Prior to becoming an Editor for Oxford University Press, Mexico, Lysette Taplin worked as an English language teacher and author for a number of primary and secondary series. In this post she promotes World Poetry Day by sharing some practical tips to use in the ELT Classroom.
Poetry is an effective tool in English language teaching as it enlivens the class, giving the students a motivational buzz while stimulating their creative writing. The emphasis on the sounds and rhythm of language aids students’ phonological awareness, building a foundation for correct pronunciation and intonation, which in turn has a strong correlation to proficiency in reading and listening. In order to celebrate World Poetry Day, this blog aims to present a selected poem from the OUP series Step Inside and provide ideas for ways to exploit poetry in the English language-learning classroom.
As an ELT Editor for OUP, I had the opportunity to work on an inspiring series of reading anthologies for primary school students. The series Step Inside promotes extensive reading by using texts from a variety of genres, including poetry, fables, myths and legends, fairy tales, fiction, non-fiction, and comics.
The following excerpt has been selected from a poem included in Step Inside, level 4:
Wayne the Stegosaurus
Written by Kenn Nesbitt
Meet the Stegosaurus, Wayne.
He doesn’t have the biggest brain.
He’s long and heavy, wide and tall,
But has a brain that’s extra small.
He’s not the brightest dinosaur.
He thinks that one plus one is four.
He can’t remember up from down.
He thinks the sky is chocolate brown.
Using poetry to teach pronunciation
This humorous poem can be used to focus students on English pronunciation by working with rhyme.
In your class, put students into pairs and give each pair the lines of the poem cut up into strips. Have them work together to identify and group the lines that end in rhyming pairs. Tell students that rhyming pairs are two words that end in the same sound, for example Wayne and brain, tall and small. Highlight some of the difficult spelling patterns, for example Wayne, brain; tries, eyes; white, night, etc. while emphasizing the pronunciation of each of the sounds. Then, tell students that they are going to create a rhyming chain. Instruct students to choose four rhyming pairs from the poem and write down as many other words that rhyme as they can. Have some volunteers write their rhyming words on the board to check answers as a class. Next, read the poem aloud and have students order the lines from the poem. Ask volunteers to read the poem aloud to check answers as a class.
The pattern of rhymes in a poem is labelled with the letters A, B, C, D, etc. To identify the rhyming scheme, tell students to look at the last word in each line. Tell them to label the first set of lines that rhyme with A, then label the second set B, etc. In the case of the poem above, the rhyming scheme for each stanza is AABB because the first two lines in the stanza rhyme with each other as do the last two lines.
Below is an example of an ABCB rhyming scheme, excerpt taken from Step Inside, level 2:
Written by Penelope McKimm
Art class can be lots of fun,
With so many things to do!
Cutting, coloring, painting, drawing,
Sticking things with glue!
Have students illustrate the poem
Have students work in groups of six. Encourage them to think about what happens in each of the stanzas and then, choose one of the stanzas to illustrate. When they have all finished illustrating their stanzas, have them put them in order and present their work to the rest of the class.
Give students a handout of a poem with some words missing. It could be the same poem students were working with before, or a different poem.
Wayne the Stegosaurus
Written by Kenn Nesbitt
Meet the Stegosaurus, __________.
He doesn’t have the biggest __________.
He’s __________ and __________, __________ and __________,
But has a __________ that’s extra __________.
Put students into pairs and have them brainstorm words to complete the gaps. Encourage them to include rhymes, but tell them that they can change the rhyming scheme if they wish.
Another activity which provides students with scaffolding for their poem is to tell them to write a five line poem with the following structure:
First line: a noun
Second line: four adjectives
Third line: an action
Fourth line: how you feel about the noun
Fifth line: the noun
This activity can be carried out individually or in pairs or small groups. Encourage students to use a thesaurus to think of exciting adjectives, for example superb instead of good. Below is an example of a five-line poem
Fierce, fast, green and scaly
Goes out hunting daily
Makes me shiver to the bone
Both students and teachers often tend to fear poetry, but by providing the proper scaffolding, we advocate creativity and give our students sense of accomplishment. As teachers, we need to make it clear to our students that it is okay to make mistakes. The most important thing is to let their imaginations run wild, and then have them go back and edit their work once they are finished.
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