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.lWriting activitiesA poem can spark off some wonderful creative writing.Students can add more lines or stanzas individually or in pairs or groups.lThey can write a letter to a character in the poem, write about what happened before the beginning or after the ending of the poem and so on.llStudents could use the poem as a starting point and model for some parallel writing: Each group might contribute a verse to a collective poem (or rap).llGenre transfer presents a lot of opportunities for writing practice; letters, diary entries, radio plays, newspaper articles, agony aunt columns all based on the original text from a poem.llMy students have found reformulation exercises very stimulating, where they switch between formal and informal language.llLonger poems can be summarised in fifty words.llIt is also fun to get students to transform content words to synonyms or antonyms and then discuss the subtleties of vocabulary.lSome pros and consYou might need to spend a bit of time finding a poem that links thematically with your scheme of work, and making sure you respect the copyright rules.lI have rejected poems that are too long, too archaic or too obscure, or that I can't muster any enthusiasm for or that the students may not respond to.The wrong poem is worse than no poem at all.llI find that I need to explain my pedagogical rationale and the aims of activities very clearly, and students who have disliked studying literature in their own language may need extra motivation.llI sometimes reassure my students that their other needs, e.g.exam preparation, are being met.llIt's worth taking the risk and using poems though, because poems can foster a love of English, and they are so versatile.llI have used them as warmers or fillers, and as the catalyst for many different activities with students ranging from Pre-intermediate to Proficiency, and with multilevel classes.llStudents find a poem a welcome, and sometimes inspirational, change from a coursebook.Poems can be involving, motivating and memorable, and they can supplement and enrich just about any lesson.l90.Should we use literature in lg teaching?Why use drama / theatre texts in the language classroom?Collie and Slater (1987) focused on the positive contributions language learning through literature could make in that literary texts constituted valuable authentic material as it exposes the learner to different registers, types of language use.Writers such as Maley, and Duff, (1978) and Wessels, (1987) have pointed to the values and uses of drama:'Drama can help the teacher to achieve 'reality' in several ways.It can overcome the students' resistance to learning the new language:lby making the learning of the new language an enjoyable experiencellby setting realistic targets for the students to aim forllby creative 'slowing down' of real experiencellby linking the language-learning experience with the student's own experience of lifelAnd drama can create in students a need to learn the language:lby the use of 'creative tension' (situations requiring urgent solutions);llby putting more responsibility on the learner, as opposed to the teacher.' (Wessel: 53-54)lDrama provides cultural and language enrichment by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context.The rest I know not!Abbreviations: acc= according, L= learner, LA= lg acquisition, ss= students, SLL= second lg learningThe first stage of the LA process during which students may not speak, but can respond using a variety of strategies including pointing to an object, picture, or person; performing an act, gesturing or nodding; or responding with a simple "yes" or "no."1 [ Pobierz całość w formacie PDF ]
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.lWriting activitiesA poem can spark off some wonderful creative writing.Students can add more lines or stanzas individually or in pairs or groups.lThey can write a letter to a character in the poem, write about what happened before the beginning or after the ending of the poem and so on.llStudents could use the poem as a starting point and model for some parallel writing: Each group might contribute a verse to a collective poem (or rap).llGenre transfer presents a lot of opportunities for writing practice; letters, diary entries, radio plays, newspaper articles, agony aunt columns all based on the original text from a poem.llMy students have found reformulation exercises very stimulating, where they switch between formal and informal language.llLonger poems can be summarised in fifty words.llIt is also fun to get students to transform content words to synonyms or antonyms and then discuss the subtleties of vocabulary.lSome pros and consYou might need to spend a bit of time finding a poem that links thematically with your scheme of work, and making sure you respect the copyright rules.lI have rejected poems that are too long, too archaic or too obscure, or that I can't muster any enthusiasm for or that the students may not respond to.The wrong poem is worse than no poem at all.llI find that I need to explain my pedagogical rationale and the aims of activities very clearly, and students who have disliked studying literature in their own language may need extra motivation.llI sometimes reassure my students that their other needs, e.g.exam preparation, are being met.llIt's worth taking the risk and using poems though, because poems can foster a love of English, and they are so versatile.llI have used them as warmers or fillers, and as the catalyst for many different activities with students ranging from Pre-intermediate to Proficiency, and with multilevel classes.llStudents find a poem a welcome, and sometimes inspirational, change from a coursebook.Poems can be involving, motivating and memorable, and they can supplement and enrich just about any lesson.l90.Should we use literature in lg teaching?Why use drama / theatre texts in the language classroom?Collie and Slater (1987) focused on the positive contributions language learning through literature could make in that literary texts constituted valuable authentic material as it exposes the learner to different registers, types of language use.Writers such as Maley, and Duff, (1978) and Wessels, (1987) have pointed to the values and uses of drama:'Drama can help the teacher to achieve 'reality' in several ways.It can overcome the students' resistance to learning the new language:lby making the learning of the new language an enjoyable experiencellby setting realistic targets for the students to aim forllby creative 'slowing down' of real experiencellby linking the language-learning experience with the student's own experience of lifelAnd drama can create in students a need to learn the language:lby the use of 'creative tension' (situations requiring urgent solutions);llby putting more responsibility on the learner, as opposed to the teacher.' (Wessel: 53-54)lDrama provides cultural and language enrichment by revealing insights into the target culture and presenting language contexts that make items memorable by placing them in a realistic social and physical context.The rest I know not!Abbreviations: acc= according, L= learner, LA= lg acquisition, ss= students, SLL= second lg learningThe first stage of the LA process during which students may not speak, but can respond using a variety of strategies including pointing to an object, picture, or person; performing an act, gesturing or nodding; or responding with a simple "yes" or "no."1 [ Pobierz całość w formacie PDF ]