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| Thanks | |
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| Acknowledgements | |
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| Introduction | |
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| Using literature in the language classroom: The issues | |
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| What is literature? | |
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| The reader and the text | |
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| What is distinctive about the language of literature? | |
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| Literary competence and the language classroom | |
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| Why use literature in the language classroom? | |
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| Approaches to using literature with the language learner | |
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| An overview | |
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| A language-based approach to using literature | |
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| Stylistics in the classroom | |
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| Literature as content: How far to go? | |
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| Literature for personal enrichment: Involving students | |
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| The role of metalanguage | |
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| Selecting and evaluating materials | |
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| Selecting texts | |
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| Evaluating learning materials which make use of literary texts | |
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| Reading literature cross-culturally | |
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| Being a student | |
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| A consideration of cultural aspects in texts | |
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| Strategies for overcoming cultural problems | |
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| Materials design and lesson planning: Novels and short stories | |
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| Writing your own story | |
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| Distinctive features of a short story | |
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| Anticipating student problems when using a short story | |
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| Planning a lesson for use with a short story | |
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| Further tasks and activities for use with a short story | |
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| Designing your own materials for use with a short story | |
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| Using novels in the language classroom | |
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| Materials design and lesson planning: Poetry | |
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| Putting a poem back together again | |
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| What is distinctive about poetry? | |
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| Why use poetry with the language learner? | |
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| Exploiting unusual language features | |
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| Helping students with figurative meanings | |
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| Using poetry with lower levels | |
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| Using poetry to develop oral skills | |
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| Using a poem with students at higher levels | |
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| Anticipating student problems | |
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| Further tasks and activities | |
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| Materials design and lesson planning: Plays | |
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| What is distinctive about plays? | |
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| The language of a play | |
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| The performance of a play | |
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| Why use plays in the language learning classroom? | |
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| Using play extracts to think about language in conversation | |
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| Using play extracts to improve students' oral skills | |
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| Using play extracts with lower levels | |
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| Anticipating student problems | |
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| Further activities for play extracts | |
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| Using a whole play with students | |
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| Reflecting on the literature lesson | |
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| Thinking about observation | |
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| General observation of the literature lesson | |
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| Micro-tasks for reflecting on specific areas of teaching | |
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| Observing a student | |
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| Other ways of monitoring your teaching | |
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| Literature and self-access | |
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| What is a literature self-access centre? | |
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| Why have a literature self-access centre? | |
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| A simulation: First meeting for planning and setting up a literature self-access centre | |
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| Second meeting for setting up a literature self-access | |
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| Setting up a literature self-access centre: A case study | |
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| Worksheets to guide students in their reading | |
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| Answer key | |
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| Trainer's notes | |
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| Bibliography | |
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| Appendix: Eveline by James Joyce | |
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| Index | |