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dc.contributorAlberola Crespo, Nieves
dc.contributor.authorDzhukelov, Ivan Atanasov
dc.contributor.otherUniversitat Jaume I. Departament d'Estudis Anglesos
dc.date.accessioned2014-11-21T08:56:47Z
dc.date.available2014-11-21T08:56:47Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10234/109102
dc.descriptionTreball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2013/2014ca_CA
dc.description.abstractThis didactic unit has been designed as an alternative to certain tasks that may be found in the traditional didactic units and it contains activities based on poetry. The main objectives are to motivate students of 1st of Bachillerato to read, write and speak in English through a variety of tasks based on poetry, and encourage teachers to use different teaching methods and techniques. In addition, the purpose of the activities is to enrich students’ curriculum and to reinforce some of their book exercises in order to avoid monotony and loss of interest. For this reason, those teachers who would like to implement the poetry based activities that I have designed may choose those they are most interested in and do not have to follow a specific sequence. Therefore, the teacher decides when to implement a particular activity. The reason why I suggest poetry is because poems are very entertaining to deal with while students constantly work on all skills simultaneously, even though they are not conscious about it sometimes. Poems’ structure makes them easy to read while its rhyme makes them extremely memorable. On top of that poems provoke people to express their personal opinion which is great for working on speaking.Finally, poems are authentic material that due to their appealing structure, rhythm and sound suggest a quick and enjoyable way of learning new vocabulary, revising grammar, improving pronunciation and promoting creativity. Poetry also gives teachers the opportunity to teach emotional intelligence, that is, to discriminate and label different emotions. All that being said, poetry should be given the same chance as other forms of literature.ca_CA
dc.format.extent47 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherUniversitat Jaume Ica_CA
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 Spain*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/es/*
dc.subjectMàster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomesca_CA
dc.subjectMáster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomasca_CA
dc.subjectMaster's Degree in Secondary Education, Vocational Training and Language Teachingca_CA
dc.subjectenglish teachingca_CA
dc.subjectpoetryca_CA
dc.titleTeaching English through Poetryca_CA
dc.typeinfo:eu-repo/semantics/masterThesisca_CA
dc.educationLevelEstudios de Postgradoca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA


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Attribution-NonCommercial-ShareAlike 3.0 Spain
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 3.0 Spain