Village by the Sea

Topics: Literature, Poetry Pages: 39 (11788 words) Published: October 25, 2010
Literary Appreciation English
Grades 10 & 11
Part 2
Department of English
National Institute of Education
This Teacher’s Handbook is intended to help teachers to teach prescribed texts for the G.C.E.O/L ‘Appreciation of English Literary Texts’.
A term plan has been introduced and this Teacher’s Handbook is the second part and it includes guidance to the teacher on poetry, prose, novels and short stories, which have been put down in the teaching plan to be covered in the first year. Literature as a discipline is strongly affected by subjectivity and individuality. The teaching approach should not by any means limit the students’ originality, stifle their imaginative involvement or cramp their style of writing turn literary study into a production of answers on the same basic model. Students should be encouraged to read for themselves, discover and write responses, which will make them, think for themselves rather than depend on someone else for a response.

I hope this Teacher’s Handbook would be of much help to the teachers especially as the syllabus has been changed and that the teachers need some kind of assistance and guidance in teaching ‘ Appreciation of English Literary Texts’. H.R.S.K.Atugoda

January 2010
Advisor - - Prof.Lal Perera
Director General
National Institute of Education
Wimal Siyambalagoda
Assistant Director General
Languages, Humanities and Social Sciences
National Institute of Education.
Direction - Sunil Atugoda
Director, Department of English
National Institute of Education
Subject Leadership - Darshana Samaraweera
& Coordination
Editors - Kamala Wijeratna
Chandrani Ramanayaka
Geethani Satharasinghe
Champa Perera
Content and language - Dinali Fernando
Typesetting of Final Draft - Thilaka Ruhunuarachchi
Dakshini Perera
Ishari Nimanthika Wijesundara
Office assistance - Wajira Perera
1.0 Aims of Teaching Literature
From time to time, educationists and policy makers in education have given expression to the aims of teaching literature in schools. The most frequently voiced is that literature promotes the reading habit. Literary texts by their very nature engage the reader both in terms of content as well as language. Responding to literature is a personal event and gives pleasure to the reader.

For the large number of students taking English literature at G.C.E. (O/L) it may be their first formal encounter with “literature”. While expecting them to gain pleasure through reading, they will have tremendous opportunities for improving language. Access to a wide repertoire of words and varied nuances of meaning is one such opportunity. Since literary texts are “authentic” in their use of language they will facilitate the acquisition of many structures and patterns of language.

There are of course more profound aims expressed; such as multi-cultural understanding and the inculcation of humanistic values – the idea that literature cuts across national and cultural boundaries and territories and speaks a common language of humanity which makes readers empathize with the diversity of the world and its varied life styles as well as with the multiplicity of life forms that exist on it. For Sri Lankan schools, the reading goals and linguistic aims are of primary importance. But no educationist can overlook the cultural and humanistic goals. A sensitive, well – informed and caring citizenry is a nation’s pre-eminent and fundamental goal.

2.0 Rationale of the New Anthology
The new anthology has adopted the current approaches to selection of texts – it is theme based. In this approach, other criteria have also been considered – the simplicity of language and student interest. The learners the anthology has targeted are between 14 and 16 years of age, and from the experience of teaching adolescents, it was found that there are many issues that concern them–the awakening of love in its...
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