Методическая разработка урока по теме “POET’S CORNER” 9 класс
социокультурный аспект: знакомство с английской поэзией
развивающий аспект: развитие способности к анализу, развитие воображения, эмоциональности;
учебный аспект: совершенствование лексических навыков говорения.
Сопутствующая задача: развитие умения читать с извлечением конкретной информации.
Сообщение цели урока: As far as I know many teens today don’t read much and if they do they read stories, novels or something else. Today we turn our attention to reading poetry. Before we start doing it answer some questios:
1.Which poets have you read or studied?
2.Have you ever learnt a poem by heart? Can you remember it?
3.Who are the great poets of your country?
1. Reading for general understanding
Read this short newspaper article. Find out what is happening and why it may be a good idea.
The thirst for verse
The brilliant Poems for the underground project in London, in which poems are displayed on the walls of the tube trains, has pulled poetry clear out of the classroom and private study, and is and is delighting thousands who normally wouldn’t read it. The latest batch of poems is now appearing everywhere: on tree trunks in parks, and even in doctors, waiting rooms.
All this suggests that poetry and art can us cope with life. So let us teach ourselves to appreciate the wonderful world of poetry.
2. Making comparisons
A. Read three poems and decide which one is about:
- imagining what we could do if we were different.
- warning us not to miss the best things in life.
- wishing that somebody might behave differently.
B. Which poem mentions something which:
- happens regularly?
- is unlikely to happen?
-shouldn’t be allowed to happen?
3. Study the vocabulary
A. Read poem 1 again. Find words which mean:
1. worry . 4. a quick look at
2. take a long look at. 5 .make better.3. branches of trees.
B. Read poem three again. Match the words in 1-6 with those in a-f.
1.glide a. perfume
2.chunk b. hold on tightly
3.graze c. look steadily at for a long time
4.scent d. move smoothly without noise or effort
5.gaze e. large or thick piece of something
6.cling f. eat growing grass
3. Rhyme and repetition
A. Find words which rhyme with each other at the ends of the lines in the poems
B. Why do you think that poets use repetition? Match the examples in 1-3 with reasons a-c. Recall your lessons of literature.
1.No time to… in poem1
2. Why is it, Glenis,… in poem 2
3. If I had wings in every verse of poem 3
a to express annoyance
b to emphasise an imaginary situation
c to emphasise an undesirable situation
5. Analysing the content
A Poem 1
1 What does the poet suggest many people not to do?
2 Why do you think he recommends doing these things?
3 What comparisons are made in the poem?
4 If you had more time, what would you do?
B Poem 2
1 Could you answer all the questions the teacher asks Glenis?
2 What kind of students is Glenis?
3 What do you think the teacher think of Glenis?
4 Why do you think the poem ends with a colon (:)?
5 Are you a very talkative student in class?
C Poem 3
1 Why do you think the poet writes about having wings?
2 What would you do if you had wings?
6 And now try to express your opinion on the following statement:
Some people say that poetry says more than ordinary words can.
7 Summing up
Thank you for the lesson. At home you are to think of something to say for and against each point of view about poetry.
1 … can be written by everybody.
2 … helps you solve your problems.
3 … is a load of rubbish.
What is this life if, full of care,
We have no time to stand and stare.
No time to stand beneath the boughs
And stare as long as sheep .or cows
No time to see, when woods we pass,
Where squirrels hide their nuts in grass.No time to see, in broad daylight,
Streams full of stars like skies at night.
No time to turn at beauty’s glance,
And watch her feet, how they can dance.
No time to wait till her mouth can
Enrich that smile her eyes began.
A poor life if, full of care,
We have no time no time to stand and stare.
GlenisThe teacher says:
Why is it, Glenis,Please answer me this,
The only time
You ever stop talking in class
Is if ask you
Where’s the Khyber Pass?
Or when was the Battle of Waterloo?
Or what is nine times three?
Or how do you spell
Why is it, Glenis,The only time you are silent
Is when I ask you a question?
And Glenis says …
Allan AhlburgPoem 3
If I had wings
I would touch the fingerlips of clouds
And glide on the wind breath
If I had wings
I would taste a chunk of the sun
As hot as peppered curry.If I had wings
I would listen to the
Clouds of sheep bleat
That graze on the blue.
If I had wings
I would breath deep and I would sniff
The scent of raindrops.If I had wings
I would gaze at the people
Who cling to the earth’s crust.If I hag wings
I would dream of
Swimming the deserts
And walking the seas.