Abstract
In the language classroom, most lessons about English literature tend to concentrate on the pupils' analytical faculties. This article describes one of the standard approaches and discusses its advantages and deficiencies. I then introduce a different language activity which I think appeals to the whole personality of the pupil. The response called for is analytical as well as emotional. It is a learner-oriented activity without any direct interference by the teacher. The evidence in the tapescript of a lesson shows that the activity is particularly suited for fluency practice
Gerber, U