multicultural literature in the efl classroom_ noor al-janabi

Final Project Multicultural Literature in the EFL Classroom Al-Janabi 1

Table of Contents

1- Introduction ....................................................................................................................................... 2

2- The Historical Context of Tales from the Arabian Nights .............................................................. 2

3- Synopsis .............................................................................................................................................. 3

4- Selecting and evaluating the Tales from the Arabian Nights .......................................................... 4

5- Multicultural Literature and Tales from the Arabian Nights ........................................................ 5

6- Teaching Project for Tales from the Arabian Nights ...................................................................... 6

6-1Three Approaches to Teaching Literature .......................................................................................... 6

6-2 The aim of project ............................................................................................................................. 7

In building on the reasons for the teaching of literature in a second language, Lazar asserts that

literature should be used with students because: ..................................................................................... 7

6-3 Teaching Materials ............................................................................................................................ 8

6-4 Time of project .................................................................................................................................. 8

6-5 Project Organization/ Didactic scheme - Lesson plans ..................................................................... 9

7- Conclusion........................................................................................................................................ 14

Works Cited ........................................................................................................................................... 15

Appendix 1: What is Wikispaces (Noor’s Wiki Site)? .......................................................................... 16

Appendix 2: List of Characters in the Frame Story ............................................................................... 17

Appendix 3: Past Perfect ....................................................................................................................... 18

Appendix 4: Group A- WorkSheet ........................................................................................................ 21

Appendix 5: Group B- Worksheet ......................................................................................................... 22

Appendix 6: Introduction Lesson of Tales from the Arabian Nights (Power Point presentation)......... 23


1- Introduction

Literature can help students to broaden their perspectives on various matters in life. There

are, of course, any number of books dealing with themes and topics that are relevant to the

students’ lives and also applicable to the goals of the syllabus. One goal of the English Subject

Curriculum in the Culture, society and literature area requires teacher and pupils to “focus on

cultural understanding in a broad sense” and to “develop knowledge about, understanding of

and respect for the lives and cultures of other people” (ENG1-03, p. 4). In addition, there is an

emphasis in the national curriculum on using authentic texts in the L2 classroom. In this

connection, Amos Paran (2008) argues that we are not machines, but humans that learn from

reading authentic texts made by authentic people in an authentic setting. Furthermore, the

reading of stories, novels, drama or poetry is important on various levels and reaches beyond

the language learning process. Hence, in this essay I will present and discuss reasons for

choosing Tales from the Arabian Nights (1993), edited by Andrew Lang as multicultural

literature that can be used in second/foreign language classrooms (L2/FL). In addition, this

essay will also introduce a teaching project (suitable for 7th-9th grade pupils) based on Tales

from the Arabian Nights. Last but not least, the aim of this project will be to provide some tools

that help teachers to enhance the students’ enjoyment of literature, as well as maintaining a

focus on language, content, and the culture of the Middle East.

2- The Historical Context of Tales from the Arabian Nights

Tales from the Arabian Nights can be viewed as both a medieval and a modern text:

while the earliest extant manuscript dates from the fourteenth century, the stories themselves

have maintained a lively existence to the present day. The work collected over many centuries

from by various authors who were Arabic, Persian, Indian and Egyptian. The first European

version was translated into French from the Arabic text by Antoine Galland about (1704/1717).


The most celebrated English edition is that published in (1885) by Sir Richard Burton,

(Carpenter & Prichard 27). Hundreds of people have illustrated the Tales from the Arabian

Nights over the centuries, making it one of the most profusely illustrated works of all time. It is

one of the few works of literature illustrated by many different illustrators, for instance, Edmund

Dulac (1882 - 1953), Charles James Folkard (1878 - 1963) and Henry Justice Ford (1860 -

1941). It had also inspired several famous musicians to compose a music piece based on pictures

from One Thousand and One Nights/Tales from the Arabian Nights, for example, Nikolai

Andreyevich Rimsky-Korsakov (1888), Giovanni Marradi (2011) and among others.

3- Synopsis

Tales from the Arabian Nights (also published as The Thousand and One Nights, or

The Thousand Nights and One Night or Arabian Nights) is a collection of tales from the Middle

East, compiled by various authors over many hundreds of years. Though each collection

features different stories, they are all centered on the frame story of the sultan Shahrayar and

his wife, Scheherazade. After finding out that his first wife is unfaithful, Shahrayar kills her and

swears to marry a different woman each night, killing each of them the following morning to

prevent further betrayal. Scheherazade, his vizier's daughter, concocts a plan to end this pattern.

She marries Shahrayar, and then begins to tell him a story that night. However, she stops the

story in the middle, so that he will be eager to hear the rest the following night. The next

evening, she finishes that story and then begins another, following the same pattern for 1,001

nights, until Shahrayar has a change of heart.

Scheherazade, is a smart woman who takes care to insure her own future; not only does

she regale Shahrayar with a thousand and one tales in as many nights, she also presents him

with three children during that time, wins his heart, and they live happily ever after. Her

intelligence comes from reading books, legends and stories in the library of her father’s palace.

http://en.wikipedia.org/wiki/Scheherazade_%28Rimsky-Korsakov%29

http://en.wikipedia.org/wiki/Scheherazade_%28Rimsky-Korsakov%29

http://www.giovanni.com/media.html


She knows a great many poems by heart, and has studied philosophy and the arts. She is

pleasant, polite, wise, witty and a very charming and beautiful woman.

4- Selecting and evaluating the Tales from the Arabian Nights

Tales from the Arabian Nights is the most famous collection of magical stories. It

includes stories within stories, within stories and the story of Sharayar and Scherezade is the

frame story that surrounds them all. In addition, it is a loosely connected collection of stories,

this means that it is quite easy to pick and choose from the material in order to suit a longer or

shorter course. Only the frame story of Shahrazad and Shahrayar is really essential to

understanding the text, therefore we need to read it first and then we can choose any of the Tales

from the Arabian Nights stories to read.

Aidan Chambers (1996) states that choosing or selecting a literary text is very important

and it represents the first step when we want to teach literature. He states that “everything begins

with selection. Before we can talk about a book we need to have read it; before we can read a

book we need to choose a book to read (…..) so on-choosing a book is a high-value

activity”(151). In addition, Gillian Lazar (1993) states that when the teacher wants to choose a

literary text “he/she should think about three main areas. These areas are: the type of course

you are teaching, the type of students who are doing the course and certain factors connected

with the text itself” (48). If we take these considerations in mind, we can see that Tales from

the Arabian Nights is suitable for lower secondary pupils (7-9th grade) because the variation in

the tales make them suitable for any age.

Furthermore, the text is easy to read and it presents a high literary quality, including

strong plots and well-developed characterization. For example, a flying magic carpet, a Genie

who grants wishes, a flying horse, a bird that can carry off elephants or stone doors in open at

the sound of a voice, and so on. The aim of these magic and fantastic elements in Tales from


the Arabian Nights is to pull the audience from their mundane lives and immerse them in the

imaginary world of these stories. Thus, these stories will bring back teenagers’ enjoyment of

reading literature and at the same time they will develop their language skills (reading, writing,

speaking, and listening).

5- Multicultural Literature and Tales from the Arabian Nights

As mentioned above, Tales from the Arabian Nights will bring back teenagers’

enjoyment of reading literature. It is also a good example of multicultural literature to use in

the FL/L2 classroom. According to Diana Mitchell (2003) “multicultural literature has the

richness, depth, beauty, and a variety of any category of literature. It represented in every genre,

including picture books, realistic and historical fiction (...)” (199). Mitchel (2003) adds that

reading and discussing a wide range of multicultural books has several benefits for all children

and young adults (200). F.S. Dowd (1992, p. 220) also has the same view when he states that

“…from reading, hearing, and using culturally diverse materials, young people learn that

beneath surface differences of color, culture or ethnicity, all people experience universal

feelings of love, sadness, self-worth, justice and kindness” (qt. in Lu,1). In addition, Rudine

Sims Bishop (1997) states that literature can be used as a mirror for the children “it shows

children reflections of themselves” and as a window “it shows them what other people are like”

(cited in Mitchell 2003, 200).

Tales from the Arabian Nights can be used as a window to another culture, that of the

“Middle East” which differs from “Western Culture” as well as a mirror for showing young

adults reflection of themselves in another culture. Nowadays, cultural understanding is essential

and, in addition, the National Curriculum emphasizes that the main subject area of learning

English language is to “involve working with and discussing expository texts, literary texts and

cultural forms of expression from different media. This is essential to develop knowledge about,


understanding of and respect for the lives and cultures of other people” (ENG1-03, p. 4). It

encourages teachers to integrate literature and culture forms in the schools through using

different media and resources (ibid).

6- Teaching Project for Tales from the Arabian Nights

6-1Three Approaches to Teaching Literature

Gillian Lazar describes three different approaches for using literature in language classes

in Literature and Language teaching- A guide for teachers and trainers (1993). These are: the

language-based approach, literature as content, and literature for personal enrichment (Lazar

23-24).

First, the main aim of the language-based approach is to help students make meaningful

interpretations and enhance the general awareness of English by drawing on the knowledge of

familiar grammar, lexical and discourse categories. This approach is characterized by constant

reference to the relationship between linguistic form and literary meaning. The method is also

useful in providing an interesting context for exposure to, or revision of, grammar and

vocabulary. However, linguistic material should not be excessive, because it may mar the

pleasure of reading literature (Lazar 1993).

Second, the literature as content approach sees literature as a means to introduce

students to certain aspects of the target culture, such as history, literary history, theory of genres,

and the biography of the author (Lazar 24). This approach provides important elements in the

language learning classroom, also for the student who does not have a special interest in the

study of literature itself.

Third, the literature for personal enrichment approach draws on personal experience and

involvement to motivate students to participate (Lazar 24). It works through the intellectual and

emotional involvement of the students to give an opportunity to appreciate literature while using

English. This approach therefore gives great opportunities to both the teacher and the students;


the teacher is able to give a wide range of tasks at different levels and the students is able to

select a task suitable for his level of comprehension. Literature for personal enrichment enables

all student to contribute because discussions and reflections about the story are based on their

own experience, feeling, and opinions. I will therefore use Lazer’s approaches to design the

didactic scheme of Tales from the Arabian Nights.

6-2 The aim of project

In building on the reasons for the teaching of literature in a second language, Lazar

asserts that literature should be used with students because:

It is very motivating, it is authentic material, it has general educational value, it

helps students to understand another culture, it is a stimulus for language

acquisition, it develops students’ interpretative abilities, it expands students’

language awareness, and it encourages students to talk about their opinions and

feelings. (14-15)

In addition, Ronald Carter states that Brumfit (2001: 92) argues that “the teaching of literature

can thus be seen as a means of introducing learners to such a serious view of our world, of

initiating them in the process of defining themselves through contact with others’ experience”

(Carter 3). In particular, teaching\using authentic literature provides students with authentic

language. Furthermore, authentic literature engages students' interest, for instance, it provides

an ideal source for the content of discussions, through using the expressions, adjectives, and

adverbs that they read\ find it in a literary work.

Thus, this corresponds with the goals of the Norwegian Curriculum where teaching aims

to enable pupils to “identify and use different situations and learning strategies to expand one`s

English-language skills, and describe his/her own work in learning English” (ENG1-03, p. 7).

The idea behind the discussion tasks is that the students can share their thoughts and reflections


while and after reading the book, by formulating their reflective thoughts into words through

using English language. As Chambers states: "talking well about books is a high-value activity

in itself" (10). Further, he states that the discussion tasks will help the students to share their

"enthusiasm", "puzzles" and "connections" freely (Chambers 16-20).

To sum up, this project aims to introduce different tasks and activities that help pupils to

develop their language skills (reading, listening, speaking and writing skills) through using The

Tales from the Tales from the Arabian Nights. In addition, it will introduce pupils to certain

aspects of the target culture, such as history, literary history, theory of genres, and biography of

the author (Lazar 24), and give the students the opportunity to discuss and express their opinions

and personal experiences of the story. Reading any literature in general and multicultural

literature in particular is not only important for improving language learners’ vocabulary and

reading skills, but can also serve as a way of learning about another culture.

6-3 Teaching Materials

The Book of Tales from the Arabian Nights edited by Andrew Lang (1993).

PowerPoint Presentation posted on Noor’s Wiki Site.

Noor’s Wiki Site: Learning Platform that will be used as a digital learning tools in this

project (see appendix 1).

6-4 Time of project

Teaching hours in the Norwegian Curriculum for lower secondary level are specified as

follows: Years 8-10: 222 teaching hours. Teaching hours are given in 60-minute units, thus the

project will take between 8- 10 teaching hours.

https://noorwikisite.wikispaces.com/Tales+from+the+Arabian+Nights


6-5 Project Organization/ Didactic scheme - Lesson plans

Number of

Lessons

Aim of Lesson Activities National Curriculum

Tasks Competence aims after Year 7

1 and 2

Introduction

- Teacher will introduce a culture from the “Middle East” to his/her

students (brief introduction through PowerPoint presentation).

-Then he/she will move on and introduce Tales from the Arabian

Nights (introducing the themes, characters, plot, etc. See PowerPoint

file of the introduction lesson Via Noor’s Wiki site click on this link:


Or on Fronter under Term Paper Draft Folder or see Appendix 6.

- Teacher should introduce this web site to pupils

https://noorwikisite.wikispaces.com/ and describe how it works, and

why they need to work with it.

-After the PowerPoint presentation, the teacher will hand out a list of

characters in the first frame story to the students with a brief description

of each character (see Appendix2).

Homework: reading some pages from

the Shahrazad and Shahrayar frame

story.

Hint: for weak pupils, I recommended

watching the “Story Telling” video

(see slide 9 in PowerPoint

presentation).

“Read and understand

different types of texts of

varying length from different

sources” and “use digital tools

and other aids”. (ENG1-03,

p.8)



https://noorwikisite.wikispaces.com/


3 - To get an understanding of Shahrayar’s character from the first

frame story.

Discussion topics: Why does

Shahrayar decide to marry a new

woman each night and kill her in the

morning? And What would happen if

all the women at that time were killed

and he could not find more women to

marry?*

* This will be an oral activity to

encourage pupils to share their

thoughts, opinions, and views about

Shahrayar’s decision.

“Understand and use a

vocabulary related to familiar

topics” and “express and give

grounds for own opinions

about familiar topics”.

(ENG1-03, p.8)

4 - To gain an understanding of the “Past Perfect Tense” in English and

compare it with the Norwegian language.

- Teacher will give students a handout on the past perfect tense that

contains some explanations, examples, and exercise. See Appendix 3.

Homework: Each pupil will write

down ten past perfect verbs from Tales

from the Arabian Nights on a word file

with his/her name and then post it on the

Wiki Site.

“Learning orthography and

developing a more extensive

repertoire of English words

and linguistic structures”

(ENG1-03, p.5). And “identify

some linguistic similarities

and differences between


English and one’s native

language” (p.8).

5 - To get an understanding of Shahrazad’s character from the first

frame story.

- To create a discussion forum (led by the teacher) on the Wiki Site

about Shahrazad’s character.

Task: When teacher finishes his/her

description of Shahrazad’s character,

he/she will post on the topic discussion:

“Describe Shahrazad’s character from

your point of view” on the Wiki

platform.

-The aim of this task is to encourage

pupils to write their opinions and to see

how they understand the description of

Shahrazad’s character.

- To improve their writing skills and

learn new vocabulary through the

reading of others’ writing.

“write coherent texts that

narrate, retell and describe

experiences and express own

opinions” and ”understand and

use a vocabulary related to

familiar topics” (ibid).


6 - Finish reading Shahrazad and Shahrayar frame story.

- To discuss some new vocabulary that can be found in the story and

translate it into the pupils’ mother tongue.

- To give some information about two famous musicians who

composed a music piece based on pictures from Tales from the Arabian

Nights story but without being given the names of these musicians.

Task/Homework: Teacher divides the

class into two equal groups, Group A

and Group B.

- Then the teacher explains that the task

will be about these two famous

musicians and each group will choose

one musician as a work group task.

-Each group will search information

and then do a power point presentation

for their task.

- Teacher will hand Group A the work

sheet on the first musician (see

Appendix 4).

- Group B will take the second

worksheet on a musician (see Appendix

5).

- These presentations will be give

during the last lesson of this project.

- “narrate about people, places

and events in English-speaking

countries”

- “express own reactions to

English literary texts, films,

internet culture, pictures and

music”

- “express oneself creatively

inspired by different types of

English literature from

various sources”

-“communicate short texts

about topics one has chosen”

and

-“use digital tools and other

aids to find relevant

information and to create

different types of texts” (ibid).


7 - To watch a lyrical play of Scheherazade from Tales from the Arabian

Nights. It is in four parts on YouTube:

1- https://www.youtube.com/watch?v=6_TdpjeDYHU

2- https://www.youtube.com/watch?v=KjkIjjEqLmU

3- https://www.youtube.com/watch?v=5r5u2Zvegwk

4- https://www.youtube.com/watch?v=hXCmAgkmR0A

- Task: to write an assignment

(individual work).

- The assignment is about writing a

book review of Tales from the Arabian

Nights.

- From 300 to 400 words.

-This assignment will be graded as a

written assignment.

“Use reading and writing

strategies” and “understand

and use a vocabulary related to

familiar topics” (ibid).

8 - To introduce the power point presentations of each group.

- To raise discussions topics about these presentations (an oral activity).

-This task will be graded as an oral

performance.

-“express and give grounds for

own opinions about familiar

topics”

- “introduce, maintain and

terminate conversations

related to familiar situations”

and - “use basic patterns for

pronunciation, intonation,

word inflection and different

types of sentences in

communication. (ibid).

https://www.youtube.com/watch?v=6_TdpjeDYHU

https://www.youtube.com/watch?v=KjkIjjEqLmU

https://www.youtube.com/watch?v=5r5u2Zvegwk

https://www.youtube.com/watch?v=hXCmAgkmR0A

Final Project Multicultural Literature in the EFL Classroom Al-Janabi

14

7- Conclusion

In this essay I have presented a didactical scheme based on Tales from the Arabian

Nights. Furthermore, this essay has discussed the benefits of teaching literature in the L2/FL

classroom in general and multicultural literature in particular. I have also provided some useful

ideas, tasks, ICT tools, and activities that can help pupils to improve their language skills

(reading, writing, listening, and speaking) as well as bring back teenagers’ enjoyment of reading

literature. Last but not least, I have integrate aspects of the obligatory theoretical course

materials as well as aspects from several non-obligatory sources. Furthermore, my didactic

scheme is related to the competence aims of the English Subject Curriculum for Norwegian

schools.


15

Works Cited

Chambers, Aidan. Tell me: children, reading, and talk. Stenhouse Publishers, 1996. Print.

Carpenter, Humphrey, and Prichard, Mari. The Oxford Companion to Children's Literature.

Oxford: Oxford University Press, 1984. Print.

Carter, Ronald. Literature and language teaching 1986–2006: a review. International Journal

of Applied Linguistics. 17.1 (2007): 3-13. Print.

ENG1-03.The Norwegian subject curriculum for English. Web.30 November 2014.from

http://www.udir.no/kl06/ENG1-02/Hele/Kompetansemaal/Etter-10-

arstrinn/?lplang=eng

Lang, Andrew. Tales from the Arabian Nights. London: Wordsworth Editions Limited, 1993.

Print

Lazar, Gillian. Literature and language teaching: a guide for teachers and trainers. Cambridge:

Cambridge University Press, 1993. Print.

Lu, Mei-Yu. “Multicultural Children’s Literature in the Elementary Classroom.” In ERIC

Digest. (1998). Accessed on http://www.ericdigests.org/1999-2literature.htm

24.09.08.

Mitchell, Diana. "Multicultural and International Literature." Children's Literature: An

Invitation to the World. Boston: Allyn and Bacon, 2003. 198-225. Print.

Paran, Amos. 2008. "The role of literature in instructed foreign language learning and teaching:

An evidence-based survey". Language teaching: the international abstracting

journal for language teachers and applied linguists 41:4.

Noor’s Wiki Site https://noorwikisite.wikispaces.com/Tales+from+the+Arabian+Nights.

http://www.udir.no/kl06/ENG1-02/Hele/Kompetansemaal/Etter-10-

http://www.ericdigests.org/1999-2literature.htm



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Appendix 1: What is Wikispaces (Noor’s Wiki Site)?

Introduction

Wikispaces Classroom is a social writing platform for education. They make it incredibly easy to

create a classroom workspace where you and your students can communicate and work on writing

projects alone or in teams. Rich assessment tools give you the power to measure student contribution

and engagement in real-time. Wikispaces Classroom works great on modern browsers, tablets, and

phones.

Wikispaces Classroom is free for teachers and students. We have over 10 million registered teachers

and students on the platform. http://www.wikispaces.com/content/classroom/about

* I have created Noor’s Wiki Site Classroom (on 20 Nov. 2014) for using it as a digital tool in my

teaching project on Tales from the Arabian Nights.

http://www.wikispaces.com/content/classroom/about



17

Appendix 2: List of Characters in the Frame Story

The main characters:

Shahrazad- protagonist, is the daughter of the kingdom's vizier (vizier means minister) and

sister of Dunyazad and she is the narrator of Tales from the Arabian Nights/One Thousand and

One Nights. Shahrazed has a unique personality and she is the legendary Persian queen.

Shahrayar- antagonist, is the king of the Persian Empire and also of many other lands at that

time. He is shocked to discover the betrayal of his wife with one of his slaves. Then he decides

to marry a virgin every night and kill her in the morning.

Shahzaman, is the younger brother of Shahrayar and he is the king of Samarkand. He has a

sad story like his brother. He also discover the betrayal of his wife with a cook.

Dunyazad, is the younger sister of Shahrazad and she marries Shahzaman, Shahryar's brother.

Scheherazade’s father, is the vizier/minister of King Shahrayar.


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Appendix 3: Past Perfect

See the highlighted text for an explanation of the past perfect tense in use.

Language in context

Over the last twenty years, the average size of households has fallen dramatically. The number of one

person households has grown, due largely to the ageing of the population, as has the number of one

parent families. Couples having smaller families have also contributed to the fall in household size.

In 1976, 60% of families were couples with children. By 1996, this [1] had fallen to 51%. Part of this

change can be attributed to the increase in one parent families with dependent children, but most of

the change is due to the increase in the proportion of couple-only families. People are now having

children later in life, and are living longer. Therefore, they are spending more time living in couple-only

families, both before they have families and after their children have left home.

However, children are leaving home later. In 1981, 34% of children aged 20-24 lived with their parents.

By 1991, this [2] had increased to 40%. This increase has to some extent countered, the fall in the

couples with non-dependent children only.

(Source: ABS Yearbook Australia 1997, Number 79, Australian Government Publishing Service, ACT, p.81)

Copyright in ABS data resides with the Commonwealth of Australia.

Used with permission ABS <www.abs.gov.au>

[1]This is a past perfect verb. It describes an activity which was completed by 1996. The past perfect

may be used to describe the earlier of two points in the past. The year 1996 is in the past. The time

before and up to 1996 is in the earlier past.

[2]This is a past perfect verb. It describes an activity which was completed by 1991. The past perfect

may be used to describe the earlier of two points in the past. The year 1991 is in the past. The time

before and up to 1991 is in the earlier past.

Past perfect exercise

Language in context

Over the last twenty years, the average size of households has fallen dramatically. The number of one

person households has grown, due largely to the ageing of the population, as has the number of one

parent families. Couples having smaller families have also contributed to the fall in household size.

In 1976, 60% of families were couples with children. By 1996, this had fallen to 51%. Part of this

change can be attributed to the increase in one parent families with dependent children, but most of

the change is due to the increase in the proportion of couple only families. People are now having

children later in life, and are living longer. Therefore, they are spending more time living in couple-only

families, both before they have families and after their children have left home.

However, children are leaving home later. In 1981, 34% of children aged 20-24 lived with their parents.

By 1991, this had increased to 40%. This increase has, to some extent, countered the fall in the

couples with non-dependent children only.

(Source: ABS Yearbook Australia 1997, Number 79 p. 81)

http://www.abs.gov.au/

http://www.abs.gov.au/


19

There are two past perfect verbs in the 'Language in context' passage above.

Type these verbs into the first two boxes below. Check your answers as you go.

1. First past perfect verb:

2. Second past perfect verb:

Identify and type in the past perfect verb in each sentence below. These examples are

not from the 'Language in context' passage.

3. It was announced that he had resigned from his position at the bank for personal reasons.

4. Several senior employees had left the company by the time the new manager arrived.

5. Until the new software was purchased, the staff had struggled to keep the accounts records

up to date.

Notes on past perfect tenses

A past perfect verb always includes:

had (for singular or plural) + a past participle

Examples

They announced that he had resigned for personal reasons.

He reported that productivity had declined.

A past perfect continuous verb includes:

had (for singular or plural) + been + an -ing verb


20

Example

When he took over, productivity had been declining for two years.

A past perfect passive verb includes:

had (for singular or plural) + been + a past participle

Example

The new software had been purchased before his arrival.

Note:

The past simple tense is used when events are described in the order in which they occurred.

Example

In March 2005 she started a management course at Monash University. Three months later

she found a part-time job.

Note:

The past perfect tense is used when, in describing the past, we briefly refer to an even earlier

event

Example

When she began her part-time job in June 2005 she had already started a management

course at Monash University.

Reference of Appendix 3: http://www.monash.edu.au/lls/llonline/grammar/tense/index.xml.

http://www.monash.edu.au/lls/llonline/grammar/tense/index.xml


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Appendix 4: Group A- WorkSheet

1- Make a Power Point presentation about the musician in this picture:

2- The power point should contain the following:

Name

Date of birth.

Date of death (if he isn’t alive).

His personal life and education.

His musical works.


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Appendix 5: Group B- Worksheet

1- Make a Power Point presentation about the musician in the picture below:

2- The power point should contain the following:

Name

Date of birth.

Date of death (if he isn’t alive).

His personal life and education.

His musical works.


23

Appendix 6: Introduction Lesson of Tales from the Arabian Nights

(Power Point presentation)


24


25


26


27


28


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multicultural literature in the efl classroom_ noor al-janabi

Documents

teaching literature

teaching of literature

introduction literature

teaching project

aim of project

time of project

introduction lesson

teaching materials