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AUDEN

While T. S. Eliot was the key-figure of the Twenties, AUDEN was the key figure of the thirties.

The thirties were a period of political and social UNREST- economic crisis, unemployment, the rise of Nazism and Fascism.

The poetry of the time was mostly COMMITTED.          

When Auden started writing his poems he seemed to be very pessimistic. He realized he was living in a time characterized by terrible events, but he also believed that something could be made to create a better world in the hope that a generation of society would be possible. His poetry may be divided in two periods.

In his early poems he sympathized with the Left-wing movements, considering the poet a public voice, giving voice to the oppressed, the weaker and the persecuted. Poetry was definitely seen as an instrument to spread political messages.

At the time he was the leader of the Oxford group, whose members were also Louis Mc Niece, Stephen Spender, Cecil Day Lewis.

He was influenced by Freudian psychoanalysis and Marxism.

He mainly dealt with the horrors of his time: dictatorship and the mad quest for world domination, citizenship and national identity, the fall of the masses under their leaders' spell, the terrible effects of the bureaucratic state (reducing people to statistics and figures), the Spanish Civil War, the bleakness and perhaps impossibility of the future, the martyrdom of heroes and the death of poets, the improper use of modern tools.

Later on, after his moving to the USA, in 1939, he moved away from Marxism to return to his childhood religion, Anglicanism.

He started thinking that improvement is connected with the self, not with society. Now he mainly dealt with themes like love, friendship, death, nature, religious beliefs.

Auden used different verse forms and poetic genres-sonnet, lyric, narrative poem, ballad , blues. He also tended to use irony and humour even when considering serious issues of modern life.

Two poems about refugees

https://vimeo.com/150889743

We Refugees by Benjamin Zephaniah 

Benjamin Zephaniah (born 15 April 1958) is a British writer, dub poet and Rastafarian. He was included in The Times list of Britain's top 50 post-war writers in 2008. His poems are often inspired by political causes. They often deal with global issues such as racism, animal cruelty and the need for greater social justice. (Dub poetry is a form of performance poetry of West Indian origin, which evolved out of dub music in Kingston, Jamaica, in the 1970s, as well as in London, England and Toronto, Canada, both, cities which have large populations of Caribbean immigrants. It consists of spoken word over reggae rhythms.)
This is a poem about the various reasons why people are compelled to become refugees.

I come from a musical place
Where they shoot me for my song
And my brother has been tortured
By my brother in my land.

I come from a beautiful place
Where they hate my shade of skin
They don't like the way I pray
And they ban free poetry.

I come from a beautiful place
Where girls cannot go to school
There you are told what to believe
And even young boys must grow beards.

I come from a great old forest
I think it is now a field
And the people I once knew
Are not there now.

We can all be refugees
Nobody is safe,
All it takes is a mad leader
Or no rain to bring forth food,
We can all be refugees
We can all be told to go,
We can be hated by someone
For being someone.

I come from a beautiful place
Where the valley floods each year
And each year the hurricane tells us
That we must keep moving on.

I come from an ancient place
All my family were born there
And I would like to go there
But I really want to live.

I come from a sunny, sandy place
Where tourists go to darken skin
And dealers like to sell guns there
I just can't tell you what's the price.

I am told I have no country now
I am told I am a lie
I am told that modern history books
May forget my name.

We can all be refugees
Sometimes it only takes a day,
Sometimes it only takes a handshake
Or a paper that is signed.
We all came from refugees
Nobody simply just appeared,
Nobody's here without a struggle,
And why should we live in fear
Of the weather or the troubles?
We all came here from somewhere. 

Questions

1. What adjectives are used to refer to the poet's country?
2. What's going on there?
3. Give some examples of discrimination endured by people living in the poet's country?
4. Who 's they in line 2 referred to?
5. What are the reasons that are listed as causes for becoming a refugee?
6. Why do tourists go to his country?
7. "We all came here from somewhere" What does it mean?

Refugee Blues by Auden

Wystan Hugh Auden(21 February 1907 – 29 September 1973) was an English-American poet. Auden's poems deal with politics, morals, love, and religion, and are characterized by a variety in tone, form and content. His main themes are the value of everyman, citizenship, national identity, materialism, communication-gap, alienation, death and especially the horrors in his time- bureaucracy, totalitarianism.

Say this city has ten million souls,
Some are living in mansions, some are living in holes:
Yet there's no place for us, my dear, yet there's no place for us.

Once we had a country and we thought it fair,
Look in the atlas and you'll find it there:
We cannot go there now, my dear, we cannot go there now.

In the village churchyard there grows an old yew,
Every spring it blossoms anew:
Old passports can't do that, my dear, old passports can't do that.

The consul banged the table and said,
"If you've got no passport you're officially dead":
But we are still alive, my dear, but we are still alive.

Went to a committee; they offered me a chair;
Asked me politely to return next year:
But where shall we go to-day, my dear, but where shall we go to-day?

Came to a public meeting; the speaker got up and said;
"If we let them in, they will steal our daily bread":
He was talking of you and me, my dear, he was talking of you and me.

Thought I heard the thunder rumbling in the sky;
It was Hitler over Europe, saying, "They must die":
O we were in his mind, my dear, O we were in his mind.

Saw a poodle in a jacket fastened with a pin,
Saw a door opened and a cat let in:
But they weren't German Jews, my dear, but they weren't German Jews.

Went down the harbour and stood upon the quay,
Saw the fish swimming as if they were free:
Only ten feet away, my dear, only ten feet away.

Walked through a wood, saw the birds in the trees;
They had no politicians and sang at their ease:
They weren't the human race, my dear, they weren't the human race.

Dreamed I saw a building with a thousand floors,
A thousand windows and a thousand doors:
Not one of them was ours, my dear, not one of them was ours.

Stood on a great plain in the falling snow;
Ten thousand soldiers marched to and fro:
Looking for you and me, my dear, looking for you and me.





refugee blues presentation

comment refugee blues

1. Match each word in A to its meaning in B.

A		B
1. refugee		a. stately homes
2. souls		b. town
3. fair		c. formally
4. village		d. board
5. mansions		e. hovels
6. officially		f. person in exile
7. committee		g. courteously
8. holes		h. people
9. politely		i. come again
10. return		j. good

2. Replace each underlined word or phrase with the correct form of the word from the word bank below. Make any necessary changes.

Passports	Floors	Feet	Great plain
Public	fastened	Wood	marched
Speaker	pin	Politicians
Daily bread	harbour	the Human Race

1. Someone who doesn’t have the relevant travel documents is unable to enter or leave a country.

2. Elected leaders make decisions on behalf of mankind.

3. The apartment building had many storeys.

4. The jacket was secured shut with a brooch.

5. The fish swimming in the bay were only a short distance away from the refugees.

6. There were many trees in the forest.

7. The meeting was open to the community.

8. The spokesman objected to the idea that taking in many refugees would cause a shortage of necessities.

9. The soldiers walked over the large prairie. 

3. Answer the following questions. 

1. Name two places where people are living. 

2. Where are the narrator and his companion unable to go? 

3. What does the old yew do every spring?  

4. According to the consul, when are you officially dead?

5. What was the refugee offered by the committee and what did they ask him? 

6. What is the speaker at the public meeting concerned that the refugees will do if allowed in?

7. What did the refugee mistake for the sound of thunder rumbling in the sky? 

8. Which animal is let in an opened door?

9. What did the narrator see at the harbour?

10. What did the refugee see in the woods?

11. What did the refugee see in his dream? 

12. Who is looking for the refugees? 

13.“Dreamed I saw a building with a thousand floors, A thousand windows and a thousand doors; Not one of them was ours, my dear, not one of them was ours.”  In your opinion, what does this imagery represent? 

THE JEWISH PERSECUTION

In the 1920’s many Jews felt safe in Germany and considered Germany their home, but there was definitely anti-Semitism in Germany as well as in other countries in Europe and even in the USA.
The Catholic Church continued to consider Jews as responsible for the death of Christ.However, the Nazis used Jews as a convenient scapegoat: they were blamed for all of Germany’s problems. According to the Nazis, there was a Jewish conspiracy to destroy Germany and its culture.In addition, the Nazis believed that the Germans were “racially superior” and they  identified Jews as as an “inferior” race.
Therefore, this enemy of the "German Race"’ needed to be eliminated. The first major action against Jewish-German citizens was the boycott of German shops.On the 1^st April 1933 shops owned by Jews were boycotted. Soon after the boycott, Jewish workers were dismissed and Jewish businesses were confiscated.Gradually all the rights that the Jews had were taken away from them. The measures affected all areas of life.

In 1935 the Nuremberg laws established that Jews could not be citizens. They were not allowed to vote or to marry a German.
 In 1938 Jews could not be doctors and Jewish children were forbidden to go to school.On the night of 9^th November 1938 Jewish homes, businesses and synagogues, were attacked.
A lot of  Jewish people were arrested, beaten or killed. 20,000 Jews were rounded up and put into ghettos.That night was called Kristallnacht ( the Night of Broken Glass) and it was the start of more and more violence against Jews.Soon after almost 30,000 Jewish men were brought to concentration camps.Between 1933 and 1939, many  German-Jewish people emigrated mainly to the United States, Palestine,elsewhere in Europe.
Most foreign countries, including the United States,  Canada, Britain, and France, were unwilling to admit very large numbers of refugees.
The anti-Jewish measures continued and became worse. The start of the Second World War was the  darkest chapter in Jewish history.In 1941 all Jews were forced to wear a yellow star of David.The Nazis occupied 19 European countries during the Second World War. At the so-called Wannsee conference in January 1942, the Nazis decided that the only solution to the "problem with the Jews"’ was  the Final Solution. This meant the murder of every Jewish man, woman and child in Europe.The death camps were created, terrible places where Jews were killed with gassing or shooting.
The Nazis killed more than 6 million Jews between 1933 and 1945. This mass murder of the Jews is known as the Shoah or Holocaust. The main death camps were at Auschwitz and Treblinka.

Let's talk about immigration today

Two queues and lots of questions.

An involving, rousing,  noisy speaking activity.....but it's worth while...

This morning students in the second class did an activity which turned to be very successful. I got inspiration from a game I saw on TV a few days ago.

They were divided in two groups and were asked to stand in two rows. They created two queues. Each student had to answer a question or translate a sentence and if he/she failed he/she was out, while if the answer was right he/she went back behind all the students of the row in  his/her group.

The group having the last student left won the game.

There was a real competition and they seemed to be really interested and enthusiastic. It was a good activity from the didactic point of view. They paid great attention to the other students' answers……!!!!sometimes even better than me!

Present Perfect Simple and Continuous

http://www.bbc.co.uk/learningenglish/english/course/tgg/unit-1/session-5

Shakespeare invented new words and idioms

WORDS AND EXPRESSIONS CREATED BY SHAKESPEARE in a class activity.

The English language owes a great debt to Shakespeare. He invented over 1700 of English common words by changing nouns into verbs, changing verbs into adjectives, connecting words never before used together, adding prefixes and suffixes, and devising words wholly original. Below some  conversations built up by the students in a fourth class using some of the words and expressions created by Shakespeare. Their task was to write down dialogues trying to use the most famous Shakesperian inventions.

1) SOMETHING IN THE WIND

Emilie and David have had a relationship for 5 years, but one day Emily meets Alexander, her new classmate.

He's handsome and everyone enjoys his company, but he's aggressive with her.

In fact he really likes making fun of her.......but maybe between them there's something deeper and for all the studnts of the school there's "something in the wind"

Emily is really confused and so she decides to talk with Jasmine her best friend

Emily: Hey Jasmine! I'm really confused because David is my boyfriend and I love him, but I really like Alex too. What can I do?

Jasmine: Oh, my God! Alexander! Really?! But he's so stupid instead David really loves you and he's generous with you.

Emilie: Yes, I know! But there's something strange between us....and I can't stop thinking about him.

Jasmine: Oh, I've understood that there was " something in the wind"!!!

But now, you've to choose between them

Emilie: I think I'm in love with Alex

Jasmine, yes, I know. After all " love is blind"

2) BREAKING THE ICE
Alex hey Pedro! How are you?
Pedro Hey! I'm fine and you?
Alex I'm fine and I want to tell you about a girl that I like
Pedro Sure Who is she?
Alex Her name's Claudia....I've liked her since last year!
Pedro Oh for goodness' sake! I know who she is....She's so ugly!
Alex What are you saying?She's the most beautiful girl I' ve evere seen
Pedro There's no doubt that love is blind!
Alex Anyway......What is done is done! I'm so in love with her.
Pedro I don't believe that you are in love because you're so stony hearted
Alex That's not true because when I'm in love I have a heart of gold
Pedro Have you ever talked with her?
Alex No, I haven't. I want to break the ice but I don't know how
Pedro I could help you because Claudia has been my friend since we were children
Tomorrow there'll be a movie at the cinema and she will go. we can meet there at 7.
Alex Perfect! See you there , By Pedro...I love you!

What makes a good friend?

A game to consolidate words related to personality

In groups students create posters on the topic What makes a good friend or classmate?

After about 30 minutes each group will present their posters and they will create a wall display.

They will write an essay on the same topic.

Test Your Awareness : Whodunnit?

Features of the detective story 

·         A mysterious MURDER......it must be significant

·         A professional DETECTIVE ....he is clever,eccentric, he is a bit out of ordinary

·         A DETECTIVE Friend......he usually helps the detective,but he is usually slower than him

·         All the suspects are present early in the story.

·         There are false suspects and false clues

·         The criminal must be a worthy opponent. As the detective must show off his great skills, he must match wit with adversaries of equal cleverness

·         An inefficient Police force

·         All clues discovered by the detective must be made available to the reader, he must get the clues as the detective

·         A DETECTIVE story is a jigsaw puzzle, the true detective story challenges the reader to a mental contest to solve the crime along with the characters in the story

·         The solutions must be logical

·         An unexpected final twist

·         A detailed reconstruction of the crime 

The first detective story is considered to ne Edgar Allan Poe The Murders in the Rue Morgue 1841

Another example  is The Moonstone by Wilkie Collins published in 1868.

The most famous fictional detective following in Poe footsteps was created by Sir Arthur Conan Doyle.

In 1887 he published A Study in scarlet, the first of four novels about Holmes and Dr Watson. In addition, Doyle wrote over fifty short stories featuring the famous detective. The Sherlock Holmes stories are generally considered milestones in the field of detective story

Why the detective story?

• ·         The 19th century was characterized by the birth of slums having problems  of poverty and crime
• ·         The press was particularly interested in crime news 
• ·         Police forces were reorganised.

King Charles I (1600-1649) - Pt 2/3

King Charles I (1600-1649) - Pt 2/3

SECOND PART

1. What happened to Sir Buckingham?
2. What about Sir Elliot?
3. What happened in March 1629?
4. How many years did Charles I rule without Parliament?
5. What did the king do to modernize the country?
6. Did the relationship with his wife improve?
7. Did the king like art?
8. What did many people believe about the king?
9. What was the Scots’ reaction when Charles I introduced the Common Prayer Book?
10. What happened in April 1640?
11. When was  Parliament summoned again and for the last time?
12. What happened in January 1642?

King Charles I (1600-1649) - Pt 1/3

King Charles I (1600-1649) - Pt 1/3

1. Charles I believed in the Divine Rights of Kings. What was that?
2. Who was left behind when James I moved from Edinburgh to London?
3. What about the health of Charles when he was a child?
4. What about his brother Henry?
5. What happened when he was 12?
6. What about the personality of the young Charles I?
7. Did Charles I approve his father’s lifestyle?
8. What happened in 1625?
9. Who did Charles I  get married?
10. What about their relationship?
11. What happened in June 1625?
12. Which social class did the members of Parliament belong to?
13. What was the king’s reaction when Parliament refused to give him the money he asked for?
14. Did Sir John Elliot hate the King?

Top 10 Notes: The Picture of Dorian Gray

THEMES 
THE PICTURE OF DORIAN GRAY

• SPLIT BETWEEN APPEARANCE AND REALITY------------physiognonomy (appearance reveals character)
• ART for ART's SAKE
• SIN AND REDEMPTION
• VANITY
• THE DOUBLE ------------Good and evil
• THE NEGATIVE CONSEQUENCES OF INFLUENCE/MANIPULATION
• ("Corrupting influence")
• THE SUPREMACY OF YOUTH AND BEAUTY
• THE OVERREACHER

The influence of Walter Pater 

Walter Pater was an English critic, essayist, and humanist whose idea of “art for art’s sake” became a cardinal doctrine of the movement known as Aestheticism.

In the concluding essay in The Renaissance, Pater stated that art only exists for the sake of its beauty, and that it has neither moral standards nor utilitarian functions.

Art shouldn’t  instruct or deal with  social, moral, or political problems.

The Artist is the creator of beautiful works of art. 

A real fun game!

On the first day I had my English lesson in a second class, after Christmas holidays the students were asked to do the following activity.

I told them to write a sentence on a sheet of paper about something they had done or hadn't done during their Christmas holidays, using the Present Perfect.

Then I asked them to make a small ball of each paper and to throw them away to the other classmates.

The thing was really enjoyable...they went on throwing the paper balls ( while music was going on) till I told them to stop.

After being sure that everyone had a paper ball, each student was invited to read the sentence and the others were asked to guess who had written that sentence.
Of course,they had a great time.....and I had the opportunity to make them consolidate some past participle forms. They also learned new expressions and words.