This paper contains suggestions on how to teach communicative and interpretation competences by using the poem "Eating Together" by Li-Young Lee.
The poem deals with, amongst other aspects, the death of a beloved family member and mirrors the atmosphere of a family dinner after the tragedy. On the surface, the text cuts out any emotion towards the dependant’s death and concentrates solely on the basic actions of the family and on inanimate objects (cf. l. 1-9). Towards the ending, the text alludes to the family’s loss: “he lay down to sleep like a snow-covered road” (l. 9-10). This topic is of high relevance for students in tenth grade and touches upon their everyday life experiences. Additionally, vocabulary as well as grammatical structures in the poem is appropriate for the language level of B1. For these reasons, this essay aims at illustrating the importance of Eating Together for the EFL classroom by developing a model lesson including pre-, while-, and post-reading activities
Table of Contents
1. Eating Together in the EFL Classroom
2. Bibliography
3. Material
3.1 M1 Picture
3.2 M2 Group assignment
Objectives and Topics
This essay aims to demonstrate the didactic value of Li-Young Lee’s poem "Eating Together" for tenth-grade English language learners by integrating it into a comprehensive model lesson. The work focuses on fostering communicative competence through a sequence of pre-, while-, and post-reading activities, specifically utilizing aesthetic reading and dramatic performance techniques to engage students with the poem's themes of loss and family.
- Implementation of aesthetic reading in the EFL classroom.
- Integration of "Szenisches Lernen" (dramatic learning) to enhance vocabulary acquisition.
- Utilization of pantomime and group work to improve communicative and social skills.
- Methodological approaches to teaching poetry at the B1 language level.
- Assessment strategies for creative literary interpretations.
Excerpt from the Book
Eating Together in the EFL Classroom
Eating Together by Li-Young Lee deals with, amongst other aspects, the death of a beloved family member and mirrors the atmosphere of a family dinner after the tragedy. On the surface, the text cuts out any emotion towards the dependant’s death and concentrates solely on the basic actions of the family and on inanimate objects (cf. l. 1-9). Towards the ending, the text alludes to the family’s loss: “he lay down to sleep like a snow-covered road” (l. 9-10). This topic is of high relevance for students in tenth grade and touches upon their everyday life experiences. Additionally, vocabulary as well as grammatical structures in the poem is appropriate for the language level of B1. For these reasons, this essay aims at illustrating the importance of Eating Together for the EFL classroom by developing a model lesson including pre-, while-, and post-reading activities.
The pre-reading activity starts with a picture description. The picture (M1, cf. bibliography) shows a family at dinner. Undoubtedly, the happiness of the family on the picture is in strong contrast to the family described in the poem. Nevertheless, the image helps the students to generate interest and to activate their previous knowledge on the word field and on the topic of families. In the plenary, the learners are to describe the picture and to imagine a story behind it. They are also required to reflect upon the mood the family members are in.
Summary of Chapters
1. Eating Together in the EFL Classroom: This chapter outlines the pedagogical framework for teaching Li-Young Lee's poem, detailing specific classroom activities such as picture descriptions, creative writing, and pantomime to help students explore themes of grief and family.
2. Bibliography: This section provides a comprehensive list of the printed and online academic literature used to support the theoretical and practical suggestions made throughout the essay.
3. Material: This section contains the practical resources, including a visual aid and a detailed group assignment handout, designed to be used by students during the lesson.
Keywords
Eating Together, Li-Young Lee, EFL classroom, aesthetic reading, dramatic learning, Szenisches Lernen, vocabulary acquisition, communicative competence, pantomime, literary interpretation, group work, tenth grade, B1 level, poetry didactics, social skills.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper explores how to teach the poem "Eating Together" by Li-Young Lee in a tenth-grade English classroom by using a structured lesson plan that incorporates both analytical and creative methods.
What are the primary thematic areas covered?
The main themes include literary analysis of poetry, didactic strategies for English as a Foreign Language (EFL), the role of physical movement in vocabulary learning, and the social aspects of cooperative learning.
What is the central research objective?
The objective is to illustrate how aesthetic reading and dramatic activities can help students engage with complex emotional themes in literature, such as the death of a family member, while improving their language proficiency.
Which scientific methods are utilized in the model lesson?
The lesson employs "aesthetic reading," "dramatic learning" (Szenisches Lernen), collaborative group work, and formative assessment through peer-evaluated pantomime performances.
What does the main body of the text cover?
The main body details a three-phase lesson structure: pre-reading (picture analysis), while-reading (creative writing and pair work), and post-reading (pantomime and performance reflection).
Which keywords best characterize this work?
Key terms include "EFL classroom," "aesthetic reading," "Szenisches Lernen," "literary interpretation," and "communicative competence."
How does the author propose to use pantomime for vocabulary learning?
By connecting new vocabulary to physical movements, the author argues that students activate motor-related brain areas, which helps transfer words into the long-term memory and the mental lexicon.
Why does the author suggest withholding the ending of the poem from the students?
The teacher avoids explaining the ending to allow students to independently explore the reasons behind the depressed atmosphere in the poem, fostering personal reflection and critical thinking.
How should the student performance be evaluated?
Evaluation is based on a structured table where classmates provide feedback on whether the pantomime interpretation is consistent with the textual evidence provided in the poem.
- Quote paper
- Franz Kröber (Author), 2014, The poem "Eating Together" in the EFL Classroom. A Lesson Plan for Intermediate Learners, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/281133
