Teaching Literature in a foreign is difficult because students in Ecuador do not like reading, here I present some techniques for hving nice Literature classes

3.  English Teachers need some help when
using literary texts to make students
understand them.
 Literature is interesting and fruitful.
 Literature has to do with culture and
history of a place or a group of people.
 Literature is full of different forms of
language.
 Literature has recorded changes of
language.

4.  Observation.
 Interactive activities.
 Writings.
 Portfolio with all the activities.
 The use of dictionary.

5.  According to Merriam- Webster literature is
defined as the body of written works
produced in a particular language, country,
or age; the body of writings on a particular
subject: printed matter.
 Longman defines “Literature as Language”
because Literature consists of certain rather
specialized forms, selections and collections
of language.

6. Literature as subject
and discipline
Literature as text
Literature as
discourse

7. Personal Enrichment Language-Based Content-Based
Progress as individuals Vocabulary Socio-cultural
through reading attitudes.
'Literature for life' Language Text is regarded as
approach manipulation finished product.
Learner-centred Student-centred Associated with
approach. methodology. teacher-centred
approach

8. What is Vocabulary?
 Free Dictionary defines it as “All the words
of a language and as the sum of words
used by, understood by, or at the
command of a particular person or
group.”
 Kari Miller in her article EFL Vocabulary
Teaching Tips affirms that “Vocabulary is a
key element in the second language class.
While grammar is important for meaning,
without vocabulary no message is
conveyed.”

10. French Allen: “It is more important to
teach How words work in a sentence
rather than teaching their meaning”
 Commands in vocabulary
 Using real objects
 Drawing attention to the meanings
 Showing the meaning of words
 A look at the textbook
 Creating a sense of need for a word

11.  Pre-text
 Working with texts
 Pictures and mimes
 Word sets
 Dictionary exercises and word games
 Revision exercises

12. Consists of:
 Vocabulary selection
 Comprehension
 Variety of vocabulary
 Fluency

13. VOCABULARY PRE-TEST
NAME: ______________________ LEVEL: 7TH ______
DATE: ______________________
Read the story OWEN’S BIG SHOW and develop the test.
1. VOCABULARY SELECTION
Circle the answer that best defines the bold word.
Slow down, Owen, and stay calm, said Sara. Don‟t Fret!
to be anxious or worried
to be afraid or fearful
to be intelligent or smart
2. COMPREHENSION
2. Choose the best word from the box that completes the sentence or phrase.
Came up hollow bubbles rose up
I like to have _________________ in my bath since they are funny.
3. VARIETY OF VOCABULARY
3. Use your own words to paraphrase the sentences or phrases.
Owen had a problem – a big one.
________________________________________________________
Write the synonyms for the following words:
Bench _______________
4. FLUENCY
Based on the pictures underneath answer the following questions.
Listen to the question and point out the object in picture 1.
Where is the bird? ______________________________________________________
Tell what you see in picture 1
What can you see in the wheelbarrow?______________________________

15. Name:........................ Level:....................................
Name: ___ level:
________ Incomplete sentences
Read chapter 14 and develop the Read chapter 3. Then complete the following
sentences.
Jungle poems by using words that Jane would like Dr Lloyd to stay with her because she
best describe each of the following felt................. and ...................... while he was
characters there.
The next day Jane felt ................... and .....................
Silent .............. kept running down my face
J______________________ Bessie offered Jane a ................. cake but she could
A______________________ not eat it. She brought me my .................. book
but she could not read it.
N______________________
When doctor asked Jane what she was crying. Jane
E______________________ answered. „I am crying because I feel
...................‟
Dr. Lloyd questioned Jane about the red room
incident. He asked her what other things made
M_____________________ her ......................
R______________________ Jane was listening Dr Lloyds and Mrs Reed
conversation. She learned something of her
R______________________ family history. Her father had been a ............
O _____________________ clergyman.
C _____________________ Bessie was moved by the Jane‟ story and said:
„............ Jane. We must pity her. Miss Abbot‟
H _____________________ Miss Abbot replied to Bessie comment. „If Miss Jane
E _____________________ were a ............. ........... child like Miss Georgiana
S _____________________ with her ....................... hair and ............. eyes.
one might feel ................ for her.
T _____________________
E _____________________ Write the words below
R _____________________ __________ __________ __________ ___________
__________ __________ _________ ___________
__________ _________ __________ ___________
__________ _________ __________ __________

18. Name: _________________ Date: _______________

ROMEO AND JULIET ACT V
Complete the crossword below with the words from the text.
ACROSS
Extreme joy..........................
Ragged. Joy........................
Stuffed (with food).......................
Cover for a dagger
Covered in blue fungus. going bad...................
Health-giving drink..............................
Scatter small drops of liquid.........................
DOWN
Put a stop to. make difficult.......................
Small piece of food.........................
Evil. Harm...........................
Very poor............................
Arms and legs...........................
Bone of the head. Cranium ............................

19.  Share the activities with other teachers
 Select appropriate texts that meet
students‟ expectations.
 Design activities that motivate Ss.
 Make the reading process easier.
 Teachers should help Ss to become part
of the process when selecting and
preparing activities.

21.  ltoro@pucesa.edu.ec