7136533
Topic 15. Most
Adequates Literary
Époques, Authors and
genres to be used in
English Lessons.
- 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
- develop
children's
imagination
- 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.
- Develop positive
attitude towards
Foreign
LANGUAGE
- psychlogical
functions
- 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
- Comenius (17th
century) Orbis
Pictus, book full of
pictures and images
- 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
- Perrault (17th
century) Little Riding
Hood, Cinderella,
Sleeping Beauty,
Puss in Boots
- 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
- Lewis
Carroll.
Alice in
Wonderland
- 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.
- Daniel Dafoe
(18th century)
Robinson
Crusoe
- 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.
- 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.
- characteristics
and functions
- 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
- 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.
- 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
- Short poems
or song for
young children.
Traditional and
well-known
- 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.
- Riddles are short
with marked
intonation and
rhythm. Children
need to think
about what is
being described to
fin out the
solution.
- Nursery
Rhymes
- typology
of
texts
- Genre
- Narrative:
tales and
children's
novels
- Verse: nursery
rhymes,
limericks,
riddles, poems
- Narrative:
tales and
children's
novels
- Content
- Traditional tales,
fairy tales,Animal
stories, Cumulative
stories with
predictable endings,
humorous stories,
Everyday stories,
adventure stories
- 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
- 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.
- 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
- 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
- Genre
- Didactic
Application of
Literary Texts
- How to use
stories
inFLT
- pre-listening stage,
while-listening stage,
post-listening stage
- pre-listening stage,
while-listening stage,
post-listening stage
- Storytelling
techniques
- Brewster et
al established
some
tecniques for
reading
stories aloud
- 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
- 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
- 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
- Hubbard and
Thorton stated that
extensive reading
plays an important
role in the foreign
language class
- How to use
stories
inFLT
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