B planned to share the results of his research with other teachers in the science department at their monthly meeting and with other ESL teachers in the school.
What important information about the participants in this study have you learned?
DIY literature lesson plan
In our first Methodology article on Using Literature, there were two sample lesson plans based on an excerpt or a short story. Both followed a similar lesson plan format, outlined below. This sort of lesson plan works well for extracts from stories, poems or extracts from plays.
Hi, It is very good literature materials for ESL Classroom.
I have some questions here. How to make good activities to teach literature in the class of Junior High School students?. So the lesson plans can be used effectively. Is there any suggestion of a literature text that is suitable to teach in Junior High School Students level?. The last is How to build the students' motivation and interest in learning a literature lesson? because sometimes if the students are not understand with the text, they will have less motivation in learning literature subject.
I wonder if everyone can give me suggestion for my questions.
However, if the topic and the approach allow for extending the student’s earlier research in a novel manner and in a way that promises gaining a considerably deeper understanding of it, the supervisor and the Module Leader may give special permission for this.
The aim of conducting research and writing a research paper is to find and present the solution to a problem related to a particular field of enquiry, English language teaching in our case.
The supervisor may come from the Faculty of Arts at ELTE (ELTE BTK) (from the Department of English Language Pedagogy (DELP) or the Department of English Applied Linguistics (DEAL) offering the MA in ELT programme) or ELTE PPK, but the thesis should be written in English and topics should be connected to ELT methodology or applied linguistics.
Thank you for your lovely comment, Catherine (Notting Hill Girl). It really made my day, and I had not seen this article or thought about it for some time!
You may also be interested in the literature postcards we made for the Global course I wrote. They too are still online, here!
Thanks again, and happy teaching.
Bowen, T & J Marks, Inside Teaching, Macmillan 1994
Carter, R & M Long, Teaching Literature, Longman 1991
Lazar, Gillian, Literature and Language Teaching, Cambridge 1993
Widdowson, H. Stylistics and the Teaching of Literature, Longman 1975
Obviously a teacher would not want to use a text that is completely beyond their learners. This would ultimately be frustrating for everyone involved. However, the immediate difficulty with vocabulary in a text might not be an obstacle to its comprehension. Learners can be trained to infer meaning of difficult words from context. The selection of a text must be given careful thought, but also the treatment of the text by the teacher (this means think about the tasks you set for a reading of a piece of literature, not just the text).
Of course you may have a novel or book of poetry that you have been dying to use with your students for a long time. But where can you get more material? Easy! The internet brings you instant access to many works of literature. Use a search engine. Usually it is enough to key in the name of the author or the book you are looking for. Older books and plays can sometimes be found entirely on-line.
teacher, student or school practices, actions, cognitive processes, perceptions, etc.) or products (various types of student output, texts, films, pieces of art, etc.) Empirical research has two main types: qualitative and quantitative.
Since it is specifically focused on ESL students it can be more generalized in the fact that it could be provided for non-ESL students as well as when instructing an adult ESOL class this plan could also be used.
Next steps that should be taken:
Research questions that might follow from the findings of this study.
To what extent does modifying instruction benefit English Language Learners when completing an academic assignment?
Does social constructivism as a conceptual framework help assist English Language Learners when completing academic assignments?
When providing ESL learners with alternate forms of communication (i.e.
Often with extracts or poems, I like to read the whole thing to my students so that they can get more of a “feel” for the text. With very evocative pieces of literature or poetry this can be quite powerful. Then I let students read it to themselves. It is important to let students approach a piece of literature the first time without giving them any specific task other than to simply read it. One of the aims of teaching literature is to evoke interest and pleasure from the language. If students have to do a task at every stage of a literature lesson, the pleasure can be lost.