The discussion of the following questions:

1) What kind of language does Carol Ann Duffy use in her poem? Why?

2) What kind of narration does the poem have?

3) Why is it not the third-person narration?

Teacher: Look at the poetic techniques found in the text of the poem and match them to the correct definition.

Таблица 6 Пример работы с определением художественных средств

Teacher: Now read the poetic text and find the examples of the following stylistic means. Look at the text and try to find the examples with the following stylistic means.

Таблица 7 Пример работы с художественными средствами в ходе анализа произведения

Questions to discuss

1) What is love according to Carol Ann Duffy?

2) How is love represented in the context?

3) How do the stylistic means help to feel the atmosphere of the text?

4) How do you understand the ending?

Home task: Essay The symbolic meaning of the onion in the poem `Valentine' by Carol Ann Duffy.

ПРИЛОЖЕНИЕ 2

(обязательное)

Методические рекомендации по проведению урока по теме:

“W. Cope. After the Lunch”

Teacher: There is no doubt bridges has always been symbolic in literature. It can be used as a literary device to show the reader there will be some crossing; a journey-between the earth and the sky or a sentimental link between people. The bridge is also used to depict life and death, usually from suicidal intentions, by jumping off, or hanging from. For some lyrical heroes bridges mean the start of the new life, the hope. Have a look at the given picture of the bridge. Where is it? What can it symbolize to your perception?

Teacher: The Waterloo Bridge (Рисунок 7) is the central image in the poem of the prominent British poet- W. Cope (Рисунок 8). Before proceeding to the work itself, let's get acquainted to the author.

Teacher: Now listen to a peace of biography and concentrate on biography issues that may be interesting to discuss.

Poet W. Cope was born in Erith, Kent in 1945.Cope graduated from the history faculty of the Oxford, where she was a student in the woman St Hilda's College. After the university, Cope worked as a teacher in an infant school during 15 years.

In the 1981, she became one of the editors of the London journal “Contact” and 5 years later - the correspondent of the British weekly paper “The Spectator”, with which she collaborated until the 1990. Five years later she became a freelance writer and was a television critic for The Spectator magazine. Four collections of her adult poetry have been published, `Making Cocoa for Kingsley', `Amis in 1986','Serious Concerns in 1992, `If I Don't Know' in 2001, and `Family Values' in 2011. She has also edited several anthologies of comic verse and was a judge of the 2007 Man Booker Prize. The poem `If I Don't Know `(2001), was shortlisted for the Whitbread Poetry Award. W. Cope's poetry is perhaps best known for its humour and wit. The joke has often been centred on men from the point of view of the single heterosexual woman.

The poem under consideration `After the Lunch' was used as a song by a jazz singer.

Teacher: I suggest you solving the quiz about the author for me to see how attentively you have listened.

1. W. Cope was born in_____

a) Erith, England;

b) Edinburgh, Scotland;

c) Los Angeles, United States.

2. She graduated from the faculty of_____ of Oxford

a) philosophy;

b) history;

c) literature.

3) What is Wendy Cope?

a) a novelist;

b) a contemporary poet;

c) a science-fiction writer.

4. She trained as a _____ at Westminster College of Education

a) As a teacher;

b) as a librarian;

c) as an editor.

5. One of the professions Wendy Cope took was also…

a) the translator of the foreign poems;

b) the television critic;

c) a book seller.

6. ________ collections of her poetry has been published

a) ten;

b) eleven;

c) four;

7. Which of his following adult poems became well-known?

a) if I don't know;

b) family values;

c) serious concerns.

8. Cope's poetry is well-known for its____

a) sad, romantic stories;

b) humor and wit;

c) non-fiction prose.

9. What kind of political engagement may be traced in most of her poems?

a) racism;

b) feminist impulse;

c) the humiliation of minority.

10. The poem `After the Lunch' was used for a song by

a) a rock singer;

b) a jazz singer.

Teacher: The poem under discussion has already been in the Quiz `After the Lunch'. What associations have you got? How can it be connected to the Waterloo Bridge?

Teacher: Let's now have a look at the poem. Some of the words are missing, read the poetic text through and try to suggest the missing words.

After The Lunch

Poem by W. Cope

On Waterloo Bridge, where we said our goodbyes,

The weather conditions bring tears to my ___.

I wipe them away with a black woolly glove

And try not to notice I've fallen in ____.

On Waterloo Bridge I am trying to _____:

This is nothing. You're high on the charm and the drink.

But the juke-box inside me is playing a song

That says something different. And when was it ____?

On Waterloo Bridge with the wind in my hair

I am tempted to skip. You're a fool. I don't _____.

The head does its best but the heart is the boss.

I admit it before I am halfway _____.

Teacher: Now listen to the poem and check your guesses.

Questions for discussion: 1) Waterloo Bridge is the phrase repeated at the start of each stanza. It shows us the location is important in the poem. Waterloo Bridge was named after a Battle in which Napoleon was defeated. Is falling in live a victory or a defeat for a narrator? A bridge is often symbolic for a transition from one place to another. Perhaps it represents the narrator is ready for changes in life through falling in love. Give your opinion about the given statements and explain your answer.

2) What feelings does the narrator have in the first stanza? Do the weather conditions bring tears to her eyes or the sadness of falling in love?

3) How is the emotional level changed in the second stanza?

4) In the second stanza the symbol of juke-box is appearing. What atmosphere does it create? What kind of songs may be played on the juke box? Romantic, or sad song?

5) The last stanza concentrated on the final feelings the narrator has. Why is her lover a fool? Does she really not care? Has she won or lost the battle?

Teacher: Let's now turn back to the first and second stanza. What tenses has the poet used? Why are they not the same? What does it symbolize?

Teacher: For us to understand the language of the poem better and to see the poet's intentions the use of stylistic means in the text should be observed. Decide what sentences contain the following literary devices.

Рисунок

metaphor (x2) repetition alliteration anaphora

1) on the waterloo bridge, on the waterloo bridge;

2) the head does its best but the heart is the boss;

3) the weather conditions brought tears to my eyes;

4) the juke-box inside me is playing a song;

5) on the waterloo bridge;

Teacher: Let's now analyze the rhythmical side of the text. Listen to the poem, how is the rhythm created? What rhyme scheme does it follow? What is the effect of this? Does it reflect the narrator's desire to control her feelings?

Home task: 1) the literary translation of the poem under discussion;

2) essay: how would the poem look like when written by a man?

ПРИЛОЖЕНИЕ 3

(обязательное)

Методические рекомендации к проведению урока по теме

P. Larkin. No Road

“What will survive of us is love”

Teacher: How will you interpret this quotation?

These are the words by famous British poet- P. Larkin (Рисунок 9). And today the topic of our lesson is devoted to the life and works of this poet.

Teacher: Watch the video `Great Poets in their own words. P. Larkin' Answer the questions: What profession did he have? What kind of language did he use in his poems? What is his poetry like?

Now let's proceed to the biography facts about the author, read the given text and mark the sentences True/ False/ Not stated

P. A. Larkin was born in 1922 in Coventry. He was the second child and the only son of Sydney and Eva Larkin.

He attended the City's King Henry VII School between 1930 and 1940 and made regular contributions to the school magazine. After leaving King Henry School he went to St. John's College, Oxford and despite the war was able to complete his degree without interruption.

The first of his poems to be published in a national weekly was `Ultimatum'. After graduating he was appointed librarian at Wellington 1943. In 1945 ten of his poems appeared in Poetry from Oxford in Wartime. Larkin took up the position of librarian at the University of Hull in 1955 and it was in October of that year that `The Less Deceived' was published. It was the collection that would be the foundation of his reputation as one of the foremost figures in 20th century. Larkin also contributed monthly reviews of jazz recordings and edited the Oxford book of twentieth century English Verse. His last collection `High Windows' was published in 1974 and confirmed him as one of the finest poets in English Literary History. His last great poem was `Aubade' Larkin received many awards in recognition of his writing. He was awarded the CBE, was given the German Shakespeare Pries and e.t.c.

P. Larkin died of cancer in 1985.

Words and phrases used in the text:

to make contributions |?k?ntr??bju???nz| - делать вклады

to complete the degree |k?m?pli?t| - закончить обучение, получить степень

to be appointed - быть нанятым на работу, получить должность.

foremost figures |?f??m??st| - выдающийся личность

The CBE - Орден Британской Империи

Mark the sentences True/ False/ Not Stated

1) he was the only child in his family;

2) he started the writing career when he was at school;

3) he entered the oxford university after graduating from school;

4) because of the eyesight problems he was dismissed from the military service;

5) he had a position of the editor in the hull university;

6) `the less deceived' made him one of the greatest poets of generation;

7) Larkin made contributions to the rock industry;

8) he was awarded during his life;

9) he died because of the medical condition;

Teacher: Let's have a look at the quote, how is it related to the poem called `No Road'?

Teacher: What associations have you got when hearing the word `road'? Let's fill in the gaps in the diagram.

Рисунок 10 Пример представления ассоциативного ряда при анализе произведения

Teacher: Let's now listen to the poem and fill in the gaps with the verbs given below.

Рисунок 10 Пример задания, направленного на развитие умения грамматических соответствий

No Road

Since we _______ to let the road between us

Fall to disuse,

And _____ our gates up, planted trees to screen us,

And _________ all time's eroding agents loose,

Silence, and space, and strangers - our neglect

Has not had much effect.

Leaves drift unswept, perhaps; grass creeps unmown;

No other change.

So clear it ______, so little overgrown,

Walking that way tonight would not seem strange,

And still would be allowed. A little longer,

And time would be the stronger,

Drafting a world where no such road will run

From you to me;

To watch that world _______ like a cold sun,

Rewarding others, is my liberty.

Not to _______ it is my will's fulfillment.

Willing it, my ailment.

Teacher: In this poem we see the road has the symbolic meaning and is referred to relationships.

At the same time it doesn't mean the happy time, but the break up. Let's outline the phases of break up in relationship.

1. you are done but still have memory;

2. one wants to turn it again;

3. the break up. No sorrow.

Teacher: 1. Have a look at the first stanza. What period in relationships does it symbolize? Prove your opinion

What stylistic devices help to emphasize the feelings of a lyrical hero?

) silence, space, strangers;

) all time's eroding agents.

2. What period does the second stanza symbolize? Has anything changed in the lyrical hero's life? Has he got some hope to restart?

What stylistic devices are used in the following sentences, thus creating the image of unchanged atmosphere?

a) so clear it stands, so little overgrown;

b) leaves drift unswept.

3. The third stanza depicts the final decision taken by the lyrical hero

Drafting a world where no such road will run

From you to me;

To watch that world comes up like a cold sun,

Rewarding others, is my liberty.

Not to prevent it is my will's fulfillment.

Willing it, my ailment.

Does he regret of the decision taken by him?

Will he step into the new road?

4. Teacher: The symbol of road is not new in literature, as many poets have used it in their works.

Let's have a look at the work by an American poet, Robert Frost.

The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I

I took the one less traveled by,

And that has made all the difference.

Questions for further discussion:

1. what does the road symbolize in the Frost's poem? Does the lyrical hero have only one road to follow?

2. what similarities may be observed in both works by Larkin and Frost?

3. what stylistic means can be found in both poems?

4. which of the poems is more emotional, to your own perception?

Homework: Write an essay related to the topic `The image of roads in poetry'.

ПРИЛОЖЕНИЕ 4

(рекомендуемое)

Вариант тестового задания по теме элективного курса:

“The Contemporary English Poetry”.

Test on the Contemporary English Poetry

1. What position did Carol Ann Duffy not take?

a) playwright b) a freelance writer c) a professor of Sciences

2. What kind of style does Carol Ann Duffy present?

3. What symbols can be traced in the poem `Valentine?'

4. Give the definition of the following stylistic devices. Create your own examples

Таблица 8 - Проверка умения пользоваться средствами худ.выразительности

5. Wendy Cope is…contemporary poet

a) English. b) Scottish c) American

6. Wendy Cope's poetry is well known for its

a) sad and romantic motives;

b) humor and wit;

c) sarcastic and ironic features;

7. What role does the Waterloo Bridge play in the poem `After the Lunch'?

8. When did Philip Larkin start her career as a writer?

a) when a child;

b) when he was a university student;

c) when an adult;

9. What poem was the foundation of his reputation as one of the foremost figures of the 20th century? ____________

10. What fact from Philip Larkin's biography do you find interesting and meaningful for his personality?

11. What kind of road does Larkin create in his poem? Is it different from `Frost's road'? What similarities can be found?

12. Whose poetry has impressed you most of all? Give reasons for your answer.