day 2 tuesday, august 12, 2014 15.20 – 16.50

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Poetry in a Foreign Language Class: Selecting, Planning, Designing. E. Vasilyeva I. Stolyarova. Day 2 Tuesday, August 12, 2014 15.20 – 16.50. Can poetry be used to facilitate language learning?. Can poetry be used to facilitate language learning?. - PowerPoint PPT Presentation

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WHO AM I? Aspects of Identity in Contemporary British, Russian and Buryat Poetry

Poetry in a Foreign Language Class: Selecting, Planning, Designing. E. VasilyevaI. StolyarovaDay 2Tuesday, August 12, 201415.20 16.50 Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to PronunciationVocabulary Grammar Reading Listening Spoken ProductionSpoken InteractionWriting CultureCan poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to Pronunciation- When read out loud practice rhythm, intonation patterns, sounds- When listened to present or illustrate accents, sounds etc. Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to Vocabulary Introduce new words Memorize words in a context Enrich potential vocabulary ???How useful can the new words be? Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to GrammarIllustrate grammar pointsEnhance learning grammar points through constant repetition ???What should we do about non-standard grammar? Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach Reading Anticipating the subject Anticipating the major factsAnticipating the subtextDecoding stylistic devicesUnderstanding implicit meaningUnderstanding the subtextSumming up the major facts and events in the textCan poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach Spoken Interaction Discussing understanding Discussing impressions Discussing problems raised in the poemCan poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach Spoken ProductionSummarizing the poems most important pointsSharing and explaining opinionsSpeaking about the problems raised in the poemCan poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach Listening ???

Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach WritingWriting a response to the poem (e.g. a letter from one character to another)Writing a composition about the problems raised in the poem Creating a poem Can poetry be used to facilitate language learning?Aspect of Language TeachingPoetry can be used to teach Culture Introducing cultural phenomena Expand cultural horizons Cultures in Dialogue: negotiating meanings and interpretations determined by our own culture and reaching out to the other cultureCan poetry be used to facilitate language learning?Poetry CAN be used for teaching a foreign language!!!

Can poetry be used to facilitate other aspects of education?Values Aesthetics General erudition General worldview Communication skills

How do we select poems for our language class? In a group discuss the poems and select the ones you could possibly use in you class. Explain your choices to the seminar audience. Make a list of the criteria you could recommend for selecting a poem.

How do we select poems for our language class? Length Topics and ideas Complexity of imagery Complexity of languageAge appropriacyCurriculum requirements and restrictionsAims and objectives of learning and teaching in a particular lesson Working with a Poem: StagesNormally, there are 3 stages of working with a text: Pre-Reading, While-Reading and Post-Reading.In groups, please discuss how working with a poem differs from working with non-poetic texts at each stage. Please be ready to share your ideas.

Working with a Poem: StagesPre-Reading:Get the students interestedEliminate the difficultiesDirect students attention

Activities:Look at the title and guess what the poem is going to be aboutDiscuss facts and topics referred to in the textIntroduce the author and his epoch Introduce the new words

Working with a Poem: StagesWhile-Reading:Cope with language or imagery difficultiesIdentify the major factsIdentify the topic Activities: language and content Read and write out the vocabulary you are not familiar withSelect neutral synonyms for poetic words Write down the actions of the main charactersSum up what happened in the first part/stanzaWorking with a Poem: StagesPost-Reading:Text-basedUnderstand the authors idea (?)Exchange opinions and reactions to the textBeyond the textCollect and share information about the problem raised in the textDiscuss the problems raised in the textActivities:Write a letter to a characterHave a debate about the problem you can see in the textCreate a comic to show your understanding of what the author meantWe Real Coolby Gwendolyn Brooks, 1959

Lets develop a possible lesson plan for high school students.SelectingRead the poem, discuss it in groups and give your conclusion on whether it meets the criteria you developed earlier today.UsesIn groups identify the aspects of language learning this poem can be used for. You can rely on the table you filled in earlier today. Choose and set particular study aims and objectives you can achieve working with this poem.Possible Study Aims and ObjectivesAim:Students will discuss solutions to the problem of social inequality and its effects on youth.Objectives:Students will read We Real Cool by G. Brooks and practice inferring the major facts and the topic from a poemStudents will express their opinion about the poem (supra-phrasal unit, reasoning)Students will suggest their solutions to the problem raised in the poem and comment on each others ideas (interaction)

Designing StagesWorking in groups , suggest your own activities for the pre-reading, while-reading and post-reading stages. Thank you for your attention!

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