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    Materials Design and Lesson Planning

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    Zehra Veysel
    - The document discusses materials design and lesson planning for teaching poetry. - It provides examples of activities for analyzing poems at various levels and discusses challenges students may face in interpreting poetry, as well as strategies for helping students understand poetic elements, vocabulary, and deeper meanings. - The document also comments on selecting poems at appropriate difficulty levels for students and using poetry to extend students' language knowledge even at lower proficiency levels.

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    Materials Design and Lesson Planning

    Uploaded by

    Zehra Veysel
    25 views2 pages
    - The document discusses materials design and lesson planning for teaching poetry. - It provides examples of activities for analyzing poems at various levels and discusses challenges students may face in interpreting poetry, as well as strategies for helping students understand poetic elements, vocabulary, and deeper meanings. - The document also comments on selecting poems at appropriate difficulty levels for students and using poetry to extend students' language knowledge even at lower proficiency levels.

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    Materials design and lesson planning

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    - The document discusses materials design and lesson planning for teaching poetry. - It provides examples of activities for analyzing poems at various levels and discusses challenges students may face in interpreting poetry, as well as strategies for helping students understand poetic elements, vocabulary, and deeper meanings. - The document also comments on selecting poems at appropriate difficulty levels for students and using poetry to extend students' language knowledge even at lower proficiency levels.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views2 pages

    Materials Design and Lesson Planning

    Uploaded by

    Zehra Veysel
    - The document discusses materials design and lesson planning for teaching poetry. - It provides examples of activities for analyzing poems at various levels and discusses challenges students may face in interpreting poetry, as well as strategies for helping students understand poetic elements, vocabulary, and deeper meanings. - The document also comments on selecting poems at appropriate difficulty levels for students and using poetry to extend students' language knowledge even at lower proficiency levels.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    -Materials design and lesson planning: Poetry-

    Answers:
     Blue, calming, anti-stress, holiday
     It was the same or similar to the original which began with the verse: 'maggie and
    milly and molly and may went down to the beach (to play one day)' because it
    seemed a fairly typical way of beginning a story.
     It briefly touches on the spectrum of emotional experiences. So, yes, I do like
    it.
     I would use similar activities, because through analysing it, readers explore
    happiness, comfort, friendship, fear, and reflection.
     They differentiate from each other because poets have different style of
    writing, however, they all more or less have used archaic language.
     It is very important to use poetic language because it us appealing to a
    reader's senses or emotions.
     I would definitely agree with this remark ‘’ My students don't read poetry in their
    own language, so how can they possibly read it in English?’’. In my opinion if we do
    not read and analyse poems in our mother tongues, we will not be able to
    understand it in a foreign language.
     ‘’Making the language of the poem the basis for classroom study is a helpful first step
    towards enabling students to make confident interpretations of a poem. ‘’ is a
    contradicting sentence to ‘’ 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’’
     This poem should be used with upper-intermediate students because vocabularies
    which are used are more complex. Words like: Autobahnmotorwayautoroute,
    roundaboutgrandtourroundabout, trafficjamroundaboutagain,
    Citroenjaguarbugattivolkswagenporschedaf are linguistically unusual in any way.
     I agree with the second paragraph since it mentions that for being able to analyse a
    poem we should also be able to understand its features like: cultural, linguistic,
    historical etc.
     A metaphor is a comparison made between two essentially unlike things by
    identifying one with the other. Ex: These words are lovely, dark and deep
     -It's impossible to find poems in language simple enough for students at lower levels
    to understand. False
    - Lower-level students may understand the individual meaning of each word in a
    poem but completely miss its deeper meaning. True
    - We can use activities similar to those we use with other kinds of texts to exploit a
    poem with students at lower levels. True
    - Students at lower levels may enjoy and understand the deeper meaning of a poem
    without actually having sufficient oral skills to discuss it. False
    - Poems do not have to be used as an end in themselves, but can be used as a way of
    extending students' knowledge of the language. True
    - It's too intimidating for both students and teachers to use poetry at lower levels.
    False
    - Poetry works particularly well with students who are very literate or well-educated
    in their own language, even if their proficiency in English is limited. False
     Understanding individual words in the poem (e.g. charter'd, ban, blight, etc. -
    particularly difficult since the historical meaning of the words may have changed over
    the last two centuries).
    - Understanding the metaphorical/symbolic meaning behind phrases or lines in the
    poem (e.g. 'And blights with plagues the Marriage hearse').
    - Understanding the historical context which forms the background to the text.
    - Understanding the poet's attitude to what he sees around him.

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