Literature in the English classroom
As a keen reader I would like to see more literature in the English classroom. There is a wide market of readers available for use during the lessons, however, the real challenge is to utilize an original unabridged text. Among many the following advantages of such texts could be mentioned:
- they give students a sense of achievement of reading the same text as native speakers of English would
- they offer an insight into the English culture, e.g. descriptions of manners, customs and traditions
- they enrich the vocabulary the students use
- they could be used to improve reading skills
- they could be used as a speaking practice
- they could be used as a part of the lesson to practise a specific item of language, as the whole lesson task or even a few-lesson lasting project
As with all authentic texts there is a number of obstacles, the biggest probably is:
- the choice of appropriate work of literature which would suit the age of the group, the language level and interests of students.
This requires a good deal of time spent on careful search and then compiling a set of meaningful tasks to accompany the text. Nevertheless, I believe that it is worth devoting a little bit more time to such task, the benefits can’t be overestimated.
Below is an example of a lesson plan based on a short play by Harold Pinter called “Request stop” which I conducted with my students.
Time: 45 minutes
Age: secondary school students / adults
Level: upper-intermediate
Aims: to read an authentic text in English
– to practise speaking
– to make SS familiar with Harold Pinter
Materials: copies of the text of “Request stop” by Harold Pinter and an open cloze exercise
Equipment (optionally): computer with Internet access and OHP to view pictures and the sketch online)
Methods: group work, discussion, individual work
Anticipated problems:
| Solutions:
| |||
| Stage | Aim | Procedure | Timing | |
| 1. | – to introduce SS to the atmosphere of the play | T asks SS some questions about the way they commute to school: How do you get to school? What do you do while waiting for a bus/tram/underground? (Optionally: T shows students random pictures of people waiting on a bus stop, SS describe the pictures in pairs or individually. Most pictures connected with this topic available on Google Images are similar so it is enough to describe two or three of them). | 3’ | |
| 2. | – to read a play in English | T gives SS the text of the play and asks them to read it. SS report on their first impressions after reading the play. SS in groups (of three or four) discuss the questions to the text. | 7’ 4’ | |
| 3. | – to briefly introduce the name of Harold Pinter | T asks SS if they know who the author of the play might be. T writes the name of the author on the board and informs that Pinter was awarded the Nobel Prize for Literature in 2005. T asks SS how they would feel if they won such a big award. SS receive the text of the interview with Harold Pinter published in “The Guardian” on October 14, 2005. SS fill in the gaps. | 3’ 7’ 5’ | |
| If time | SS watch the sketch “Request stop” available online. There are at least two versions on Youtube: http://www.youtube.com/watch?v=sOcGzk3k7l0 http://www.youtube.com/watch?v=MT74jusbOEUIf the classroom is not equipped in computer and some time is left, SS can prepare in groups / pairs the next few lines of the play or in small groups they may try to prepare the play and act it. | |||
(The timing given is approximate and may change depending on students).
REQUEST STOP
A queue at a Request Bus Stop. A WOMAN at the head, with a SMALL MAN in a raincoat next to her, two other WOMEN and a MAN.
WOMAN (to SMALL MAN): I beg your pardon, what did you say?
Pause.
All I asked you was if I could get a bus from here to Shepherds Bush.
Pause.
Nobody asked you to start making insinuations.
Pause.
Who do you think you are?
Pause.
Huh. I know your sort, I know your type. Don’t worry, I know all about people like you.
Pause.
We can all tell where you come from. They’re putting your sort inside every day of the week.
Pause.
All I’ve got to do, is report you, and you’d be standing in the dock in next to no time. One of my best friends is a plain clothes detective.
Pause.
I know all about it. Standing there as if butter wouldn’t melt in your mouth. Meet you in a dark alley it’d be… another story. (To the others, who stare into space.) You heard what this man said to me. All I asked him was if I could get a bus from here to Shepherds Bush. (To him.) I’ve got witnesses, don’t you worry about that.
Pause.
Impertinence.
Pause.
Ask a man a civil question he treats you like a threepenny bit. (To him.) I’ve got better things to do, my lad, I can assure you. I’m not going to stand here and be insulted on a public highway. Anyone can tell you’re a foreigner. I was born just around the corner. Anyone can tell you’re just up from the country for a bit of a lark. I know your sort.
Pause.
She goes to a LADY.
Excuse me lady. I’m thinking of taking this man up to the magistrate’s court, you heard him make that crack, would you like to be a witness?
The LADY steps into the road.
LADY: Taxi…
She disappears.
WOMAN: We know what sort she is. (Back to position.) I was the first in this queue.
Pause.
Born just round the corner. Born and bred. These people from the country haven’t the fainest idea of how to behave. Peruvians. You’re bloody lucky I don’t put you on a charge. You ask a straightforward question –
The others suddenly thrust out their arms at a passing bus. They run off left after it. The WOMAN, alone, clicks her teeth and mutters. A man walks from the right to the stop, and waits. She looks at him out of the corner of her eye. At length she speaks shyly, hesitantly, with a slight smile.
Excuse me? Do you know if I can get a bus from here … to Marble Arch?
Answer the questions:
1. Where does the action take place?
2. Who is involved in the conversation?
3. What do we know about the woman (personality? appearance? where does she come from?)
4. Did the man say anything?
5. What do we know about the man? Is it objective knowledge?
6. Why does the woman use the word "Peruvians"?
7. How, do you think, will the conversation with the second man continue?
8. Why does the woman behave like this?
Open-cloze exercise
Complete each gap with one suitable word.
‘They said you’ve a call from the Nobel committee. I said, why?’
Friday October 14, 2005 Guardian
“(…) The chairman said ‘You’ve won the Nobel Prize for Literature.’ I was speechless and remained so (1) ………. another couple of minutes. But I was very moved by this even though I hadn’t really taken it in. Why they’ve (2) ………….. me this prize I don’t know.
“I hadn’t seen the citation then. But I suspected that they must have taken my political activities (3) ………….. consideration since my political engagement is very much part of my work. It’s interwoven into many of my plays. But I will find out more when I go to Stockholm (4) ………. December. I’m told I am required to make a 45-minute speech which is (5) …………. longest speech I will ever have made. Of course, I intend to say whatever it is I think. I may well address the state of the world. I’ll be interested myself to find out how I’m going to articulate the whole thing. (…)
"The invasion has already started. All my friends have (6) ……….. communicating all day long. On the other (7) …………. some journalists have behaved appallingly. They’ve been ringing on the door insisting (8) ………….. entrance. They don’t like it if you don’t respond like a chimpanzee. But I’m not a chimpanzee and I don’t intend ever to be a (…) chimpanzee. Not that I’ve anything against chimpanzees.
"But when I think back to past winners of the Nobel prize I feel I’m in remarkable company. I never thought this would happen to me – in fact this morning (9) …………… I picked up my Guardian I wondered idly (10) …………….. Orhan Pamuk had won the prize. He’s a remarkable writer and I scanned the pages to see if he had won, not realising they hadn’t announced it yet. I don’t know what the criteria are and I’m (11) ……………curious to find out when I go to Stockholm.
Answers
Complete each gap with one suitable word.
‘They said you’ve a call from the Nobel committee. I said, why?’
Friday October 14, 2005 Guardian
“(…) The chairman said ‘You’ve won the Nobel Prize for Literature.’ I was speechless and remained so (1) FOR another couple of minutes. But I was very moved by this even though I hadn’t really taken it in. Why they’ve (2) GIVEN me this prize I don’t know.
“I hadn’t seen the citation then. But I suspected that they must have taken my political activities (3) INTO consideration since my political engagement is very much part of my work. It’s interwoven into many of my plays. But I will find out more when I go to Stockholm (4) IN December. I’m told I am required to make a 45-minute speech which is (5) THE longest speech I will ever have made. Of course, I intend to say whatever it is I think. I may well address the state of the world. I’ll be interested myself to find out how I’m going to articulate the whole thing. (…)
"The invasion has already started. All my friends have (6) BEEN communicating all day long. On the other (7) HAND some journalists have behaved appallingly. They’ve been ringing on the door insisting (8) ON entrance. They don’t like it if you don’t respond like a chimpanzee. But I’m not a chimpanzee and I don’t intend ever to be a (…) chimpanzee. Not that I’ve anything against chimpanzees.
"But when I think back to past winners of the Nobel prize I feel I’m in remarkable company. I never thought this would happen to me – in fact this morning (9) WHEN I picked up my Guardian I wondered idly (10) WHETHER (it could also be IF) Orhan Pamuk had won the prize. He’s a remarkable writer and I scanned the pages to see if he had won, not realising they hadn’t announced it yet. I don’t know what the criteria are and I’m (11) VERY curious to find out when I go to Stockholm.
Katarzyna Wiącek
