Predarea literaturii si a elem de cultura si civilizatie anglo-saxona si globala` Classroom activities: Classroom activities must have in view to teach

students how to think and how to interpret the text; how to use concepts of literay theory !ny literary text should be presented in the context of the culture and civilization of their time; so" cultural awarenwss is very important #tudents should be also helped to establish a link between the text under study and their own time" in point of values" attitudes" mentalities" etc $he activities in the classroom include: a% pre-activity- a time for students to guess and predict $he teacher builds up the students`interest by offering them information about the writer" the literary trend he belongs to" his literary activity" characteristics of his works" themes and characters &e builds up interest in the work and gets students to anticipate what they will read about or listen to

factual analysis $he student can read the text silently or listen to a recording of it ! model of reading can be offered " too $his is followed by some 'uestions $he stage provides a means for checking whether the students have understood the plot c% deep meaning analysis it is a stage of interpretation and evaluation the aim is for students to react to the work" discuss their ideas with each other the most important stages in the activity with the text are: recognition " interpretation and personal response (n order to talk about a literary text" it is necessary to organize activities according to a number of categories: )% the literary trend the text belongs to #tudents should be given the characteristic elements of the main literary trends" so that they could easily recognize the one the text under focus belongs to *+omanticism" Classicism" ,odernism% -% the literary genre the text belongs to -is it a poem . play. novel. short story/ 0% plot and suspense the first concern must be to focus the students`attention on the skeleton of the plot structure #tudents should discuss the elements of the plot *exposition" initiating action" rising action" climax and resolution%" should be thaught to identify different types of the plot *the frame-story" the playwithin-the-play" the chronological or disrupted plot; the aspects of the plot-building" such as: flashbacks" psychological. chronological time" 1azz techni'ue; levels of the plot% 2% characters and relationships the aim is to encourage students to identify the types of characters *real. imaginary" ordinary.hero.anti-hero.godlike%" to analyse the role of the different characters in the story !s a initial activity" students could be asked to make a profile of the ma1or.minor characters $his means offering nformation about the physical aspect; social status" code of behaviour" the language the characters use 3ater activities can be based on the students`offering personal reactions $hey should also be asked to consider the relationships between the characters 4iscussion actiovities could be centered on a closer examination of these relationships Characters should be also analysed taking into considerationtheir physical aspect " social status or code of behaviour; the role they play: main characters or secondary characters; their development during the events: round or flat" their participation: dynamic or static and there`s more