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T. 16 - Coggle Diagram
T. 16
2) English Literature
for Children
2.1) Reasons
to use Storybooks
Literature
No comm. Situation
Real lang. input
Different Texts fit Diff. S's
SCA/Gardner
Stories
Motivating
Challenging
Enjoyable
Develop Positive
attitudes
Good for learners
Present Lang.
Repetitive/memorable way
Familiar with Story
Attractive Lay-out
Teachers
Create activities
to work
KC
Crosscurricular
2.2) Criteria to select
Reading Materials
Take. acc
S's Needs and
Skills
Linguistic Skills
Reading Materials
Reading Cards, homemade books, comics...
Literature
Fairytales
Dickens
Modern Lit.
Criteria According
Brewster
Content
Visuals
Encourage Participation
Motivating
Arouse Curiosity
Create positive attitudes
2.3) Using Storybooks
in our classes
Ellis/ Brewster
Teacher Must Provide
Context
Story
Characters
Provide Visual Support
Identify linguistic objectives
Plan our lessons with follow up activities
Give sense to the lesson
Introduce stories not only as reading
ICT
Motivation
Wider range of activities
Allow lit. in the classroom
Enhance oral compente/Reading habits
3) Techniques to enhance
certain linguistic elements
Oral Comprehension
Listen/repeat activities
Body Lang. (TPR)
Visual/Audiovisual
Resources
Flashcards
Rhymes+ Repetition
Story-Telling
Reading Habits
Story-telling
Plan extension
Act.
Technique
Whole Class
Mix
Silent read
Read Aloud
Reading= Reward
Sensitivity towards
Poetic Function
Rich,clear, Expressive Lang (jakobson, 1933)
Rhymes/Poems=
Attractive
Lay-out
Repetition
TPR
Instructor must
Choose easy poems
Encourage good
intonation
Encourage acting
Provide structures
for S's to create
KC
Use ICT
1) Introduction
To achieve
Com. Comp
Use any tool at our disposal
Songs
Games
ICT
LIterature/Storybooks
Use of Literature
1st: Rejected
Now: useful tool
Reading
Language Input
4) Conclusion