Professional Documents
Culture Documents
by Annabel
Fernandez.
ABSTRACT
This article explores why literary texts should be used in
the EFL classroom and explores its benefits. A
methodological framework will be examined and a set of
activities is presented. The set consists of five
contemporary and authentic literary texts with activities
designed for teenage and adult EFL students at an early
to mid-intermediate level and includes: a short story, two
extracts from novels and two poems. The author will
finally suggest that using literature can be highly
motivating for EFL students as well as a springboard for
creative writing and personal enrichment.
INTRODUCTION: Why use literature in EFL?
Reading has a strong positive impact on second language
development (Lao & Krashen 2000), especially free reading and
students who report more free reading achieve higher levels of
competence in second language acquisition.
Literary works provide authentic components of language and if we
direct classroom activities to the unconscious acquisition of language
rather than the conscious learning of the rules (Krashen, 1997) we
find in literature meaningful memorable contexts for processing and
interpreting new language (Lazar, 1994).
Literature can provide good opportunities for extensive and intensive
reading. Also it is good for practicing reading subskills including
skimming, scanning, and finding the main ideas. Reading in literature
is a combination of reading for enjoyment and reading for information
(Khatib, 2011a).
It can be a source for language practise in the other skills as well:
literature shows to set a good ground for creative activities for writing
practice (Khatib, 2011a). For speaking purposes, the events in a
poem, novel, or short story can be associated with the learners own
experience in real life. Such a practice paves the way for hot topics
for discussion in language classes. Having the students freely reflect
on the events and having them critically comment is also facilitative
for advancing speaking proficiency (Khatib, 2011a).
For listening purposes, the learners can be exposed to the audio
versions of the poems, short stories, or novels. Also the musical
elements in poetry stimulate the learners desire for approximating
their speaking patterns to the native speaker norms by adhering to
the principles of rhythm, rhyme, and intonation. Students in the 21st
1
Warm-up activities
Vocabulary activities
Comprehension activities,
Activities concerning the language of the text
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BIBLIOGRAPHY
Akyel, A., & Yalcdin, E. (1990). Literature in the EFL classes: A study of
goal achievement incongruence. ELT Journal, 44.
Carter, Ronald & Long, Michael. (1991). Teaching Literature, Longman.
Duff, Alan and Alan Maley. (1990). Literature, Oxford University Press.
Dymoke, Sue & Hughes, Janette (2009). Using a poetry wiki: How can
the medium support pre-service teachers of English in their
professional learning about writing poetry and teaching poetry writing
in a digital age?. English Teaching: Practice and Critique December,
2009, Volume 8, Number 3
Elliott, Roger. (1990). Encouraging reader-response to literature in ESL
situations, ELT Journal.
Hae-Ri Kim. (2003). Literature circles in EFL curricula: Establishing a
framework.
The English Teacher. XXXII, 1-15
Khatib, M., Rezaei, S., Derakhshan, A. (2011a). Literature in EFL/ESL
Classroom. English Language Teaching Journal 4(1)
Khatib, M., Rezaei, S., Derakhshan, A. (2011b). Why & Why Not
Literature: A Task-Based Approach to Teaching Literature.
International Journal of English Linguistics 1 (1)
Krashen, Stephen. D. (1982). Principles and practice in second
language acquisition. Oxford: Pergamon Press.
Krashen, Stephen. D. (1985). The input hypothesis: Issues and
implications. Harlow: Longman.
Lazar, Gillian. (1993). Literature and Language Teaching: A Guide for
Teachers and Trainers, Cambridge Teacher Training and Development.
Lazar,
Gillian.
ELTJournal,48(2),
(1994).
Using
literature
at
lower
levels.
Where did you grow up? What was the weather like?
READING AN EXTRACT
10
ANCIENT ISRAEL
___________________
___________________
___________________
___________________
___________________
___________________
___________________
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STUDENT
When was the last time you went shopping for clothes?
What did you buy?
Did you try it on? Was it the right size?
Was the shop assistant helpful? Why/not?
Do you enjoy shopping for clothes? Why/not?
READING ACTIIVTY
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Jigsaw reading. Your partner has the first half of the poem and you
have the second one. Explain to each other in your own words what
the text is about.
Shopping in London winter
is a real drag for the fat black woman
going from store to store
in search of accommodating clothes
and de weather so cold
Look at the frozen thin mannequins
fixing her with grin
and de pretty face salesgals
exchanging slimming glances
thinking she dont notice
Lord is aggravating
GRACE NICHOLS
SPEAKING
Ask each other questions about their picture to find similarities and
differences between both pictures.
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STUDENT
When was the last time you went shopping for clothes?
What did you buy?
Did you try it on? Was it the right size?
Was the shop assistant helpful? Why/not?
Do you enjoy shopping for clothes? Why/not?
READING ACTIVITY
Jigsaw reading. Your partner has the first half of the poem and you
have the second one. Explain to each other in your own words
what the text is about.
Nothing soft and bright and billowing
to flow like breezy sunlight
when she walking
The fat black woman curses in
Swahili/Yoruba
and nation language under her
breathing
all this journeying and journeying
The fat black woman could only
conclude
that when it come to fashion
the choice is lean
Nothing much beyond size 14
GRACE
NICHOLS
SPEAKING
Ask each other questions about their picture to find similarities and
differences between both pictures.
14
BRITAIN
BLACK WOMAN
______________________
________________________
______________________
________________________
______________________
________________________
BRITISH WOMEN
______________________
______________________
______________________
3.
4.
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5. Does the fat black woman enjoy shopping? Find evidence in the
text that backs up your answer.
6. Student A watches a clip and describes what he/she sees to
Student B. Now swap Student B watches another clip and
describes it. Together find the differences and similarities between
both clips.
CLIP
1:http://www.youtube.com/watch?
v=Ed7C3gAXQNA&feature=related
CLIP
2:http://www.youtube.com/watch?
v=tTtVVHg41kU&feature=related
7. Do you think the Fat Black womans shopping experience in
London would have been different if she were:
a) Slim and pretty
b) A black man
b) A White woman
7.
8.
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...
3) The line can be read as an invitation to become aware of what is
really important in life or just finding pleasure in simple,
everyday acts. Complete the second line of the poem with basic
ordinary things that you find enjoyable to do:
The fun of
.
The fun of
.
The fun of
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WHILE READING
Now have a listen to the poem and complete the gaps with one of the
words provided below:
http://www.poetryfoundation.org/journal/audioitem.html?id=2174
From min 4:33 to 4:45
Dreams
English
satisfaction
speaking
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LISTENING COMPREHENSION
1. What is the story about?
2. Is it a happy or sad one? Why?
3. What games does the narrator play in the
story?
4. How does the narrator feel at the end of the story?
5. Now listen again and fill in the gaps below with the missing
words:
______________________________________________________________________
_______________________
8.
CREATIVE WRITING: Now you write a 101 word story about love
starting
Elizabeth M. Gilbert
Animosity
Bitterness
Suffering
Poisonous
Failing
B) In the text we find two parallels: one between wars in the World
and the narrators messy divorce and the other between a
human body and our planet, classify the words which are used
to each category:
discord dysfunctional
healthy
soul
troubled
free
dispute
Biodata
Annabel Fernandez has been an EFL teacher for 14 years. She has taught EFL in private
language schools, state secondary schools and for the last seven years in Escoles Oficials
dIdiomes. She holds a BA in Sociology of Education from Universitat Autnoma de Barcelona
and spent a year in the University of East London where she took Literature and Gender
Studies subjects as part of her degree. Her main field of interest is innovative ways of using
literature in the teaching of EFL.