EXPLORING LITERARY TEXTS THROUGH E-LEARNING
in the Junior Secondary English Language Classroom
Icebreaker
1. Why do you use e-resources? How do you use them?
2. Do you use Literary texts? What do you use? Have you found any interesting texts or activities online to use with your students?
3. Do you use poems and/or songs? Why? Why not? How?
4. Do you use films? Why? How?
Aims
(1) To introduce some e-resources which can be used in class (2) To take part in demonstrations and activities which illustrate how to engage students with literary texts using e-resources (3) To consider how to design activities and tasks to engage students with literary texts
(4) To reflect on the effective use of IT in the teaching and
learning of literary texts
Introduction
Defining e-learning....what does it mean for you?
A face to face course with additional online materials using:
• online text, video and audio,
• online tools and apps to support project work.
Introduction
Selection criteria:
• topics and themes
• interests of students
• age
• maturity
• appropriacy
• ease of use/adaptability
• language
• text length
Introduction
Why use literary texts?
Literature can make positive contributions to the language class in that:
• It can be motivating and thought-provoking.
• It provides meaningful (and memorable) contexts for new vocabulary and structures, thus encouraging language acquisition and expanding students’
language awareness.
• It provides access to new socio-cultural meanings, offering opportunities for the development of cultural awareness.
• It stimulates the imagination, as well as critical and personal response, thus contributing to the major aim of educating the whole person.
Ferradas http://www.teachingenglish.org.uk/article/britlit-using-literature-efl-classrooms
Introduction
How should we use literary texts?
• Pre-reading.
Introduction
How should we use literary texts?
• Pre-reading.
• Reading
.
• Opportunities to use the language.
• Follow up.
• Further analysis?
Colour the first line of each section of the story to break the text into accessible sections and provide easy reference for the teacher.
Students read the text section by section and answer selected questions about the characters/speculated on the story.
Guided Reading with a recording/CD.
Introduction
How should we use literary texts?
• Pre-reading.
• Reading
• Post-reading
• Students work on the characters to understand them more fully.
• Grammar practice/consciousness raising.
• Work on rhythm (poetry and songs).
• Students read and perform a narrative play/recite/sing.
• Students create posters about the text, choosing their favourite characters, chunks of text and writing/discussing their response.
Introduction
Workshop approach to e-learning
Downloadable text or text on screen with pre- prepared worksheets and/or audio support
Online video clips and worksheets that can be downloaded
Online listening and viewing with activities
Demonstration 1 - BritLit
Short stories and activities you can download and use in class Aims
• To exploit a text and engage students to read, analyse and respond to texts
• To provide clear staging with pre-reading, guided reading and post reading stages.
Demonstration 1 - BritLit
A good number of BritLit kits have been developed with teenage and young adult readers in mind. The texts selected are short, often have
audio support (downloadable mp3’s), can be read on screen if the reader does not want to read print and the range of topics and styles is wide
enough to suit a variety of tastes and interests.
The Pink Bow Tie
A fourteen year old finds himself in trouble with the school Principal – again. This time, however, he has a genuine excuse, but is he likely to be believed?
Pink Bow Tie’ is from ‘Thirteen Unpredictable Tales’ by Paul Jennings Reprinted with kind permission of Puffin Books, Australia
http://www.teachingenglish.org.uk/article/pink-bow-tie http://www.teachingenglish.org.uk/britlit
Demonstration 1 - BritLit
Pre - Reading 1
Why was the boy outside the principal’s office?
Why is the secretary smiling at the boy?
Why is the principal angry with the boy?
Who was on the train with the boy?
Why did the boy put out the cigarette?
Why did the boy try to open the window?
Did the principal believe the boy’s story?
Demonstration 1 - BritLit
Pre - Reading 2
Does the dialogue change the story?
Demonstration 1 - BritLit
Reading Guide
1.Use the glossary provided for any difficult words/pre-teach words.
2.Let’s read. Stop at line 66.
Who are the 3 strange people on the train?
3.Read to line 80.
What happens when the kid ‘twiddles the knob’?
4.Read to line 118.
True or false? The adult clothes have disappeared.
5.Read to the end.
What has happened to Splodge?
Demonstration 1 - BritLit
What was strange for you?
• Smoking on trains?
• A boy smoking?
• A boy with dyed hair?
• A ticket collector?
• ?????
Demonstration 1 - BritLit
After Reading
What could we do?
Discuss in your groups.
Some ideas:
• Illustrating scenes from the story.
• Focus on characters – write short descriptions then guess who.
• Describe an ideal school with guided questions.
Demonstration 1 - BritLit
Follow-up Activities
Look at the three examples you have.
Which would you use with your students and why?
1. A Play based on the story
2. A discussion game – Punishment pelmanism 3. Word Work - Verbs with prepositions
Demonstration 1- BritLit
Toondo – a means of re-purposing
• To enable the students to interpret the text visually.
• To check understanding of the story.
• To enable close analysis in order to select ‘key’ features.
• To share interpretations.
• For peer and self-assessment.
• For formative assessment.
Demonstration 1- BritLit
Other sources of stories
Stories Alive World Stories
Project Gutenberg
https://www.gutenberg.org/files/120/120-h/120-h.htm
Aims
• To engage students with reading and analysing poetry
• To provide the steps to achieve this.
• To offer an approach to classic and modern poetry through visual images/media.
Demonstration 2 – Poetry
What is a poem?
Share your ideas with the person next to you.
Demonstration 2 – Poetry
What is a poem?
Some definitions
• A composition in verse.
• A piece of writing arranged in short lines usually with a particular rhythm and sometimes with rhymes.
Demonstration 2 – Poetry
Demonstration 2 – Poetry
Poetry is for old people!
It’s just about
flowers and stuff!
When I heard we were doing poetry in school, I was bored before we had even started!
Why do teenagers feel like this?
How can we change their attitude?
• Discuss why poetry is not interesting.
• Discuss what makes a good poem.
• Show video clips of poetry/poets.
• Find a poem you like and perform it.
• Have the students perform their poems.
Demonstration 2 – Poetry
Ways in... .
• Classic poetry.
• Modern Poetry.
Demonstration 2 – Poetry
Demonstration 2 – Poetry
Prose Poem - One man’s walk
This award-winning short film gives us a window into the world of Kenneth Mitchell.
The film was written by Kenneth’s brother, and has been shown at international film festivals.
https://www.youtube.com/watch?v=O7K5MNDAhl8
This film was created by Into Film, an organisation that uses film and media production to develop skills in young people in the UK.
http://www.intofilm.org/
Demonstration 2 – Poetry
1. Vocabulary
2. Comprehension
3. Discussion
4. Writing
5. Language
Demonstration 2 - Poetry
Poetry – One man’s walk
Preparation: matching
Match the vocabulary with the correct definition and write a–f next to the numbers 1–6.
1…….. backwards a. feel contempt or disdain for someone 2…….. look down on someone b. it’s the thing that’s most important for me
3…….. upset c. relaxing
4…….. chilling d. sad and angry
5…….. it’s what I’m all about e. tall buildings or high places
6…….. heights f. behind others in progress, the opposite to normal
1. Check your understanding Check your understanding
Demonstration 2 - Poetry
Discussion
What did you think of the film?
Why do you think Kenneth’s brother decided to write the film?
If you were going to make a film about your brother or sister, what type of information would you include about them?
Demonstration 2 - Poetry
One man’s walk – student version
This is me, yeah.
This is how I see the world.
This is my _______ and my ________.
People __________ me.
People think I’m __________.
People think I’m __________.
________, man, is my passion, it’s my life.
________, I love it, it’s what I’m all about.
The world, I’m going to ________.
But it’s not all that good.
I don’t like people shouting at me, pointing their fingers.
I don’t like it when my mum’s upset.
Heights, yeah? I’m well not into that.
The best thing in life, yeah, it’s my family: my brother, my mother and not forgetting my cat.
We have these family parties, yeah, everyone’s there.
Then there’s chilling with my friends; they are the best.
But fish and chips, I can’t get enough of that!
But that’s me, that’s who I am and that’s my walk.
Demonstration 2 – Poetry
Evaluative Language
I’m well not into that.
I can’t get enough of that!
Demonstration 2 – Poetry
https://learnenglishteens.britishcouncil.org/uk-now/film-uk/
Demonstration 2 – Poetry
Film UK
Demonstration 2 – Poetry
Dylan Thomas – Here in this Spring
http://www.teachingenglish.org.uk/article/season-poems https://www.teachingenglish.org.uk/dylan-thomas
Aims
• To explore the poem.
• To engage students and encourage extensive reading.
• To help students expand their vocabulary.
• To give students opportunities to develop language skills.
Permission by the Trustees for the Copyrights of Dylan Thomas. Source: Davies, Walford (ed.) (1997) Everyman’s Poetry. Dylan Thomas. London: Orion
Demonstration 2 – Poetry
Dylan Thomas – Here in this Spring
1. Lead-in
2. Vocabulary
3. Reading and Listening
4. Reading and Discussion
Permission by the Trustees for the Copyrights of Dylan Thomas. Source: Davies, Walford (ed.) (1997) Everyman’s Poetry. Dylan Thomas. London: Orion
Demonstration 2 – Poetry
Lead-in
• Are there differences
between seasons in Hong Kong?
• What is your favourite season?
Why?
Adapted from Materials by Chris Lima
Demonstration 2 – Poetry
Vocabulary
Demonstration 2 – Poetry
Reading and Listening
1. Listen to Dylan Thomas’ poem ‘Here in this spring’.
2. Do any of the words in your vocabulary box appear in the poem?
3. Circle or highlight them.
4. Now listen to the poem again and fill in the gaps.
Demonstration 2 – Poetry
Reading and Discussion
Discuss the questions below in pairs or small groups.
1. What is the main theme linking the missing words in the gap-fill?
2. What ideas do the words star and sun bring to you?
3. What ideas do the words worm and slug bring to you?
4. Why does the poet use these conflicting words in the same poem?
1. The passing of time – humans’ perception of time and change – the endless circle of birth, death and rebirth.
2. Universe – immortality – immutability – the big order of things – divine power.
3. Earth – mortality – temporality – the small order of things – nature.
4. By juxtaposing words associated with things that, from a human
perspective, last for long time (void – sun – timeless) to words related to
things that last for a short time (the seasons – birds – worm – slug – insect). It suggests that the perception of time is relative. Perhaps from a slug’s point of view, human beings last for ever.
Other sources
Shmoop
Project Gutenberg
Demonstration 2 – Poetry
Demonstration 3 - Songs
White Satellite by Champs
CHAMPS is a band from the Isle of Wight in the UK.
http://learnenglishteens.britishcouncil.org/uk-now/music-uk/champs-white-satellite
Aims
• To understand the song.
• To focus on rhyming words.
• To discuss the song’s message.
Demonstration 3 - Songs
White Satellite* by Champs
Look at the title.
What do you think the song is about?
Let’s listen and do the online activities.
*Music and lyrics by Michael & David Champion (cc).
Demonstration 3 - Songs
1. Vocabulary
2. Lyrics Dictation
3. Comprehension
4. Pronunciation
5. Language
White Satellite – Champs
Demonstration 3 - Songs
White Satellite – The Champs
Demonstration 3 - Songs
White Satellite – The Champs
Language Analysis
1.Who is ‘we’? Who is ‘she’?
2.Why is the present perfect used in the first line?
3.Which words are repeated?
4.What effect does this have?
1. We don’t know. The people are not named as in most songs.
The song can belong to anyone in any situation.
2. This links the present and past and makes it more immediate.
3. We’ve all…..Carry me down….etc.
4. Most songs have some kind of repetition, even if it’s only in the chorus. This helps us to remember the song.
Demonstration 3 - Songs
Creativity
• Change all the nouns in the lyrics.
• Change all the verbs.
• Change the pronouns.
• Change the rhymes if you can….
Demonstration 3 - Songs
Other Activities
1. Karaoke
2. Reconstruct the lyrics
3. Drama – write a role-play
4. Cloze….but have a purpose
5. Look for themes….love….war…..freedom…nature….
change
Demonstration 4 - Film English
Film English - promotes the innovative and creative use of film in English language teaching and learning.
Aims:
• To explore an example of a film online and the activities connected to the film.
• To practise question forms.
• To explore the theme of technology use in modern society.
• To make connections to an SBA discussion task.
Demonstration 4 - Film English
Film English
http://englishagenda.britishcouncil.org/eltons
Demonstration 4 - Film English
Pre- watching - questions and role-play.
You are a fan of a famous actor. What questions would you ask them if you met them?
What? Where? Why? How much/many/often? Do/Did? When? Can?
You are a famous actor who meets a fan. Your fan has a lot of questions they want to ask you.
Prepare a list of your likes and dislikes, hobbies and other ‘secrets’ that only fans would be interested in.
Demonstration 4 - Film English
Vocabulary
What is a selfie?
Do you take selfies?
Why? What do you do with them?
Demonstration 4 - Film English
Prediction – Freeze Frame What is going to happen?
Watch and check
https://vimeo.com/106807552
Post-watching
• Have a look at the activities on the website.
• Can you find the downloadable materials?
• How would you use it?
http://film-english.com/
Demonstration 4 - Film English
Further stages What could we do?
• A second viewing with discussion questions.
• Research projects based on the actor.
• Research projects on technology uses.
• Script-writing – continuing the story.
Reflection
Look at the questions on your worksheet. Use the clines to help you assess the material.
Reflect on what you have experienced and discuss how you could adapt the material for your own contexts.
Share your ideas briefly.
1. The activities were the right level for my students.
Agree Disagree
Feedback
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