poems in teaching english as a foreign language
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Poems in Teaching English as a Foreign Language. Leonarda Lovrović University of Zadar [email protected]. Literature. a major element of culture outside the boundaries of culture and time offers a bountiful body of written material dealing with fundamental h u man issues. Literature. - PowerPoint PPT PresentationTRANSCRIPT
Literaturea major element of cultureoutside the boundaries of culture and time
offers a bountiful body of written material dealing with fundamental human issues
Literaturedemands Ls’ personal involvement
provokes discussion creating authentic communicative situations
should suit Ls’ interest, needs and cultural background
Language of Literaturefigurative language - new dimensions of perception
written down with thought, care and passion
expressive devices
Language of Literatureimprove Ls’ ability to express themselves with clarity and effect
Ls will increase their receptive vocabulary
Ls will become more creative on their productive level
supplement to other materials
Poetrynot particularly popular among adolescents
short poemsoffers a rich and various repertoire
a source of pleasure for both the T and Ls
Poetrygeneral topics, life experience, feelings
the power of language outside standard linguistic structures and lexis
further reading and creative writing
Poemsshould suit Ls’ interests, linguistic competence, level of maturity
student-centred activities: discussion, role play, interpretation, etc.
pair and group work
Group workdifferent life experiencelessens the difficulties presented by unknown words
greater freedom to explore own reactions and interpretations
Group workmore confidence and interest
less dependant on the opinion of others
able to understand other perspectives
William Butler Yeats, He Wishes for the Cloths of Heaven (1899)
Had I the heavens' embroidered cloths,Enwrought with golden and silver light,The blue and the dim and the dark clothsOf night and light and the half-light,I would spread the cloths under your feet:But I, being poor, have only my dreams;I have spread my dreams under your feet;Tread softly because you tread on my
dreams.
William Butler Yeats, He Wishes for the Cloths of Heaven (1899)
unrequited lovefamiliar topicSt Valentine's Day
Introductionintroduce the topicdraw from their life experience
What does being in love mean?How can people make their
beloved happy?
pair work
Examples:
a) It's a special feeling that can't be described. b) When you're in love, you care about another
person more than you care about yourself. c) When you love someone, you want to spend
a lot of time with them.
a) You can make your beloved happy if you accept them with all their flaws.
b) You must always be there for that person, even in difficult times.
c) You should do anything for the person you love.
Introductiondiscussion about their personal experience
Ls develop speaking skillslearn how to listen and how to accept each other’s opinions
Reading
rhythm and intonationgroup work (4-5 Ss)recitinglearning by heart
Speakingpre-teach new words: embroidered - decorated enwrought / inwrought – woven into
another dim – not bright tread (trod, trodden/trod) - walk
conditional sentence, type 2 (inversion)
Speaking1. What is the poem about? What has the
poet expressed in it? 2. What is the poet's relationship to his
beloved like? 3. What would he do for her if he could?
Why can’t he do it?4. What can he do instead?5. Why does he want her to walk softly on
his dreams? 6. Do you feel sorry for him? Why? 7. What images does the poet use? Why?
Speakinggroup work – more dymanic than pair work
open-class discussionthe main point of the poem (Qs1-5)
express their feelings (Q 6)talk about the images (Q 7)
Examples:
1. The poem is about the unrequited love. In this poem the poet has expressed his personal feelings towards his beloved.
2. She is unattainable for him and he praises her as if she were a goddess.
3. He would spread the embroidered cloths of heaven under her feet in order to make the ground soft for her, but he can't because he is poor.
4. He can give her only his dreams.5. He wants her to walk softly on his
dreams because they can be broken easily.
Examples:
6. a) I feel sorry for him because he seems to be very unhappy.
b) I don't feel sorry for him because he's a fool. He should look for another woman.
c) I don't feel sorry for him and I don't like the poem because it's creepy.
7. The poet uses the following images: 'the cloths of heaven', 'enwrought with golden and silver light', 'cloths of night and light and the half-light', 'you tread on my dreams', etc. He wants to express how much he loves this woman and to stress that he would do anything for her, but he can't because he is poor.
Speaking
develop speaking skillsacquire new vocabularypractice using grammatical structures
T should encourage Ls to express their opinions and feelings
Writingdevelop writing skillsinformal letter to a beloved person from the poet’s point of view
images to express feelingsvocabulary items not typical of everyday language
practice using grammatical structures
Writingexpress themselves creatively
develop their thoughtsinsight into the knowledge of individual students
follow the development of their writing skills
Examples:
a) Even though I do not have many material things to offer you, I can give you all my dreams, all my hopes. If only my heart could tell you how much I love you.
b) Instead of the embroidered cloths of heaven enwrought with golden and silver light I can offer you my dreams, the only valuable thing that I possess.
c) I would decorate cloths of heaven with golden and silver light for you and much more: if I could, I would spread the cloths under your feet.
Mary Elisabeth Frye, Do Not Stand at My Grave and Weep (1932)
deathnot the end of lifeoptimisticAll Saints’ Day
IntroductionLs should speak about their attitudes and beliefs
What do you think happens after death?
in pairs and then open-class
Examples:
a) When we die, we go back into the world we originally came from.
b) I believe in reincarnation because our soul doesn't die.
c) There is nothing after death, we just rot and that's it. Nothing else makes sense because there is the circle of life.
d) I believe in heaven because there must be a kind of afterlife.
IntroductionLs develop their speaking skills
learn how to express and support their attitudes
learn how to accept different opinions
development of tolerance among Ls
Reading Ss supply the missing words
compare their the missing words in pairs
check it open-class
Mary Elisabeth Frye, Do Not Stand at My Grave and Weep (1932)Do not stand at my grave and weepI am not there, I do not sleep.I am a thousand winds that blow.I am the diamond glints on snow.I am the sunlight on ripened grain.I am the gentle autumn rain.When you awakenin the morning’s hush,I am the swift uplifting rushof quiet birds in circled flight.I am the soft stars that shine at night.Do not stand at my grave and cry,I am not there, I did not die.
ReadingT reads the poem aloudSs - in pairslearning by heartrecitingrhythm and intonationencourages motivation
SpeakingSs interpret the poemgroups (4 or 5 Ss)not necessary to pre-teach vocabulary
answer the following questions:
Speaking1. What is the poem about? What
feeling does it express?2. What attitude to death is
expressed in the poem? What view of death does it offer?
3. Who is the poet addressing? What feeling does the poem bring to them? Why?
4. What images are used in the poem? Where are they taken from? Why?
Speakinggroup work - Ls speak English with confidence
open-class discussionpositive atmosphere in the classroom
Ss develop their speaking skillls
as many Ss as possible should be included
Examples:
1. The poem is about death and it expresses grief that is felt after someone has died.
2. The poet's attitude to death is positive. Although her body is buried, she is no longer there because she has moved to a better place and will remain in the mourners' memory and thoughts. So the poem expresses a comforting view on death.
Examples:
3. She is addressing the mourners and brings relief to them because the deceased person continues to live.
4.The poet uses the images taken from nature such as 'a thousand winds that blow', 'the diamond glints on snow', 'the sunlight on ripened grain', 'the gentle autumn rain' etc. because they symbolize freedom, happiness, relief, piece and comfort.
Writingtime-consumingvery importantessay – life after death
Examples:
a) Once our soul is the only thing left of us, how lovely must it be to float around, being completely careless, not thinking about other people's opinions, not thinking whether we will be successful in something or not.
b) Nothing happens after life, we simply disappear. We exist in the memory and thoughts of the people we loved and who loved us, but not for a long time.
c) Life on earth is extremely short and it goes by very fast, so I think it is a preparation for immortal life in heaven.
Writing
feedback on Ss’ linguistic competence
systematically follow the development of Ss’ writing skills and their use of grammatical structures and vocabulary
Conclusionvarious authentic materials – interesting classes
EL written for native speakersliterary works – lack EL used in everyday situations, but are abundant in the different forms of the language
the language of poetry – outside standard linguistic structures and lexis
Conclusionpoems – short, a good basis for various activities
student-centred activities – dynamic classes in order to develop different language skills
the development of Ls’ linguistic competence
ConclusionLs will learn how to express their own attitudes and feelings
Ls will learn how to accept other Ss’ opinions
successful communication and tolerance
THANK YOU FOR YOUR ATTENTION
ReferencesCollie, J., Slater, S. (1987): Literature in the
Language Classroom. Cambrigde, Cambridge University Press.
Harmer, J. (1991): The Practice of English Language Teaching. London and New York: Longman Group UK Limited.
Lindstromberg, S. (2004): Language Activities for Teenagers. Cambridge, Cambridge University Press.
Lovrović, L., Oštarić, M. (2010): Kratka priča u nastavi engleskoga jezika. Strani jezici, 39, 4, 287-294.
Šnjarić, M. (2008): Didaktička obrada pripovjedaka za nastavu njemačkog jezika: Genies in der Schule. Strani jezici, 37, 2, 101-109.