Leonarda Lovrović University of Zadar llovroviunizdhr Literature a major element of culture outside the boundaries of culture and time offers a bountiful body of written material dealing with fundamental h ID: 296192
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Slide1
Poems in Teaching English as a Foreign Language
Leonarda
Lovrović
University
of
Zadar
llovrovi@unizd.hrSlide2
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 issuesSlide3
Literature
demands
L
s’ personal involvement
provokes discussion creating authentic communicative situations
should suit
L
s’ interest, needs and cultural backgroundSlide4
Language of Literature
figurative
language
-
new dimensions of perception
written down with thought, care
and
passion
expressive devicesSlide5
Language of Literature
improve 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
materialsSlide6
Poetry
not particularly popular among adolescents
s
hort
poems
offer
s
a rich
and
various repertoire
a source of pleasure for both the T and LsSlide7
Poetry
general topics, life experience, feelings
the power
of language outside standard linguistic structures and lexis
further reading and creative writingSlide8
Poems
shoul
d
suit Ls’ interests, linguistic competence, level of maturity
student-centred activities: discussion, role play, interpretation, etc.
pair and group work Slide9
Group work
different life experience
lessens the difficulties presented by unknown words
greater freedom to explore own reactions and interpretationsSlide10
Group work
more confidence and interest
less dependant on the opinion of
others
able to understand other perspectives Slide11
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 cloths
Of 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.Slide12
William Butler Yeats, He Wishes for the Cloths of Heaven (1899)
unrequited
love
familiar
topic
St Valentine's DaySlide13
Introduction
introduce
the
topic
draw
from
their
life
experience
What does being in love mean?
How can people make their beloved happy?
pair
workSlide14
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. Slide15
Introduction
discussion
about
their
personal
experience
Ls develop speaking skills
learn how to
listen
and
how to
accept each other’s opinionsSlide16
Reading
rhythm and intonation
group work (4-5 Ss)
reciting
learning
by
heartSlide17
Speaking
pre-teach new
words
:
embroidered
-
decorated
enwrought
/
inwrought
–
woven
into
another
dim
–
not
bright
tread
(
trod
,
trodden
/
trod
) -
walk
conditional
sentence,
type
2 (
inversion
)Slide18
Speaking
What is the poem about? What has the poet expressed in it?
What is the poet's relationship to his beloved like?
What would he do for her if he could? Why can’t he do it?
What can he do instead?
Why does he want her to walk softly on his dreams?
Do you feel sorry for him? Why?
What images does the poet use? Why? Slide19
Speaking
group work
– more
dymanic
than
pair
work
open-class discussion
the
main
point
of
the
poem
(Qs1-5)
express
their
feelings
(Q 6)
talk
about
the
images
(Q 7)Slide20
Examples:
The poem is about the unrequited love. In this poem the poet has expressed his personal feelings towards his beloved.
She is unattainable for him and he praises her as if she were a goddess.
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.
He can give her only his dreams.
He wants her to walk softly on his dreams because they can be broken easily.Slide21
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.Slide22
Speaking
develop speaking skills
acquire new vocabulary
practice using grammatical structures
T should encourage Ls to express their opinions and feelingsSlide23
Writing
develop writing skills
informal letter to a beloved person from the poet’s point of view
images
to express
feelings
vocabulary items not typical of everyday language
practice using grammatical structuresSlide24
Writing
express themselves creatively
develop their thoughts
insight into the knowledge of individual students
follow the development of
their
writing skillsSlide25
Examples:
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.
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.
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.Slide26
Mary Elisabeth Frye, Do Not Stand at My Grave and Weep (1932)
death
not
the
end
of
life
optimistic
All
Saints
’
DaySlide27
Introduction
Ls should speak about their attitudes and be
l
iefs
What do you think happens after death?
in pairs and
then
open-classSlide28
Examples:
When we die, we go back into the world we originally came from.
I believe in reincarnation because our soul doesn't die.
There is nothing after death, we just rot and that's it. Nothing else makes sense because there is the circle of life.
I believe in heaven because there must be a kind of afterlife.Slide29
Introduction
Ls develop their speaking skills
learn how to express and support their attitudes
learn how to accept different opinions
development of tolerance among LsSlide30
Reading
Ss
supply
the
missing
words
compare
their
the
missing
words
in
pairs
check
it
open
-
classSlide31
Mary Elisabeth Frye, Do Not Stand at My Grave and Weep (1932)
Do
not
stand
at
my
grave
and
weep
I 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
awaken
in
the
morning
’s
hush
,
I am
the
swift
uplifting
rush
of
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
.Slide32
Reading
T
reads
the
poem
aloud
Ss -
in
pairs
learning
by
heart
reciting
rhythm a
n
d intonation
encourages
motivationSlide33
Speaking
Ss interpret
the
poem
groups (4 or 5 Ss)
not necessary to pre-teach vocabulary
answer the following questions:Slide34
Speaking
What is the poem about? What feeling does it express?
What attitude to death is expressed in the poem?
What view of
dea
th
does it offer?
Who is the poet addressing? What feeling does the poem bring to them? Why?
What images are used in the poem? Where are they taken from? Why? Slide35
Speaking
group work - Ls speak English with confidence
open-class discussion
pos
i
tive
atmosphere in the classroom
Ss
develop
their
speaking
skillls
as many Ss as possible should be includedSlide36
Examples:
The poem is about death and it expresses grief that is felt after someone has died.
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 thought
s
. So the poem expresses a comforting view o
n
death. Slide37
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.Slide38
Writing
time-consuming
very important
essay
– life
after
deathSlide39
Examples:
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.
Nothing happens after life, we simply disappear.
We exist in
the
memor
y
and thoughts of the people we loved and who loved us, but not for a long time.
Life on earth is extremely short and it goes by very fast, so I think it is a preparation for immortal life in heaven.Slide40
Writing
feedback on Ss’ linguistic competence
systematically follow the development of Ss’ writing skills and
th
ei
r use of grammatical structures
and
vocabularySlide41
Conclusion
various authentic materials – interesting classes
EL
written for native speakers
literary 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 lexisSlide42
Conclusion
poems – short, a good basis for various activities
student-centred activities – dynamic classes in order to develop different language skills
the development of Ls’ linguistic competenceSlide43
Conclusion
Ls will learn how to express their own attitudes and feelings
Ls will learn how to accept other Ss’ opinions
successful communication and toleranceSlide44
THANK YOU FOR YOUR ATTENTION
Slide45
References
Collie, 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.