Presentation on theme: "Materials design and lesson planning: Poetry Literature and Language Teaching (Ch. 6) Lazar Gillian Presenter: Betty Hsu."— Presentation transcript:
1Materials design and lesson planning: Poetry Literature and Language Teaching (Ch. 6) Lazar Gillian Presenter: Betty Hsu
2Putting a poem back （Jigsaw puzzle ） 1. and molly was chased by a horrible thing 2. so sweetly she couldn’t remember her troubles,and 3. went down to the beach (to play one day) 4. may came home with a smooth round stone 5. which raced sideways while blowing bubbles:and 6. it’s always ourselves we find in the sea 7. maggie and milly and molly and may 8. and maggie discovered a shell that sang 9. milly befriended a stranded star 10. For whatever we lose(like a you or a me) 11. as small as a world and as large as alone. 12. whose rays five languid fingers were;
3Putting a poem back together again maggie and milly and molly and may7 went down to the beach (to play one day)3 and maggie discovered a shell that sang8 so sweetly she couldn’t remember her troubles,and2 milly befriended a stranded star9 whose rays five languid fingers were;12 and molly was chased by a horrible thing 1 which raced sideways while blowing bubbles:and5 may came home with a smooth round stone4 as small as a world and as large as alone.11 For whatever we lose(like a you or a me)10 it’s always ourselves we find in the sea 6 Ans: 7,3,8,2,9,12,1,5,4,11,10,6
4How to put a poem back Jumble Up & Reorder Structure of Poetry Identify the characters and the settingmaggie and milly and molly and maywent down to the beach (to play one day)Identify the discoursal features, collocational linkand maggie discovered a shell that sangso sweetly she couldn’t remember her
5Why NOT use poetry in class I’ve got a very demanding syllabus to get through, so there’s no real time for playing around with poetry in my lessons.My students don’t read poetry in their own language, so how can they possibly read it in English?I’ve tried using a poem with students, but they found it difficult to understand, and just wanted me to give them the “right” interpretation of what it meant.I sometimes wonder if I’ve really understood the meaning of a poem myself; it’s a bit daunting then to explain it to a group of students.
6Why USE poetry in classPoetry is characterized as deviating from the norms of language, but it is communicated with the reader in a fresh, original wayExploit the unusual use of language as a basis for expanding the student’s language awarenessPoetic uses of language will reinforce the students’ knowledge of the norms f language usePoetry is rich in words, students can be trained to guess and check their meanings by using a dictionaryIdentify certain lexical or grammatical features of a poem to increase student’s awareness of those linguistic features
7HOW to use poetry in class Choose poems suitably graded to the level of the studentsGive students as much help as possible in understanding the language of the poemDevise activities which gently lead students towards making interpretations of their ownEncourage students to make use of certain interpretative strategies while reading, e.g. speculaing about the symbolic meaning of key wordsInterpretation of a poem varies form reader to reader; never degenerate poetry learning into a sterile linguistic exercise
8What is distinctive about poetry Please look at the extracts taken from differentpoems to decide…..What is distinctive about the language?How poetry can be of value to English learners?
9Kangaroo Sitting up there rabbit-wise, but huge, plump-weighted, Delicate mother KangarooSitting up there rabbit-wise,but huge, plump-weighted,And lifting her beautiful slender face,oh! so much moregently and finely lined than a rabbit's,or than a hare's,Lifting her face to nibble at a round whitepeppermint dropwhich she loves, sensitive mother Kangaroo.David Herbert Lawrence ( )
10The Visionary Silent is the house: all are laid asleep: One alone looks out o’er the snow-wreaths deep, Watching every cloud, dreading every breeze That whirls the wildering drift, and bends the groaning trees.Emily Jane Brontë ( )
11Lessons of the War: 1. Naming of Parts’ Henry Reed (1914 – 1986) Today we have naming of parts. Yesterday We had daily cleaning. And tomorrow morning, We shall have what to do after firing. But today, Today we have naming of parts. Japonica Glistens like coral in all of the neighbouring gardens, And today we have naming of parts.
12A Birthday (Christina Georgina Rossetti ) My heart is like a singing bird Whose nest is in a water'd shoot; My heart is like an apple-tree Whose boughs are bent with thickset fruit; My heart is like a rainbow shell That paddles in a halcyon sea; My heart is gladder than all these Because my love is come to me.
13What is distinctive about poetry We saw that POETRYReorganizes syntaxInvents its own vocabularyFreely mixes registersCreates its own punctuationGenerates vivid new metaphorsPatterns sounds and orders rhythmsAll these linguistic devices have importantimplications for the use of poetry in thelanguage classroom
14Autobahnmotorwayautoroute Around the gleaming map of Europe A gigantic wedding ring Slowly revolves through Londonoslowestberlin Athensromemadridparis and home again, Slowly revolving. That's no ring, It's the great European Limousine, The Famous Goldenwhite Circular Car Slowly revolving All the cars in Europe have been welded together Into a mortal unity, A roundaboutgrandtourroundabout Trafficjamroundaboutagain, All the cars melted together, Citroenjaguarbugattivolkswagenporschedaf.Each passenger, lugging his Colourpiano, frozenmagazines, high-fidog, Clambers over the seat in front of him Towards what looks like the front of the car. They are dragging behind them Worksofart, lampshades made of human money, Instant children and exploding clocks. But the car's a circle No front no back No driver no steering wheel no windscreen no brakes no
15Exploiting unusual language features Activity 1 Around the gleaming map of Europe A gigantic wedding ring Slowly revolves through Londonoslowestberlin Athensromemadridparis and home again, Slowly revolving. 1. Ask students to punctuate the first verse as they think appropriate, e.g. with commas between the names of the cities 2. Compare it with the original one and think about the effect 3. Find other examples in the poem
16Exploiting unusual language features Activity 2 Each passenger, lugging his Colourpiano, frozenmagazines, high-fidog, Clambers over the seat in front of him Towards what looks like the front of the car.They are dragging behind them Worksofart, lampshades made of human money, Instant children and exploding clocks.Frozen Instant Color1. Ask students to match the adj. with the nous in the box2. Find any examples of the formed combination from the poem3. Think about the effect it createscoffeeillustrationsmagazinesfoodmilksouptelevisionchickenpicturesphotos
17Possible ActivitiesDesign activities to exploit the unusual language features of the poemCompare the punctuationWhat effect is created by the layout andpunctuation used in the poem?Compare the combination of adjective and a nounWhat effect does the poet create by using theadj. & noun combination?Procedure:1. Analysis the unusual linguistic features of a poem2. Devise activities to exploit these features3. Help students to understand the historical or cultural background of the poem4. Help students to grap with the underlying meaning, and the theme of the poem
18Helping students with figurative meaning Many poems are rich in metaphors or figurative uses of languageHelp students to decipher the multiple ambiguities of metaphorical language and make them enjoy itFind out the metaphor embedded in the following examples
19Helping students with figurative meaning Many poems are rich in metaphors or figurative uses of languageHelp students to decipher the multiple ambiguities of metaphorical language and make them enjoy itFind out the metaphor embedded in the following examples
20EveningShe sweeps with many-colored brooms, And leaves the shreds behind; Oh, housewife in the evening west, Come back, and dust the pond!Emily Dickinson ( )A housewife v.s. The Sunset
21The gulls’ flight is low flat &hard they go to sea to the edge Where the day’s fire is lit they goas shiftworkers to the dawn.Nigel Roberts (b.1941)The day’s fire v.s.The Sun
22Stopping by woods on a snowy evening (Robert Frost) These woods are lovely, dark, and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.Robert FrostThe woods v.s. a journey
23The problem with metaphors Metaphor defined as a connection or comparison made between things which are usually considered to be unlike each otherUnderstanding metaphors involves engaging in a series of linguistic inferences, which may be problematic to students, e.g. days fire stands for the Sun because of the common qualities of brightness and warmth.A lot of devices can be used to help students to come to grips with the metaphorical/figurative meanings in the poems (e.g. pair or group works / cloze exercise)
24Using poetry with lower levels Example: He Threats Them to Ice-Cream1 Your are going to read a poem called “He Treats them to Ice-cream” by Anna Swirszcsynski.What does the verb “to treat” mean here? Writedown what you think the poem is about. Talkabout your ideas to your partner.
25Example: He Threats Them to Ice-Cream 2. Now read the first verse of the poem. After you have read it, write down what you think happens next. Read this aloud to your class. Every Sunday they went for a walk together. He, she And the three children
26Example: He Threats Them to Ice-Cream 3. Now read the next verse of the poem: One night when she tried to stop him going to his other woman he pulled out a flick-knife from under the mattress Were you right about what happened next in the poem? Now write a last verse for this poem, and read it aloud to the class.
27Example: He Threats Them to Ice-Cream 4. Here is the last verse of the poem. They still go for a walk Every Sunday, He, she and the three children. He treats them to ice-cream and they all laugh. She too. Does it have the kind of ending you expected? What do you think of the ending?
28Example: He Threats Them to Ice-Cream 5. Look at the title of the poem again: “He Threats Them to Ice-Cream”. Then look at the definitions for the word to treatTreat1. to handle, deal with, or manage2. to behave or act toward3. to cause to undergo a process for a special purpose4. to pay the cost of entertainment for5. to deal with for some desired result.6. to regard, considerHow many different meanings does it have? Do you think anyof these other meanings are connected with the poem?
29Using poetry with lower levels Types of ActivitiesSentence completionMatching words to definitionsPredicting writingOrdering sentences in the correct sequenceWriting your own poemGap-fill/clozeMatching words to picturesChecking word meaning in a dictionaryOrganizing words according to lexical relationships
30Using poetry to develop oral skills Poetry is also rich in patterns of sound. Teacher should make these sound patterns be fully enjoyed and appreciated by students.
31Using poetry to develop oral skills Choral Reading 1 The squares on the words show which words students have to stress or emphasize. The meaning of sentences changes according to where they put the stress. Make students sensitized to how stressing different words conveys different meanings.
32Choral Reading 2: movement + gestures + beating out rhythms to the poem
33Using poetry with higher levels Types of ActivitiesSentence completionMatching words to definitionsPredicting writingOrdering sentences in the correct sequenceWriting your own poemGap-fill/clozeMatching words to picturesChecking word meaning in a dictionaryOrganizing words according to lexical relationships
34London I wandered through each chartered street, Near where the chartered Thames does flow,A mark in every face I meet,Marks of weakness, marks of woe.In every cry of every man,In every infant's cry of fear,In every voice, in every ban,The mind-forged manacles I hear:How the chimney-sweeper's cryEvery blackening church appals,And the hapless soldier's sighRuns in blood down palace-walls.But most, through midnight streets I hearHow the youthful harlot's curseBlasts the new-born infant's tear,And blights with plagues the marriage-hearse.William Blake ( )
35Difficulties for advanced students reading ‘London’ Understanding individual words in the poemUnderstanding the metaphorical/symbolic meaning behind phrases or lines in the poemUnderstanding the historical context which forms the background to the textUnderstanding the poet’s attitude to what he sees around himResponding personally to the themes of the poemFeeling threatened or intimidated by the apparent level of difficulty of the poem
37Anticipating student problems The background to the poemAny cultural or historical information?The author’s life or other works?The language of the poemAny unfamiliar words, grammatical, syntactic ordiscoursal features?Any ambiguities in meaning?Any figurative or symbolic meanings?Any aural or musical qualities in the poem?Motivating and involving studentsHow can the topic be made relevant to the student’s experience?How does the poem mesh with the syllabus requirements?What activities will most suit the learning styles of the students?
38Further tasks and activities Pre-readingWhile-readingPost-readingFurther Follow-upStimulating student interest in the textProviding the necessary historical or cultural backgroundHelping students with the language of the poem