It's okay if you don't get it all right away. Just read it, letting the language flow out of your mouth. Copy the poem over in your own handwriting, writing on every other line. Try to keep the lines and stanzas on your paper the same as in the original poem.
It has only been since the s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.
First of all, any method or approach towards using literature in the classroom must take as a starting point the question: The Macmillan English Dictionary gives the following definition: One broader explanation of literature says that literary texts are products that reflect different aspects of society.
Other linguists say that there is no inherent quality to a literary text that makes a literary text, rather it is the interpretation that the reader gives to the text Eagleton This brings us back to the above definition in the sense that literature is only literature if it is considered as art.
Before doing any study of a literary text with your learners, one idea would be to ask them what they think literature is. There are many good reasons for using literature in the classroom. Here are a few: Literature is authentic material.
It is good to expose learners to this source of unmodified language in the classroom because they skills they acquire in dealing with difficult or unknown language can be used outside the class. Literary texts are often rich is multiple layers of meaning, and can be effectively mined for discussions and sharing feelings or opinions.
Literature expands language awareness. Asking learners to examine sophisticated or non standard examples of language which can occur in literary texts makes them more aware of the norms of language use Widdowson, quoted by Lazar Literature educates the whole person.
By examining values in literary texts, teachers encourage learners to develop attitudes towards them. These values and attitudes relate to the world outside the classroom. Literature holds high status in many cultures and countries. For this reason, students can feel a real sense of achievement at understanding a piece of highly respected literature.
Also, literature is often more interesting than the texts found in coursebooks. How the teacher will use a literary text depends on the model they choose.
The cultural model views a literary text as a product. This means that it is treated as a source of information about the target culture. It is the most traditional approach, often used in university courses on literature.
The cultural model will examine the social, political and historical background to a text, literary movements and genres. There is no specific language work done on a text. This approach tends to be quite teacher-centred. The language model aims to be more learner-centred. As learners proceed through a text, they pay attention to the way language is used.
They come to grips with the meaning and increase their general awareness of English. Within this model of studying literature, the teacher can choose to focus on general grammar and vocabulary in the same way that these are presented in coursebooks for example or use stylistic analysis.
Stylistic analysis involves the close study of the linguistic features of the text to enable students to make meaningful interpretations of the text — it aims to help learners read and study literature more competently. The personal growth model is also a process-based approach and tries to be more learner-centred.
This model encourages learners to draw on their own opinions, feelings and personal experiences. It aims for interaction between the text and the reader in English, helping make the language more memorable. This model recognises the immense power that literature can have to move people and attempts to use that in the classroom.
Both are based on short texts:Aug 18, · Write your poem. Writing the poem is the hardest part! The key is to draft frequently and consistently. Don't worry about achieving perfection on your first draft. Instead, try to put down the bones of your poem.
You can (and should) improve it with revision. If you're stuck, you can use a formula to get you started%(6).
Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom. How to Write a Sonnet This page talks about how to write a sonnet and offers some poem starters for writing your own.
This is just one of many pages on this website about poetry types and techniques. read poems by this poet. William Shakespeare was born on April 23, , in Stratford-upon-Avon. The son of John Shakespeare and Mary Arden, he was probably educated at the King Edward VI Grammar School in Stratford, where he learned Latin and a little Greek and read the Roman dramatists.
Teach children how to write a diamante poem. A diamante has seven lines that form a diamond shape. Teach kids to write a diamante poema fun, diamond-shaped poems about opposites.
Teach kids to write a diamante poema fun, diamond-shaped poems about opposites. Contact Us; Now that you know how to write a diamante . Descriptions and explanations of different types of poetry. Learn about different poem forms and what they entail.