SOME METHODS FOR TEACHING LITERARY ACTIVITY OF MARGARET FULLER
SOME METHODS FOR TEACHING LITERARY ACTIVITY OF MARGARET FULLER
Mahbuba Yaqubova
Senior teacher of Andijan state university,
Uzbekistan, Andijan
Hulkaroy Abduvaliyeva
teacher of Andijan state university,
Uzbekistan, Andijan
Our young generation should learn not only our Uzbek national literature but also World Literature too. When the man knows all about World Literature, then he/she can become a literary educated person. We should learn the following things to know all about Word literature or foreign literature: First of all we should know what the literature is itself and World literature. And then we must learn the history of the literature, after the history of literature we learn periods in it. Every period of literature plays a great role in the teaching literature. We should carefully explain periods and representatives in them. We know that a lot of great writers created wonderful novels, stories, plays and poems in literature. Their works kept till nowadays and everybody can learn them if they wanted from textbooks or internet.
Together with speaking reading fiction is one of the two chief aims of instruction in the foreign language. On completing the course the finishes from schools must be able to read and understand easy original texts of moderate difficulty with the occasional use, of a dictionary. Reading texts or reading fiction in the foreign language is of great educative and general cultural value to the pupils. It widens their horizon. The fiction books acquaint them with the life and the achievements of the peoples of the people of the nation, as well as with the literature, history, geography, culture, manners and customs, of the peoples and countries of the language studied. If competently applied, the methods recommended will facilitate the fulfillment by the teacher of two difficult, but important tasks of bringing the pupils to read fiction or English texts for themselves, to read English not merely as task work, but for the pleasure of the thing, and of fitting them to pursue the study of the language after finishing in order to develop their ability freely to read in the foreign language the literature of their chosen specialty.
Literary texts are incomparable sources for all the types of learning skills, reading, writing, listening and even speaking. A question may arise in this point “What can be done in order to bring literary texts to the class of listening and speaking?” in listening lessons we may use recordings of different stories. In order to widen its benefit for language learners we can use different types of questions and activities, even play games. For example:
1. What sort of person do you think the character in this work is? Name the three characteristics you find most obvious, and say in each case what words and phrases from the work make you feel as you do?
2. What particular feeling does this work waken in you? Name the emotion, and try to say what it was in the story that made you feel this way?
We try to give some recommendations to the literature teachers:
Choose the type of literature you wish to teach. In many cases, this should be literature appropriate to the children's age level, but you can find clever ways to include more sophisticated works if you wish. Try to look for stories that contain strong hooks for kids: a good adventure, for instance, or fairy tales written for their age group.
Read the book aloud in the classroom, either by reading it yourself or having different children take turns reading passages. Older kids also may benefit from periods of silent reading in which they cover a given book on their own. At the end of each reading session, ask the children what they thought of the passage, how they felt the hero acted and what they might do if they were in the same place.
Give periodic quizzes after each reading session to test for comprehension and vocabulary. You may wish to assign writing lessons, too, asking the children to write short reviews or thoughts on the piece they have just read.
Connect the literature to the children's own lives. One of the biggest difficulties in teaching English literature to kids is showing them how the stories are pertinent to their world. Ask them if they see any traits in the heroes that they themselves share, or have them compare some part of the story to things they may have seen or done in their own lives.
Consider putting on a play based on the literature you are reading. It can be as simple or as elaborate as you like and your resources allow. By role-playing the characters in the story, your students can develop a greater affinity for them and further understand how the literature connects to their own lives.
Asking questions can also be helpful while reading a story and other forms of literature. This might be done in the following way: before reading a passage students should be asked some questions such as, “What is the story about? When the event happened? What happens to the hero? Why…? How many…?” etc. This helps the learners to arise their consciousness on reading and builds their motivation of reading.
Answer the following questions which given from text or information you have learnt at the lesson
1) What do you know about American literature?
2) What kind of literary trends do you know?
3) What is transcendentalism?
4) Can you tell the name of the famous transcendentalist writers and poets?
5) Where and when was born Margaret Fuller?
6) What kind of literary trend does she belong?
7) What kind of works did she create?
8) What do you know about the book Woman in the Nineteenth Century?
9) What is the writing style of Margaret Fuller?
10) What is the theme of Woman in the Nineteenth Century?
Read and discuss:
1) Margaret Fuller’s life story
2) The book Woman in the Nineteenth Century
Retell the work “Woman in the Nineteenth Century”
Describe the picture. We may give students writer’s portrait or some pictures which episodes of her works were depicted.
Make up a dialogue between two main heroes of “Woman in the Nineteenth Century”. Students may choose the heroes by their own will.
Mark each statement as true either (T) or false (F). We can give some sentenceses.
Make presentation on the creation of Margaret Fuller.
Students choose the theme and make presentations about the creation of Margaret Fuller.
We think that above mentioned recommendations can be useful for every teacher of English literature. The material might be used while teaching Margaret Fuller's life and her works at educational establishments.
References:
- Dickenson, Donna. Margaret Fuller: Writing a Woman's Life. New York: St. Martin's Press, 1993: 129.
- Slater, Abby. In Search of Margaret Fuller. New York: Delacorte Press, 1978: 89.
- Von Mehren, Joan. Minerva and the Muse: A Life of Margaret Fuller. Amherst: University of Massachusetts Press, 1994: 192.
- Electronic resource: htts://en.wikipedia.org/wiki/margaret_fuller
- Electronic resource: htts://en.wikipedia.org/wiki/woman_in_the_nineteenth_century