This document summarizes the benefits of using short stories in English as a foreign language (EFL) instruction. It outlines that short stories help students learn and reinforce the four skills of listening, speaking, reading and writing. They also allow teachers to introduce literary elements, teach culture, and develop higher-order thinking skills. The document provides examples of activity types for each skill and educational benefit. It advocates selecting stories that suit students' language levels and interests to maximize motivation and comprehension.
This document summarizes a journal article about using prose fiction in language teaching. The article argues that literary texts can enhance students' language skills by exposing them to exemplary uses of language. It demonstrates this using extracts from two novels - Things Fall Apart by Achebe and The Last Duty by Okpewho. A variety of language learning activities are described that teachers could use with these extracts, such as discussing characters' attitudes, vocabulary work, writing descriptions, and working with adjectives and figurative language. The conclusion emphasizes the need to better exploit the link between language and literature in language instruction.
The document discusses the development of Japanese writing skills in high school students from level 1 to level 5. It outlines the goals and expectations at each level, from learning hiragana and katakana to writing short paragraphs and stories. It also discusses how students' writing can be submitted to an international writing contest in Japan and how foreign language writing differs from assessments for native language writing.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
Objectives and specifications of teaching prose & poetryRam Mohan
This document discusses the pedagogy of teaching English prose and poetry. It defines prose as straightforward speech that uses ordinary grammar, in contrast to poetry which has rhythmic structure. The objectives of teaching prose are to help students comprehend readings, speak and write in English, acquire language knowledge, and develop interest in English. Similarly, the objectives of teaching poetry are to help students appreciate the beauty of poems and develop interest in poetry through recitation and understanding rhyme, rhythm, and the poet's message.
1. The author analyzed the types of code-mixing found in Gaul Magazine based on theories from Pfaff, Muysken, and Indrawan. The author identified several types of code-mixing including noun, verb, adjective phrases, and prepositional phrases.
2. The author found that code-mixing in Gaul Magazine often involved using English words combined with Indonesian affixes like prefixes and suffixes. This created words that looked similar to Indonesian vocabulary.
3. The author concludes the study can serve as a reference for future researchers and hopes it sparks more linguistic research, especially studying other areas of linguistics in more interesting ways.
The document provides several engaging ways to teach poetry in the classroom, including using music, writing fun poems, incorporating student choice, focusing on reading comprehension, using picture books, teaching writing skills through poetic devices, and playing games. It also provides an example of a biopoem about a person named Arnel.
This document summarizes a journal article about using prose fiction in language teaching. The article argues that literary texts can enhance students' language skills by exposing them to exemplary uses of language. It demonstrates this using extracts from two novels - Things Fall Apart by Achebe and The Last Duty by Okpewho. A variety of language learning activities are described that teachers could use with these extracts, such as discussing characters' attitudes, vocabulary work, writing descriptions, and working with adjectives and figurative language. The conclusion emphasizes the need to better exploit the link between language and literature in language instruction.
The document discusses the development of Japanese writing skills in high school students from level 1 to level 5. It outlines the goals and expectations at each level, from learning hiragana and katakana to writing short paragraphs and stories. It also discusses how students' writing can be submitted to an international writing contest in Japan and how foreign language writing differs from assessments for native language writing.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
This document outlines the K to 12 curriculum guide for teaching Mother Tongue (the learner's first language) in Grade 1 in the Philippines. It includes the overall goal of developing functionally literate and holistically developed Filipino learners. It describes the desired learning outcomes and core standards for oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, and fluency. Performance standards and competencies are provided for each area to guide teaching students basic communication and literacy skills in their first language.
Objectives and specifications of teaching prose & poetryRam Mohan
This document discusses the pedagogy of teaching English prose and poetry. It defines prose as straightforward speech that uses ordinary grammar, in contrast to poetry which has rhythmic structure. The objectives of teaching prose are to help students comprehend readings, speak and write in English, acquire language knowledge, and develop interest in English. Similarly, the objectives of teaching poetry are to help students appreciate the beauty of poems and develop interest in poetry through recitation and understanding rhyme, rhythm, and the poet's message.
1. The author analyzed the types of code-mixing found in Gaul Magazine based on theories from Pfaff, Muysken, and Indrawan. The author identified several types of code-mixing including noun, verb, adjective phrases, and prepositional phrases.
2. The author found that code-mixing in Gaul Magazine often involved using English words combined with Indonesian affixes like prefixes and suffixes. This created words that looked similar to Indonesian vocabulary.
3. The author concludes the study can serve as a reference for future researchers and hopes it sparks more linguistic research, especially studying other areas of linguistics in more interesting ways.
The document provides several engaging ways to teach poetry in the classroom, including using music, writing fun poems, incorporating student choice, focusing on reading comprehension, using picture books, teaching writing skills through poetic devices, and playing games. It also provides an example of a biopoem about a person named Arnel.
1. The document discusses the importance of teaching poetry to students to help develop their language skills. It argues poetry enhances students' understanding and appreciation of language.
2. Several reasons for teaching poetry are provided, including helping students develop imagination, pronunciation, fluency, and cultural understanding. Reciting and repeating poems allows students to feel the rhythm and sounds of language.
3. The document offers tips for teaching poetry effectively, such as choosing poems relevant to students, practicing recitation, asking students to analyze images and meaning, and repeating poems regularly to reinforce language. Teaching poetry can make language learning more engaging and impactful.
The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded.
This document contains a summary of teaching strategies for various English grammar and language concepts for an English teaching qualification (TKT). It includes definitions and examples for key terms like form, feature, function, and accuracy. It also provides teaching suggestions for topics such as noun phrases, adverbs, context, and phonology concepts like diphthongs. The document aims to equip English language teachers with research-backed strategies for explaining grammar, building vocabulary, and developing students' language skills.
This document outlines the yearly scheme of work for English for Year 5 students at Sekolah Kebangsaan Pengkalan Raja. It includes 7 units to be covered over 18 weeks, with each unit focusing on a theme and topic. Each week covers the learning objectives and activities for listening and speaking, reading, writing, language arts, and grammar. The document provides a comprehensive plan to guide English instruction over the academic year based on the Malaysian curriculum.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.
K to 12 mother tongue complete objectives and subject matterAlcaide Gombio
1. The document outlines a curriculum guide for teachers with objectives, subject matter, and lesson plans for various weeks.
2. Lessons focus on developing language arts skills like writing, reading comprehension, spelling, grammar, and following directions.
3. Each week covers a theme and genre, with daily activities targeting skills like identifying story elements, using different parts of speech, and following writing conventions.
Using Poetry to Build Fluency and Reading ComprehensionKari Hoffman
This document provides background information on using poetry to improve reading fluency and comprehension for students with dyslexia. It discusses research showing that poetry can improve phonemic awareness, decoding, and fluency, which are important for comprehension. The document then analyzes several poems that will be used in a lesson plan for a small group of first grade students with dyslexia. The poems vary in difficulty but include decodable words and sight words appropriate for the students' reading level. The lesson aims to help students build skills like rhyming, predicting words, and committing words to memory to improve fluency and comprehension.
The document provides an overview and guidance for Debbie Hepplewhite's International Online Synthetic Phonics Programme. It begins with a foreword noting the importance of exposure to spoken and written English for learners, in addition to a phonics programme. The programme aims to create a partnership between teachers, learners, and parents.
It then discusses the findings of The Rose Report, which recommended systematic synthetic phonics instruction in the UK. The report emphasized explicitly teaching grapheme-phoneme correspondences, blending phonemes, and segmenting words into phonemes for spelling.
The document goes on to explain key elements and rationale of the Phonics International programme, including its focus on teaching The Alphabet
The document describes the grammar-translation method of foreign language teaching. Some key points:
- It was the dominant method from the 1840s-1940s and is still used today in some classrooms. The goal is to learn a language through analyzing its grammar rules and translating sentences.
- Lessons are organized around grammar points, which are explained, illustrated, and practiced through translation exercises. Accuracy is emphasized over fluency.
- Typical classroom activities include reading passages aloud and translating them, vocabulary exercises, grammar explanations and exercises, and writing compositions applying the target language.
- The students' native language is used for instruction. Reading and writing are prioritized, with little focus on speaking skills. The
This document provides a yearly scheme of work for English language lessons for Year 5 students according to the Malaysian curriculum. It outlines 5 units to be covered from weeks 1-18, including learning standards, topics, and specific content and skills to be taught for listening, speaking, reading, writing, language arts, and grammar. The units cover themes like family, saving money, superheroes, legends, self-protection, and stories. For each unit, 3-5 weeks are dedicated to working on pronunciation, comprehension, creative works, and mastery of grammar rules like parts of speech. The goal is for students to improve their English communication skills through exploring various texts and media.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
This document discusses using literature as content for teaching English as a second or foreign language. It defines literature and provides reasons for its use, including that it is valuable authentic material that enhances language, culture, and personal involvement. When selecting literary texts, teachers should consider students' needs, interests, and language level. Literature can be used for reading, writing, speaking, and listening activities. Poems, novels, plays and songs are examples of literature used. The roles of both teachers and learners are important, with teachers guiding the process and learners actively participating. Overall, literature is seen as an effective tool for ESL/EFL teaching.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
Combining GTT and TD in Teaching Simple Past Tense in vhsNova Ayu
This document discusses using grammar through text and tapping dialogue to teach grammar in vocational high schools. It begins with background on problems teachers face, like students' low scores and motivation. It identifies issues like lack of grammar ability and proposes using grammar through text and tapping dialogue to improve students' skills. Grammar through text involves using a passage to teach a grammar point, like teaching passive voice. Tapping dialogue is a creative writing exercise where students continue a dialogue. The document discusses teacher preparation, teaching activities, and advantages and disadvantages of the methods, like texts providing context and input but sometimes being too difficult. It concludes with thanking the reader.
1. The document describes a lesson plan for a second grade literacy activity focused on vocabulary. It involves dividing students into four reading groups based on ability level and assigning each a Dr. Seuss book.
2. The group the author will work with, those needing substantial scaffolding, will read "Green Eggs and Ham" and identify words with long vowels, r-controlled patterns, and unfamiliar words. They will discuss findings after reading.
3. A pre-assessment and post-assessment on targeted patterns will be given to see if recognition improves with exposure during the lesson. Differentiation strategies are mentioned to support individual student needs.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
This journal analyzes strategies used by Indonesian students for writing poetry in English as a foreign language (EFL) classrooms. It discusses how students used templates, vocabulary banks, and sharing personal stories to generate emotions and ideas for poetry. The journal also explores benefits of using poetry writing in EFL classes, such as improving vocabulary, reading skills, writing skills, and introducing literature and culture. It notes that most EFL students initially find English poems uninteresting but become more engaged with poetry writing. The journal concludes that poetry writing can be an effective pedagogical tool for EFL students to engage in meaningful literacy activities and express their personal thoughts in a creative way.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
1. The document discusses the importance of teaching poetry to students to help develop their language skills. It argues poetry enhances students' understanding and appreciation of language.
2. Several reasons for teaching poetry are provided, including helping students develop imagination, pronunciation, fluency, and cultural understanding. Reciting and repeating poems allows students to feel the rhythm and sounds of language.
3. The document offers tips for teaching poetry effectively, such as choosing poems relevant to students, practicing recitation, asking students to analyze images and meaning, and repeating poems regularly to reinforce language. Teaching poetry can make language learning more engaging and impactful.
The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
The research has illuminated the beneficial role of poetry in all major aspects of second language acquisition, such as the accuracy of pronunciation, development of L2 complex syntax and vocabulary, development of understanding of the L2 discourse, cultural awareness and promotion of multiculturalism, as well as in students’ motivation. Poetry, as an authentic, non-paraphrased utterance of personal perception created in certain socio-cultural environment is a unique linguistic formation. By introducing the activities of reading and writing poetry in second language classrooms such qualities as developing students’ second language in complexity, developing the students’ individual ways of self-expression and self-realization within socio-cultural settings of a second language can be expanded.
This document contains a summary of teaching strategies for various English grammar and language concepts for an English teaching qualification (TKT). It includes definitions and examples for key terms like form, feature, function, and accuracy. It also provides teaching suggestions for topics such as noun phrases, adverbs, context, and phonology concepts like diphthongs. The document aims to equip English language teachers with research-backed strategies for explaining grammar, building vocabulary, and developing students' language skills.
This document outlines the yearly scheme of work for English for Year 5 students at Sekolah Kebangsaan Pengkalan Raja. It includes 7 units to be covered over 18 weeks, with each unit focusing on a theme and topic. Each week covers the learning objectives and activities for listening and speaking, reading, writing, language arts, and grammar. The document provides a comprehensive plan to guide English instruction over the academic year based on the Malaysian curriculum.
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
This document provides an overview of literature and its use in language teaching. It begins by outlining the objectives of the presentation, which are to define literature from generic and functional perspectives, describe models for using literature in language teaching, discuss criteria for selecting literary texts, and provide an example evaluation of a grade 5 English textbook. It then introduces literature and provides definitions from various scholars. The main body discusses oral and written literature, their forms and genres. It explains key elements of fiction like setting, characters, plot, conflict, theme, and style. It also defines short stories and novels. The overall document serves to define literature and analyze its components to understand how it can be incorporated into language teaching.
K to 12 mother tongue complete objectives and subject matterAlcaide Gombio
1. The document outlines a curriculum guide for teachers with objectives, subject matter, and lesson plans for various weeks.
2. Lessons focus on developing language arts skills like writing, reading comprehension, spelling, grammar, and following directions.
3. Each week covers a theme and genre, with daily activities targeting skills like identifying story elements, using different parts of speech, and following writing conventions.
Using Poetry to Build Fluency and Reading ComprehensionKari Hoffman
This document provides background information on using poetry to improve reading fluency and comprehension for students with dyslexia. It discusses research showing that poetry can improve phonemic awareness, decoding, and fluency, which are important for comprehension. The document then analyzes several poems that will be used in a lesson plan for a small group of first grade students with dyslexia. The poems vary in difficulty but include decodable words and sight words appropriate for the students' reading level. The lesson aims to help students build skills like rhyming, predicting words, and committing words to memory to improve fluency and comprehension.
The document provides an overview and guidance for Debbie Hepplewhite's International Online Synthetic Phonics Programme. It begins with a foreword noting the importance of exposure to spoken and written English for learners, in addition to a phonics programme. The programme aims to create a partnership between teachers, learners, and parents.
It then discusses the findings of The Rose Report, which recommended systematic synthetic phonics instruction in the UK. The report emphasized explicitly teaching grapheme-phoneme correspondences, blending phonemes, and segmenting words into phonemes for spelling.
The document goes on to explain key elements and rationale of the Phonics International programme, including its focus on teaching The Alphabet
The document describes the grammar-translation method of foreign language teaching. Some key points:
- It was the dominant method from the 1840s-1940s and is still used today in some classrooms. The goal is to learn a language through analyzing its grammar rules and translating sentences.
- Lessons are organized around grammar points, which are explained, illustrated, and practiced through translation exercises. Accuracy is emphasized over fluency.
- Typical classroom activities include reading passages aloud and translating them, vocabulary exercises, grammar explanations and exercises, and writing compositions applying the target language.
- The students' native language is used for instruction. Reading and writing are prioritized, with little focus on speaking skills. The
This document provides a yearly scheme of work for English language lessons for Year 5 students according to the Malaysian curriculum. It outlines 5 units to be covered from weeks 1-18, including learning standards, topics, and specific content and skills to be taught for listening, speaking, reading, writing, language arts, and grammar. The units cover themes like family, saving money, superheroes, legends, self-protection, and stories. For each unit, 3-5 weeks are dedicated to working on pronunciation, comprehension, creative works, and mastery of grammar rules like parts of speech. The goal is for students to improve their English communication skills through exploring various texts and media.
The document provides information about the English subject competencies for grades 1-6 in the Philippine elementary curriculum. It describes the key areas of listening, speaking, reading and writing. For grade 1, learners are expected to develop basic communication skills like responding to greetings, following simple directions, and identifying letters and sounds. They also begin to demonstrate writing readiness, tracing and copying letters. The curriculum aims to develop literacy and language skills in a progressive manner through the primary grades.
This document discusses using literature as content for teaching English as a second or foreign language. It defines literature and provides reasons for its use, including that it is valuable authentic material that enhances language, culture, and personal involvement. When selecting literary texts, teachers should consider students' needs, interests, and language level. Literature can be used for reading, writing, speaking, and listening activities. Poems, novels, plays and songs are examples of literature used. The roles of both teachers and learners are important, with teachers guiding the process and learners actively participating. Overall, literature is seen as an effective tool for ESL/EFL teaching.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
Combining GTT and TD in Teaching Simple Past Tense in vhsNova Ayu
This document discusses using grammar through text and tapping dialogue to teach grammar in vocational high schools. It begins with background on problems teachers face, like students' low scores and motivation. It identifies issues like lack of grammar ability and proposes using grammar through text and tapping dialogue to improve students' skills. Grammar through text involves using a passage to teach a grammar point, like teaching passive voice. Tapping dialogue is a creative writing exercise where students continue a dialogue. The document discusses teacher preparation, teaching activities, and advantages and disadvantages of the methods, like texts providing context and input but sometimes being too difficult. It concludes with thanking the reader.
1. The document describes a lesson plan for a second grade literacy activity focused on vocabulary. It involves dividing students into four reading groups based on ability level and assigning each a Dr. Seuss book.
2. The group the author will work with, those needing substantial scaffolding, will read "Green Eggs and Ham" and identify words with long vowels, r-controlled patterns, and unfamiliar words. They will discuss findings after reading.
3. A pre-assessment and post-assessment on targeted patterns will be given to see if recognition improves with exposure during the lesson. Differentiation strategies are mentioned to support individual student needs.
This document provides a scheme of work for Form 2 English language students at SMK Lahar over 15 weeks. It outlines the weekly themes, learning outcomes, activities, assessments, educational emphasis on grammar and sounds. The themes covered include people, environment, jobs, cities, friendship, daily routines and precious moments. Learning outcomes involve interpersonal, informational and aesthetic language uses. Activities include discussions, interviews, readings, descriptions and writing. Assessments evaluate listening, reading and writing skills. The educational emphasis is on grammar structures and pronunciation of sounds.
The document discusses reasons for teaching literature such as developing language skills, promoting critical thinking, and motivating learners. It also outlines different ways students can respond to literature, like describing or interpreting texts, and defines common literary terms such as genres, elements of fiction, and forms of poetry, essays, and drama. Key aspects of drama genres - tragedy, comedy, tragicomedy, and farce - are also defined.
This journal analyzes strategies used by Indonesian students for writing poetry in English as a foreign language (EFL) classrooms. It discusses how students used templates, vocabulary banks, and sharing personal stories to generate emotions and ideas for poetry. The journal also explores benefits of using poetry writing in EFL classes, such as improving vocabulary, reading skills, writing skills, and introducing literature and culture. It notes that most EFL students initially find English poems uninteresting but become more engaged with poetry writing. The journal concludes that poetry writing can be an effective pedagogical tool for EFL students to engage in meaningful literacy activities and express their personal thoughts in a creative way.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
Problem and Prospect of Using Literature to Teach Writing in English as a Sec...inventionjournals
This conceptual paper intends to evaluate the problems and prospects of teaching English language skills particularly writing skill through literature. The importance of literature in language teaching will also be of emphasis in the paper. However, the poor performances of students in English language in both internal and external examinations, low quality of education all over the world prompt educationists and teachers of language to think and develop innovative approaches for teaching the language. In view of this, this author decides to see how literature can be used to enhance students’ knowledge of the language and as a way of developing knowledge of writing skill as innovation in language teaching. Therefore, this paper will look at the problem and prospect of teaching literature in higher institutions as a way of enhancing English language learning
This document summarizes an integrated reading and writing course designed for first-year Arab EFL students at a teacher training college in Israel. The course aimed to help students write more freely and fluently while exposing them to English literature. Students were required to read short stories, poems, and novels, and complete reading logs and worksheets on the texts. They also wrote weekly paragraphs and monthly journals, and received feedback on multiple drafts through peer review and the instructor. Activities included free writing, discussing readings, and analyzing common errors to improve writing skills. The goal was to develop students' writing through an integrated approach combining reading, writing, and communicative exercises.
This document discusses using literary texts in EFL classrooms and their benefits for vocabulary enrichment and cultural awareness. It begins by outlining three common approaches to teaching literature: the cultural model, language model, and personal growth model. It then discusses benefits of literature such as authentic materials, cultural enrichment, language enrichment, and personal involvement. The document also examines using literature to increase vocabulary, cultural awareness, motivation, and critical thinking skills. Finally, it describes a study that interviewed EFL students and teachers on their perspectives about using a literary text in an EFL classroom to determine its impact on vocabulary learning and cultural awareness.
The document discusses using the 3H reading strategies to teach comprehension of literary works to EFL students in Taiwan. The 3H strategies - Here, Hidden, and Head - are based on Reader Response Theory and direct students to use their experiences to understand both explicit and implicit meanings in texts. The strategies aim to increase student enjoyment of and motivation for reading, while also developing their language knowledge and ability to connect texts to the world. The document examines issues with traditional literary instruction in Taiwan and argues the 3H strategies can help minimize reading difficulties for students and better cultivate personal growth and cultural awareness through literary works.
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
The grammar translation method focuses on translating texts and studying grammar rules. It was originally used to teach Latin and Greek in the 19th-20th centuries. Under this method, students memorize vocabulary lists and grammar rules, the teacher explains rules deductively, and accuracy and memorization are emphasized. Little attention is paid to speaking or listening skills, and the goal is to read and understand literature through translation exercises. Critics argue it lacks theory and motivation for students.
The grammar translation method focuses on translating texts and studying grammar rules. It was originally used to teach Latin and Greek in the 19th-20th centuries. Under this method, students memorize vocabulary lists and grammar rules, the teacher explains rules deductively, and accuracy and memorization are emphasized. Little attention is paid to speaking or listening skills, and the goal is to read and understand literature through translation exercises. Critics argue it lacks theory and motivation for students.
The document describes an experiment using the Jeremiadic approach to teach English based on a short story. It involves 3 stages: text explanation, where students discuss the story; text examination, where they explore language skills and make connections to other knowledge; and text expectation, where they identify moral values from the story. Based on student feedback, the approach helped improve language skills and engage with course competencies by discussing, questioning, analyzing and applying values from the text. The author concludes the approach helped meet curriculum goals but more experiments are needed with different texts.
The document outlines a contemporary children's literature program for primary school students in Malaysia. It aims to improve English proficiency and instill a love of reading through exposing students to short stories and poems. The program is implemented over three years from Year 4 to Year 6. Teachers are provided guidance on conducting reading lessons, which involve pre-reading, while-reading and post-reading activities to enhance comprehension and engagement.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
A Review On Instructing English Through Literary GenreValerie Felton
This document discusses using literary genres to teach English language skills. It begins by outlining the benefits of using literature, such as providing authentic materials, cultural enrichment, and language enrichment. Next, it examines motives for using literary texts in TEFL and TESL classrooms, including as helpful authentic materials, cultural enrichment, language enrichment, and personal involvement. It then discusses factors to consider when selecting appropriate literary works, such as the students' level and needs. Finally, it notes that literature can effectively teach listening, speaking, reading, and writing skills in an integrated way.
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures from magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures in magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach reading, writing, listening and speaking skills in an integrated way.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach the four skills of reading, writing, listening and speaking in an integrated manner.
This document is the English Language syllabus for Primary Year 4 in Malaysian schools. It outlines the themes, language skills, grammar, functions and vocabulary that students will learn in Year 4. It explains how the content is organized with a focus on themes of self, stories, and knowledge. It describes how higher-order thinking skills and 21st century skills are developed. It also provides details on pronunciation, suggested text types, grammar, language functions and the vocabulary that will be covered for Year 4 students.
APPROACHES TO TEACHING OF ENGLISH LITERATURE IN THE LANGUAGE CLASSROOMLeonard Goudy
This document summarizes research on approaches to teaching English literature in language classrooms. It discusses arguments for using literature, including its linguistic, cultural and educational benefits. However, surveys have found discrepancies between teacher goals of improving literary appreciation and student needs for language development. Traditional, teacher-centered methods are used despite calls for more communicative, student-centered approaches involving activities like discussions and role-plays. The document traces the historical development of literature teaching methodology from an emphasis on examining famous British writers to process-centered approaches that activate student responses to texts.
This document provides an outline for exploring poetry. It discusses the main types of poetry including narrative, lyric, epigram, ode, aubade, and sonnet. It also covers poetic devices such as voice, tone, diction, imagery, figurative language, and symbolism. Figurative language discussed includes simile, metaphor, metonymy, synecdoche, personification, and hyperbole. Cultural and literary symbols are also defined. Students are assigned to analyze a poem in a written report with a specified format and deadline.
This document summarizes an article about the benefits of using short stories in English as a foreign language (EFL) contexts. It states that short stories can help EFL students become well-rounded by teaching literary, cultural and higher-order thinking skills beyond just language skills. Short stories also effectively transmit the culture of the people and country being learned about. While some EFL instructors focus only on linguistic benefits, others who use literature have found it adds a new dimension by motivating students and allowing instructors to teach additional skills and aspects. Before using short stories, instructors should understand their benefits and tailor lessons to student needs.
Pembelajaran berbasis bimbingan konselingVischa Wilara
Dokumen tersebut membahas tentang pembelajaran berbasis bimbingan konseling. Terdapat beberapa faktor yang mempengaruhi pembelajaran secara individu, seperti faktor individu (motivasi, minat, konsentrasi), faktor lingkungan (tempat, alat belajar, waktu), dan faktor materi pelajaran (pendekatan keseluruhan, ulangan berulang, pengulangan berjarak).
Dokumen tersebut membahas tentang isu-isu etika, sosial, dan politik dalam e-commerce dan internet, khususnya mengenai hak kekayaan intelektual. Dibahas mengenai bagaimana memperlakukan properti milik orang lain secara etis, perlindungan hak kekayaan intelektual di era internet, dan peran pemerintah dalam mengatur dan melindungi hak kekayaan intelektual di dunia online.
Ujian akhir semester mata kuliah Computer Application Program Studi Bahasa Inggris FKIP Universitas Singaperbangsa Karawang berdurasi 60 menit dengan sifat open references, dimana mahasiswa diharuskan membuat project e-learning baik secara offline atau online yang terdiri dari konten berupa dokumen office dan flash.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. 1
Title:
Benefits of Using Short Stories in the EFL Context
Author:
Odilea Rocha Erkaya
Address:
ESKISEHIR OSMANGAZI UNIVERSITY
TURKEY
Email address:
opre_br@yahoo.com
Brief history of professional expertise: Odilea Rocha Erkaya is an Assistant Professor of
EFL at Eskisehir Osmangazi University, Turkey. She has been teaching EFL/ESL for over 25
years. She taught EFL in Brazil in the 1970’s and ESL in the USA in the 1980’s, and has been
teaching EFL in Turkey since 1992. Her areas of interests are students’ and teachers’
motivation, authentic materials, and the use of literature in language instruction.
Qualifications: She received her master’s degree in Literature from Northeast Missouri State
University and Ph.D. in Higher and Adult Education with a specialization in TESL/TEFL
from Arizona State University, both in the USA.
Keywords: short stories in ESL/EFL instruction, benefits of short stories, selection of short
stories to suit students’ needs, higher-order thinking in ESL/EFL instruction
Abstract
The purpose of this article is to familiarize EFL instructors with the effectiveness of using
literature in language instruction. While some instructors may still believe that teaching EFL
encompasses focusing on linguistic benefits only, so eventually their students will
communicate in the target language, others who have integrated literature in the curricula
have realized that literature adds a new dimension to the teaching of EFL. Short stories, for
example, help students to learn the four skills—listening, speaking, reading and writing-more effectively because of the motivational benefit embedded in the stories. In addition, with
short stories, instructors can teach literary, cultural, and higher-order thinking aspects.
However, before novice instructors attempt to use short stories in their EFL classes, they
2. 2
should understand the benefits of short stories and plan classes that meet the needs of their
students.
Introduction
The use of literature to teach second/foreign languages can be traced back to over one century
ago. In the nineteenth century, second/foreign languages were taught with the help of the
Grammar Translation Method. Students would translate literary texts from the second/foreign
language to their native language. When this method was replaced by methods that
emphasized structures and vocabulary, literature was no longer used. Thus, neither the Direct
Method nor the Audiolingual Method utilized literature to teach second/foreign languages. In
the seventies, methods such as the Community Language Learning, Suggestopedia, the Silent
Way, Total Physical Response, and the Natural Approach did not utilize literature to teach
second/foreign languages, and neither did the Notional-Functional Syllabus.
For the past two decades or so, literature has found its way back into the teaching of
EFL; however, not the way it was used with the Grammar Translation method. Instructors
have realized that literature can be used to reinforce the skills and complement language
teaching. Scher (1976) affirms that with students at the beginning and intermediate levels,
instructors can use literary texts for “language practice, reading comprehension, and possible
aesthetic appreciation” (Muyskens, 1983, p. 413). In contrast, with advanced students literary
texts may be utilized for the “development of knowledge of world literature, practice in
reading and discussing creative work, and the introduction of literary concepts, genres, and
terminologies—e g, recognition of figures of speech, levels of meaning, and other stylistic
features” (p. 413). Moreover, students can gain insight into literature by gaining entrance to a
world familiar or unfamiliar to them due to the cultural aspects of stories, and taking a voyage
from the literary text to their own minds to find meanings for ideas, leading to critical
thinking.
Benefits of short stories
Researchers who advocate the use of short stories to teach ESL/EFL list several benefits of
short stories. These include motivational, literary, cultural and higher-order thinking benefits.
Nevertheless, before instructors look at these benefits in more details, they need to be
reminded of one benefit that all instructors should take advantage of, reinforcement of skills.
3. 3
Reinforcing the skills
Short stories allow instructors to teach the four skills to all levels of language proficiency.
Murdoch (2002) indicates that “short stories can, if selected and exploited appropriately,
provide quality text content which will greatly enhance ELT courses for learners at
intermediate levels of proficiency” (p. 9). He explains why stories should be used to reinforce
ELT by discussing activities instructors can create such as writing and acting out dialogues.
Also, Oster (1989) affirms that literature helps students to write more creatively (p. 85).
Instructors can create a variety of writing activities to help students to develop their writing
skills. They can ask students to write dialogues (Murdoch, 2002, p. 9) or more complex
writing activities if students have reached a high level of language proficiency. For example,
if instructors bring to class “The Wisdom of Solomon,” they can assign the following writing
activities:
a. Write a dialogue between King Solomon and the guard holding the sword after the
mother and the son, and the other woman left the palace.
b. Paraphrase the first four sentences of the paragraph, “And in this way they argued . . .
whose child it was” (fourth paragraph from the bottom).
c. Summarize the story in three sentences, including the main character, setting, conflict,
climax, and resolution.
d. Write one sentence on the theme of the story.
e. Write a paragraph on what causes people to lie.
f. Write a classification essay on different kinds of lies.
Activities a and b are suitable for beginning levels; activities c, d, for intermediate levels; and
activity f, for advanced levels.
In addition, stories can be used to improve students' vocabulary and reading. Lao and
Krashen (2000) present the results of a comparison between a group of students that read
literary texts and a second group that read non-literary texts at a university in Hong Kong.
The group who read literary texts showed improvement in vocabulary and reading. Three
activities can be added to “The Wisdom of Solomon,” to help students to acquire more
vocabulary. These activities are related to form, meaning and use respectively.
4. 4
a. Complete the word form chart below. The first word has been done for you.
Remember that some words do not have all forms.
Participle
Adjective
Noun
Verb
Adverb
speaking
speakable
speaker
speak
---------
---------
---------
---------
die
---------
There can be as many words as the instructor thinks necessary but not too many so as not to
make students lose interest in the activity that should be included in every story. This activity
helps students to learn more vocabulary, and it also teaches them how to use a dictionary.
b. Write the letter of the definition/synonym in column B that most closely matches
each word/phrase in column A.
In this activity, the words/phrases in column A come from the story students are reading. The
definitions and/or synonyms provided in column B must match the meaning of the
words/phrases in the context of the story to help students to understand how a different
word/phrase can be used in the same context.
c. Choose the word/phrase that best fits each sentence, drawing upon the list under
column A in the previous activity. You may need to add -s to a plural word or to a third
person singular of a verb in the present tense, -ed to the past tense of regular verbs, etc.
In activity c, students practice using the words that they already understand the meanings of.
Since “The Wisdom of Solomon” does not include a list of unknown words/phrases in
bold and the words/phrases do not have explanation and/or synonyms on the footnote,
instructors should add both. As a student taught by this author and instructor has said: “The
list of words helps us go on reading without stopping for too long to look them up in a
dictionary or thesaurus.”
As far as reading comprehension is concerned, the new vocabulary will help students
with comprehension; however, it does not guarantee that students will understand the story.
The activities included in section 3, Introducing literary elements, will reinforce reading
comprehension.
High-intermediate and advanced students also profit from literary texts. What they read
gives them the opportunity to come up with their own insights, helping them to speak the
5. 5
language in a more imaginative way. They become more creative since they are faced with
their own point of view, that/those of the main character(s) of the story and those of their
peers, according to Oster (1989, p. 85). This thoughtful process leads to critical thinking. As
Oster confirms, “Focusing on point of view in literature enlarges students' vision and fosters
critical thinking by dramatizing the various ways a situation can be seen” (p. 85). Therefore,
when students read, they interact with the text. By interacting with the text, they interpret
what they read. By interpreting what they read, they can work toward speaking English more
creatively. Activities on higher-order thinking are found in section 5, Teaching higher-order
thinking.
In reference to listening, instructors can do the following:
a. Read the story out loud so students have the opportunity to listen to a native
speaker of English (if at all possible); or
b. Play the story if a recording is available.
The activity is done for fun or for students to find answers to questions given and explained to
them prior to the listening activity. For students to understand the story when they listen to it
for the first time, the questions can be based on literary structures.
a. Who is the main character of “The Wisdom of Solomon”?
b. Where/when does the story take place?
c. What is the problem (conflict) in the story?
Motivating students
Since short stories usually have a beginning, middle and an end, they encourage students at all
levels of language proficiency to continue reading them until the end to find out how the
conflict is resolved. Elliott (1990), for example, affirms that literature motivates advanced
students and is “motivationally effective if students can genuinely engage with its thoughts
and emotions and appreciate its aesthetic qualities” (p. 197). He stresses the importance of
developing student–response (individual and group levels) and competence in literature. In
addition, one of the reasons Vandrick (1997) lists for using literature with students is that
literature motivates students “to explore their feelings through experiencing those of others”
(p. 1). In addition, according to the Internet article (author not named) “Using Literature in
Teaching English as a Foreign / Second Language” (2004), “Literature is motivating. . . .
Literature holds high status in many cultures and countries. For this reason, students can feel a
real sense of achievement at understanding a piece of highly respected literature. Also,
6. 6
literature is often more interesting than the texts found in coursebooks.”
As a result,
instructors should agree that literary texts encourage students to read, and most literary texts
chosen according to students’ language proficiency levels and preferences will certainly be
motivating.
By selecting stories appropriate to students’ level of language proficiency, instructors
avoid “frustrational reading” (Schulz, 1981, p. 44). To choose stories according to students’
preferences, stories should have various themes because, as Akyel and Yalçin (1990) point
out, variety of themes will offer different things to many individuals’ interests and tastes (p.
178). But the themes should be “consistent with the traditions that the learners are familiar
with” (Widdowson, 1983, p. 32) to avoid conflicts.
Introducing literary elements
Instructors can introduce literary elements with short stories. With beginning and low
intermediate levels, instructors can teach simple elements, such as character, setting and plot.
The same and more complex elements, such as conflict, climax, resolution, etc., can be
introduced with more advanced levels. Gajdusek (1988) explains how literature can be
introduced by describing the order of activities: pre-reading activities, factual in-class work,
analysis and extending activities. In the pre-reading activities, students have the opportunity
to learn about the background of the story and vocabulary (p. 233). Instructors can start by
asking students questions before they are introduced to “The Wisdom of Solomon”:
a. What is justice?
b. How can people behave in a fair way?
c. Have you ever been treated unjustly? When? Why?
In factual in-class work, students should be introduced to who, what, where and when of
the story, or point of view, character, setting and action (pp. 238-239). If “The Wisdom of
Solomon” is the first story that students will read, instructors can add questions to the left
margin of the story. Each question should be placed next to the paragraph in which the answer
is found so students can begin to understand with the help of the instructor what each literary
structure means. The questions can be the ones below:
a. Who is the main character of the story?
b. Where does the story take place?
c. When does the story happen?
7. 7
d. Who is narrating the story?
Here is an example of the way each question could be placed on the left margin of the story.
“The Wisdom of Solomon”
1. Who is
As the two women came to King Solomon to plead their case, one of
the main
them spoke first. “I plead with you, Sire, to hear what I have to say!”
character?
“Speak!’” said the King. “What is your problem?”
The questions on the left margin introduce students to character, setting, and point of view.
Both pre-reading activities and factual in-class work analysis can be assigned to beginning
and low intermediate students since they require very little analysis.
Extending activities, on the other hand, deals with why, that is, “involvement and
experience” (p. 245). Students must be able to use their knowledge of the language to express
their ideas. Thus, only students who have reached a high intermediate/advanced level of
language proficiency should be introduced to these activities. “This might . . . be the time to
approach the text as literature,” says Gajdusek (p. 245). About extending activities (writing
and in-class group work such as role-play), Gajdusek states that the activities ask “for
creative, relevant responses from the readers” (p. 251). For students to succeed, they must
have understood the story.
An extending activity that can get students more involved in the story is role-play.
Instructors can ask students to play the role of several characters.
a. Imagine you are the guard who is told by King Solomon to cut the child in half. If
you don’t think you can do what the King has asked you to do, tell him how you feel.
Make sure you are convincing.
b. Suppose you are the guard who is told by King Solomon to cut the child in half.
After cutting the child in half, tell him how you feel about his decision. Make sure you
are convincing.
Teaching culture
Short stories are effective when teaching culture to EFL students. Short stories transmit the
culture of the people about whom the stories were written. By learning about the culture,
students learn about the past and present, and about people’s customs and traditions. Culture
8. 8
teaches students to understand and respect people’s differences. When using literary texts,
instructors must be aware that the culture of the people (if different from that of the students)
for whom the text was written should be studied. As students face a new culture, they become
more aware of their own culture. They start comparing their culture to the other culture to see
whether they find similarities and/or differences between the two cultures. Misinterpretation
may occur due to differences between the two cultures as Gajdusek (1998, p. 232) explains.
To avoid misinterpretation, instructors should introduce the culture to the students or ask them
to find relevant information about it.
Before reading/listening to the story “The Wisdom of Solomon,” students should read
some information about King Solomon. The paragraph below tells students who King
Solomon was and how he became the wisest leader in the world. If students have access to the
Internet, instructors can ask them to read information about the King from
http://www.geocities.com/thekingsofisrael/biography_Solomon.html before they read/listen to
the story.
Solomon became king of Israel after the death of his father, David. The Old Testament
account of his life tells of how he had a special dream early in his reign. In his dream
God told him that he could ask for anything he desired. Solomon answered that he
wanted nothing more than to have an understanding heart in order to rule wisely over
his people. According to the account, God then praised Solomon for asking for
wisdom rather than riches and honor. The Old Testament writer says that Solomon
subsequently became the wisest leader in all the world. Many came to seek his advice,
even leaders of other countries. The most famous story of the wisdom of Solomon,
however, is the one in which he settles a dispute between two women about questions
of motherhood. (Janssen, 1981, p. 123)
Teaching higher-order thinking
Of all the benefits of short stories, higher-order thinking is the most exciting one. High
intermediate/advanced students can analyze what they read; therefore, they start thinking
critically when they read stories. Young (1996) discusses the use of children’s stories to
introduce critical thinking to college students. He believes that “stories have two crucial
advantages over traditional content: . . . [First,] because they are entertaining, students'
pervasive apprehension is reduced, and they learn from the beginning that critical thinking is
9. 9
natural, familiar, and sometimes even fun. Second, the stories put issues of critical thinking in
an easily remembered context” (p. 90). Howie (1993) agrees with the use of short stories to
teach critical thinking. He points out that instructors have the responsibility to help students to
develop cognitive skills because everyone needs to “make judgements, be decisive, come to
conclusions, synthesize information, organize, evaluate, predict, and apply knowledge.” By
reading and writing, students develop their critical thinking skills (p. 24).
Introduced by Bloom et al. in 1956, thinking skills, called Bloom’s Taxonomy of the
Cognitive Domain, include both lower-order and higher-order thinking. Depending on
students’ level of proficiency, instructors can activate students' lower-order or higher-order
thinking. Beginners are able to recall information and respond to questions about dates, events
and places. Thus, when asked questions about names of characters, setting and plot of the
story, they will have no difficulties responding to the questions. This is level 1 of the
taxonomy—knowledge. As students become more proficient in the language, they can move
to level 2—comprehension. In this level, they must demonstrate their comprehension by
comparing, interpreting, giving descriptions and stating main ideas. When students become
even more proficient, they move to level 3—application. In level 3, students try to solve
problems by using the knowledge they have about the story. In level 4—analysis—students
must have reached the high intermediate level of proficiency to succeed. The reason is that
students must analyze, compare, contrast, explain, infer, etc. facts/ideas about the story. Upon
reaching the advanced level of proficiency, students can synthesize and evaluate what they
read, the last two levels of the taxonomy (synthesis and evaluation). Instructors can then ask
questions such as “How would you change the plot?” “What would happen if . . .?” “What
changes would you make to solve . . .?” “Do you agree with the actions . . .? with the
outcomes . . .?” “Why did they (the character) [sic] choose . . .?” “What choice would you
have made . . .?” (Bloom’s critical thinking questioning strategies).
Questions added to each story should train the students to think critically. Some of the
questions are exemplified below:
1. In the story, “The Wisdom of Solomon,” would it have made any difference if the
real mother of the baby who was about to be cut in half, had stayed quiet instead of
pleading to King Solomon not to cut him and give him to the other woman?
10. 10
2. What would have happened if King Solomon had not heard the real mother of the
baby and cut the baby in half, giving half to the real mother and half to the other
woman who claimed to be the real mother?
Questions 1 and 2 require students to think of a different end to the same story and probably
see both the real mother of the baby and King Solomon in different ways from how they were
portrayed in the original story.
3. Do you agree with the way King Solomon acted? Do you agree with the way the
real mother acted?
4. Do you agree with the resolution of the story?
Questions 3 and 4 require students to make judgement.
Different stories may elicit different questions. The questions will depend on the plot,
characters, conflict, climax, complications, and resolution of each story. The more questions
requiring higher order-thinking students answer, the better prepared they will be to face the
world once they graduate.
Conclusion
Since the goal of EFL teaching must be to help students to communicate fluently in the target
language, instructors should focus not only on linguistic benefits, but also on other benefits.
In addition to the four skills, short stories help instructors to teach literary, cultural and
higher-order thinking aspects. As far as culture and other benefits are concerned, Henning
(1993) believes that culture should be integrated into the curriculum and “literature is one
feature . . . in the cultural domain that provides . . . added value beyond the level of language
acquisition.” Literature helps students to expand their “linguistic and cognitive skills, cultural
knowledge and sensitivity” (quoted in Shanahan, 1997, p. 165). Consequently, one can say
that integrating short stories into the curriculum will help EFL students to become wellrounded professionals and human beings since short stories teach more than the skills
necessary for survival in the target language. Short stories teach literary, cultural and higherorder thinking benefits.
References
11. 11
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congruence. ELT Journal, 44(3), 174-180.
Bloom’s critical thinking questioning strategies. (ND). Mrs. Sunda’s Gifted Resource Class.
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http://www.kyrene.org/schools/brisas/litpack/bloom_handout.htm
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development in EFL: More evidence for the power of reading. System, 28, 261-270.
Murdoch, G. (2002). Exploiting well-known short stories for language skills development.
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Myuskens, J. A. (1983). Teaching second-language literatures: Past, present and future. The
Modern Language Journal, 67, 413-423.
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Note
A different version of this paper with a different title was presented at the 37th International
IATEFL Annual Conference in Brighton, UK, from April 22nd to 23rd, 2003. A summary of
the paper was published in IATEFL 2003 Brighton Conference Selections.
Appendix
“The Wisdom of Solomon”
As the two women came to King Solomon to plead their case, one of them spoke first. “I
plead with you, Sire, to hear what I have to say!”
“Speak!’” said the King. “What is your problem?”
She pointed to another woman who was standing near her with a tiny baby in her
arms. “Sire, this woman and I live in the same house. About two weeks ago I gave birth to a
son. She helped me. She and I were the only ones there.” As she spoke, tears came to her
eyes.
“Go on, my daughter,” said the King.
“Three days later, my lord, this woman also had a baby. And it, too, was a son. I
helped her give birth. There were still only two of us in the house.” Tears streamed from her
eyes as she continued.
“A few days later, her baby died in the night because she accidentally lay on it as she
slept. And then she took my son from my bed while I was sleeping and put her dead child
beside me.” She continued to weep as she spoke. “When I got up in the morning to nurse my
son, I found that it was dead; but when I examined it, I discovered that it was not my child.”
“That’s not the way it was!” the other woman interrupted. “That’s not the way it was
at all! She’s just making up an emotional story for you, Sire, and she has produced some tears
to go with it! This is my son; the dead child is hers!”
“You’re lying!” said the first woman. “And you know it! The living son is mine and
the other is hers!”
“Oh no it isn’t!” said the other woman, as she held the child close to her. “It’s the
other way around! This is my son!”
And in this way they argued back and forth in front of the King. Solomon had listened
and observed carefully and it seemed as though he had made up his mind. However, he asked
13. 13
the woman to lay the child down in front of him. He looked intently at the child and then at
each of the women as thought he were trying to determine by appearance whose child it was.
Then, to the great surprise of all who heard, King Solomon said, “Bring me a sword.” One of
his guards came with a sword in his hands. “Divide the child in two parts!” he said coldly.
“Give half to one and half to the other!”
As the guard raised the sword to obey the King, the first woman cried out, “Don’t kill
the child, my lord! Please don’t do it! Let him live and give him to her.”
The other woman, however, thought Solomon’s idea was a good one. “Cut it in two!”
she shouted. “Then neither one of us will have it!”
Then the King raised his hand and spoke. “Don’t kill the child! Give it to the first
woman!” he commanded, pointing to her. “She is the mother!”