge teacher training and development.
Edition/Format:   Print book : EnglishView all editions and formats
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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Genre/Form: handbooks
manuals (instructional materials)
Handbooks and manuals
Guide (Descripteur de forme)
Guides et manuels
Handbooks, manuals, etc
Guides, manuels, etc
Additional Physical Format: Lazar, Gillian.
Literature and language teaching.
Cambridge, UK : Cambridge University Press, 1993
(OCoLC)1168699101
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Gillian Lazar
ISBN: 0521404800 9780521404808 052140651X 9780521406512 3125332613 9783125332614
OCLC Number: 25630100
Description: xiv, 267 pages : illustrations ; 24 cm
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.
Series Title: Cambridge teacher training and development.
Responsibility: Gillian Lazar.
More information:

Abstract:

This book is for teachers and trainers who want to incorporate literature into the language classroom. Each section of the book is self-contained so that users can select what is most relevant to  Read more...

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"'Literature and Language Teaching' is a valuable resource for teachers....They may also find very practical and useful suggestions for classroom activities. Above all, the book is an excellent Read more...

 
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