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. ( see APPENDIX 20)
Video – based on the novel Frankenstein available in British Council
School board and board markers


Stage/time

Interaction

Activities

Pre-reading

Warm up
10 mins




Whole class + teacher



Debates

Reading

Activity 1

15 mins


Group work

Montage

Reading

Activity 2

15 mins


Whole class + teacher

Listening in class

After-reading

Activity 1

20 mins


Individually

Video

After-reading

Activity 2

10 mins


Pairs

Press conference

After-reading

Activity 3

10 mins


Whole class + teacher

Debates

After-reading

Activity 4

10 mins for instructions



Whole class + teacher

Students´ project

Follow – up activity

Individually

Video
Lesson procedure:

Instructions:
Pre-reading activity: Warm up: Debates – This activity is based on the task which is defined by the students´ conception of the monster‘. Students draw and write on the board their ideas about appearance and character of the monster. Students are supposed to imagine the monster.

T: Close your eyes and imagine a monster. Can you draw it? Can you describe it?

Teacher can give students some hints to start discussion.



The monster has got..............The monster is.............His body is.........His face is.........

Reading activity: Activity 1: Montage – Students are divided into two groups. One group puts together information based on the plot of the novel Frankenstein and other group puts together information about Mary Shelley´s life. ( see APPENDIX 18 ) In this activity, students can guess the connection between items. Teacher asks students helphul questions. For example: T:Who was Clerval? Who met the blind man? What happend on 30 December 1816? - feedback activity

Reading activity: Activity 2 : Listening in class - Students listen to the short extracts of the chapter 11 from original version of the novel Frankenstein. Then, teacher reads the extracts again and students follow the text. ( see APPENDIX 19) Before listening to the tape teacher briefly describes the scene on the tape by asking yes/no questions + prompt questions.

T: Imagine the situation after escaping the monster from Victor Frankenstein´s laboratory . Was he frightened? How would you feel? Did he find a friend? Where would you go?

After-reading activity: Activity 1: Video – to watch an episode of the film based on the novel Frankenstein. This episode is a continuation of the literary extracts from previous activity. This episode is focused on the creature´s good qualities and wilingness to help blind man and his family from troubles caused his desire for friendship and love. On the other hand there is seen the creature´s loneliness, suffering and despair caused his malformed appearance. At the end of the episode, the creature is expeled from the cottage as a real monster.



Follow – up activity: Teacher can use the whole video of the film based on the novel Frankenstein in the next lessons.

After-reading activity: Activity 2: Press conference – to make interview between the reporter and the creature. Students divide role plays in the class. They work in pairs, one is a reporter, second is the creature. ( Collie and Slater 1992:89)



A set of possible reporter´s questions: R: What is your name? How old are? Have you got any family? Where do you live? Have you got any friends?

A set of possible creature´s answers: C: My name is Monster. I do not know. I have got a father. I live in the forest. I have no friends.

After-reading activity: Activity 3 : Debates – to come back to the students´ idea of the monster. Students debate about the real monster´s appearance and character again. Some students are supposed to change their ideas of the monster. Students draw and write on the board their ideas about appearance and character of the monster. Students are supposed to imagine the monster.



T: Close your eyes and imagine a monster. Can you draw it? Can you describe it?

Teacher can give students some hints to start discussion.



The monster has got..............The monster is.............His body is.........His face is.........

After-reading activity: Activity 4 : Students´ project – to make a project called ‘ Nowadays Monsters which is focused on students´ conception of the monster presented as danger threatening the world. Students can develope this idea in Civics lessons and then put together their ideas and feelings in IT lessons on computers by using internet. The project is concentrated on the theme of the novel and puts stress on the moral concept of the novel Frankenstein.



chair3











poverty
stress

terrorism pollution

weapons
AIDS



drugs


racism
This project was created by Jan Urban, David Valouch, Jiří Beran – 9.A

Evaluation of the lessons:

The novel Frankenstein was received with enthusiasm and students became interested in the strong moral theme of the novel. At the beginning of the lesson when students described their conceptions of the monster, they concentrated on the appearance, stressed the facts about monster´s body, face, colour of the skin or monster´s deformations. At the end of the lesson, when I came back to description of the monster, students took into consideration not only external but also internal factors of the monster. They focused on the monster´s moral character. They came to conclusion that being monster does not mean being deformed outside of the body but inside in the heart. Students had a problem with the character of Victor Frankenstein because they identified this character with the monster. This incomprehension was caused by wrong interpretation of the novel.


4.5 LESSON PLAN – LITERARY PROJECT - JANE EYRE AND WUTHERING HEIGHTS
Time: 90 minutes

Level: Pre-intermediate ( the ninth grade at primary school )

Aims:

Students will actively work with original text from the novels and infer the ending of the novels using their deductive abilities. Students will use their experience acquired during working on previous literary projects. This literary project is aimed at the authors of the novels Charlotte Brontë and Emily Brontë through their the most famous novels Jane Eyre and Wuthering Heights.



Subsidiary Aims:

Students will develop their reading, listening, speaking and writing skills. Moreover, they will use new vocabulary in the lessons.



Assumptions:

Students are able to work with appropriate extracts from original versions of the novels Jane Eyre and Wuthering Heights. They use their experience based on previous literary projects.



Teaching aids and sources:

Printed original extracts of the novel Jane Eyre - chapter 2,3 taken from the internet Bibliomania, Free Online Literature with more than 2000 Classic Texts. 21 July 2006 <http://www.bibliomania.com/0/-/frameset.html> ( see APPENDIX 21 A )

Printed original extracts of the novel Wuthering Heights - chapter 2 taken from the internet Bibliomania, Free Online Literature with more than 2000 Classic Texts. 21 July 2006 <http://www.bibliomania.com/0/-/frameset.html> ( see APPENDIX 21 B )

Cassette – Charlotte Brontë, read by Juliet Stevenson. Jane Eyre.London:Penguin Audiobooks, 1994. ISBN 0-14-086042-8

Original materials for activities using in the lessons - songs

( see APPENDIX 22)

Original materials for activities using in the lessons - Charlotte and Emily Brontë´s portraits. ( see APPENDIX 23)

DVD Brontë Country Delta Music,2002 Cray Avenue.

DVD Wuthering Heights – Paramount Picture, 1992

CD Kate Bush, The Whole Story – song 1 Wuthering Heights. EMI MUSIC, 1986



Lesson procedure:


Stage/time

Interaction

Activities

Pre-reading

Warm up
10 mins



Pairs


Jigsaw

Pre-reading
Activity 1
20 mins

Individually

Video

Reading
Activity 1
15 mins


Group work

Parallel reading

After-reading

Activity 1

15 mins


Individually

Songs

After-reading
Activity 2

15 mins for instructions




Whole class + teacher

Students´ project

Follow-up activity

5 mins


Individually

Video


Instructions:

Pre-reading activity: Warm up: Jigsaw – Students put together the pieces of Charlotte and Emily Brontë´s portraits. ( see APPENDIX 23 ) Next, students try to guess their relationship. Teacher can help students by asking yes/no questions.



T: Is Emily younger than Charlotte? Is Charlotte older than Emily? Are they friends?

Pre-reading activity: Activity 2: Video – to watch DVD called Brontë country. The story of three famous sisters Emily, Charlotte and Anne Brontë. This activity can be used as a teacher´s feedback of the previous activity. Students can see that Emily and Charlotte are sisters and more information about their lives.

Reading activity: Activity 1: Parallel reading - to read the original extracts from both novels. Students work in groups, read the extracts and try to find some similarities in the extracts taken from the novels. ( see APPENDIX 21 ) They write down their ideas into the exercisebooks and then read to whole class. Many literary works include similiar themes or scenes. Teacher can use these similarities to prepare reading assignments in class discussion. ( Collie and Slater 1992:67 ) Teacher can give students some hints to help students succeed in this activity. The hints are formed as w/h or prompt questions.

T: Who are the main characters in the extracts? How did they feel? Who did they meet? What were they doing?

After-reading activity: Activity 1: Songs – Students listen to the song called Wuthering Heights by Kate Bush and complete missing words and then listen to Bessie´s song sung to Jane Eyre and complete missing words. ( see APPENDIX 22) They listen to the song at least twice to be able to complete missing words. At the end of the activity teacher hands out the texts of the songs and students can check their ideas. Then, students can sing the songs following the texts. It can be used as a feedback of this activity.

After-reading activity: Activity 2 : Students´ project – to make a project called ‘ Interview with Brontë sisters . The aim of the project is to do an interview with Emily and Charlotte Brontë. Students work in pairs and use the handout with the set of questions. Their task is to find the appropriate answers in the original extracts they used in the lessons. ( see APPENDIX 21 ) They have to use the sentences in the original form without any changes. Students use their imaginative and creative abilities. Further, students are asked to rewrite and print their prepared interview on computers in IT lesson. Moreover, students can make a collage of the Brontë sisters portraits in Art lessons. This students´ project can be used as a feedback for teacher.

Follow-up activity – to watch the films based on the novels Wuthering Heights and Jane Eyre which are available on DVDs in British Council. This project was created by Monika and Katka Klimešová - 9.A.
















Evaluation of the lessons:

Students created a very interesting project focused on Brontë sisters. Despite the fact that they have never heard about these novels from Czech Language and Literary lessons because the Brontë sisters are not included in curriculum at primary school. They managed to work with the original extracts from the novels and organized team work by dividing roles in their groups. Everyone participated in the project. Pair work was very useful because students were more motivated and overcame their uncertainty to work on the activities they considered to be difficult to accomplish.



CONCLUSION
This bachelor thesis was writen to demonstrate the concept of including British and American literature in TEFL at primary school. British and American literature was introduced through selected novels. Through literary extracts selected from famous novels the lesson plans were developed and presented in English lessons. The lesson plans were supplemented with various activities, types of interaction, students´ literary projects and evaluation of the lessons.

It was my intention to prove that including British and American literature in TEFL at primary school focused on novels is not a waste of time. The most important point is to offer to students appropriate version of the literary text. It is dependent on the level of English and literature experience of the target group of students. Teachers can choose not only original literary extracts but also adaptated or simplified versions, too. From my point of view, language teachers should use at least some literary extracts in the original to give students the chance to become aware of the beauty of the author´s language and style. In accordance with the teaching experience presented in the bachelor thesis there is no doubt that students make an effort to succeed in working with original literary extracts. Their effort is one of the most important motivational aspects and the very nature reading requires active respond. These aspects make them become an active participant in the language learning process.

I would like to mention the impotrance of the appropriate choice of literary genre supplemented with interesting activities which can awaken students´ interest in literature and reading in general. In addition to this fact, I put stress on the teacher´s approach to students. Language teachers should motivate students to improve their language skills, develope general knowledge, moral and cultural values. Teachers should help students to select good literature on their own. Selection of books can come from picture books, short stories suitable for little children to novels, poetry suitable for young learners. Many great teachers find the time to include literature in their language lessons, so that students will accept literature as a part of their everyday life. The other positive effect is that these students will become continuators of these ideas which promote an interest in reading and literature itself.
RESUME

Počátky bakalářské práce „Novels in TEFL at Primary School“ směřovaly k hledání odpovědí na otázky, které se týkaly faktu, zda je vhodné zařadit britskou a americkou literaturu do hodin anglického jazyka na základní škole, zda žáci na základní škole dokáží pracovat s literárními texty v originále a zda existuje spojitost mezi studiem jazyka a literatury. Tato koncepce výuky je rozpracována v literárních projektech a prezentována na plánech hodin, které jsou doplněny různými aktivitami, literárními projekty studentů a komentáři popisujícími vyhodnocení hodin.


Během zpracovávání bakalářské práce jsem zjistila, že žáci na základní škole dokáží úspěšně pracovat s literárními texty v originále a tento úspěch se stává velkou motivací k rozvíjení jazykových dovedností žáků. Vhodný výběr literárního žánru doplněný zajímavými aktivitami a motivačním přístupem pedagoga vzbuzuje u žáků zájem o literaturu a četbu obecně.

Kromě jazykových dovedností, žáci rozvíjí své všeobecné znalosti, morální, kulturní a sociální hodnoty.


RESUME

The beginnings of the bachelor thesis “Novels in TEFL at Primary School“ focused on searching for answers to the questions which referred to fact, whether it is appropriate to include British and America literature in English Language lessons at primary school, if primary school pupils manage to work with literary texts in the original and whether there is a relationship between the study of language and literature. This conception of teaching is developed in literary projects and presented in lesson plans which are supplemented with various activities, students´ literary projects and evaluation of the lessons.

Through the work on the bachelor thesis, it became apparent that primary school pupils succeed in working with literary texts in the original and this success becomes a strong motivation to develop their language skills.

Appropriate choice of literary genre supplemented with interesting activities and teacher´s motivational approach awaken students´ interest in literature and reading in general. In addition to language skills, students develop their general knowledge, moral, cultural and social values.



BIBLIOGRAPHY
BREWSTER, Jean; ELLIS, Gail; GIRARD Denis. The Primary English Teacher´s Guide. London: Penguin English, 1992. 238 s. ISBN 0-140-81359-4
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COLLIE, Joanne; SLATER, Stephen. Literature in the Language Classroom: A Resource Book of Ideas and Activities. Cambridge: Cambridge University Press, 1992. 266 s. ISBN 0-521-31224-8
DORNYEI, Zoltán. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press, 2001. 155 s. ISBN 0-521-79377-7
EAGLETON, Terry. Literary Theory: An Introduction.Oxford: Blackwell Publishing, 1996. 234 s. ISBN 0-631-20188-2
HARMER, Jeremy. The Practice of English Language Teaching. London: Longman,

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MAUROIS, André. Dějiny Anglie. Praha: Nakladatelství Lidové Noviny ,1993. 491 s. ISBN 80-7106-084-4
PAUL, David: Songs and Games for Children. Oxford: Macmillan Publisher Limited, 1998. ISBN 0435290827
POSPÍŠILOVÁ, Pavla. American Literature in ELT: bakalářská práce.Brno: Masarykova univerzita, Fakulta pedagogická, 2003. Vedoucí bakalářské práce Mgr. Lucie Podroužková
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WIDDOWSON, H.G. Stylistics and the Teaching of Literature. Harlow: Longman, 1990. 128 s. ISBN 0-582-55076-9




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