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Exploring the Poem Grace Nichols “Hurricane Hits England 8 класс

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Exploring the PoemGrace Nichols“Hurricane Hits England”

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Слайд 1защита реферата
на тему:
Презентация
ученицы 8-в- класса
МКОУ СОШ №3

с. Камень-Рыболов Ханкайского района Приморского края
Районная конференция «Достижения молодых»

(секция английского языка)

Exploring the Poem
Grace Nichols
“Hurricane Hits England”

Христенко
Александры

Чупров Л.А. МКОУ СОШ №3 с. Камень-Рыболов Ханкайского района Приморского края.

защита реферата на тему:Презентация ученицы 8-в- класса МКОУ СОШ №3 с. Камень-Рыболов Ханкайского района Приморского края Районная

Слайд 2Exploring the Poem
Grace Nichols
“Hurricane Hits England”

Exploring the PoemGrace Nichols“Hurricane Hits England”

Слайд 3Biography
Nichols was born in Georgetown, Guyana in 1950, the

fifth of seven children.
She was raised in the village

of Highdam and attended the school where her father worked as headmaster and her mother taught piano lessons
Biography Nichols was born in Georgetown, Guyana in 1950, the fifth of seven children. She was raised

Слайд 4At age eight she moved with her family to Georgetown,

and at age sixteen she left high school with the

hope of becoming a teacher.
At age eight she moved with her family to Georgetown, and at age sixteen she left high

Слайд 5Earning a degree in communications at the University of Guyana,

Nichols worked as a journalist for the Georgetown Chronicle, then

became a writer for Guyana's Government Information Services.
Earning a degree in communications at the University of Guyana, Nichols worked as a journalist for the

Слайд 6She began writing poetry and short fiction while working as

a journalist.
After moving to England, away from the Caribbean, Nichols

began to write poetry more frequently. She read her poetry publicly, had lectures in the Oxford university, in the Cambridge university, and in many other educational centers.
She began writing poetry and short fiction while working as a journalist.After moving to England, away from

Слайд 7The content
The poem begins by describing how the storm

reminded her of the great hurricanes of her childhood in

the Caribbean.

In its content, the poem tells of the time when Nichols was kept awake during the “hurricane” that hit England in 1987.

The content The poem begins by describing how the storm reminded her of the great hurricanes of

Слайд 8Here the poet is telling us that she feels more

at home in England because of the hurricane, because she

had witnessed many hurricanes as a child in the Caribbean.

The poet describes the effect the hurricane has on her and her surroundings: “It took a hurricane to bring her closer to the landscape”.

Here the poet is telling us that she feels more at home in England because of the

Слайд 9This helps to understand where she is from and also

how she used to feel isolated in England.

This helps to understand where she is from and also how she used to feel isolated in

Слайд 10The context
The context of the poem is quite complicated, because

it involves the poet’s own history of moving between cultures

– Caribbean and English – and the wider history of both those cultures.
The contextThe context of the poem is quite complicated, because it involves the poet’s own history of

Слайд 11  The structure
In its structure, the poem is written

as free verse, with eight stanzas of varying length.
The

lines are also of varying length.
  The structure In its structure, the poem is written as free verse, with eight stanzas of

Слайд 12  The structure
Perhaps, this helps us to see how unpredictable

the hurricane is – and how unpredictable the woman’s thoughts

are.
  The structurePerhaps, this helps us to see how unpredictable the hurricane is – and how unpredictable

Слайд 13Rhythm
Although there is no formal metre, the words have noticeable

rhythm – for example in the repetition of “Talk to

me … Talk to me… Talk to me”, or in the similar phrasing of … I am aligning … I am following… I am riding”
RhythmAlthough there is no formal metre, the words have noticeable rhythm – for example in the repetition

Слайд 14The feelings of the poet
The feelings of the poet about

the storm are mixed. Nichols describes it as “fearful and

reassuring” – it was dangerous and it frightened her as any fierce storm would do – but at the same time it brought back happy memories of her childhood.
The feelings of the poetThe feelings of the poet about the storm are mixed. Nichols describes it

Слайд 15The use of the language
Imagery
Poetry uses vivid images and descriptive

language to paint a picture in the reader’s mind, to

evoke certain ideas and feelings.

The main poetic devices: epithets, metaphors, similes, personifications, paradoxes convey the drama of the inner and outer storms.

The use of the languageImageryPoetry uses vivid images and descriptive language to paint a picture in the

Слайд 16The poem Hurricane hits England is full of natural imagery,

mainly because it’s about the effect of wind on the

landscape.
The poem Hurricane hits England is full of natural imagery, mainly because it’s about the effect of

Слайд 17The personification
The personification is giving human traits (qualities, feelings, actions,

or characteristics) to non-living objects.
For example, Grace has personified

the hurricane saying “It took a hurricane to bring her closer to the landscape” or “Talk to me Hurracan”.
The personificationThe personification is giving human traits (qualities, feelings, actions, or characteristics) to non-living objects. For example,

Слайд 18In giving the hurricane this title she is claiming that

it is a ghost coming to remind her of her

culture.
In giving the hurricane this title she is claiming that it is a ghost coming to remind

Слайд 19The simile
The simile is a figure of speech that directly

compares two different things, usually by employing the words ‘like’

or ‘as’.

The poet uses a simile: “Like some dark ancestral spectre”.

The simileThe simile is a figure of speech that directly compares two different things, usually by employing

Слайд 20The wind seems to be threatening, it comes out of

a dark past.
The use of the sea and items

associated with it continues as the trees are compared to “falling as whales” An affinity for the natural world is displayed further by this since the trees are being unrooted – as Grace feels she is.
The wind seems to be threatening, it comes out of a dark past. The use of the

Слайд 21The paradox
The paradox is a logical statement or group of

statements that lead to the contradiction or a situation which

defies logic or reason. “fearful and reassuring” is a paradox.
The paradoxThe paradox is a logical statement or group of statements that lead to the contradiction or

Слайд 22One more example of a paradox is “The blinding illumination…”.

The storm both helps her to see and understand and

stops her from seeing. The light is so bright and blinding.

The storm seems alive and powerful, and seems to be trying to communicate with someone. It is dangerous – but at the same time bringing back happy memories of her childhood.

One more example of a paradox is “The blinding illumination…”. The storm both helps her to see

Слайд 23The epithet
The epithet is a descriptive term (word or phrase)

accompanying or occurring in a place of a name. “The

howling ship of the wind” is a transferred epithet. It draws attention to the natural image, which shows why she loves the tropical winds; they have travelled across the ocean like a ship, as did she.
The epithetThe epithet is a descriptive term (word or phrase) accompanying or occurring in a place of

Слайд 24The metaphor
The metaphor is a figure of speech in which

two things are compared, usually by saying one thing is

another, or by substituting a more descriptive word that would be expected. The example is “Reaping havoc”.
The metaphorThe metaphor is a figure of speech in which two things are compared, usually by saying

Слайд 25The woman doesn’t understand why “old tongues” should reap havoc

in England. “Break the frozen lake in me” is a

metaphor too. Here we see that the depth of her identity had been hidden from her.
The woman doesn’t understand why “old tongues” should reap havoc in England. “Break the frozen lake in

Слайд 26She had been cold and superficial, all surface. “I’m riding

the mystery of your storm”.
The character seems elated by

the experience, taken along by and a part of the storm and its energies.
She had been cold and superficial, all surface. “I’m riding the mystery of your storm”. The character

Слайд 27The refrain
The refrain is a phrase, line, or group of

lines that is repeated in the poem. “I am aligning…

I am following… I am riding…”, “Talk to me…Talk to me…Talk to me…”, “The earth is the earth is the earth - reminiscent of Caribbean limbo dancing.
The refrainThe refrain is a phrase, line, or group of lines that is repeated in the poem.

Слайд 28The alliteration
The alliteration is the repetition of the same consonant

sounds at any place, but often at the beginning of

the words. “It took the hurricane to bring her closer to the landscape” – creates some rhythm reminding the sea waves or gasps of wind.
The alliterationThe alliteration is the repetition of the same consonant sounds at any place, but often at

Слайд 29The assonance
The assonance is the repetition of vowel sounds.

“I am aligning… I am following… I am riding…” –

we hear the author breathing with delight. One also can hear echo in these phrases
The assonance The assonance is the repetition of vowel sounds. “I am aligning… I am following… I

Слайд 30The exclamation
The exclamations towards the end also help us

to understand how the woman is feeling and contribute to

the tone of the poem. She becomes excited at the power of the storm and the thoughts that awakes in her: “Oh why is my heart unchained?”, “Ah sweet mystery…” “Come to let me know”.
The exclamation The exclamations towards the end also help us to understand how the woman is feeling

Слайд 31The use of Caribbean language
The author uses Caribbean language for

the names of gods Hurragan, Oya and Shango.
They are

echoes of her past in the Caribbean. They help the author to create a special
The use of Caribbean languageThe author uses Caribbean language for the names of gods Hurragan, Oya and

Слайд 32atmosphere of the world made for people no matter in

what part of the planet they live. She says in

an interview:
“I like working in both Standard English and Creole

I tend to want to fuse the two tongues because I come from a background where the two worlds were constantly interacting”

atmosphere of the world made for people no matter in what part of the planet they live.

Слайд 33Possible themes
Having explored the poem we can come to

the conclusion that the main themes of it may be

“Living between two cultures”, “Identity” and “Nature”.
Possible themes Having explored the poem we can come to the conclusion that the main themes of

Слайд 34The reader’s feelings
My feelings when I read the poem, are

to remember how storm makes you realize the power of

Nature, and it makes me wonder if I would be happy to go and live in a different country and culture. I enjoyed the poem and its well crafted free verse, with the chaotic rhythm resembling the wind.
The reader’s feelingsMy feelings when I read the poem, are to remember how storm makes you realize

Слайд 35The conclusion
Grace Nichols celebrates life with particular warmth in

her beautiful, though contradictious poem “Hurricane Hits England”. On the

one hand, being terrified by the storm she sends a message to the reader that the earth is so unpredictable; on the other hand, she is happy to be part of this world
The conclusion Grace Nichols celebrates life with particular warmth in her beautiful, though contradictious poem “Hurricane Hits

Слайд 36The sense that England and the Caribbean are all part

of the same planet is spelled out in the poem’s

last line. This reads like a tautology but expresses Ms. Nichols’ sense that the reader needs to know the essential nature of the earth. It may by an imitation of a line by the comic writer Gertrude Stain, who wrote that “ Rose is a rose is a rose is a rose”..
The sense that England and the Caribbean are all part of the same planet is spelled out

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