To His Coy Mistress - widercontexts [PDF]

To His Coy Mistress. By Andrew Marvell. Pre-reading. 3. Vocabulary a. Match word and explanation. Write the matching wor

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To His Coy Mistress By Andrew Marvell Pre-reading 3. Vocabulary a. Match word and explanation. Write the matching word above the definition. ’carpe ’diem word: a way of argument in which two statements are used to prove that a third statement is true memento mori word: either of the first two propositions of a logical syllogism from which a conclusion is drawn hy’perbole word: a metrical foot composed of an unstressed syllable followed by a stressed syllable. For example embrace metaphor word: two successive lines, usually in the same meter, linked by rhyme ’iamb word: “seize the day” , a Latin expression used when you want to say that somebody should not wait, but should make the most of an opportunity as soon as it arises rhyming couplet word: a deliberate, extravagant exaggeration of the truth. Not to be taken literally ’chariot word: shy or pretending to be shy and innocent especially about love or sex; and sometimes in order to make people more interested in you ’syllogism word: a Latin expression meaning “remember that you are going to die” te’trameter word: a word or phrase literally denoting one kind of object or idea is applied to another to suggest a likeness or analogy between them. Example from the text “Time´s winged chariot”

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hypo’thetical

’premise

coy

’simile

word: an open vehicle with two wheels, pulled by horses, used in ancient times in battle and for racing word: a line of verse consisting of four metrical feet word: a figure of speech in which two unlike things are compared using ‘like’ or ‘as’. Example from the text “And now, like amorous birds of prey,” word: based on situations or ideas which are possible or imagined rather than real and true.

Learning check In pairs: student A reads out the definitions to student B, and student B, without looking at the task, has to come up with the matching words. Then student B reads out the words to student A, and student A, without looking at the task, has to come up with the definition of the word. 4. Vocabulary Find the corresponding noun and translate the noun into Danish. adjectives nouns Danish translation of nouns brief urgent mortal eternal coy

5. Vocabulary Sort the words: which are nouns and which are the corresponding verbs? Then translate the nouns into Danish. resist propose rejection desire complain adoration argue seduction reject proposal resistance exaggeration plead desire entreaty gratify argument adore seduce complaint entreat exaggerate plea gratification

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verb propose

noun proposal

Danish translation forslag, frieri

Learning check In pairs: student A reads out the Danish nouns to student B, and student B, without looking at the task, has to come up with the corresponding English nouns. Then student B reads out the Danish nouns to student A, and student A, without looking at the task, has to come up with the corresponding English verbs.

Post-reading LEARNING CHECK

1. Vocabulary. No study aids. Student A has a list containing certain words, and student B has a list of others. Take turns explaining the words by referring to the text, so that you end up having two complete lists. Klip Student A Student B Take turns explaining the words on your list Take turns explaining the words on your list by referring to the text. Make sure you end by referring to the text. Make sure you end up having two complete lists. up having two complete lists. carpe diem chariot

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birds of prey rhyming couplet vegetable love deserts of vast eternity memento mori the iron gates of life coy seduce proposal metaphor hyperbole syllogism persuasive brevity 2. Text revision: Say It! In groups of three: the first student names a square – for example B2 – and the second student in the group has to perform the task contained in the square. After that, the second student names another square, and the third student has to perform the task. Continue until all the tasks have been performed. When you are given a task, talk for at least one minute. If the student who has to perform the task needs help, he or she can ask the other students for help.

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A You are the coy mistress. What is your response?

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You are the speaker. Characterize yourself and mention your best quality.

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Quote two lines from the poem. (You are not allowed to look at the text!)

B You are the coy mistress. Which part of the poem did you like best? Why? You are the speaker. Describe your feelings for the coy mistress.

You are the structure of the poem. Talk about yourself.

C You are the coy mistress. Which part of the poem did you like least? Why? You are Marvell. Why did you entitle the poem “To His Coy Mistress” and not “To My Coy Mistress”? You are an iamb. What do you sound like and how many of you are there in each line?

WIDER CONTEXTS 1. Literary Contexts: Other work by a different author: Christopher Marlowe, “The Passionate Shepherd to his Love”, p. 74 You may choose to do the following task as a written assignment.

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Compare Marvell’s “To His Coy Mistress” and Christopher Marlowe’s “The Passionate Shepherd to his Love”, p. 74. Focus on their differences and similarities (setting, tone, speaker, imagery and structure). 2. Literary Contexts: other work by a different author: Robert Herrick, “To the Virgins, to Make Much of Time” You may choose to do the following task as a written assignment. Compare Marvell’s “To His Coy Mistress” and Robert Herrick’s “To the Virgins, to Make Much of Time”. You may want to focus on tone, imagery and message. Robert Herrick (1591-1674) studied at Cambridge University and spent some years in London. He was ordained as a priest in 1623, and in 1629 he became the rector of Dean Prior in Devonshire. Because of the Civil War (1642-52) he was ejected from his position as rector and did not return to his position until after the Restoration in 1660. “To the Virgins, to Make Much of Time” was first published in 1648.

To the Virgins, to Make Much of Time Gather ye Rose-buds while ye may, Old Time is still a-flying; And this same flower that smiles today Tomorrow will be dying. The glorious Lamp of Heaven, the Sun, The higher he’s a-getting, The sooner will his Race be run, And nearer he’s to setting.

Glossary ye your bud knop succeed følge efter coy modvillig, bly, koket marry get married prime ungdom tarry vente

That Age is best which is the first, When Youth and Blood are warmer; But being spent, the worse, and worst Times, still succeed the former. Then be not coy, but use your time; And while ye may, go marry: For having lost but once your prime, You may for ever tarry.

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Comprehension, analysis and interpretation 1. Stanza 1: What are the virgins told to do and why? 2. Stanza 1: What is gathering rosebuds a metaphor for? 3. Stanza 1: What is the effect of the personification of the flower? 4. Stanza 1: What is the analogy between the virgins and the flowers? 5. Stanza 1. “Old Time”: Does the writer want to terrify the virgins? Think of Marvell’s “Time’s wingèd chariot hurrying near”. 6. Stanza 2: What is the sun a symbol of? 7. Stanza 2: What is the effect of the word “race”? The writer could have used the word “course”. 8. What does the course of the day symbolize? 9. Stanza 3: What are the “worse and worst” times? Why? 10. Find the three imperatives in the poem. What are the virgins told to do? 11. Stanza 4: Does the writer encourage the virgins to seek immediate gratification of their desires? 12. Stanza 4: Do the virgins get the advice you expected? 13. Who is the speaker? 14. What is the tone of the poem? 15. Which lines of the poem do you think best summarize the carpe diem theme? 16. In what way is the message of the poem different from a traditional carpe diem poem? 17. Why do you think this poem has become very popular? 18. How may a present-day feminist react to the poem? 3. Literary context: other work by a different author: Roger McGough, “At Lunchtime”, p. 81 You may choose to compare “To His Coy Mistress” with a modern poem, McGough’s “At Lunchtime”, p. 81. What are the similarities and what are the differences? 4. Other media: the film Dead Poets Society In what sense is the carpe diem theme relevant in the film Dead Poets Society?

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