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Seminar paper from the year 2007 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 3,0, University of Göttingen, language: English, abstract: [...] In the first chapter of this term paper speaking activities (in general) in the classroom will be explained in detail. In chapter two I am going to show a literary unit concerning Emily Bronte's novel Wuthering Heights, which gained her a major place in the context of Victorian novels and is still today a widely read and adapted book for theater and movies. Many famous novels of that time are still in the curriculum today but especially to children and teenagers it is complicated to achieve access to this specific time because of certain political or social situations unknown today and the involvement of difficult vocabulary. Although there are many famous movies adapting these novels it is not the teenager's interest to watch them. When 'there is no action involved' so why not rather watch the new Harry Potter movie? Wuthering Heights offers interesting characters like Heathcliff, whom you can neither like nor dislike for his behavior towards Catherine. The story itself is full of tricky, distracting and ghostly elements which can raise the interest of the class and the story itself offers a basis for interesting discussions among the students. In chapter three, I am going to talk about the speaking activity the class will be doing during the approach of Wuthering Heights to get a better connection to its story and make the students speak about it. During the explanation of the activity in chapter three I will first talk about the aims of it explicitly, second describe the whole preparation phase, third the activity itself in its performance and fourth I will have a reflection on the activity and its possible application in class with its faults and potency. Finally, I will draw a conclusion about the standard of speaking activities in class and their further developments in the foreign language
In the dynamic context of English language education, learners bring many differences in identity, motivation, engagement, ability, and more. Addressing Issues of Learner Diversity in English Language Education recognizes that traditional, one-size-fits-all approaches to language education are insufficient in meeting the needs of a varied and global learner population. It grapples with effectively teaching English to individuals with diverse linguistic backgrounds, learning styles, and cultural contexts. The challenges range from learner autonomy and motivation issues to navigating mixed-level classes and integrating technology into language teaching. Drawing on current research trends and cutting-edge methodologies, this book captures the diverse voices of contributors from various ESL/EFL settings, offering context-specific solutions to the myriad challenges faced in language education. The book illuminates the nuanced phenomena within English language education; it showcases innovative theoretical frameworks and up-to-date research findings. By addressing learners as singular individuals and collectives, the publication guides educators in enhancing individual competencies and maximizing the potential of each learner.
The first comprehensive collection of hands-on exercises that bring active learning to the literature classroom This is the first comprehensive collection of hands-on, active learning exercises for the college literature classroom, offering ideas and inspiration for new and veteran teachers alike. These 101 surefire lesson plans present creative and interactive activities to get all your students talking and learning, from the first class to final review. Whether you are teaching majors or nonmajors, genres or periods, canonical or noncanonical literature, medieval verse or the graphic novel, this volume provides practical and flexible exercises for creating memorable learning experiences. Help students learn more and retain that knowledge longer by teaching them how to question, debate, annotate, imitate, write, draw, map, stage, or perform. These user-friendly exercises feature clear and concise step-by-step instructions, and each exercise is followed by helpful teaching tips and descriptions of the exercise in action. All encourage collaborative learning and many are adaptable to different class sizes or course levels. A collection of successful approaches for teaching fiction, poetry, and drama and their historical, cultural, and literary contexts, this indispensable book showcases the tried and true alongside the fresh and innovative. 101 creative classroom exercises for teaching literature Exercises contributed by experienced teachers at a wide range of colleges and universities Step-by-step instructions and teaching tips for each exercise Extensive introduction on the benefits of bringing active learning to the literature classroom Cross-references for finding further exercises and to aid course planning Index of literary authors, works, and related topics
This book gives teachers of English Literature an engaging new way into texts, using the skills and approaches of A level Critical Thinking. It also provides teachers of Critical Thinking with useful and stimulating resources with which to practise the skills required at A level. It will also help teachers looking for ways to engage students not drawn to literature, and any teacher trying to improve the analytical skills of their English students. Topics Include- Critical Thinking does poetry - with a little help from John Donne, Andrew Marvell and Philip Larkin - Much Ado About...the credibility of evidence- Hamlet, Cathy and Catherine try to resolve dilemmas; - Isabella, Angelo and Iago compete for the highest marks in Critical Thinking- What's the difference between a metaphor and a lie?- First person narration: who can we trust? Based on practical experience, this book explores the interface between two apparently polarised subjects, one analytical and objective, the other traditionally in the aesthetic and affective domain; one eschewing ambiguity, the other celebrating it. The progeny of this unlikely coupling provides teachers and students of each subject with a stimulating, exciting and unifying way of enhancing their learning.
35 reproducible exercises in each guide reinforce basic reading and comprehension skills as they teach higher order critical thinking skills and literary appreciation. Teaching suggestions, background notes, act-by-act summaries, and answer keys included.
Read-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.
Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world.
Published in 1845, Emily Bronte’s gothic novel set on the windy moors of Yorkshire is the story of the doomed love between Catherine Earnshaw and her father’s adopted son, Heathcliff. The book was initially poorly received by many critics who found its dark, tragic story needlessly harsh and disturbing. That opinion has not endured, and the only novel Emily Bronte published is now considered to be one of the great classics of English literature.