Teaching Literature and Using the short stories genre as a teaching tool in the EFL Classroom a lesson plan.

Facultad de Filosofía y Letras MÁSTER DE PROFESOR EN EDUCACIÓN SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y ENSEÑANZA DE IDIOMAS Especialidad: Inglés Teaching Literature and Using the short stories genre as a teaching tool in the EFL Classroom a lesson plan. Patricia Velasco Argüello Tutora: Natalia Barranco Izquierdo Valladolid, Junio 2023 2 3 INDEX 1. ABSTRACT ------------------------------------------------------------------------------------------------------------ 4 2. INTRODUCTION ---------------------------------------------------------------------------------------------------- 6 3. PURPOSE AND OBJECTIVES --------------------------------------------------------------------------------- 8 4. THEORETICAL FRAMEWORK ------------------------------------------------------------------------------ 9 4.1THE CONCEPT OF LITERATURE ----------------------------------------------------------------------------- 9 4.2 REASONS TO TEACH LITERATURE IN SECONDARY EDUCATION. ------------------------ 10 4.3 USING LITERATURE IN FOREIGN LANGUAGE CLASSROOMS. ----------------------------- 12 4.4 REASONS TO USE AND TEACH LITERATURE IN EFL CLASSROOM ----------------------- 14 4.5 THE USE OF SHORT STORIES ------------------------------------------------------------------------------ 18 5. SELECTING THE TEXTS-------------------------------------------------------------------------------------- 19 6. METHODOLOGY AND CURRICULUM ----------------------------------------------------------------- 23 7. LESSON PLAN ----------------------------------------------------------------------------------------------------- 29 7.1 SESSIONS PLANNING ------------------------------------------------------------------------------------------ 29 8. BIBLIOGRAPHY -------------------------------------------------------------------------------------------------- 49 4 1. ABSTRACT In a classroom of English as a Second Language, Literature is an extremely useful tool. A range of themes and activities that encourage students in their learning process are offered through the use of literary texts, such as brief stories. This project provides just one of the numerous methods in which short stories can be utilized to educate not just language, but also to stimulate students' societal awareness, analytical thinking, and appreciation of English literature. This master’s dissertation seeks to demonstrate the significance of utilizing literature and the benefits it brings to the process of teaching a foreign language. The topics presented by short stories can be extremely captivating for students and, due to their qualities, they are, among other things, conveniently manageable for students and instructors. By selecting a short story that raises universal inquiries about societies and human behaviour within them, this proposal aims to demonstrate a method of working with all these components, to encourage teenagers to perceive the world with a more practical and receptive mindset toward the society they reside in and those surrounding them. Key words: Literature, EFL classroom, short stories, social awareness, English as a second language. RESUMEN En una clase de inglés como segunda lengua, la literatura es una herramienta extremadamente útil. Mediante el uso de textos literarios, como los relatos cortos, se ofrece un abanico de temas y actividades que estimulan a los alumnos en su proceso de aprendizaje. Este proyecto ofrece sólo uno de los numerosos métodos en los que los relatos breves pueden utilizarse para educar no sólo el lenguaje, sino también para estimular la conciencia social, el pensamiento analítico y la apreciación de la literatura inglesa por parte de los estudiantes. Este trabajo de fin de máster pretende demostrar la importancia de utilizar la literatura y los beneficios que aporta al proceso de enseñanza de una lengua extranjera. Los temas que presentan los relatos breves pueden resultar sumamente cautivadores para los alumnos y, debido a sus cualidades, son, entre otras cosas, convenientemente manejables para estudiantes e instructores. Al seleccionar un relato corto que plantea cuestiones universales sobre las sociedades y el comportamiento humano en ellas, esta propuesta pretende demostrar un método de trabajo con todos estos componentes, con el fin de animar a los adolescentes a percibir el mundo con una mentalidad más práctica y receptiva hacia la sociedad en la que residen y las que les rodean. 5 Palabras clave: Literatura, aula de inglés como lengua extranjera, relato breve, consciencia social, Inglés como segundo idioma 6 2. INTRODUCTION Since the beginning of this master's degree to qualify its students as teachers of compulsory secondary education and baccalaureate, vocational training, and language teaching, a series of parameters have been established under which future teachers must carry out their professional work. Some of these parameters include, as is to be expected, the current situation of societies and what has come to be known as globalisation. As we all know, the world is globalised because of the rapid advance of technology, transport, and the economy, and among the consequences of this situation, the learning and use of English have become essential to meet the communicative expectations of this reality. Indeed, as the renowned linguist David Crystal states: “The importance of English language learning has grown significantly in recent years, especially in non-English-speaking countries. This is due to the globalization of the economy and the rise of English as the lingua franca of business, science, and technology” (2012, p.90). Explaining the historical process that clarifies the reasons we have reached the current situation of globalisation is not a relevant topic in this work, but it is necessary to talk about the current situation in which English finds itself in our society. As future teachers of the foreign language English, we face a language that in some countries is the native language (L1), in others, it is used officially alongside other languages and dialects (L2), and in other countries it is a lingua franca (L2, L3...) taught in schools in a compulsory way, as it forms part of the educational curriculum. It is in the latter case we find English in Spanish society, as defined by Seidlhofer "English as a lingua franca (ELF) refers to the use of English as a medium of communication between speakers of different native languages" (2011, p.3) which aims is to provide students with the necessary skills to communicate in international and multicultural situations. It is this multicultural situation that is leading to the rapid transformation of modern languages, especially English, as a bridge between different cultures, and it is for this very reason that students must learn not only the knowledge related to the language itself, this means, grammar and linguistic rules, but also the intercultural knowledge surrounding the language. “Intercultural knowledge refers to a deep understanding of both self and other in intercultural interactions, as well as awareness of the broader sociocultural and historical 7 contexts in which these interactions occur. It involves knowledge of cultural similarities, differences, and the complexities of cultural dynamics, including the intersections of multiple identities.” (Deardorff, 2009, p. 6) and since learners will use the language in real-life situations, it is imperative that they learn about the surrounding culture, for as Brown argues "second language acquisition is also second culture acquisition” (2007, p. 189). Therefore, given the current educational situation, influenced by these rapid developments, globalisation, and multicultural society, the main role of teachers is broader than it may seem at first glance, not as they have traditionally been considered a simple source of language knowledge, they also have to live up to current expectations as "in many secondary schools, English is taught as a foreign language, and students are expected to become proficient in all four skills: listening, speaking, reading and writing. However, teaching English as a foreign language can be challenging for both teachers and students, especially when it comes to developing reading and writing skills" (Grabe & Stoller, 2011). Thus, faced with the challenge of motivating and engaging young people in language learning in a conscious, continuous, and committed way, many educators and language professionals are constantly looking for innovative approaches to improve language learning. One such approach that has received considerable recognition is the incorporation of literature in the English classroom. This master's thesis has been carried out with the aim of developing a series of activities based on the use of the short story as part of the literature in the teaching of English in Compulsory Secondary Education. 8 3. PURPOSE AND OBJECTIVES In this context, these are the objectives that have been set for this work: a) Present an analysis of the history of literature in education and its use in the EFL classroom. b) Show the benefits of teaching and using literature as well as the reasons supporting the use of short stories as the best of the genres c) Promote the use of short stories in compulsory secondary education. d) Develop a didactic unit, based on a short story, suitable for arousing students’ interest in both language and the thematic diversity offered by literature. What I personally intend with this work is, on the one hand, that students reflect on this literary genre not only as a learning tool but also as a possible hobby from which to extract knowledge in a more leisure-oriented way and, on the other hand, to create a more enjoyable atmosphere in the classroom by breaking the monotony of traditional theoretical classes, especially when carrying out the activities that will enrich their creativity, develop critical thinking and be able to apply the language on a daily basis way. The development of this work has resulted from my intervention in the practicum of this master's degree, a period in which I could appreciate and confirm the scarce use of literature in general, not only the short story genre, in the English classroom. Hence, my intention in the following essay is to show the advantages of including literature for its positive effects on students. Precisely, the use of short stories for their attractiveness as the main tool from which the rest of the classroom activities arise to transmit both grammatical aspects and to cover the current needs established both by the current curriculum and by the experts on the different literary, communicative, and intercultural competences in the English classroom in Compulsory Secondary Education. 9 4. THEORETICAL FRAMEWORK The topic of this master thesis (TFM) is the use and teaching of literature in the English language classroom, so the following sections of the theoretical framework will present a definition of literature as a general concept, its use over time in education and the advantages and benefits it brings to language teaching. I will end by focusing on the short story as a fundamental tool of literary origin for the implementation of activities in the English language classroom. 4.1THE CONCEPT OF LITERATURE There is an extensive bibliography of authors and researchers who have tried to establish a definition of what literature is throughout history without reaching a complete consensus. Trying to explain the points of view of one or the other would be too extensive, so, by referring to my concept of literature based on the definitions given by the following authors, I have tried to present this concept that will allow a better understanding of the subject matter of this thesis. As María Moliner defines (quoted in Gallardo, 2009, p.41) "literature is the art that uses the word as a means of expression, the spoken or written word", it is an instrument of transmission created through language. It is a "product of intellectual activity and object of concrete study" (Calvo Sanz, 1993, p. 44) in which its value is given by the interaction that exists between the reader and the written text, as Iser said, "The literary work has no existence apart from the reader" (1978, p. 27) and “thus literature can be seen as the fusion of a work's reality and its potential for meaning since in the act of reading this potential is being actualized” (p.33) for being, according to Albrecht, the reflection of the thoughts, culture and social values that generates it: "Like other arts, literature has in the past been assumed to reflect cultural norms and values, the ethos and the stresses of a society, the process of dialectical materialism, and the historical development of a society or culture" (1956, p. 722). In essence, literature uses language to transmit values and culture, relating them to time, and “through the exploration of literary works, students are exposed to rich vocabulary, complex sentence structures, and unique expressions that deepen their understanding of the English language. Literature introduces students to the complexities of the language, encouraging them 16 genre, and the type of literature (escapist or interpretative) are just a few important aspects of material selection. There is definitely a difference between the teaching and learning of the mother tongue (in this case Spanish) and the First Foreign Language. However, there may be a relationship between these objectives when it comes to teaching through literary texts in the English language, for example, using "relevant details of a text, inferring meaning from lexis or structures in contrast to one's own language" (Lomas 1996, p.2). Notwithstanding, the merits of literature are manifold when it comes to incorporating it into the EFL classroom. Since literature deals with universal concepts (Maley, 1989, cited in Khatib, M., Derakhshan, A. and Rezaei, S. (2011), p. 215), there is a need to draw on literature as a source of information to improve language learners' proficiency. Globalisation calls for joint efforts not only in the fields of economics, politics, sociology, etc., but also in language-related fields such as foreign language teaching. Teaching and using literature in the EFL classroom not only exposes learners to authentic texts and language but also offers ample opportunities for learners to gain insights into various aspects, as Lazar (1993 cited in Alkhaalefah 2017, p.6) states:  “It is very motivating.” Literature is a voyage of discovery since it abounds with a welter of new experiences all of which are applicable and apropos to the real world situations. When something is pertinent to real life situations, it arouses interest and enthusiasm in the learners; consequently, they become motivated and immersed in the experiences of any kind they wish” (Khatib, M., Derakhshan, A. and Rezaei, S. (2011), p. 217)  “It is found in many syllabuses”. Van (2009, cited in Khatib, M., Derakhshan, A. and Rezaei, S. (2011), p. 215) states that since literature is full of instances of real-life language in various situations, it provides unprecedented opportunities to ameliorate syntactic, pragmatic, cultural, and discoursal awareness among learners.  “It helps students to understand another culture”. Literature and culture are inextricably bound together. So, students come to understand cultural differences through diverse literary texts. Literature, moreover, promotes cultural and intercultural awareness (Van, 2009) especially in the era of globalization (Tayebipour, 2009) 17  “It is a stimulus for language acquisition”. McKay (2001) persuasively asserts that “since certain syntactic patterns and certain stylistic word order inversions occur more frequently in literature, it can be an ideal reading content for EFL classroom because it involves the integration of four language skills, it also promotes students' close reading of texts, and it is an ideal source for extensive reading programs in L2 classroom because becoming engaged with literature will certainly increase students' interest in reading”.  “It develops students’ interpretive abilities”. The researchers have experienced that through the medium of literature, we can provide our learners with ample language opportunities and fun experiences that not only encourage and enhance oral language but also strengthen and deepen their writing abilities. By giving summaries, dramatizations, simulations, and role plays, students will have a lot of oral practice which, in turn, contributes to writing enhancement. Consequently, following these thoughts “…reading literature in English does encourage students to become broadly aware of the social, political, and historical events which form the background to a particular play or novel. Not only does literature provide learners with access to cultural background, but it also encourages language acquisition, expands learners’ language awareness, and develops their interpretative abilities” (Lazar, cited in Alkhaalefah, 2017, p. 3). In turn, Lomas (1996, p.2) proposes as the main objective: “the acquisition of reading habits and text analysis skills, the development of reading competence, the knowledge of the most significant works and authors in the history of literature and even the stimulation of writing with literary intent”. In a similar way, Gosh supports the idea that “reading literary texts does not only foster language learners with emotional intelligence but also empowers them with academic competence that calls for their creative and “critical thinking skills.” (Gosh, cited in Alkhaalefah, 2017, p.4). Developing Critical Thinking through literature is of great importance. A reader must recognize patterns within the text, fit details into these patterns, then relate them to other texts and remembered experiences. As explained by Chang (1997, p.5) “Literature reading is eminently congenial to the essential traits of critical thinking for the following reasons. First, the mental process of literature reading requires critical thinking skills. Literature reading is a complex process that requires readers to recall, retrieve and reflect on their prior experiences or 18 memories to construct meanings of the text. While they are doing so, they need to demonstrate the following capacities: to differentiate facts from opinions; to understand the literal or implied meanings and the narrator’s tone; to locate details related to the issues discussed; to find out the causal relationship or the connections between the events or actions; to detect an inferential relationship from the details observed; to be perceptive of multiple points of views; to make moral reasoning and fair-grounded judgments; and most of all, to apply what they have learned from this process to other domains or the real world”. In a sense, readers are exercising what the critical thinking experts termed “explanation,” “analysis,” “synthesis,” “argumentation,” “interpretation”,” evaluation,” “problem-solving,” “inference” “logical reasoning,” and “application” (Brunt, 2005; Facione, 2007; Halpern, 1998; Lazere, 1987, cited in Chang 1997, p.17). That is why Lazare argued that “literature...is the single academic discipline that can come closest to encompassing the full range of mental traits currently considered to comprise critical thinking” (1987, p. 3). Of course, as part of literature, the short story genre also brings several benefits, which we will see below. 4.5 THE USE OF SHORT STORIES Short stories are defined by the MerriamWebster dictionary (2022) as “an invented prose narrative shorter than a novel usually dealing with a few characters and aiming at unity of effect and often concentrating on the creation of mood rather the plot”. As Pardede (2021) explains, “The use of short stories to teach literature has several advantages.:  “Short stories could be used more comfortably. Unlike poetry which is generally condensed with imageries, connotative words, and figurative languages, most expressions included in a short story are daily languages. This enables students to deal with them on their own.” (p.2)  “Short stories are also much shorter than novels, and their plots are relatively easier to sum up. They also include a limited number of characters. Therefore, a short story could be done in a few class sessions” (p.2) 19  “Short stories are about human experiences, and most of them concern with ordinary life. Therefore, students can familiarize themselves with them quite easily” (p.2)  “Short stories cover various topics, styles, and themes. This offers teachers ample opportunity for teachers to select works that suit their students' needs, interests, and tastes”. (p.3)  “Short stories are the "best" works using language as the media. They offer good examples of vocabulary and grammatical structures used in contexts and cultural information about the target language that provides teachers a large opportunity to cultivate ‘an awareness of and sensitivity towards, the values and traditions of the people whose language is being studied’ (Tucker & Lambert, 1972, p. 26) among the students” (cited in Pardede, 2021,p.3)  "Short stories can if selected and exploited appropriately, provide quality text content which will greatly enhance ELT courses for learners at intermediate levels of proficiency." Murdoch (2002, cited in Pardede, 2021, p.3) As highlighted above, the incorporation of literary texts and short stories in the EFL classroom offers numerous benefits that are often difficult to replicate through alternative approaches. The use of literature not only aids in the teaching of language skills, but also fosters the acquisition of cultural knowledge, values, historical knowledge, critical thinking skills, empathy, and social awareness, as has been demonstrated. The interconnection between these aspects results in a powerful yet complicated tool in language teaching. By 'complicated' I mean the challenge faced by educators in selecting the most appropriate text for teaching. 5. SELECTING THE TEXTS When making decisions about the appropriate literary text or, in the context of this didactic proposal, about the specific story to choose, teachers need to consider various factors, as Carlos Lomas (1996, p. 29) acknowledges the challenge of establishing a definitive approach to the teaching of literature in secondary education, as there are "divergent opinions and an almost infinite diversity of ways of understanding (and practicing) literary education". Since "among teachers, there is a range of approaches to literary education, which translates into different methods of selecting content, organising activities and employing pedagogical techniques that may appear to be mutually exclusive" (p.29). 20 These factors include aspects such as the age of the pupils, their intellectual and emotional development, their individual interests and hobbies, their socio-cultural background, and their linguistic competence (Bonachara, 2013, p. 45). It is essential to be mindful of both the literary preferences and interests of the learners and the complexity of the text, ensuring that it is appropriate to their age and level of difficulty. In addition, the cultural context can be beneficial, especially when integrated with other subjects studied at the same level to prevent reading from becoming a frustrating experience, teachers should choose stories appropriate to the language competence of the learners (Schulz, 1981, p. 44). Thus, it is advisable to select stories based on students' preferences, covering a variety of topics, as Akyel and Yalçin (1990, p. 178) rightly point out, offering a diverse range of topics satisfies the interests and tastes of different individuals. However, these topics should also be "consistent with the traditions with which learners are familiar" (Widdowson, 1983, p. 32) to avoid conflict. Another factor, that Howie (1993, p.24) agrees with is the use of short stories to teach critical thinking, stressing that teachers have a responsibility to help students develop cognitive skills because everyone needs to "make judgments, be decisive, draw conclusions, synthesise information, organise, evaluate, predict and apply knowledge". The use of such tools leads to greater learner motivation at all levels of language teaching proficiency, as they present a beginning, middle, and end, with enjoyable texts, which encourage learners to read on to the end to find out how the story unfolds, as Elliott (1990, p. 197) states “extremely effective and motivating if learners can really engage with its thoughts and emotions and appreciate its qualities.'' Lazar (2009, p. 56) establishes a list of elements to be considered when choosing the texts to be used in the classroom: (see Figure 1). 21 Another tool that teachers can use for text selection is Figure 2, Paran's Intersection, which is bounded by the parameters of language teaching and the literary approach. But this does not imply that they are mutually exclusive, which that means when a teacher is faced with the situation of having to choose a text, he/she can use this axis and all the features mentioned so far. Figure 1: Lazar's Checklist for choosing literary texts (2009, p.56) 22 According to Paran (2008, p. 467), the first quadrant represents a balanced combination of both literary knowledge and skills, with a conscious emphasis on aspects such as vocabulary, grammar, and so on. In this approach, both content and form are considered in the classroom, allowing students to learn about the subject matter and the literary aspects using literary texts. On the other hand, Quadrant 2 solely focuses on the formal elements present in the text, disregarding the text itself. The emphasis here is only on the structural aspects, without any consideration for literary values, knowledge, or skills. This approach implies that the content of the text is not relevant to the teaching process, whether it is a literary text or not. Moving to the bottom left, the third quadrant takes the opposite stance by disregarding the formal elements and focusing solely on the text as literature. Here, literature is discussed purely for its literary qualities, with any attention to language focused on its literary effects. This approach is commonly adopted in literary courses. Lastly, the fourth quadrant simplifies the approach by concentrating solely on reading the texts, without emphasizing any other aspects. Paran refers to this combination as "Extensive reading.". This term is “generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences” (Bamford, 1997, p.1). Figure2: Paran's Intersection of Literature and Language teaching (2008, p.467) 23 6. METHODOLOGY AND CURRICULUM In this work, the activities presented have been developed based on the “Competencias Específicas” developed, particularly for the fourth year of secondary education, in DECRETO 39/2022 of 29 September, which establishes the organisation and curriculum of compulsory secondary education in the Community of Castilla y León. In addition, as has been seen in the theoretical framework of this work, literature and therefore the short story, could be used as tools to meet some of the “Competencias clave” of this Decreto, such as “Competencia en comunicación lingüística”, “Competencia plurilingüe”, and “Competencia en conciencia y expresiones culturales”. Besides, it is through the activities of the didactic proposal based on the task-based learning model and the communicative language teaching approach together with short stories texts that that other of these competences are developed, such as “Competencia digital”, “Competencia personal, social y de aprender a aprender” y la “competencia ciudadana”. Communicative language teaching is widely recognised as one of the most effective contemporary approaches to developing communicative competence and fostering learner motivation. Within this framework, Dörney highlights the importance of situational meaning, which refers to the notion that learning within communicative language teaching is based on the belief that learners' communicative competence develops naturally through active participation in meaningful communicative tasks (2009, p.34). In contrast to previous methodologies, CLT adopts a learner-centred pedagogy, in which the main aim of lessons is to achieve communicative outcomes and directly involve learners in authentic, real-life interactions. In a similar vein, scholars such as Brown (2007, p. 46) describe CLT as a paradigm comprising various methods that investigate the social, cultural, and pragmatic aspects of language. In contrast to hierarchical and teacher-centred didactic approaches, Brown emphasises the aim of fostering linguistic fluency rather than focusing solely on the accuracy, which is a departure from the practices of previous generations (2007, p. 46). Task-based language assessment (TBLA) has generated interest since the early 1990s, primarily in conjunction with the ongoing development of task-based language teaching (TBLT) and the pursuit of developing appropriate testing models for this approach to pedagogy (Norris, 2016 p.230). However, tasks also offer considerable advantages for language assessment, beyond their obvious relevance within TBLT classes and programs. In fact, major innovations in the general domain of language assessment over the past two decades have occurred in conjunction 24 with the introduction of tasks into assessment design, largely in response to the need for tests that better represent examinees’ abilities to use the language, but also because tasks offer a meaningful space for language teachers, testers, learners, and others to examine, understand, and improve language learning endeavors (Van Gorp & Deygers, 2013p. 578). It is an approach that includes students in constructive communication and interaction that allows them to gain grammar knowledge via authentic language use[…]With TBL, students can acquire language efficiently because they are exposed to authentic spoken and written language, can use the language to do things, process the use and exposure, and focus on forms” (Sholeh, 2020,p.138) According to these authors, the basis of this teaching method is that learners are given a series of tasks to complete in the target language, the language being studied, to develop their ability to communicate in a second language. What is a task according to the TBLT method? They are activities in which the target language is used as a means of communication to achieve a result. In other words, the teacher will propose situations in which the student will have to achieve a result by expressing him/herself in the target language. This communicative approach is what differentiates the TBLT methodology from other more traditional methods for learning a language in which, for example, the teacher explains grammar concepts or dictates vocabulary lists, and the students listen passively to the lesson. (Sholeh, 2020,p.139) The main characteristics of this method are:  “The first aspect is the focus on communication learning through engagement in the target language. It lets students communicate in a new language. Many language learners are bored and excited about learning a foreign language because they do not get to know the language learning process they expect. If, however, the learning process suits your needs, you will escape these feelings. Task-based instruction will solve those sentiments and in turn, the difficulties of students speaking in the new language.  The second feature of this approach is the incorporation of authentic texts into the learning situation. Since language learners feel that the materials or texts given to them are needed in their daily lives, the tasks assigned to them are taken utterly to solve them if they face the same situations or problems in their everyday lives. 25  The third factor is that students should focus both on language and the process of learning. TBL would encourage students to understand that they need to learn the new language if they want to communicate in the language. Therefore, they must make the best use of the resources given by their English language instructor during the learning process. They are stronger language learners by pursuing the procedure as they use the language learned unconsciously. The method helps them resolve English speaking challenges since they used to tackle them in their classroom.  The fourth aspect is that students can improve their experience as fundamental elements of learning. As students are given tasks like in their everyday lives to do things, they can enhance their personal experiences through the new language. They would then know what to do and whether they face the same issues as their English teacher during their classroom learning and learning experience. The next feature is that it attempts to connect language learning in the classroom with language activation outside the classroom. By assigning language learners assignments to meet outside the schools, they must automatically trigger the language they have learned before” (Nunan 1991, cited in Sholeh 2020, p. 139). So, after understanding the principles of this method, the next step is to indicate the phases that should be implemented in the classroom, according to Willis, cited in Sholeh, 2020, p. 140:  Pre-task: The teacher introduces the topic of the lesson and the task to be developed. To do this, he/she will use any audiovisual or graphic materials he/she considers necessary and will help students to activate the language, both grammar and vocabulary, necessary to carry out the task. In this phase, the teacher can use any kind of material, from audios, 32 Activity 3 Title: “A bunch of Words” Type: reinforcement Timing: 10’ Description Lesson components For this activity, the students, guided by the teacher, will use the Mentimeter application in which they will be able to see the results of the two previous activities, which means, the total number of adjectives that all of them have contributed to creating a final table that will help them in future activities. They can then add new vocabulary entries to their table in their notebook. Classroom management Individual work Resources Whiteboard Mobile phones Pen and paper Mentimeter app (see annexes) Assessment Extracts and analyses the overall meaning and main ideas and selects information from the digital media selected. Participates and collaborates actively in the development of activities, assisting the rest of the group and making responsible use of digital tools 33 Activity 4 Title: “Put them in a column” Type: reinforcement Timing: 25’ Description Lesson components For this activity, students will use the vocabulary table original and the added terms of adjectives they have created previously and following the teacher's instructions, classify the adjectives in three columns: "Person", "Thing", and "Place". Students will take turns to write each of the columns on the class blackboard so that everyone can participate while speaking or writing and in the last 5 minutes they can check that they all share the same table, as well as suggest any new adjectives or thoughts they consider. Classroom management Work in pairs Resources Blackboard Pen and notebook Assessment Applies knowledge and strategies to write answers to different questions. Applies knowledge and strategies to write and develop his/her own teaching material on the classification of the elements of a descriptive text. Extracts and analyses the overall meaning and main ideas and selects information from the digital media selected. Expresses orally simple, structured, and coherent answers to the questions asked in the discussion. 34 Session 2 Specific Objectives Contents Assessment Criteria Participate and collaborate actively in the deduction of grammatical rules regarding the topic being worked on (adjectives). Work in groups to carry out the tasks presented, applying previous and new knowledge. Use the English language during the activities and participate actively to express questions and doubts The students themselves, guided by the teacher and using visual materials, will establish the necessary grammatical rules for the formation of comparatives of superiority and the superlative. Value the work of their peers fairly and appropriately to provide constructive solutions that contribute to the correct communication of the language. Applies new and previously acquired knowledge to complete required written tasks. Apply grammatical rules in the proposed tasks to communicate using comparative and superlative adjectives. Writes and disseminate 100-150 words texts with acceptable clarity, coherence, correctness, and adequacy to the proposed theme about describing a person 35 Activity 1 Title: “Make it…” Type: warm-up Timing: 25’ Description Lesson components For this activity, students will use visual materials provided by the teacher to deduce as a group the grammatical rules for communicating the ideas of superiority and the superlative to describe a place. They will reflect their conclusions in written form for the record and to be able to consult any doubts they may have. (See annexes) Classroom management Work in groups and pairs. Resources Blackboard Pen and notebook Assessment Comprehends the general information and the structure of discourse to identify and order its different parts. Applies new and previously acquired knowledge to complete required written tasks. Apply the necessary strategies and knowledge to help you complete the written assignment. 36 Activity 2 Title: “Guess who I am” Type: reinforcement Timing: 25’ Description Lesson components For this activity, students will work in groups of 4. They will use familiar and new vocabulary to complete the task. They have to describe someone the whole class knows, so it could be a teacher, the school principal, the cafeteria staff, or a classmate. The teacher will stress that the description has to be respectful and realistic. No personal judgments about physical appearance or manner are allowed. They should give a description of about 100 words and then each group will read out their description. The group with the most guesses wins Classroom management Work in groups Resources Pen and notebook Assessment Writes and disseminate 100-150 words texts with acceptable clarity, coherence, correctness and adequacy to the proposed theme about describing a person. Applies new and previously acquired knowledge to complete required written tasks. Apply grammatical rules in the proposed tasks to communicate using comparative and superlative adjectives. 37 Session 3 Specific Objectives Content Assessment Criteria Understand and interpret the general meaning and the most relevant details of a written text. Practice intonation and pronunciation as well as reading skills using a descriptive text provided by the teacher. Answer reflective questions about intrinsic meaning in the description. Approach and reading of a descriptive text. Comprehends the general information and the structure of discourse to identify and explain their elements and parts. Reflects on the meaning of the text and answers questions about it. Expresses orally simple, structured, and coherent answers to, at least, two of the questions related to description texts. Selects, organizes, and applies knowledge and strategies to produce coherent short answers appropriate to communicative intentions. Writes and disseminate 160-200 words texts with acceptable clarity, coherence, correctness and adequacy to the proposed theme about a description of a place, person or object according to the vocabulary and length required 38 Activity 1 Title; Let’s read Type: warm-up Timing: 10’ Description Lesson components For this activity, students will read a text prepared by the teacher. It is an example of a descriptive text. Students will read aloud in turn as the teacher calls on them. Classroom management General classroom Resources Descriptive text. (see annexes) Assessment Comprehends the general information and the structure of discourse to identify and explain their elements and parts. Comprehends the general information and the structure of discourse to identify and explain their elements and parts. 39 Activity 2 Title: Express your thoughts Type: Timing: 15 Description Lesson components Students will work in pairs to answer the questions that follow the descriptive text. They will then share their answers with their partners, expressing each pair's personal opinions and comparing whether others have expressed the same opinion. Also, they have to think of a title for the text according to their answers to the previous questions Classroom management Work in pairs then general class. Resources Questions and descriptive text. Assessment Expresses orally simple, structured, and coherent answers to, at least, two of the questions related to description texts. Selects, organizes, and applies knowledge and strategies to produce coherent short answers appropriate to communicative intentions. 40 Activity 3 Title: My favourite… Type: Reinforcement Timing: 25’ Description Lesson components For this activity, students will work individually. They will be asked to think for a couple of minutes about a favourite place, object, or person. They will then be asked to submit an essay of between 160 and 200 words. Of course, throughout the duration of this activity, the teacher will help the students as much as possible with any doubts they may have. Peer help will also be allowed, as this is not an exam. They will also be able to make use of all the materials used so far in the classroom, either created by the students or provided by the teacher. Classroom management Individual work Resources Materials from previous sessions Descriptive text Pen and notebook Assessment Writes and disseminate 160-200 words texts with acceptable clarity, coherence, correctness and adequacy to the proposed theme about the description of a place, and object or a person according to the vocabulary and length required 41 Session 4 Specific Objectives Content Assessment Criteria Use digital resources to research the proposed topic. Understand, classify and manage digital sources. Research the different literary genres: fantasy, science fiction, and utopias. Understands specific information in websites and other clearly structured reference material about academic topics All commonly used vocabulary and grammar of interest to students relating to places, objects or people. Commonly used strategies for planning, executing, and monitoring comprehension of multimedia texts. Selects and chooses suitable terminology related to literary genre. Participates and collaborates actively in the development of the activities, assisting the rest of the group and making responsible use of digital tools. Carry out guided questions of low complexity, using digital tools and working collaboratively in safe digital environments with an open, respectful, and responsible attitude. Extracts and analyses the overall meaning and main ideas and selects information from the digital media selected. 48 discussion to be understood, respecting turns of speech and different points of view. Expresses orally simple, structured and coherent answers to the questions asked in the discussion. 49 8. BIBLIOGRAFÍA Albadalejo, Mª D. (2007). Cómo llevar la literatura al aula de ELE: de la teoría a la práctica. MarcoELE, 5, 1-51. Recuperado de http://marcoele.com/descargas/5/albaladejoliteraturaalaula.pdf Albrecht, M. C. (1956). Does Literature Reflect Common Values? American Sociological Review, 21(6), 722–729. https://doi.org/10.2307/2088424 Alkhaleefah, T. A. (2017). What is the Place of English Literature in ELT Classrooms? A Review of Related Studies. International Journal of Applied Linguistics and English Literature, 6(7). https://doi.org/10.7575/aiac.ijalel.v.6n.7p.192 Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother?. Language teacher-kyoto-jalt-, 21, 6-8. Bobkina, J., & Dominguez, E. (2014). The use of literature and literary texts in the EFL classroom; between consensus and controversy. International Journal of Applied Linguistics and English Literature, 3(2), 248-260. Calvo Sanz, R. (1993). Literatura, historia e historia de la literatura: Introducción a una teoría de la historia literaria. Kassel: Reichenberger Cerezal, Fernando. De la práctica a la teoría: reflexiones sobre la enseñanza y el aprendizaje de inglés. Alcalá de Henares: Universidad de Alcalá, Servicio de Publicaciones, 2005. Print. Chang, C. A. T. S. Y. (2009). Developing critical thinking through literature reading. (張淑英 董. (2012, October 31). Developing Critical Thinking through Literature Reading. http://dspace.fcu.edu.tw/handle/2376/2536 Clark, E. E. (2017). Are comics effective materials for teaching ELLS? A literature review on graphic media for L2 instruction. IJAEDU-International E-Journal of Advances in Education, 3(8), 298-309. congruence. ELT Journal 44 (3): 178. Crystal, D. (2012). English as a Global Language (2nd ed., Canto Classics). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139196970 Dasgupta, P. (1985). LITERATURE, COMMUNICATION, AND SPEECH ACT THEORY. Bulletin of the Deccan College Research Institute, 44, 35–43. http://www.jstor.org/stable/42930111 De Mota, C. C. (2006). El rol de la escritura dentro del currículo de la enseñanza y aprendizaje del inglés como segunda lengua (esl/efl): una perspectiva histórica. Acción Pedagógica, 15, 5663. 50 Deardorff, D. K. (2009). The SAGE Handbook of Intercultural Competence. Sage Publications. Definition of short story. (n.d.). In Merriam-Webster Dictionary. https://www.merriamwebster.com/dictionary/short%20story Elliott, R. (1990). Encouraging reader-response to literature in ESL situations. ELT Journal. Erkaya, O. R. (2005). Benefits of Using Short Stories in the EFL Context. Online Submission, 8. Farreras, C. (2022, November 15). Los jóvenes dejan de leer libros por placer cuando llegan a la ESO. La Vanguardia. https://www.lavanguardia.com/vida/20221115/8597723/jovenesdejan-leer-libros-placer-educacion-secundaria. Fernández, R. F. (2006). El uso de los textos literarios en el aula de inglés como lengua extranjera: hacia una aproximación estética. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=2200890 Gallardo Paúls, E. (2009). Qué es la literatura: definición. https://peripoietikes.hypotheses.org/41 Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge. Hall, G. (2016). Using literature in ELT. The Routledge handbook of English language teaching, 456-469. IATEFL LCS SIG Newsletter 23: 9. Howie, S. H. (1993). Critical thinking: A critical skill for students. Reading TODAY 24. Iser, W. (1978). The Act of Reading: A Theory of Aesthetic Response. Johns Hopkins University Press. Journal 37 (1): 32. Khatib, M., Derakhshan, A., & Rezaei, S. (2011). Why & Why Not Literature: A Task-based approach to teaching literature. International Journal of English Linguistics, 1(1), 213. Lao, C. Y. and S. Krashen. (2000). The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System 28: 261. Lazar, G. (1993). Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge: Cambridge University Press. Maley, A. (2009). Creative writing for language learners (and teachers). TeachingEnglish. British Council BBC. https://www.teachingenglish.org.uk/article/creative-writing-languagelearners-teachers Menouer, F. W. (2009). La literatura como recurso didáctico en el aula de ELE. Recuperado de http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/oran_2009/13_fo uatih.pdf 51 Murdoch, G. (2002). Exploiting well-known short stories for language skills development. Norris, J. (2016). Current Uses for Task-Based Language Assessment. Annual Review of Applied Linguistics, 36, 230-244. Paiderex. (n.d.). El método gramática-traducción en la enseñanza de lenguas : Paiderex. http://revista.academiamaestre.es/2012/01/el-metodo-gramatica-traduccion-en-la-ensenanzade-lenguas/ Pardede, P. (2021). A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms. Journal of English Teaching, 7(1), 31–42. https://doi.org/10.33541/jet.v7i1.2595 Paúls, E. G. (2009, October 18). 1. Qué Es La Literatura: Definición. Sobre potica. https://peripoietikes.hypotheses.org/41 PBworks.com. https://shsdavisapes.pbworks.com/f/Omelas.pdf Pérez Patón, M. (2009). Como enfocar la enseñanza de la literatura en la educación secundaria. Revista digital: Innovación y experiencias educativas, (29), 1-12 Schulz, R. A. (1981). Literature and readability: Bridging the gap in foreign language reading. The Modern Language Journal 65: 44. Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press. Sholeh, M. B., Salija, K., & Nur, S. (2020). Task-Based Learning (TBL) in EFL classroom: from theory to practice . International Journal of Humanities and Innovation (IJHI), 3(4), 138– 143. https://doi.org/10.33750/ijhi.v3i4.97 Smith, J. (2020). The Role of Literature in Language Learning. Journal of Language and Literature Studies, 10(2), 42-57. Tung, C. J., & Chang, S. (2009). Developing Critical Thinking through Literature Reading. ResearchGate.https://www.researchgate.net/publication/265218298_Developing_Critical_Thi nking_through_Literature_Reading Van Gorp, K., & Deygers, B. (2013). Task-based language assessment. In Kunnan, A. J. (Ed.), The companion to language assessment: Vol. II. Approaches and development (pp. 578–593). West Sussex, UK: Wiley. Widdowson, H. G. (1993). Practical Stylistics. An Approach to Poetry. Oxford: Oxford University Press.44 (3): 197. Widdowson, H. G. (n.d.). Talking Shop: On Literature and ELT. https://eric.ed.gov/?id=EJ274500 52 Annexes SESSION 1. Activity 3. Mentimeter app. SESSION 2. Activity 1 53 Session 2. Title: ______________________________________ As the sun faded into the horizon, painting the sky with a brilliant canvas of colours, a group of adventurous friends gathered at the charming lakeside cottage. The place exuded a colourful charm, set in a dense forest, surrounded by the glittering waters of the lake. The crowded town seemed a distant memory, as they observed the tranquil atmosphere that enveloped them. Among the group of friends was an adorable puppy named Max, his creamy fur was dotted with playful patches of colour. Max's playful spirit made them run and play with him, and his boundless energy led the way as they wandered into the forest to enjoy a tasty barbecue under the starry sky. As the parents of the boys and girls cooked over the fire, the anxious thoughts that had weighed on their minds all week about exams gradually faded away. The dim glow of the fairy lights hanging around the hut lent a magical and slightly spooky aura to the scene, but only added to the sense of adventure that enveloped them. With ingenious minds and a talent for creativity, they lit up the night with coloured lanterns and arranged the tasty food on the picnic table. The savoury aroma filled the air and everyone's mouth watered at the delicious feast. Amidst laughter and jokes, the group sat together. The breeze off the lake brought a hint of late summer but only enhanced the warmth of their company. They shared stories, bright and dull, of their past escapades, savouring the moments and creating fond memories. As the night wore on, they gathered around a crackling campfire that cast eerie shadows on the surrounding trees. It was a scene both eerie and captivating, filling the atmosphere with a mixture of excitement and tranquillity. 54 ACTIVITIES. 1. Answer the following questions: -What do you think of the description, did you like it? why did you like it? -Why did the friends get together? -Were they alone? -What were they doing? -Do we have a lot of information about what happened? - What has been described in this text: a person, a place, or a thing? -What does the description transmit to you? fear, calmness, tension? -It could be the beginning of a longer story? perhaps an adventure story, or a scary one? 2. Think of a title for this text. 3. Read the text again and look for the adjectives and verbs in it. Mark them in a colour. 4. In pairs use the list of adjectives, the rules of comparatives, and the underlined words in this text to write a description. You can continue the story on this sheet or make a new one (120160 words). Session 4. Activity 2 https://www.fotor.com/features/ai-image-generator/.