Hodder English 4: 3 Contemporary Poets (Grace Nichols; U.A. Fanthorpe; Glynn Wright): Level 4. Questo articolo non è disponibile.Hodder English 4: 3 Contemporary Poets (Grace Nichols; U.A. Fanthorpe; Glynn Wright): Level 4

This is part of a course of language and literature study at Key Stage 4. The course covers language work and literary and non-literary texts including contemporary and pre-20th century poetry, literature, drama and media. In addition to a course book, there are seven self-contained literature study books, each leading the student through the close study of a major or set text, or prescribed period of poetry within its historical, social and cultural context. This volume introduces GCSE level students to ways of approaching, reading and responding to poems. It concentrates on the poetry of three very different contemporary poets, U.A. Fanthorpe, Grace Nichols and Glyn Wright, aiming to offer support in developing understanding of writers' techniques, and encourages students to compare and contrast a selection of poems about other people's lives. Structured speaking, listening, reading and writing activities should help prepare students for examination work on unseen poetry, as well as generating written course work and providing opportunities for oral assessment. All of the National Curriculum requirements for the study of post-1900 poetry are covered, and extension tasks research direct connections with a range of pre-20th century poetry.

...they are beautifully produced: sturdily made, finely printed and illustrated, with clear, inviting and highly practical layout. There is an editorial team behind them with a track record known to many teachers, inspiring confidence and producing consistency. There is care not just for the integrity of the text being studied, but for the methodology used. Pupils respond to the texts with reading, writing, speaking and listening: the indivisibility of English as a subject is never lost sight of. But what makes the books most rworth having is the understanding of the texts themselves: not only in their historical and social contexts, but also as aesthetic objects obeying laws and structures of their own. I recommend them strongly. (Times Educational Supplement)