Языковое воплощение поэтического образа на материале американской поэзии ХХ века

Во время чтения

• 
  Synecdoche;
  
• 
  Enjambment (using the dictionary of literary terms);
  
• 
  Alliteration;
  
• 
  Assonance;
  
• 
  Asyndeton (using the dictionary of literary terms);
  

1. 
   Before reading, have a look at the questions below:
   
   • 
     What is the poem about?
     
   • 
     What themes does it touch upon? Сhoose among the following ones:
     

• 
  Love
  
• 
  Death
  
• 
  Nature
  
• 
  Friendship
  
• 
  Rebirth
  
• 
  Creation
  
• 
  Circle of life
  
• 
  Happiness
  

• 
  Who/what is in the center of narration?
  
1. 
   Write down the lines which pose some difficulties. Discuss them with your partner.
   

№	What I read	What I suppose	What I wonder
1
2
3

*After pair work the teacher should focus on the points the students have difficulties with.

3. 
   Find out what stylistic devices are present in the following extracts. Underline the right answer.
   

“Ariel”

• 
  Metonymy/personification/metaphor
  

―God's lioness, How one we grow,
Pivot of heels and knees!–The furrow…‖

• 
  Metaphor/epithet/synecdoche
  

―Splits and passes, sister to The brown arc
Of the neck I cannot catch…‖

• 
  Asyndeton/enjambment/parenthesis
  

―Nigger-eye Berries cast dark Hooks…‖

“[2 little whos]”

• 
  Parenthesis/repetition/inversion
  

―2 little whos (he and she) under are this

wonderful tree…‖
*What other grammatical stylistic devices can you note (nonce words/asyndeton)?

• 
  Metaphor/simile/metonymy
  

―(2 little ams and over them this aflame with dreams
incredible is)‖.
*What other grammatical stylistic devices can you note? (nonce words/asyndeton/inversion)

• 
  Alliteration/assonance
  

―(far from a grown
-up i&you-
ful world of known) who and who…‖

4. 
   Group work
   

Each group is given one of the extracts with the determined stylistic devices. They should try to explain the role of this or that poetic means in expressing the message of the author.

3. После чтения (продуктивный этап)

Предлагаем следующий перечень возможных заданий, которые могут варьироваться в зависимости от поставленной цели и соответствующих ей задач:

1. Class discussion;

• 
  What did you like about the poem?
  
• 
  What did you feel after reading it?
  
• 
  What surprised you?
  
• 
  What words/word combinations impressed you?
  
• 
  How do you understand the main idea of the poem?
  
• 
  Draw a parallel between Russian and American poets. In what way are they similar? How do they differ from each other?
  

2. Конкурс на выразительное чтение произведений

(непосредственно на уроке или с предварительной подготовкой на дому)

3. Writing task

Write a poem review using the following plan:

• 
  Describe the main idea of the poem;
  
• 
  What does the persona feel?
  
• 
  What is the atmosphere of the poem?
  
• 
  What stylistic devices contribute to the main idea of the poem?
  
• 
  What are your personal impressions?
  

A student can use a Power Point Presentation in order to make his review visualized.

4. Translation

The teacher can study the translations (см. приложение 4) of the poem with the students, drive their attention to the form and content of it (rhyme, rhythm, composition, etc.), after which the following creative home task can be suggested: “Paying close attention to the structure and content of the poem, translate it into Russian”.
Приложение 6