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008			951213s1993 enka bf 001 0 eng d
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035			_a(ATU)b10107745
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050	0	0	_aLB1575 _b.L34 1993
082	0	0	_a372.64044 _222
100	1		_aLazar, Gillian, _eauthor. _91035821
245	1	0	_aLiterature and language teaching : _ba guide for teachers and trainers / _cGillian Lazar.
246	3	0	_aGuide for teachers and trainers
264		1	_aCambridge [England] ; _aNew York, NY, USA : _bCambridge University Press, _c1993.
300			_axiv, 267 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aCambridge teacher training and development
500			_aLiteraturverz. S. 255 - 258.
504			_aIncludes bibliographical references (pages 255-258) and index.
505	0	0	_tThanks -- _tAcknowledgements -- _tIntroduction -- _g1. _tUsing literature in the language classroom: The issues -- _g1.1. _tWhat is literature? -- _g1.3. _tThe reader and the text -- _g1.2. _tWhat is distinctive about the language of literature? -- _g1.4. _tLiterary competence and the language classroom -- _g1.5. _tWhy use literature in the language classroom? -- _g2. _tApproaches to using literature with the language learner -- _g2.1. _tAn overview -- _g2.2. _tA language-based approach to using literature -- _g2.3. _tStylistics in the classroom -- _g2.4. _tLiterature as content: How far to go? -- _g2.5. _tLiterature for personal enrichment: Involving students -- _g2.6. _tThe role of metalanguage -- _g3. _tSelecting and evaluating materials -- _g3.1. _tSelecting texts -- _g3.2. _tEvaluating learning materials which make use of literary texts -- _g4. _tReading literature cross-culturally -- _g4.1. _tBeing a student -- _g4.2. _tA consideration of cultural aspects in texts -- _g4.3. _tStrategies for overcoming cultural problems -- _g5. _tMaterials design and lesson planning: Novels and short stories -- _g5.1. _tWriting your own story -- _g5.2. _tDistinctive features of a short story -- _g5.3. _tAnticipating student problems when using a short story -- _g5.4. _tPlanning a lesson for use with a short story -- _g5.5. _tFurther tasks and activities for use with a short story -- _g5.6. _tDesigning your own materials for use with a short story -- _g5.7. _tUsing novels in the language classroom -- _g6. _tMaterials design and lesson planning: Poetry -- _g6.1. _tPutting a poem back together again -- _g6.2. _tWhat is distinctive about poetry? -- _g6.3. _tWhy use poetry with the language learner? -- _g6.4. _tExploiting unusual language features -- _g6.5. _tHelping students with figurative meanings -- _g6.6. _tUsing poetry with lower levels -- _g6.7. _tUsing poetry to develop oral skills -- _g6.8. _tUsing a poem with students at higher levels -- _g6.9. _tAnticipating student problems -- _g6.10. _tFurther tasks and activities -- _g7. _tMaterials design and lesson planning: Plays -- _g7.1. _tWhat is distinctive about plays? -- _g7.2. _tThe language of a play -- _g7.3. _tThe performance of a play -- _g7.4. _tWhy use plays in the language learning classroom? -- _g7.5. _tUsing play extracts to think about language in conversation -- _g7.6. _tUsing play extracts to improve students' oral skills -- _g7.7. _tUsing play extracts with lower levels -- _g7.8. _tAnticipating student problems -- _g7.9. _tFurther activities for play extracts -- _g7.10. _tUsing a whole play with students -- _g8. _tReflecting on the literature lesson -- _g8.1. _tThinking about observation -- _g8.2. _tGeneral observation of the literature lesson -- _g8.3. _tMicro-tasks for reflecting on specific areas of teaching -- _g8.4. _tObserving a student -- _g8.5. _tOther ways of monitoring your teaching -- _g9. _tLiterature and self-access -- _g9.1. _tWhat is a literature self-access centre? -- _g9.2. _tWhy have a literature self-access centre? -- _g9.3. _tA simulation: First meeting for planning and setting up a literature self-access centre -- _g9.4. _tSecond meeting for setting up a literature self-access -- _g9.5. _tSetting up a literature self-access centre: A case study -- _g9.6. _tWorksheets to guide students in their reading -- _tAnswer key -- _tTrainer's notes -- _tBibliography -- _tAppendix: Eveline by James Joyce -- _tIndex.
520			_aThis book aims to provide teachers and teacher trainers of English as a second or foreign language with a series of tasks and activities. These tasks and activities encourage reflection on some of the issues and debates involved in using literature in the language classroom, explore different approaches to using literature with teenage and adult learners at all levels, and suggest criteria for selecting and evaluating materials for classroom use. Using Literature in Language Teaching also identifies some of the distinctive features of novels, short stories, poems, and plays so that these can be used in the classroom, drawing on literature in English by a variety of authors from all over the world. The book may be used as a resource by trainers working with groups of teachers, by teacher development groups, or by individual teachers working on their own. Different sections of the book are designed to be self-contained so that users of the book can select what is most relevant to their purposes. A key to the tasks and activities is provided, as well as guidelines for teacher trainers that suggest different ways of using the activities in the book as part of a training program.
588			_aMachine converted from AACR2 source record.
650		0	_aLiterature _xStudy and teaching _vHandbooks, manuals, etc. _9580590
650		0	_aLanguage arts _vHandbooks, manuals, etc. _9372758
830		0	_aCambridge teacher training and development. _91035823
907			_a.b10107745 _b02-07-21 _c27-10-15
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999			_c1105549 _d1105549