CHAPTER 1

Literature includes any text worthy to be taught to

students by teachers of literature.

literature in the language classroom provides three major benefits for learners:
it demonstrates the importance of authors' choice of form to achieve specific
communicative goals,
it is an ideal resource for integrating the four skills,
it raises cross-cultural awareness.

LAZAR
motivating
general educational value
understand another culture
stimulus for language acquisition
it develops students' interpretative abilities
students enjoy it and it is fun
it expands students' language awareness
it encourages students to talk about their opinions and feelings

literature teaching approaches was suggested by Carter & Long;

The Cultural Model: investigate a literary text from social, political, literary and
historical perspectives.

The Language Model: literature provides a rich repertoire of contextualized linguistic

features which can be systematically practiced through a wide range of activities.

The Personal Growth Model: This model has the potential to meet the aims of the
first two models, i.e. furthering language learning and cultural awareness, and to
bring about personal development

Language-Based Approach:

Detailed analysis of the literary text will help students to make meaningful
interpretations or informed evaluations of it. students will increase their general
awareness and understanding of English. This approach is favored because it is
believed that thanks to this approach, students are helped to develop a response to
literature through examining the linguistic evidence in the text. Students are
provided with analytical tools with which to reach their own interpretations. They are
encouraged to draw on their knowledge of English,
they are open to multiple interpretations and hence provide excellent opportunities
for classroom discussion. some negative aspects are also stated. If applied too
rigidly so that analysis of the text is undertaken in purely linguistic terms with little
chance for personal interpretation, this approach could become rather mechanical
and de-motivating. Also, it may not pay sufficient attention to the text's historical,
social or political background

Literature as Content:
This is the most traditional approach, Students acquire English by focusing on
course content, particularly through reading set texts and literary criticism relating to
them. Students are exposed to a wide range of authentic materials.
However, some teachers may be reluctant to use this approach. Material may be
difficult linguistically, and therefore de-motivating for the average student. The
approach may rely too heavily on the teacher to paraphrase, clarify and explain,
resulting in very little student participation.

background information might be provided:

biographical information about the author
historical or mythological events or characters
genre of the text
relationship of the text to the literary movements of its time
historical, political or social background
distinct features of the author's style

Literature for Personal Enrichment:A possible advantage of this approach is that it

involves learner as whole person, and so is potentially highly motivating. On the
other hand, using this approach may be a problem because it may demand a
personal response from students without providing sufficient guidance in coping with
the linguistic intricacies of the text.
some groups of students may dislike having to discuss personal feelings or
reactions.

This model has got important connections with the humanistic approach to language
teaching by Williams and Burden (1997), which are:
involving the whole person in the learning process
engaging feelings and emotions
developing personal identity
encouraging self-knowledge and self-evaluation
establishing a sense of personal value in learners
encouraging creativity

Lazar 1993) states that there are three things teachers should take into
consideration while selecting the materials to be used in the literature classrooms.
They are:

the students' cultural background

the students' linguistic proficiency
the students' literary background

Coser 2011) mentions some other important issues related to the choice of literary
materials. She points out that:

The literary material should trigger the students' interest

A great variety of genres and styles should be considered
The texts should be suitable for the age group, language level, needs, interests and
cultural background of the learners.

CHAPTER 2

Babylonian tale The Epic of Gilgamesh

early fourteenth century, most notably;

Geoffrey Chaucer's "Canterbury Tales" and Giovanni Boccaccio's"Decameron".
Both of these books are composed of individual short stories.

1810 and 1830. In the United Kingdom, the first short stories were gothic
Richard Cumberland's "The Prisoner of Montremos".

Charles Broken Brown's "Somnambulism",

Washington Irwing's mysterious tales such as "Rip van Winkle" and "The Legend of
Sleepy Hollow",

Nathaniel Hawthorne's "Twice Told Tales"

Edgar Allan Poes tales "The Tell-Tale Heart" and "The Cask of Amontillado"

first detective story "The Murders in the Rue Morgue"

.
Thomas Hardy wrote "The Three Strangers" and "A Mere Interlude"

Rudyard Kipling "Plain Tales from the Hills" and "The Jungle Book".

Arthur Conan Doyle with "The Adventures of Sherlock Holmes".

H.G. Wells, first science fiction "The Country of the Blind.

Geoffrey Chaucer's "Canterbury Tales" and Giovanni Boccaccio's"Decameron"

Richard Cumberland's "The Prisoner of Montremos".

Charles Broken Brown's "Somnambulism",

Washington Irwing's "Rip van Winkle" and "The Legend of Sleepy Hollow",

Nathaniel Hawthorne's "Twice Told Tales"

Edgar Allan Poes "The Tell-Tale Heart"

"The Cask of Amontillado" a "The Murders in the Rue Morgue"

, Thomas Hardy wrote "The Three Strangers" and "A Mere Interlude"

Rudyard Kipling "Plain Tales from the Hills" and "The Jungle Book".

Arthur Conan Doyle with "The Adventures of Sherlock Holmes".

H.G. Wells, "The Country of the Blind.

Short stories generally focus on one main incident, they have a single plot, a single
setting, limited number of characteristics and they cover a short period of time. The
intention of the short story writer is to evoke a single effect or mood.

IMPORTANT ELEMENTS OF SHORT STORIES

A) PLOT: Plot refers to the sequence of the events in a short story. The structure of
the plot has got five main parts:

a.Exposition:
It is the part, which readers read firstly in the story. Setting, characters and the
situation are introduced to the readers.

b. Rising action:
The event that introduces the conflict in the story is given to the readers. It can be
either internal conflict or external conflict.

c. Climax:
This is the part in which there is most action. This is the point of highest excitement
and interest.
Falling action: After the climax part, the amount of excitement starts to decrease and
it starts to reach a conclusion. This part is called "falling action".

e. Resolution or denouement:
This part is where the conflict in the story is resolved and reaches a conclusion.

Modern Period in literature do not follow this traditional plot structure.they followed;

Suspense: Excitement or suspense in the story

Foreshadowing: Hints or clues related to what will happen in the story.
Flashback: Flashbacks interrupt the normal sequence of the events to tell about
something that happened in the past
Surprise ending: A conclusion that the reader does not expect through the author's
use of irony

The main character in the story is called "protagonist". Generally, protagonist is in

conflict with "antagonist".The other characters that have less significant roles in the
story are "minor characters".

CHARACTER TYPES DEFINITION

DYNAMIC
grows and changes in some significant manner by the end of the story

STATIC
changes a little or none throughout the story

ROUND
refers to characters that show many different traits like faults and virtues

FLAT
refers to characters that are known to readers as one type of person -the readers
meet only one side

STOCK CHARACTERS
Typicalcharacters,such as the step-mother, that appear repeatedly in different
stories. They are also named as stereotypes.

SETTING: Setting of a story includes the elements of time and place. It prepares the
readers for what they are going to read afterwards and it provides the readers with
the background for the story.

POINT-OF-VIEW: It refers to the position from which a story is told or the

perspectives from which events are seen.

a. First-person point of view: tells the story as a protagonist or reports the events s/
he has witnessed by using the pronoun "I".

b. Third-person point of view: narrates the events from a third person's point of view.
It can be omniscient, non-omniscient op an external eyewitness. The omniscient
narrator knows everything about the characters. The non-omniscient narrator tells
the story from a limited perspective. The external eyewitness reports only what can
be seen from the outside and does not have access to the characters' thoughts. The
third person point of view might also be intrusive, intervening in the narrative with
comments and opinions or un intrusive, avoiding explicit comments.

STYLE: such as simile, metaphor, irony, symbols, etc, and the sentence structure.

THEME: It is the central message. It is either directly stated or implied by the author.

benefits of using short stories in the ELT classroom:

to teach four skills to learners of different proficiency levels
improve learners' vocabulary and grammar.
contribute positively to students' motivation
Students become knowledgeable about the culture of the target community
their critical thinking skills and cognitive abilities will improve

But it has some problems ;

comprehension, motivation, inadequate reading strategies, making interpretation,
understanding cultural background to the story, appreciating the style.

Pre-Reading

help students access background information

provide specific information
set up student expectations
students try to make predictions.

While-Reading

Helping students to understand the plot

• Helping students to understand the characters
• Helping students with difficult vocabulary
• Helping students with style and language

Post-reading

Helping students to make interpretations of the text

Understanding narrative point of view
Follow-up writing activities
Follow-up fluency practice
Think aloud

CHAPTER 3

novels have both a 'portraying' and an enlightening' function.

a number of important educational benefits:

a) they develop readers' knowledge about different cultures and different groups of
people
b) increase students motivation to read owing to being an authentic material,
c) offer real life like settings,
d) give students the opportunity to make use of their creativity
e) improve critical thinking skills
f) pave the way for teaching the target language culture,
g) enable students to go beyond what is written and dive into what is meant.

By Helton

stimulate students' imagination,

develop oral and written language skills,
motivate students to become a lifelong reader

first practical problem related to the use of novels in the language classroom is
length. At this point, the amount of time available per week for this course and
whether the novel is within the students grasp in other words, whether they can
handle it when their linguistics, emotional and intellectual capacities are taken into
consideration. Another important factor is the number of students in the classroom.

Some possible approaches mentions are asking students to read the novel at home
before using it as the basis for classroom activities,
assigning students to read one chapter at a time
and then devoting the class time to activities on this particular chapter,
and dividing students into groups
if time Is limited, and getting them to read different chapters over a period of time.

The second problem is 'unfamiliar vocabulary' in the novel.

there are many factors that should be taken into consideration such as learners
interests, their age group, the time allocated to teaching to choose true novel for
class, length, availability of support materials for teachers to work with, achieving
variety, availability of the film, appeal the teacher, appeal to learner.

If u don’t sure you can include your students;

Providing menu of choices;

bring the books you are considering for classroom use with you together with their
plots. Talk with your students about possibilities. They will gain some acquaintances
with different novels.

Students providing possible choices

Students taking full responsibility

Relying on past students views

SKILLS & COMPONENTS ACTIVITIES

Reading
• Prediction
• Identification of main ideas and supporting details
• Skimming
• Scanning
• Inferring

Listening
• Listening for the main idea
• Listening for specific information
• Transferring heard information to a chart

Speaking
• Role-playing
• Discussion of the issues and questions raised by the novel
• Student presentations on the author's biography, historical context, cultural content

Writing
• Playing the role of a penpal and writing a letter to one of the novel's characters,
with classmates writing back.
• Inventing an alternative ending
• Writing a poem making use of vocabulary randomly chosen from the novel

Grammar
• Finding examples of a specific grammar topic from the novel and testing each
other on these topics
• Sentence transformation practice
• Identifying sentence/clause types

Vocabulary
• Guessing vocabulary from context
• Choosing a theme
• Connecting vocabulary to memorable plots or characters

USING NOVELS AND FILM ADAPTATIONS TOGETHER

enhancing the appreciation of the literary work

allowing learners to gain a view of the piece as a whole
introducing variety into the classroom
helping focus on important aspects of a novel
allowing visual literacy or critical viewing
being ideal for homework tasks as they are accessible to learners.

There are 3 possibilities regarding the timing of showing the film adaptations;

Before reading the book: It helps learners to understand difficult texts.

It can also be very motivating. When they go on to read the novel, it will be easier
for them to focus on the details as they already know the plot.

After reading the book: After a long session/sessions of reading, you can step back
and experience the work as a whole. Then, you can discuss the similarities and
differences between the novel and the film.

Intermittently in the teaching cycle: You can start your lesson with the film's first part
(it requires working on different parts of the film beforehand), spend some time on a
couple of chapters and watch another segment of the film. In this way, you can
produce different activities for different parts of the film.

POSSIBLE ACTIVITIES Novel with iN THE CLASSROOM

Comparing the novel with its film adaptation

Discuss and Write
Previewing discussion
During-film
After screening

PRE READING ACTIVITIES

Focusing on the cover , title and blurb of the book
Quick guess
Multiple covers one novel
Background info check
Authors biography

WHILE READING
Discussion activities
Preparing a chapter map
True false

POST READING
Film adaptation
A different ending
Debate