When man uses words to imaginatively record, and shape his experiences and feelings, he creates literature.

Piece of literary writing may convey meaning through ideas and information in its content.

Reading literature more than understanding the plain sense of the text. In the process of engaging with text, comprehensions is the platform skill to get the meaning of text.

Teachers should provide students with sufficient comprehensible input which can serve as models of language. Offers the advantages of variety and interest in terms of content, theme and topic language use. Literature is a means of fostering the personal development of the student. Literature promotes the holistic development of student.

You can bring about language development in students by using literature as a

1. model of language use 2. stimulus for language-based activities 3. context for language-based activities.

Literature brings student into contact with the thoughts, feelings and experiences of people who exist outside his own surroundings. Tasks using content of literature can develop in students an awareness of human issues.

The language teacher can effectively foster aesthetic development by language activities. Teachers also incorporate visuals Activities will motivate students to learn language.

The term genre refers to the various forms of literature. These include :
Short stories
Including folktales, myths

Novels
Longer fictional works containing story line

Drama
Plays with stage directions

Poetry
Writing characterized by rhythm, metre and stanza

Student The text

teacher

Background ;
The student will more easily understand the element s of his own immediate environment than that which is alien and distant.

Stage of development ;
Will the book call into play the childs imagination? Will it invite the exersice of compassion or humour? Will it exploit the capacity for being curious? Will its language challenge the childs awareness of rhytms and structures? Will its characters and events call for- and even strenghthen.

 Interest

It is useful to ask students what their reading interests are. Teacher need to find out about students The more teacher knows about students. The higher possibility of matching the right texts.

Content
The content should be interesting.

Language
Language must be accessible. Will students be able to read the text comfortably on their own? Or Will they be able to read it with some help from the teacher? Or Will the language of the text make reading a frustrating experience?

Text presentation
Examine the physical features. Length of work. Relevant pictures.

Literary texts must be enjoyable to the teacher. Examine the text to see if there are features which appeal to you.

The topic can be used as the core, with the teacher selecting a relevant literary texts. These materials can be used to teach the four skills language.
Example ; Advertisements, posters

Preparing for the text : pre-reading stage Working with the text : while reading stage where activities focus on the language and content of text. Working out from the text : the post-reading stage where the text is used as springboard for extension activities.

Need some activities which will prepare the students for the text. E.g :
1. Draw the students into the text. 2. Activate any personal knowledge related to the text. 3. Relate the text to their personal lives. 4. Create interest or curiosity in what is to come. 5. Introduce key features of text which will faciliate comprehension.

1.

Using visuals.
Visuals can be used to trigger students interest in the text.

2.

Exploiting the theme.

Get students to develop their own stories based on the theme of the text.

3.

Using the language of the text.

Pre-reading activity can be advised based on the title of the text. Questions can be framed to get student to predict the text.

4.

Using drama and role-play.

Get students to imagine and act out pulling out different objects.

When devising activities, you may wish to get students:

1. To recognize information using 5W 1H question. 2. Make comparisons, see cause and effect relations and anticipate outcomes. 3. To respond emotionally 4. To relate the content of the literary text to personal experience 5. To reformulate information from texts and present in variety of forms

1.

Reading aloud.
Reading aloud brings alive the text.
Phrasing Emphasis Intonation Volume Pitch Rhythm Pause

Elements in reading aloud activities.

Chain reading

Jazz chants

Types of reading aloud activity

Readers theater

Choral reading

2. Silent reading
Individual activity which allows the student to proceed at his own pace. Student is free to make is own experiences and knowledge of the world interact with text. Suitable when using longer text.

3. Story telling Story telling is especially effective as teacher and audience are in direct contact- the elements of voice, facial expression and gesture may be effectively used.

Sit close to the audience. Know the story well Use your voice in an interesting manner Use facial expressions especially eyes. Look at very student so that they feel warmly included in the story.

4. Exploring text
1. 2. Working with content Plot Character Events Working with language Word webs Cloze exercise

5. working out from text Art projects Oral activities Writing activities