|
Your address (but not your name or surname)
House number / name and street,
the town, the country, postcode
DATE: day, month and year
23rd June 2003
1st May 2003
22nd July 2003
4st July 2003
Your correspondent's title and name and position:
MR ROBERT SMITH
If you know you can say his/her position:
Sales Manager
Address
DEAR SIR / DEAR MADAM (if you don't know his/her name)
DEAR MR/MRS/MISS/MS/DR Smith (if you know his/her name)
BODY OF THE LETTER ( Use the appropriate paragraphs)
YOURS FAITHFULLY, (If you have written Sir or Madam)
YOUR SINCERELY, (If you have written the person's name)
Your signature
Your name legibly written with your title.
ASPECTS TO TAKE INTO ACCOUNT:
a) Use correct, formal language, complete sentences, no slang, no contractions or exclamations.
b) Use formal vocabulary and linking words
c) Keep strictly to the point.
SENTENCES TO USE
APOLOGY:
a) I am writing to apologize for the omission/for omitting to send the order
b) I am extremely sorry to cause you this inconvenience
c) I assure you nothing like this will ever happen again
REQUEST FOR INFORMATION
a) I would be most grateful if you could send me an up-to-date brochure
b)I would like further information about the services you offer
c) I should be grateful if you would send me full details of your package
APPLICATION
a) I am interested in applying for the post of bilingual secretary, which was advertised in the Daily Herald on 30th May
b) I would like to apply for the post of Head of Science, which was advertised recently. My qualifications and experience, as you will see from my curiculum vitae, make me a particularly suitable applicant for this post
EXAMPLE
a) Write a letter in response to an advertisement for sailing expedition in a student newspaper.
32 Smithfield Court,
EXETER
26th August 2003
Captain Ned Bluebeard,
The Pirate Tavern,
Cat's Eye Bay
Dear Captain Bluebeard,
I am writing in reply to your advertisement which appeared in the 25th August edition of The Student Weekly. You say that you are organising a sailing expedition in the Mediterranean Sea for young people and I would be grateful for more information about the expedition.
First of all, I would like to know whether it is necessary to have previous sailing experience. I would also be grateful if you could tell me what kind of boat you intend to sail on. My only sailing experience has been on a yatcht.
Secondly, could you tell me what the cost of participating in the expedition is? As it is aimed at students, I hope that it will not be too expensive.
Finally I would be intersted in knowing what arrangement have been made with regard to food. I am a vegeterian and I hope that this will no cause any problems.
I would like to thank you in advance for your assistance, and I look forward to hearing from you in the near future.
Yours sincerely,
MRob
Mark Robinson
EXERCISE:
Imagine you went to the Mesl nightclub and found that it wasn't as good as their advertisement had suggested. Write a letter of complaint to the manager of the clum in 80-100 words.
THERE MUST BE:
a) The opening sentence introduces the person
b) The information is organised in chronological order.
STEPS TO FOLLOW:
First step: You can do a card
Date of birth: 1967
Place of birth: Hawaii, USA
Occupation: Actress
Education:
- Left school when 17 years old - to care for her sick mother
- 1990 - Married Tom Cruise after meeting him while working on the film Days of Thunder
- Adopted two children - Connor Anthony and Isabella Jane
- August, 2001 - Divorced
- Other films include: Billy Bathgate, Far and Away, To Die For, The Portrait of a Lady, Practical Magic, Moulin Rouge, The Others.
- Hobbies: hicking, rock-climbing, scuba, diving, skydiving.
Second step
Actress Nicole Kidman was born in Hawaii in 1967, but grew up in Australia. She left school at the age of 17 in order to look after her mother, who was ill at the time.
Kidman's first film was Dead Calm, a thriller, which was produced in 1989. One year later, during the filming of Days of Thunder, she met Hollywood star, Tom Cruise, whom she married that same year. The couple adopted two children, however, their marriage unfortunately broke down, and they got divorced in August, 2001. Kideman, who became no less of a star than her husband, has starred in several successful films, such as Far and Away, Practical Magic, Moulin Rouge and The Others. In spite of her busy life, she still finds time for her hobbies, which include hiking, rock-climbing, scuba diving and skydiving.
ASPECTS TO TAKE INTO ACCOUNT:
a) Order your information.
b) Use linking words and formal vocabulary.
c) Use correct formal language, complete setneces, no slang, no contractions or exclamations.
A STORY
Parts that a story must have
1.- Setting the scene
where and when the events took place
main characters
2.- Development
main events in the story
3.- What happened at the end?
EXAMPLE : You recently witnessed a bank robbery. Describe what you saw.
It all happened last year when I was on holiday in London and had to change some money. It was on holiday in London and had to change some money. It was about 11 o'clock in teh morning and I took my place in the queue in the small local bank and waited to be served. Everything was very quiet and all the people were waiting very patiently.
The, a man wearing a black leather jacket and a crash helmet marche up to the front of the queue. People immediately began to complain. He pulled out a gun and said "Hands up, everybody. This is a hold-up!". We all did as he said and watched the frigtened cashier put the money into his bag. Next, the robber turned and walked slowly towards the door. Meanwhile, the cashier pressed teh alarm button.
The alarm began to sound, the robber shot into the air and we all fell to the ground. He ran out of the bank and then we heard a motorbike start up. After that, we heard a terrible crash. We rushed out and saw the robber lying on the ground and a car on top of this motorbike. In the end, he wasn't injured, and he was arrested for robbing the bank.
EXERCISE
Write a ghost story 80 to 100 words
1.- Opening: includes the name and location of the place
2.- Body: Describes physical characteristics, special features and points of interest. Also describes the atmosphere, the people, the culture and the way of life. Includes historical details, sounds, smells and personal feelings about place. Writer uses as many adjectives as possible.
3.- Closing: States general conclusions about the place, as well as the writer's personal opinion or attitude.
EXAMPLE
Last summer, I visited India with some friends. We had always wanted to go to an Asian country, and since India is such a vast country, we decided to concentrate on teh Rajastan area.
Rajastan area is a region in teh north of India with many beautiful ancient towns which are associated with India's moghul rulers. The most famous (and probably the most visited) towns are Delhi, Agra and Jaipur. When we visited Rajastan, teh weather was extremely hot and the rivers and lakes were almost dry. People were prayin that rain would soon fall.
I particularly liked Jaipur, "the pink city", so called because of the colour of the stone which they used to build the buildings with. The maharajah's palace and the Palace of the Winds are well worth a visit, but for me, nothing can beat a trip to the Ameber Fort, high in the mountains above the city of Jaipur. To make the experience even more unforgettable, you can ride up to the fort by elephant!
In conclusion, although many people are afraid to go to India because of the poverty or the diseases you can catch there, I would still recommend that you go there. If you take care, nothing bad will happen to you. Quite the opposite, in fact!
EXERCISE
Make a description of an exotic place you have visited.
1.- Introduction:
Personal details (name, age, job,etc)
How do you know them? Friend, relation
2.- Physical appearance
Detailed description of physical appearance
Include any distinguishing features (eg glasses)
3.- Personality
Description of their personality
Include examples of their behaviour
EXAMPLE
My older brother Ian, who's twenty, is a really positive person. He is at university in another town and sometimes I really miss him.
He is very tall and good-looking and I think he's got a lovely smile. He's quite muscular because he plays sport regularly. He's got dark curly hair, which is very short. He wears small round glasses for reading.
He's a really kind and caring person. Although he doesn't have much money, he's most generous person I know and loves buying presents for people. Last week he sent my mum some flowers for her birthday.
He's extremely socialbe and enjoys meeting new people. His only fault is that he can be quite stubborn.
EXERCISES
Write a description of yourself of 80 to 100 words.
EXERCISES
In groups, choose one of the converstions to do in front of the class.
SHOPS 1 ESO
Conversation 1 Imagine you go
to buy in jewellery. You want to buy 3 things. What are you going to buy? (Golden,
silver,) Person: nice
shop-assistant Person: buyer |
Conversation 2 Imagine you go
to buy in a pet shop. You want to buy an exotic pet. Which one? Why? What type of food do
you need? Person: rude
shop assistant. Person: buyer
who never decides anything. |
Conversation 3 Imagine you go
to buy in a toyshop. You want to buy a toy for your son. He is a special boy. He hates
cars but he wants to be a farmer. What are you going to buy? Person: nice
shop assistant Person: happy
buyer |
Conversation 4 Imagine you are
in a furniture shop. You need to buy all the furniture for your new house. Person: a
woman/ a man who is going to get married who decides everything for his/her partner. Person: shop
assistant who doesn’t know anything about furniture |
Conversation 5 Imagine you are
in a clothes shop. You want to buy clothes to go to a big party (marriage for example).
What are you going to buy? Person:
good-looking/pretty shop assistant. Person:
good-looking/pretty shop assistant. |
Conversation 6 Imagine you go
to buy in Corte-Ingles in baby clothes shop. You want to buy some clothes for your new
grandson. Person: old
grandmother/old grandfather. Person:
horrible shop assistant. |
Conversation 7 Imagine you go
to buy in a baker shop. You want to buy some cakes. What do you buy? Person: nice
shop assistant Person: nice
buyer |
Conversation 8 Imagine you go
to buy in a gas station. You put gas but you also buy more things. Person: nice
shop assistant Person: nice
buyer |
Conversation 9 Imagine you go
to buy in a sex shop. You want to buy a special present for your friend who is going to
get married. Person: nice
shop assistant Person: happy buyer |
Conversation 10 Imagine you go
to buy in newsagents. You want to buy some stamps to send a letter to Tasmania. Person: nice
shop-assistant Person: a child |
Conversation 11 Imagine you go
to buy in a bookshop. You want to buy magazine. Which one? Why? What type? Person: rude
shop assistant. Person: buyer
who never decides anything. |
Conversation 12 Imagine you go
to buy in a bookshop. You want to buy a book for your lover. What type of book are you going to buy? Person: nice
shop assistant Person: happy
buyer |
RESTAURANT 1 ESO
Conversation
Restaurant 1 Person: a
waiter/waitress Person: a
couple who always fight |
Conversation
Restaurant 2 Person: a
waiter/waitress Person:
grandmother and grandson who doesn’t want to eat anything. |
Conversation
Restaurant 3 Person: a rude
waiter/waitress Person: two
businessmen |
Conversation
Restaurant 4 Person: a shy
waiter/waitress Person: a
football team who won a match |
Conversation
Restaurant 5 Person: a nice
waiter Person: rude
man, nice woman |
Conversation
Restaurant 6 Person: a happy
waiter/waitress Person: two
young girls |
Conversation
Restaurant 7 Person: a rude
waiter/waitress Person: a
master of the restaurant Person: a rude
customer |
Conversation
Restaurant 8 Person: a
waiter who doesn’t know anything Person: two
friends who work together |
Conversation
Restaurant 9 Person: a nice
waiter/waitress Person:
grandmother, grandfather |
Conversation
Restaurant 10 Person: a happy
waiter/waitress Person:
grandfather and granddaughter |
Conversation
Restaurant 11 Person: a rude
waiter/waitress Person: two
brothers |
Conversation
Restaurant 12 Person: a
good-looking waiter Person: two
teenagers (girls) |
2 ESO
SHORT
PERFORMANCE (5 PEOPLE) You have to
introduce a meeting between 5 famous politics. They meet in a party. You can bring
music; you can dress in nice dresses… |
SHORT
PERFORMANCE (5 PEOPLE) You have to
introduce a meeting between 5 friends. They meet in the swimming pool. They are preparing a trip by bike. Each one is
going to bring something to eat. Where are they going to go…? |
SHORT PERFORMANCE
(5 PEOPLE) You are 5
famous musicians. You have to do a concert against wars. You invent a new song (a song of
5 lines). You have to invent also the
conversation while you are creating the song. |
SHORT PERFORMANCE
(5 PEOPLE) You are 5
famous presenters (journalists) who want to do a programme against poor countries. You
invent a new programme. How is your programme? Who are going to be in your programme? |
SHORT PERFORMANCE
(5 PEOPLE) You are 5
famous musicians. You have to do a concert against cancer. You invent a new song (a song
of 5 lines). You have to invent also the conversation while you are creating the song. |
SHORT PERFORMANCE
(5 PEOPLE) You are 5
famous musicians. You have to do a concert against poor countries. You invent a new song
(a song of 5 lines). You have to invent also the conversation while you are creating the
song.
|
CONVERSATION 1 Take a picture
of a famous person and describe it and explain whom he/she is.
|
CONVERSATION 2 Take 2 or 3
Catalan advertisements about the same topic and explain what you can see it each
advertisement. |
SHORT PERFORMANCE
(10-15 MINUTES) You do a radio
programme about looking for a partner. Make it as real
as possible |
SHORT PERFORMANCE
(10-15 MINUTES) You do a radio
programme. You do the news. Make it as real
as possible |
SHORT PERFORMANCE
(10-15 MINUTES) You do a radio
programme. You do a programme about music (as 40 principals) Make it as real
as possible |
SHORT PERFORMANCE
(10-15 MINUTES) You do a radio
programme. You do the advertisements section. Make it as real
as possible |
SHORT PERFORMANCE
(10-15MINUTES) You do a radio
programme. You do some interviews to famous people. Make it as real
as possible |
SHORT PERFORMANCE
(10-15 MINUTES) You do a radio
programme. You do a programme where people phone to say their opinion about a topic Make it as real
as possible |
CONVERSATION 1 Choose a city
and explain what would you do there for a weekend. (In groups of
3) |
CONVERSATION 2 (in
groups of 2) Choose a
musician or a group and explain about them (some interesting facts). Make a poster about
them. Prepare a song to work in class. You will have to read it (pronunciation) and you
will have to translate it. |
SHORT PERFORMANCE
(15 MINUTES) You make a TV
programme. You make the news. Make it as real
as possible |
SHORT PERFORMANCE
(15 MINUTES) You make a TV
programme. You make a night programme Make it as real
as possible |
SHORT PERFORMANCE
(15 MINUTES) You make a TV
programme. You make an afternoon programme. Make it as real
as possible |
SHORT PERFORMANCE
(15 MINUTES) You make a TV
programme. You make a soap opera. Make it as real
as possible |
SHORT PERFORMANCE
(15 MINUTES) You make a TV
programme. You make a morning programme. Make it as real
as possible BATXILLERAT |
SHORT PERFORMANCE
(15MINUTES) You make a TV
programme. You make an evening programme. Make it as real
as possible |
CONVERSATION ( 4-5
minutes). Take a picture
and describe it as well as you can. |
CONVERSATION (8
minutes in groups of 2) Develop a topic
in which you are interested. You can’t bring anything writing just some pictures as
reference. |
CONVERSATION (15
minutes in groups of 4) Imagine you
have a dinner with this class in 5 years. Imagine your conversations. Without a paper, you
must do a conversation between you and your friends. |
CONVERSATION Take English
news from internet or an English newspaper and choose one in which you are interested. You
have to explain about your new in class for 4 minutes. You can only support for a picture
of a short outline, which you will write in the blackboard. |
CONVERSATION Take a big
picture and you have to talk about it. a) Describe. b) What do you think about it? c) Your teacher will ask you 3 questions
about your picture. |
CONVERSATION In groups of
4-5, you will prepare 1 class. You will choose an English film and you will have to work
it in class. 1) You will introduce as about author,
director, actor, and actress, Oscars… 2) You will talk about the argument, special
scenes and others 3) We will watch a piece of film and you
will prepare exercises to do in class. Everything must
be in English and you must also do the class in English. (Just an
outline that you will write in the blackboard) |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes CANTERBURY
TALES by Chaucer |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes A Midsummer
Night Dream by
Shakespeare |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The
Importance of Being Earnest by Oscar Wilde |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Hamlet
by Shakespeare. |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Pride and
Prejudice by Jane Austen |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Wuthering
Heights by Brönte |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Great ExpectationsBy Charles Dickens |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Robinson
Crusoe by Daniel Defoe |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Swift’s
Travel by Swift |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes A Passage to
India by Forster |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The English
Patient by Ondaatje |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The Fall of
the house of Usher by Edgar Allan Poe |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The Scarlet
Letter by Nathalie
Hawthorne |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Mobby Dick by
Billy Budd |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The
Adventures of Huckleberry Finn by Twain |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The Age of
Innocence by Wharton |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes The Great
Gatsby by Fitgerald |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes Othello by
Shakespeare |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes B Shaw (you
choose the novel) |
BOOK AUTHOR (GROUPS 2-3) You must
prepare a class: a) Biography of
the author, period, b) Book: Argument c) Choose a
piece of the book and make the others work it. - Everything
must be in English - 30-45 minutes J.Joyce (you
choose the novel) |
(Just an
outline you will write in the blackboard)
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Mistakes
are a fact of life. It is the response to error that counts” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Life is
hard and then you die” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “It is in
supporting one another that two hands find strength” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Culture
is everything. Culture is the way we dress, the way we carry our heads, the way we walk,
the way we tie our ties.” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “The same
person cannot be skilled in everything; each has his special excellence” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Music is
your own experience, your thoughts, your wisdom. If you don’t live it, it won’t
be come out of your horn.” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “There are
three things to remember when making a speech: be brief, be brilliant, and be gone” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Solitude
is good company” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “My
interest is in the future because I am going to spend the rest of my life here” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Every
man’s work, whether it be literature or music or pictures or architecture or anything
else, is always a portrait of himself” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Oh,
sleep! It is a gentle thing. Beloved from pole to pole.” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “The most
beautiful thing we can experience is the mysterious. It is the source of all true art and
science” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “The man
who has conquered the bride’s heart and her mother’s” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “If you
are going to play the game properly, you’d better know every rule.” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “A friend
is one of the nicest thing you can have and one of the best things you can be” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “ A friend
is a sanctuary” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “To be or
not to be, that is the question” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Love is
stronger than life and dead” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Be happy
in each moment of your life” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Carpe
diem” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Parents
are a hand that is always holding yours, no matter where you are” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Always
keep a smile in your face” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “When you
are smiling, the whole world smiles with you” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “A flower
becomes a smile” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Everybody
makes mistakes” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Love is
essential in our life” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Solidarity” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “A broken
heart.” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “Tears can
be good” |
DISCUSS your
sentence (5 minutes) (Only a picture
or outline) “All type
of love” |
Lesson Plan:
The lesson had the following steps:
What
is poetry for you?
What
makes a text poetic?
How
do you distinguish a text in prose from a poetic text?
What
is the effect you want to produce in the reader by writing poetry?
My
students came up with words such as feelings, beautiful language, intensity, imagination,
formal, expressive, experience, emotion, etc… I could see they already had the
intuition of what writing poetry requires in terms of the use of language. Sometimes we
forget that the L2 learner is bound to use a variety of strategies from his L1.
What is
poetry?
A
poem is a composition designed to convey a vivid and imaginative sense of experience,
characterized by the use of condensed language, chosen for its sound and suggestive power
as well as its meaning, and by the use of such literary techniques as structured meter,
rhyme and metaphor.
Then, we reflected more deeply about what poetry is
through this definition, and we got to the conclusion that rhyme it is not always
absolutely necessary, but a certain rhythm is required.
WHAT
IS BLUE?
Blue
is the colour of the sky Without
a cloud Cool,
distant, beautiful And proud.
|
 |
And
the eyes of some people,
And
many agree
As
they grow older and older
Blue
is the scarf
Spring
wears on her shoulder.
Blue
is twilight,
Shadows
on snow,
Blue
is feeling
Way
down low.
In addition I asked students to find rhyming words in the
text, such as cloud-proud, sea-agree,
older-shoulder, etc… and we worked on the intonation required by reading it aloud
all together.
They can always decide by voting, if there is too much
disagreement on the colour. In my case, one of my groups of students chose red, and the
other class selected green. Then I gave students some time for the writing task, which can
be perhaps about 15 min, depending on the students. I consider necessary to provide them
with any vocabulary they ask for. I was asked for words such as ardent, passionate,
unrequited love, etc… Also, it would be good to help them if they have problems with
the rhyming of words. I expected group interaction and cooperation with each other as
well.
5.
Finally, I collected the poems and read a few of them aloud, also I
asked some of the students to read their own poems. As students will feel a bit shy or
embarrassed about it, it is important to encourage them and be very approving of their
poems. Time permitting, it would be good to read all of the poems aloud, depending on the
number of students. This is the most important part of the activity, as you can see the
effect that other students´ poems produce in their classmates.
Materials: Diccionaris. Paper i fotografies per a un mural col·lectiu. A) Rhyming
B) Building up a mural En grups faran una activitat encadenada. S’hauran de formar paraules, frases i poemes seguint les instruccions donades pel professor/a. Quan s’hagi dut a terme la activitat, es farà un mural comú amb els resultats de les tasques. Es donaran les següents instruccions, d’una a una, i es donarà el temps suficient perquè els alumnes puguin completar les diferents tasques:
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