EFLT THROUGH POETRY: PROS AND CONS.
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2021-01-19
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[ES]Con el fin de superar algunas actividades basadas en enfoques tradicionales, esta unidad didáctica aspira a convencer a los docentes a seguir otros métodos didácticos centrados en la enseñanza del inglés como lengua extranjera a través de la poesía. Más importante aún, esta unidad didáctica tiene como principal objetivo el hacer que los estudiantes aprendan el idioma a través de la práctica de las cuatro destrezas, a saber, escribir, leer, entender y hablar en inglés. Por esta misma razón, las actividades y ejercicios aquí planteados están diseñados de una manera dinámica y reforzadora. En lo que respecta al nivel de la lengua, esta unidad didáctica tiene como referencia un aula de primero de bachillerato. Esta elección se debe a que la unidad didáctica se centra en la poesía, un tema que requiere cierto grado de abstracción por parte del alumno. También requiere un conocimiento de la entonación y del ritmo, habilidades que pueden ser beneficiosas para el estudiante. Es más, aspectos gramaticales y vocabulario pueden enseñarse de una manera fácil y dinámica a través de la poesía. De este modo los estudiantes pueden aprender todos estos aspectos del idioma revisando poemas y canciones en clase. Por último, cabe mencionar que enseñar poesía en clase no implica que el profesor deba ceñirse a un solo formato. Además de poemas, se utilizan canciones. Los alumnos se encontrarán con diversos formatos poéticos, hecho que les permitirá apreciar nuevas sensibilidades. Como consecuencia, ellos mismos podrán poner a prueba y desarrollar su inteligencia emocional.
[EN]With the purpose of overtaking certain tasks based on traditional approaches, this didactic unit aims to encourage teachers to follow different teaching methods through the use of poetry in the classroom. More importantly, the main intentions of this didactic unit are related to the idea of making students able to write, read, listen and speak in English. For this reason, activities and exercises are dynamic and though them I intend to be able to reinforce the necessary steps for the improvement of these fours skills. The teacher’s role must be defined by his or her target class, in this particular case, the 1st year of Bachillerato. The reason for this choice is not just because of the level itself, but also because of the level of abstraction that poetry requires. Poetry demands certain periods of mental effort on the student’s part, but it also demands certain knowledge about word stress, rhythm and intonation, which students can benefit from if we put some emphasis on its regular practice. Furthermore, grammar and vocabulary can also be taught very easily through poetry. Finally, poetry in class is introduced via multiple forms: written poems, songs,lullabies and limericks. By doing so, students will encounter diverse poetic formats, allowing them to appreciate other forms of human expressions and improve their emotional intelligence. In return, they will feel more comfortable with the idea of labeling feelings and discriminating against different emotional states.
[EN]With the purpose of overtaking certain tasks based on traditional approaches, this didactic unit aims to encourage teachers to follow different teaching methods through the use of poetry in the classroom. More importantly, the main intentions of this didactic unit are related to the idea of making students able to write, read, listen and speak in English. For this reason, activities and exercises are dynamic and though them I intend to be able to reinforce the necessary steps for the improvement of these fours skills. The teacher’s role must be defined by his or her target class, in this particular case, the 1st year of Bachillerato. The reason for this choice is not just because of the level itself, but also because of the level of abstraction that poetry requires. Poetry demands certain periods of mental effort on the student’s part, but it also demands certain knowledge about word stress, rhythm and intonation, which students can benefit from if we put some emphasis on its regular practice. Furthermore, grammar and vocabulary can also be taught very easily through poetry. Finally, poetry in class is introduced via multiple forms: written poems, songs,lullabies and limericks. By doing so, students will encounter diverse poetic formats, allowing them to appreciate other forms of human expressions and improve their emotional intelligence. In return, they will feel more comfortable with the idea of labeling feelings and discriminating against different emotional states.
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