interaction , opinion , and attitude . The text itself is not the focus of our activity in class , it is only a starting point for various communicative activities ; the students are encouraged to decipher the texts , to relate to the characters , to rewrite the stories , to use their imagination and creativity . We must remember the fact that reading is no longer a simple process of acquisition and memorisation ; it is a process of discovery and interpretation . It boosts critical thinking as the literary fragments should be analysed from a personal point of view and discussed in the context of current issues .
Bibliography and Webography : Harmer , Jeremy . The Practice of English Language Teaching . Third Edition , London and New York : Longman , 2001 .
Maley , A . Literature in the Language Classroom . in The Cambridge Guide to Teaching ESOL , Cambridge University Press , 2001 . < https :// www . cambridge . org / core / books / abs / cambridge-guide-to-teaching-english-tospeakers-of-other-languages / reading / 561A74C9C4FF6E2B5F999FF276A8F9A3 >
Sherry , Ileana , Foster , Kate . Tackling the DBQ : Forming Arguments with History , Literature and Current Events , The New York Times , published Nov . 9 , 2022 , Updated Dec . 14 , 2022 . https :// www . nytimes . com / 2022 / 11 / 09 / learning / lessonplans / the-dbq-project-forming-arguments-with-history-literature-and-currentevents . html ? searchResultPosition = 7
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https :// www . teachingenglish . org . uk / professional-development / teachers / managingresources / articles / using-literature-introduction
https :// galleryteachers . com / 2021 / 03 / the-importance-of-teaching-english-through-theuse-of-literature /
https :// natlib . govt . nz / schools / reading-engagement / strategies-to-engage-students-asreaders / engaging-teens-with-reading
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