The language in this poem is pretty simple, so it usually doesn’t take long. In pairs, the students then translate the poem into their own language. How are they related? It’s usually surprising how many of their words link in some way to this one single stanza. The teacher then elicits which of the words from the brainstorm activity during the lead-in apply to this poem. I thought that love would last for ever: I was wrong. He was my North, my South, my East and West, The students then unfold the paper and check with the full poem: There are also YouTube videos of people reciting the poem, including one from Four Weddings and a Funeral. In pairs, the students guess the missing words. I thought that _ would last for ever: I was _. On a paper folded in half, the students are then given one stanza of the poem with gapped words: (Full disclosure: this brainstorm activity was filched from Teaching Unplugged (2009) by Scott Thornbury and Luke Meddings.) In pairs, the students then create categories to put all the words into. Last time I taught this lesson I got beauty, death, syllable, rhyme, among others. The teacher elicits fifteen words related to poetry on the board-anything that comes to the students’ minds. Auden called “Funeral Blues.” This article includes two lesson plans with the same poem: one for lower level students (A2 to B1), and a different version for higher level (B2-C1) students. One good example is a lesson I have taught numerous times using a poem by W.H.
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