This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
used for reporting in Introduction to Stylistics
includes the types of style (expository/argumentative, descriptive, narrative, persuasive) basic principles in stylistic analysis, teaching of language and literature: a case for stylistics, and stylistics and levels of language
The celebration of
The Centenary of Birth of
M.L. Boonlua Debyasuvan,
January 2012
Nomination proposed by Thailand to UNESCO concerning the celebration of anniversaries with which UNESCO could be associated during the 2012-2013 biennium
A. Information concerning the personality to be celebrated
1. Family name: Debyasuvan, ( ne’e Kunjara)
First name: Boonlua , titled M.L. ( female)
2. Born: 13 December 1911, (but an annual event celebrating her Day has always been held in January as explained in 5(a)
Died: 7 June 1982
3. Field of activity:
a) Secondary and Tertiary Education Expansion and Development;
b) Languages and Literature Teaching and Learning;
c) Culture and Cultural Expressions, especially Music and Performing Arts; Creativity;
d) Intercultural Understanding and Dialogue;
e) Communication, Cross-cultural Communication--- through languages and comparative literature, writing, criticism
f) Women and Gender Issues,
g) Culture of Peace
4. Brief Description of the personality and her most important works:
-- a teacher at many secondary schools, colleges and universities, including private, governmental, Buddhist and Catholic schools; teaching Thai language, English, Botany, and promoting extra-curricular activities;
-- a leading female educator and educational administrator in the Ministry of Education particularly in 1950’s through 1970’s, active in the expansion and quality development of secondary and tertiary education. ( On the role and thoughts of M.L. Boonlua concerning Education and university Development, read: ML Boonlua and her ideas on Education by Paitoon Silaratana, former Dean of the Faculty of Education, Chulalongkorn University, first printed in Varasarn Kru Magazine, February- May, BE 2000, reprinted in Boon Bampen; and Sippanondha Ketudat, “Future of Thai Tertiary Education,reprinted in Boon Bampen)
-- an advocate for the preservation and promotion of the Thai language and literature considered as an integral part of the preservation of Thai culture; a founding member of the Thai Language Club of the Faculty of Arts, Chulalongkorn University; curriculum developer for Thai language and Thai literature teaching; writer of textbooks on Thai teaching
-- a recognized national and regional expert in the studies of languages and literature for better intercultural dialogue and understanding; involved in curriculum development and textbook writing for the teaching and learning of Thai and foreign languages and literature; initiated and promoted the teaching and learning of literary criticism in school and at college and university levels.
-- instrumental in the founding of The Language Center, now LANGUAGE INSTITUTE OF CHULALONGKORN UNIVERSITY
-- an advocate and a major discussant of woman and gender issues, reflecting and discussing the issues and roles of tradit
used for reporting in Introduction to Stylistics
includes the types of style (expository/argumentative, descriptive, narrative, persuasive) basic principles in stylistic analysis, teaching of language and literature: a case for stylistics, and stylistics and levels of language
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
To Kill a Mockingbird Revision Scheme of WorkJancke Dunn
Aimed at yr11 students revisiting the novel. Comprehensive scheme of work outlining key themes, foci for discussion, vocabulary and retrieval practice.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Digital Tools and AI for Teaching Learning and Research
Amos Paran - plenary
1. The Dilemmas of Teaching and
Testing Literature in EFL
Amos Paran
Institute of Education, University of London
While you wait for the talk to begin, please do have a
look at the two poems on your handout and give
yourself an account about what your reaction to them
is; you may even discuss the poems and your
reactions with your neighbour!
2. Outline of talk
Why we use and teach literature
Ways of reading
Dilemmas in testing/assessing literature
Principles for testing/assessing
literature
Tasks for testing/assessing literature
Future tasks for testers and researchers
3. Teaching literature
teaching literature vs. using literature
affective personal growth
intellectual growth
encourage private appreciation of literary
works
4. Why teach literature?
Present in every human being are two desires, a
desire to know the truth about the primary world, the
given world outside ourselves in which we are born,
live, love, hate and die, and the desire to make new
secondary worlds of our own or, if we cannot make
them ourselves, to share in the secondary worlds of
those who can.
W. H. Auden (1968)
5. Why teach literature?
What really happens (when a reader engages with a
text) is that the story-maker proves a successful ‘sub-
creator’. He makes a Secondary World which your
mind can enter. Inside it, what he relates is ‘true’: it
accords with the laws of that world. You therefore
believe it, while you are, as it were, inside.
J. R. R. Tolkien On Fairy Tales
6. Why teach literature?
‘education (indeed all communication) is an
attempt to change others - to interfere with
them… The issue is not one of whether
teachers should inculcate value judgments
into their pupils, but of which values these
should be.’ (Cook 1996:152-153)
‘language teaching, and the part which
literature has to play in it, have to be seen as
part of the whole educational endeavour’
(Paran 2000: 76).
7. Why teach literature?
potential to ‘promote greater understanding
and knowledge of human behaviour’
(Carter and Long 1990: 217)
‘a means of introducing learners to … a
serious view of our world, of initiating them in
the process of defining themselves through
contact with others’ experience’
(Brumfit 2001: 91-92)
8. Why teach literature?
‘literature is inherently affective in a way
which perhaps applies to no other
subject’
the ability of literature to lead to ‘an
enhanced awareness and understanding
of one’s own emotional life.
(Parkinson and Reid Thomas 2000: 143)
9. I bring nearly 35 years of experience of trying to
make my grasp of biomedical science useful to
the astonishingly diverse population of Kentish
Town in north London. And in Mrs Dalloway,
Virginia Woolf describes one of the
compensations of growing old as ‘the power of
taking hold of experience, of turning it round,
slowly in the light.’
10. Efferent vs. Aesthetic Reading
Efferent reading: focuses on the public meanings
present in a text
product oriented
Aesthetic reading: focuses on the personal,
private, lived experience of engagement with
the text; reading as a transaction with the text
process oriented
Rosenblatt 1985
11. Dilemma 1:
To test or not to test?
Teaching
Internal, personal goals and processes
Differentiation and individuality
Divergent process
Cooperation
Testing
Externally driven goals and processes
Equivalence and equity
Convergent process, differentiating product
Individual
13. Or testing something else?
The poem ends “And that has made all of the
difference”. This quote describes how the speaker
will relate to his decision later on in life. How does he
think he will feel about his decision?
NOTE: For this question use ONE of the thinking
skills from the Appendix on page 14.
Thinking skill I chose …….
ANSWER: ……. (10 points)
Explain why you chose that particular thinking skill to
answer question 9a.
ANSWER: ……. (5 points)
14. Thinking skills
Comparing and contrasting
Distinguishing different perspectives
Explaining cause and effect
Problem solving
Inferring
Explaining patterns
15. Dilemma 3:
Testing knowledge or skills?
(Carter and Long 1990): 3 main types of question
Paraphrase and context
‘Yet knowing how way leads on to way,
I doubted if I should ever come back.’
Explain this quote in your own words.
George tells Chris: ‘When you make suckers out of
people once, you shouldn’t try to do it twice’.
What are the TWO times he is talking about?
16. Dilemma 3:
Testing knowledge or skills?
Describe and discuss
Describe Snowball and explain what happens to him.
(Carter and Long 1990)
Evaluate and discuss
In Act III Jim says to Mother: The compromise is
always made.
According to the play, is compromise a necessary
part of life? In your answer relate to ONE character in
the play.
Illustrate from the stories how Lawrence’s attitude to
his characters is often a mixture of ridicule and
compassion. (Carter and Long 1990)
17. Dilemma 3:
Testing knowledge or skills?
Sue says she does not want Ann and Chris to live near
them after they marry because:
a. Chris and Jim have never been close friends.
b. Chris might influence Jim to go into research.
c. she is jealous of their relationship.
d. Ann’s father, Steve, is a criminal.
18. Dilemma 3:
Testing knowledge or skills?
⇒ Flight from the text
(Short and Candlin 1986)
19. Dilemma 3:
Testing knowledge or skills?
Lin 2006
Guided and structured reading of poem
in class, in a combination of
individual/group work and
demonstration/lecture from the teacher
Reduction of support from teacher;
individual work on a different poem with
a similar theme in class.
Unseen poem in exam
20. Dilemma 4: Testing private
appreciation or public knowledge?
Candidates show independent understanding and
appreciation of layers of meaning in texts through the
identification and discussion of appropriate detail.
They make relevant comparisons between writers’
concerns, attitudes and ideas, responding personally
to the ways in which they affect the readers’
responses. They successfully communicate insight
and exploratory thought in various forms. They show
analytical skill when exploring the social and
historical settings of texts, their cultural contexts or
the literary traditions on which they draw.
AQA GCSE Specification, 2011.
21. Dilemma 4: Testing private appreciation
or public knowledge?
How to study a novel
Start by reading (the novel) quickly for
pleasure, then read it slowly and carefully.
….. Further readings will generate new ideas
and help you memorise the details of the
story.
….. Make careful notes on theme, plot and
characters of the novel. The plot will change
some of the characters. Who changes?
22. Dilemma 4: Testing private appreciation
or public knowledge?
Testing personal appreciation will entail with
working with students on:
Developing private appreciation (see
Tutas 2006)
Ways of expressing personal
appreciation and supporting personal
views and argumentation
23. Dilemma 5: Appropriate genres
or essay-type questions?
Fecho with Amatuchi and Skinner 2007:
classroom conversation in which the teacher
and pupil used classroom time to act
increasingly like two friends having a chat
about books at a coffee shop rather than
taking the inquisitor/rote responder roles seen
all to frequently in too many literature
classrooms.
24. Principles for Testing and
Assessment
Include both public knowledge and private appreciation
Use a variety of tasks
Include choice
Provide the texts
Ensure that criteria are transparent
Minimise the weighting of language
25. The Principles Applied:
Portfolios
‘most frequently identified example of
alternative assessment’ (Fox 2008:99)
Include both public knowledge and private
appreciation
Use a variety of tasks
Include choice
Provide the texts
Ensure that criteria are transparent
Minimise the weighting of language
26. Tasks for Assessing and Testing
Literature: Presenting a portfolio
French ‘Litté rature é trangere en langue é trangere’.
Four Criteria:
Pré sentation du dossier
Niveau de lecture des documents
Culture litté raire
Expression orale
Each criterion at 5 levels - 0-1 to 5
27. Tasks for Assessing and Testing
Literature: Presenting a portfolio
Description riche et pré cise de la thé matique et
de l’ensemble des documents, ajout d’un ou
plusieurs documents pertinents, justification
claire et argumenté e du choix autour de la
thé matique, expression d’une appré ciation
esthé tique et/ou d’un jugement critique
personnels
Bulletin officiel no. 43, 24 Novembre 2011
28. The Principles Applied:
Multi-part and multi-task tests
Include both public knowledge and private
appreciation
Use a variety of tasks
Include choice
Provide the texts
Ensure that criteria are transparent
Minimise the weighting of language
29. Tasks for Assessing and Testing
Literature:Language Based Tasks
Write a review of the work for a newspaper or a
magazine
Write a review of the work for a website
Respond to a review from a website or a
newspaper
Respond to short statements by critics
30. Tasks for Assessing and Testing
Literature: Creative Tasks
Write a prequel or a sequel.
Write a literary piece on the same theme.
Rewrite the work for the 21st century.
Write a ‘missing scene’ or document (e.g. letter)
from the story or novel.
31. Tasks for Assessing and Testing
Literature: Art-based Tasks
Draw the poem/story/scene.
Design a cover for the book.
Choose an appropriate cover for the book out of a
range of alternatives.
Choose an accompanying piece of music for the work.
Create a trailer/short film based on the work.
All these should/can be accompanied by a written
justification for the choices or the designs.
32.
33.
34. QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
36. Tasks for Assessing and Testing Literature:
Tasks Combining L1 and L2
Compare the poem with a poem written in your own
language
Choose the best translation of a poem from a range of
translations available
Translate part of the work into your L1 and comment on
the product and on the issues that arose
37. Tasks for Assessing and Testing
Literature: Unseen Tasks
Lin 2006
Unseen texts compared with texts studied in
class: Landscape with the Fall of Icarus by
William Carlos Williams compared with
Auden’s Musee des Beaux Arts
38. The task for teachers and testers
Devise tasks for specific works
Work on finding the most appropriate
tasks for different works
Create criteria
Research different ways of testing