Oposicions mestra d’anglès Tema 16. La literatura infantil en lengua inglesa. Técnicas de aplicación didáctica para acceder a la comprensión oral, iniciar y potenciar los hábitos lectores y sensibilizar en la función poética del lenguaje. 16. !"L#$% &%#L'(!)$ L#T(*T+(. 1. #n #ntr trod oduc ucti tion on.. There is literary work that has been created with the aim of being used by children and there are some works that, although they were not created with that aim, they have been used for children for such a long time and have become part of “children’s literature”. ven if it is children’s literature of not, we as teachers, should develop the interest in reading of our students. ncourage them to read stories of any kind! To help students to con"uer the written kingdom is one of the most important aims of all the educative systems. The reading practice needs two re"uisites to be fully developed# - To reco recogn gni$ i$ee many many dive divers rsee form formss with within in the the te%t te%t &par ¶g agra raph phs, s, letters!' - To understand the meaning these forms have. . &hil &hildren dren)s )s literatur literature e in the the +-. (hildren’s literature in nglish has been the first literature of this kind studied and classified. )t is a very important type of literature and it is included in the (ambridge *istory of nglish +iterature. ome famous authors of this kind of literature are# - -aniel -efoe -efoe &//01234'# &//01234'# “5obinson (rusoe” - 6onathan wift &//32378'# “9uliver’s Travel’s” - (harles -ickens &:;2:30'# “-avid (opperfield” - +ewis (arroll &:4;2:<:'# “=lice’s =dventures in >onderland” - 5udyard ?ipling &:/82<4/'# “The 6ungle @ook” - Aary Borton# “The @orrowers” - Camela Travers# “Aary Coppins” . &hil &hildren dren)s )s literatur literature e in the the +$*. +iterature for children in =merica is the result of the culture, the life and the believes of this country. ome famous authors of this kind of literature are# - Ceter Carley# “Tales of Ceter Carley about =merica” - 6. Dennimore (ooper# “The last of the Aohicans” - *erman Aelville# “Aoby dick” - +ouise A. =lcott# “+ittle women” - (lement Aoore# “Bight before (hristmas” - Aark Twain# “The adventures of Tom T om awyer”
Oposicions mestra d’anglès /. &hildren)s literature in other nglish0speaing countries. @oth in Bew Eealand and in =ustralia, literature for children has been recently created. They usually used the @ritish and =merican work. ome famous authors of this kind of literature are# - thel Turner# “even +ittle =ustralians” - Borman +indsay# “The Aagic Cudding” - Ban (hauncy# “Tangara” - )van outhhall# “=sh 5oad” 2. (easons to use literature for children. (hildren enFoy listening to stories in their mother tongue. Dor this reason books provide an ideal introduction to the foreign language presented in a conte%t that is familiar to the child. )t is not the same to use a story for adults than a story for children. (hildren need books with a suitable language for them. The reasons to use literature in class may be summarised as follows# a' Aotivation# tories are motivating and fun and that develops positive attitudes towards the foreign language. b' )magination# tories e%ercise the imagination. That involve children with the story, they try to interpret the narrative! c' The meaning# They also wish to find a meaning. )f they find it, they know they are able to understand the foreign language. d' +inking tool# stories are useful in linking fantasy and the imagination with the child’s real world. e' Gocabulary# +istening to stories allows the teacher to introduce or revise new vocabulary and sentence structures. f' +inguistic accuracy# -evelop the ability of understanding new words from the conte%t. g' +inguistic knowledge# (ontributes to introduce new linguistic structures. h' One more time# 5epetition allows certain language items to be ac"uired. i' (ommunication# +istening, reading and giving an answer to the stories are good ways to develop communication. F' (ross2(urricular subFects# 5eading stories help to teach them other aspects as social or cultural aspects. 6. Techni3ues to de4elop listening comprehension. a' Hse mother tongue with beginner pupils from time to time. b' Crovide a conte%t for the story and introduce the main characters. c' Crediction of the contents. d' Hse the help of pictures, draws, cards, etc, while we are telling the story.
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Oposicions mestra d’anglès e' f'
Dollow2up activities. 5epetitions of the story# we can tell the story more than once to avoid that the children get lost. g' implification of the story. h' 5hymes and songs to reinforce the language introduced. 6.1. Techni3ues to understand the poetic function of language. Dirst of all, we need to bear in mind that literature must be a source of amusement and pleasure for the children. >e can encourage the reading habit of our students at the same time they understand the poetic function of language. One of the best methods to achieve these aims is to read and to tell stories in class. 5. *cti4ities to do ith a Literary te7t. 1. 8re0reading acti4ities. These are the tasks to do before telling the story that helps students to predict what is going to happen, to predict the vocabulary, the characters, etc. . *cti4ities to do hile telling the story9 hile reading. The most important obFective is that children enFoy the story. ome activities we can do are# - =sk them what they think is going to happen ne%t or before. - Hse mime, performances, etc. - Cut some pictures we give them in the correct order. - 5epeat words or sentences. - ing a song, etc. . 8ost0reading acti4ities9 after telling the story. These tasks are called “follow2up activities”. They allow children to use what they have learned. ome activities we could do are# - -raw part of the story. - Aake mask, puppets! - Aake a poster of the story. - )nvent a similar story. - Cerform the story, etc. :. &onclusion. There are many activities that we can do with the children in our classes. They Fust should be creative and they should encourage comprehension and communication in the foreign language. )f they fulfil all these re"uisites they would be motivating for our students and in a step2 by2step process they would love literature.
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Oposicions mestra d’anglès
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