3.4. Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. (3)
Analyze the poem Prelude by T. S. Eliot and explain its plot, language and theme
Language objective (Beginner)
Work in groups to discuss the poem T. S. Eliot and identify the use of imagery
Language development objective (Intermediate)
Work in groups to create and write down a short poem in which imagery is used.
Learning strategy objective
Learn the poem The Shark by Edwin John Pratt and recite it in groups.
With these objectives, and knowledge of the students, it is possible to determine which methods would best work for the class. While some students would work better by first reciting a lesson, others would be more receptive to poetry by first studying the elements of poetry like imagery and then seeing them applied. Being innovative is important and the student should consider thinking outside the box. Where some poems need dramatized, the teacher may chip this tool to aid in teaching. Seeking the ideas of students would also help to improve their learning experience.
Comprehensive input is the concept of introducing to students a concept that is higher than their level of learning. This prompts students to use natural methods to understand concepts rather than conscious methods. The teacher however must understand the level of learning of students well and know that a concept that is introduced this way will be useful to the study of the rest of the course. In the study of poetry above, the teacher may need to introduce complex poetry works like those written by Shakespeare if they thought it would help explain the concepts better.
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