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II฀ Introduction to the Secondary Section Whilst the first five chapters focused on the primary classroom and the role of 'literature' o r literary techniques in language work with primary pupils, this section focuse s o n th e secondar y schoo l language/literature/languag e art s classroom. I n Chapte r 6 , Murph y discusse s th e nee d fo r les s boring , mor e interesting texts in the secondary classroom, echoing a theme raised earlier by Laine and Harris and Leung in Chapters 4 and 5. In Chapter 7, Tibbetts treats the topic of poetry in the classroom. Readers should read Tibbetts in association with Peter Falvey's chapter in the third and final section. In Chapter 7, Tibbetts shows his own and his students' poems. In the third section, Falvey shows his own and his student-teachers' poems. Both chapters demonstrate what and how much can be achieved with encouragement and example in typical student or student teacher classrooms. In Chapte r 8 , Cha n wh o ofte n demonstrate d t o th e publi c wha t ca n b e achieved by using 'literature' in a typical Hong Kong language classroom when he was the Panel Chair (Head of English) at Tuen Mun Government Secondary School, shows how songs have qualities which can be exploited with secondary students of English. Mahoney, a practising playright, discusses the use of drama in the classroom in Chapter 9. He shows how the use of role play, simulation, improvisation and other techniques which are part of the repertoire of training strategies used in the theatre are now an integrated part of the typically active language classroom. He demonstrate s ho w thes e technique s ca n b e use d t o enhanc e languag e learning. Kennedy, wh o ha s worke d wit h secondar y schoo l students , adult s an d 84฀Introductio n฀t o฀the฀Secondary฀Sectio n฀ teachers in training shows just how interactive the use of the short story can be with active language practice. In Chapter 10, he provides examples of language work based on the use of the short story. This demonstrates that stories can be used t o fulfill th e goals o f the English syllabuse s fo r Hon g Kon g secondar y schools. They can be interesting and motivating and still provide opportunities for valid language activities. All five writers demonstrate clearly that there need not be an artificial gulf between literature and language. They show that language teaching can benefit greatly from th e classroom techniques an d strategies usually associated wit h good literature teaching and that the judicious use of 'literature' can strengthen the typical language class and its activities. It i s importan t t o not e tha t th e introductio n o f th e Targe t Oriente d Curriculum wil l provide teachers, materials writer s an d textbook writer s fo r secondary school s with a wonderful opportunit y to exploit the use of literary texts an d literar y technique s becaus e o f th e experientia l dimensio n i n th e language wor k provide d i n the TOC syllabuse s an d Bands o f Performance . Opportunities for students to react to life and literature will need to be provided. ...

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