English Language Journal Vol 3, (2009) 67-82 ISSN 1823 6820

REFERENCES
Baldwin, J. and H. William (1988). Active Learning. Oxford: Blackwell. Bolitho, R. and T. Wright (1995). Starting from where theyre at: towards an approach methodology in training. TESOL France Journal 2/1. Bolitho, R. and T. Wright (1997). Working with participants ideas and constructs. In McGrath (ed) Learning to Train: Perspectives on the Development of Language Teacher Trainers. Hemel Hempstead: Prentice-Hall. Boud, D., R. Keogh and D. Walker (1988). What is reflection in learning. In D. Boud, R. Keogh and D. Walker (eds.) Reflection: Turning Experience into Learning. London: Kogan Page. Claxton, G. (1996). Implicit theories of learning. In G. T. Claxton, M. Atkinson and M. Wallace (eds) Liberating the Learner: Lessons for Professional Development in Education. London: Routledge. Dennison, B. and R. Kirk (1989). Do, Review, Learn, Apply. Oxford: Blackwell. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: PrenticeHall. McGill, I. and L. Beaty (1993). Action Learning. London: Kogan Page. Rogers, A. (1996). Teaching Adults. 2nd edition. Buckingham: Open University Press. Weil, S. W. and I. McGill (1993). Continuing the dialogue: New possibilities for Experiential Learning. In S. W. Weil and I. McGill (eds) Making Sense of Experiential Learning. Buckingham: Open University Press. Ur, P. (1992). Teacher learning. ELT Journal 46/1.

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APPENDIX 1A ACTIVITY 1 EXPLORING A POEM In groups of four, read the poem below and answer the questions which follow. Days MONDAY Youd better not try anything just dont try anything thats all. Youre all the same you days. Give you an inch.... Well Ive got my eye on you and Im feeling light fast and full of aggro so just watch it OK? TUESDAY Listen, Tuesday Im, sorry I wasnt very nice to you. It was sweet of you to give me all those stars when you said goodbye. They must have cost a fortune and they really were just what Ive always wanted. WEDNESDAY Cracks, spills, burns, bills, broken cups, stains, wrong numbers, missed trains: youre doing it on purpose arent you? Trying it on to see how far you can go. I swear to you if the phone rings again

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while Im in the bath Ill pull it out and ram it down your throat. THURSDAY A difficult day for Aries caution is advisable in business dealings setbacks possible in affairs of the heart. Thursday, my friend if weve got to get through all these hours together we might as well do it with as little trouble as possible. You keep to your side of the horoscope and Ill keep to mine. FRIDAY Day like a shroud ten feet down black in an airless coffin you wrap me in my own clinging loathsome sticky skin. I scream and you laugh. SATURDAY Day oh day I love your perfume (you put on daffodils just for me) and your yellow eye sparkling and the sexy way you rub up against me day I love you.

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SUNDAY Sunday and I got drunk together and you know it turns out we went to the same school. Hes a bit strange at first but actually hes not a bad chap when you get to know him old Sunday.

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(Swan, M. (1985) Days. In A. Maley and S. Moulding (eds.) Poem into Poem: Reading and Writing Poems with Students of English Cambridge: Cambridge University Press)

Questions 1. Do you agree with the way the days are described? Why? Why not? 2. How does the writer describe each of his days? 3. Which day does the writer like most? How do you know? Underline the words or phrases that tell you this (describe this feeling)? 4. Which day does the writer hate most? How do you know? Underline the words or phrases that tell you this (describe this feeling)? 5. What does the description about Tuesday tell you about the writers character? 6. Who went through all the experiences mentioned in lines 27-28? 7. What do lines 39-43 tell you about the writer? 8. What does your yellow eye sparkling refer to? 9. What does the sexy way you rub up against me refer to? 10. Who does the writer refer to in the last line of the poem (old Sunday)? 11. How do you describe each day of your life? 12. Which day do you like most? What makes you like this day? 13. Which day do you hate most? What makes you hate this day? Follow-up In groups of four, decide on one day (either like or hate) and write a stanza to describe the day.

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ACTIVITY 2 (A) REFLECTION i) Individually, answer the questions below. 1. 2. 3. 4. 5. 6. 7. 8. How did you feel when you first read the poem? Do you find the poem interesting? Why? Why not? How do you feel while doing the activity? Why? What can you learn from the activity? How can questions on the poem help you to understand the poem? Is the poem easy or difficult for you to understand? Why? Do you find Activity 1 challenging or easy for you? Why? Fill in the table below based on the poem and exercises in Activity 1.

Things you like

Things you are not sure about

ii) Discuss your answers with a partner. ACTIVITY 2 (B) POEM EVALUATION In groups of four, answer the questions which follow. 1. In your opinion, will students enjoy reading the poem? Why? Why not? 2. What can students learn from Activity 1? 3. How can questions on the poem help students to understand the poem? 4. Discuss the suitability of the poem and exercises for a secondary school class in your context? 5. Which level of students will Activity 1 suit? Why? 6. How will you modify or adapt the activity to suit your students level? 7. What are the criteria will you consider in adapting or modifying the activity? Why are the criteria important?

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ACTIVITY 3 MATERIALS SELECTION 1. Do you consider any criteria when you choose a poem to be used with your students? Why? Why not? 2. List down the criteria mentioned in Question 1. 3. Are the criteria mentioned in Question 2 important? Why? Why not? 4. Do you use the same criteria when you choose other genres to be used with your students? Why? Why not? 4. Do you think certain criteria are needed in order to choose any literary texts to be used with students? Why? Why not? 5. List down as many as you can other criteria that you can think of in choosing literary texts. ACTIVITY 4 PLANNING A LESSON In pairs, choose a poem and make a complete lesson plan based on the poem chosen. State the reasons for choosing the poem with reference to your target group. Things to include in the lesson plan: objective(s) of the lesson, level of the students, class size, the mode of activities, time and a clear description of the procedure of the lesson.

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APPENDIX 1B REFLECTIVE GRID

Activity Brief My no./Title description feelings of the during the activity activity

Purpose of the activity

My new insight or knowledge

Trainers roles

Comments/ Notes