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Внеклассное мероприятие "Мир Английской поэзии" 10 класс

Внеурочное мероприятие для уч-ся 10-11 классов
по теме «Мир Английской поэзии»
Практическая цель: сформировать навыки чтения поэзии, познакомить с
приёмами создания поэтических форм.
Образовательная цель: познакомить учащихся старших классов с любовной
английской лирикой, провести сравнение с произведениями известных русских
поэтов.
Воспитательная цель: выработать позитивное отношение к поэзии в целом и,
прежде всего к английской поэзии.
Развивающая цель: развивать мышление, воображение, память,
самостоятельность.
Оборудование: аудиозапись с поэтическими текстами, карточками с
заданиями, медиапроигрыватель.
Ход мероприятия:
Начало : приветствие, сообщение темы.
Teacher: Hello, students!
Today we shall speak about poetry in general and about English lyrics in
particular.
Read the quotation: “Most people ignore poetry because poetry ignores
people” Adrian Mitchell, British poet.
What do you think the quote means? I want you to answer the question at the
end of our lesson when the subject of our talk will become clearer. And now
I would like to use some of your literary experience.
Task 1/ for the whole class/
Look at the cards with literary terms (metaphor, simile, alliteration,
bathos, cliché, image, irony, rhyme, stanza or verse, symbol, theme, tone).
All of them are special methods, used in poetry. Please, read them and try
to explain what they mean .Do it in Russian. You can also recite some
pieces of Russian lyrics as an example.
Metaphor – A kind of image where you compare one thing to another by
saying it is the other thing, e.g. “He searched the dark room of his mind
for an idea butterflies chase each other in their obstacle race”,
“The tall grass sings with sadness”.
Simile – A kind of image where you say that one thing is similar to
another, e.g. “The dead trees were like bony hands” or “His muscles were
as hard as iron”, “The butterflies move as if they are in an obstacle
race”, “The tall grass makes a sound like sad singing”.
Alliteration – A technique where two or more words begin with the same
sound, e.g. “one white winter’s day”.
Bathos – A technique which contrasts something very serious with
something much less important for comical effect, e.g. ‘In the accident
she lost her husband, her children and her earrings’.
Cliché – An idea or expression that is very common or overused, e.g.
‘There’s no smoke without fire’.
Image – A picture created in words.
Irony – The amusing use of words which are clearly the opposite of what
you mean or an event which has the opposite result of what you expect.
Rhyme – A technique where two words end with a similar sound, usually at
the end of lines. Verses can have rhyme patterns or schemes, e.g. a
four-line verse could have the rhyme scheme AABB, ABAB, ABCB, etc.
Stanza or Verse – A group of lines which form part of a poem.
Symbol – An object which represents something else, e.g. “this ring is a
symbol of out love”.
Theme – The subject of a piece of writing, e.g. love, war, jealousy.
Tone – The mood of a poem – imagine what tone of voice you would use if
you read the poem, e.g. sad, joyful.
Task 2/for the whole class/
Look at the sheets of paper with the texts of the poems. Read them and try
to match with the following themes: the first touch of two lovers, a lover
leaving, a description of a lover, a Lifelong love. But before you do it,
read the strategies: Reading poetry /on the cards /.Let’s check the answers.
1. “Declaration of Intent” by Steve Turner.
She said she'd
love me for eternity,
but manages to reduce
it to eight months
for good behaviour.
She said we fitted
like a hand in a glove,
but then the hot
weather came and such
accessories weren't needed.
She said the future
was ours, but the deeds
were made out in
her name.
She said I was
the only one who
understood completely,
and then she left me
and said she knew
that I'd understand completely.
1. “Love Song for Alex” by Margaret Walker.
My monkey-wrench man is my sweet patootie;
the lover of my life, my youth and age.
My heart belongs to him and to him only;
the children of my flesh are his and bear his rage.
Now grown to years advancing through the dozens
the honeyed kiss, the lips of wine and fire
fade blissfully into the distant years of yonder
but all my days of Happiness and wonder
are cradled in his arms and eyes entire.
They carry us under the waters of the world
out past the starposts of a distant planet
And creeping through the seaweed of the ocean
they tangle us with ropes and yarn of memories
where we have been together, you and I.
1. “I wish I could remember that first day” by Christina Rosetti.
I wish I could remember that first day,
First hour, first moment of your meeting me,
If bright or dim the season, it might be
Summer or winter for aught I can say;
So unrecorded did it slip away,
So blind was I to see and to foresee,
So dull to mark the budding of my tree
That would not blossom for many a May.
If only I could recollect it, such
A day of days! I let it come and go
As traceless as a thaw of bygone snow;
It seemed to mean so little, meant so much;
If only now I could recall that touch,
First touch of hand in hand— Did one but know!
1. “My mistress’ eyes are nothing like the sun” by William
Shakespeare.
My mistress' eyes are nothing like the sun;
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damask'd, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground:
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Task 3 / in groups /
Now we shall work in groups / 3 /. Each group will choose a poem, and
there’s one left for me.
Firstly, you will answer the questions, corresponding to each poem, then
you’ll read out the section of the poem that gives the answer.
Secondly, you’ll define literary methods, used by the poets, and comment on
the way the author presented his ideas.
Thirdly, get ready to read out the poem to the class, express your
impressions of it.
Questions:
Declaration of Intent:
1. “I’ll love you for eternity” is a romantic cliché. Find three more
expressions of this kind.
2. What is normally reduced for “good behavior”?
3. What does “such accessories” refer to?
4. What technique does the poet use to make the poem funny?
5. What is ironic about the last three lines?
Love Song for Alex:
1. How old do you think the poet was when she wrote this? Give reasons.
2. Walker’s husband was an interior decorator. What mention is there to
this?
3. What images are used for passion?
4. What image is used to show how the past unites the poet and her lover?
I Wish I could remember that first day:
1. Why do you think the poet couldn’t remember the meeting?
2. What metaphor does she use for the development of her love?
3. What simile is used to show that there is no sign of trace of
something?
My mistress’ eyes are nothing like the sun
1. How would you describe the tone of the poem?
2. What is the rhyming scheme of the poem?
3. What things are used to compare with the woman’s appearance?
4. Why does the poet think that his love is special?
Task 4 / the whole class /
a) In groups read out the poems
b) Play the recoding to the students, compare reading on the tape to
the reading in groups.
c) Discuss, which of the poems the students enjoy more, let the groups
exchange views as the whole class
d) If you have some time left, present the piece of poem, you have
chosen. If you are short of time, do it at the next lesson.
Teacher: Our meeting is nearly over. In conclusion I’d like to come back
to our quote on the blackboard.
Do you think that poetry is about things that most people experience and
can relate to ? Or is it something mysterious that is beyond understanding
of the majority of people?
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