Magical Literary Tour

• Roll up for the literary tour

• Roll up

Dead excited about the new term,

• New opportunities to try new things out and new approaches

• Great to give my students lots of motivating, stimulating things to do in class

• Not school again• Am a bit bored with

teaching English• Dunno if I’m in the right

job• On a scale of 1 to 5

where would you rate yourself (5 = dead excited 1= totally lacking in motivation)

Is it half full or half empty?

• Any new term’s resolutions?

• Gonna try out anything new?

• Gonna be tempted into experimenting with different things?

Just let me take you back to July in England for a bit

Everywhere you go, always take the weather with you

• The need for pupils to drink water is being re-emphasised

• Dozens of schools in England are closing or sending pupils home early because of soaring temperatures

• In the classroom:• if there are any blinds or curtains, pull

them over night and throughout the day to cool the room

• ask the headteacher/college manager about hiring air conditioning units

• if the headteacher agrees, keep bottles/jugs of water for yourself and pupils

If you can’t stand the heat……

'Wilting at desks'

• The head teacher at Scarcroft School - where temperatures have reached 32C (90F) in some classrooms - has told parents it will close at lunchtime on Wednesday, Thursday and Friday.

• Animals also tried to cool off. At zoos, keepers tried to make life more comfortable for the animals, handing out fruit or blood-flavoured ice lollies.

Pinky and Perky, of Pennywell Farm, near Buckfastleigh, get

carrot lollies.

Mad dogs and Englismen go out in the midday sun.

The mad dog and the Englishman at Balaton!

Beck’s speedos v Blair’s florals, spot the differences!

Tongue twisters

• Whether the weather be fine,

• Or whether the weather be not,

• Whether the weather be cold,

• Or whether the weather be hot,

• We'll weather the weather,

• Whatever the weather,

• Whether we like it or not.

So how’s the old eyesight?

Playing with literature

• And thinking a bit too

• And learning English

• And becoming more aware of language in general and how it works

• And having fun

Lengiz - Books in all Branches of Knowledge

Alexander Rodchenko

• Rodchenko’s advert for books and reading                    Born:Dec. 5, 1891,St.Petersburg.

Died:Dec 3.,1956,Moscow.

Mark Andrews

• Andrews’s advert for books and reading, developing the imagination and having fun.

• Born:• May 16, 1957,

Birmingham, England

When I was 16!• I became aware of

literature’s capacity to excite and motivate me to travel and find out about the world and myself

I wanted to go to Venice

• And I wanted to go to the North Sea

• And if you studied from this Longman book in 1963 you may have done a lot about Charles Dickens and got interested in London!

• And if you studied from this Tankönyvkiadó book in 1968 you might have been inspired to read Dante, Calvino, Levi and Umberto Saba and go to Italy!

• And if you studied from this Longman book you might be inspired to go to Britian, go to Vienna, read Graham Greene, go to Geneva and read Mary Shelley!

With literature spots like Graham Greene’s

And Mary Shelley’s Frankenstein

The Historical Context

• So where have we come from?

• Literature used to be taught as a body of knowledge to study rather than be seen as an important resource for language learning.

To be or not to be?

• Learners may have been able to quote Shakespeare, Milton and Wordsworth at the end of their studies, but they could not speak the language in real life situations.

No Literature

• As a reaction to such teaching practices, supporters of so-called functional approaches made a case for the exclusion of literature from language learning

And our own worries

• I’m not a literature person

• I don’t know much about literature

• Not really into that sort of thing

“Sorry, it’s of no use, and it’s not practical”

• Literature was excluded by arguing that the study of literature was too far removed from the practical needs of the learners.

Oversimplified texts

• In terms of content, the texts used were rather simple and predictable, thus posing no real intellectual challenge to the learner.

“Gyurrika okos madárr”

• This often led to rather mechanical forms of language learning leaving little space for student involvement. The legacy of audio-lingualism.

No literature without language and no language without

literature

•So…….

•literature with a small “l”

Literature with a small “l”

• Or Literature with a smell as John put it 10 years ago, when I worked with him at Balatonalmádi.

What literature with a small “l” isn’t

• It shouldn’t be the exposure of students to literary texts which we as teachers, in our 'missionary' role, feel will do them good in some ill-defined way.

Read Virginia Woolf cosshe will do you good!

Beowulf to Virginia Woolf!

• In other words it’s not about getting students to read things to make them morally better people! It’s not about “doing the literary canon” from beginning to end.

What literature with a small “l” is

• The selection of texts which are not normally considered to be literary, like signs, adverts and jokes, newspaper headlines and all examples of verbal play.

Washing machines

• AUTOMATIC WASHING MACHINES: PLEASE REMOVE ALL YOUR CLOTHES WHEN THE LIGHT GOES OUT

Toilets

• TOILET OUT OF ORDER PLEASE USE FLOOR BELOW

Her majesty suffers as Britain heads for 102f scorcher

• It Ain't Half Hot Mum was a British situation comedy about a concert party, set in Burma towards the end of the Second World War

Identifying ambiguities

If I said you had a beautiful body would you hold it against me?

• coping with ambiguous language use may develop the skills students need in their everyday lives in general

And………

to deal with more complex literary texts than slippery pedestrians.

Humpty Dumpty

• 'When I use a word,' Humpty Dumpty said, it means just what I choose it to mean, neither more nor less.'

• 'The question is,' said Alice, 'whether you can make words mean so many different things.'

Angry verbs• so after a minute Humpty Dumpty began again. 'They've a temper, some of them - particularly verbs

• they're the proudest - adjectives you can do anything with, but not verbs - however, I can manage the whole lot of them!

E.E.Cummings• yes is……. • a pleasant

country• if's……• wintry (my

lovely) • let's open the

year

Clockwork OrangeStrange Vocabulary

• Nadsat is a teen language spoken by Alex and his 'droogs' in the futuristic world of A Clockwork Orange.

Anthony Burgess

• The word 'nadsat' itself is the suffix of Russian numerals from 11 to 19 (-надцать).

Making words up

• droog - friend (Russian: друг)

• britva - razor

(Russian: бритва) • chelloveck - person, man

(Russian: человек)

A Clockwork Orange

• “My glazzies were stuck together real horrorshow with sleepglue, I thought I would not go to school. I thought how I would have a malenky bit longer in the bed slooshy the radio or read the gazetta.”

• glazz - eye

• horrorshow - good, well

• malenky - little, tiny

• sloosh, slosshy - to hear, to listen•

gazetta – newspaper

• In homes, a haunted

apparatus sleeps, that snores when you pick it up.

• If the ghost cries, they carry it to their lips and soothe it to sleep with sounds.

• And yet they wake it up deliberately, by tickling with a finger.

A Martiansendsa postcardhome Craig Raine

Making the familiar strange

Oscar said…….

In a “Picture of Dorian Gray”

• There’s only one thing worse than being talked about and that’s not being talked about

Selection of short texts

• the language competence needed for understanding literary texts can be built up through shorter and less complex texts.

Text types• These can be proverbs, one-liners, idioms, newspaper headlines and advertisements.

• I can resist everything except temptation

•One should never trust a woman who tells one her real age

• It is only shallow people who judge by appearances

•There is no sin except stupidity

Oscar! What can you do with these one- liners?

• Well Mark, ask your students for arguments

• For and against

( Discussion)• True or False

(Evaluation)

• Who is trying to convince who? (Point of View)

• Where is the contradiction? (Interpretation)

• Is it humourous, true, both or neither (Opinion)

This little piggy

• This little piggy went to market

• This little piggy stayed at home

• This little piggy had roast beef

• This little piggy had none

• And this little piggy cried wee wee wee all the way home

I know an old lady who swallowed a fly, •

I don't know why she swallowed a fly.

• Perhaps

• she'll die!

I know an old lady

• who swallowed a spider• That wriggled and jiggled and tickled

inside her. • She swallowed the spider to catch the

fly• I don't know why she swallowed a

fly. • Perhaps she'll die!

I know an old lady…..

• who swallowed a bird• How ……..?• absurd • to swallow a bird.• She swallowed the bird to catch the spider,

she swallowed the spider to catch the fly• I don't know why she swallowed a fly. • Perhaps she'll die!

• I know an old lady who swallowed a cat

• Fancy

• that,

• She swallowed a cat.

• She swallowed the cat to..

• I know an old lady who swallowed a dog

• Oh what a

• hog

• to

• swallow a dog.

• She……………..

• I know an old lady who swallowed a goat

• She just opened her

• throat

• and swallowed a goat!

• She…….

• I know an old lady who swallowed a cow

• I don’t know

• how

• she swallowed a cow.

• I know an old lady who swallowed a horse.

• She's dead• of• course!

s sz sz SZ sz SZ sz ZS zs ZS zs zs z

The siesta of a Hungarian snake

Edwin Morgan

• Sssnnnwhuffffll?Hnwhuffl hhnnwfl hnfl hfl?Gdroblboblhobngbl gbl gl g g g g glbgl.Drublhaflablhaflubhafgabhaflhafl fl fl -gm grawwwww grf grawf awfgm graw gm.Hovoplodok - doplodovok - plovodokot - doplodokosh?Splgraw fok fok splgrafhatchgabrlgabrl fok splfok!Zgra kra gka fok!Grof grawff gahf?Gombl mbl bl -blm plm,blm plm,blm plm,blp

The Loch Ness Monster’s Song

• 40-• Middle• Couple• Ten• when• game• and• go• the • will• be• tween

• LOVE• Aged• Playing• nis• the• ends• they• home• net• still• be• them

Involvement• Students actively participate in making the poem mean.

• They do not simply respond to an already complete poem, they are involved in its construction.

Like Nadal, poetry in motion

• It is not simply a finished product, something to react to, but it is presented as a process.

Using extracts from novels

The Line of Beauty

‘If you’re sure you don’t mind’ he added.

‘That’s all right, my friend,’ said Leo quietly, so that Nick had the impression there was someone else there.

‘I’d still really like to meet you.’

There was a pause before Leo said, ‘Absolutely’

‘Well, what about the weekend?’

‘No. The weekend I cannot do,’

‘Next week?’ he said with a shrug…. ‘Yeah, going to the Carnival? said Leo.

Notting Hill Carnival

‘Perhaps on the Saturday, we’re away over the bank holiday.

‘Let’s go before then.’ Nick longed for the Carnival, but felt that it was Leo’s element.

‘The best thing is, if you give us a ring next week.’ said Leo.

‘I most certainly will,’ said Nick, pretending he thought all this was positive but feeling miserable.

‘Look, I’m really sorry about tonight. I’ll make it up to you.’ There was another pause in which he knew his sentence was being decided… but then Leo said in a throaty whisper,

You bet you will!

Involvement

• Students are more likely to understand texts if they experience them directly and are involved in creating meaning themselves.

Don’t

• stand in front of the text: or kill it or kill the students

• tell, show rather than tell

• over-prepare, often worse than underpreparing

Don’t

• pretend you know all the answers

• always use texts you know, be prepared to take risks, and share the risk-taking with students

Don’t• worry if not everybody

participates all the time• impose an interpretation• Start off by asking “What does it

mean?”

• And if you are tempted to give these things a try, remember Oscar….

• I can resist everything except temptation

PS, One last thought

• There is no harm in having a laugh

• Being serious• is no substitute for

being a good teacher!

• Is it Mark?• And what have you

got on your feet?

crocs

Like many others, I was disgusted the first time I saw a pair of Crocs. Then I tried them on. I received a pair for Christmas and have not worn another pair of shoes since. I bought my husband a pair, and when he put them on, he said, "It's like wearing a smile!" :) I liked that.

•Ugly can be beautiful

In a while crocodile

See you later! And enjoy the conference.

mandrews@ludens.elte.hu•

See you later alligatorAfter a while crocodileSee you later alligatorAfter a while crocodileCan't you see you're in my way nowDon't you know you cramp my style

See you later alligatorAfter a while crocodileSee you later alligatorSo long,that's all, goodbye