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All alone now, in the cavern,In the canyon where I dine,I eat dinner, but grow thinner,For I miss my Clementine...(refrain)How I Missed her, how I missed her!How I missed my Clementine!’Til I Kissed her little sister...And forgot my Clementine...(refrain)Adapted from: A. Malcoc, Easy Plays in English, p 129-139.Ö uczniowie próbuj¹ podaæ streszczenie losówbohaterki,Ö pary ponownie œledz¹ tekst, poszukuj¹c ,,ciekawostek’’stylistycznych,Ö nauczyciel daje krótki wyk³ad na temat pseudo-literackiegostylu tekstu, wyjaœniaj¹c rolê technikzastosowanych dla osi¹gniêcia komicznegoefektu ca³oœci:NOTES FOR THE LECTURE1. In the original version, part of the comical effectwas derived from the mixing of the pseudo-literarystyle (an attempt at elegance) with features reflectingthe miner’s rough speech and life.Examples:Õ Verse 1: Thou are lost (changed to You are lost) wasan Old English form that is now found only in poetry.Õ Dreadful’ sorry (dreadfully sorry) is a relativelyformal or literary word: in the miners’ dialect, thefinal -ly has been dropped.Õ Verses 2/3: Light she was; Sandals were and Droveshe ducklings are examples of poetic inversion, usedfrequently in older literary and poetic writing. Theiruse here, to describe a miner’s daughter whosefeet are so large (size nine) that she has to wearwooden boxes, sounds comically unpoetic and incongruous.2. Contrast, exaggeration, and figures of speech havealso been used here for comic effect.Examples:a. Verse 2: Light she was and like a fairy (but incontrast, she had huge feet!)b. Verse 3: Stubbed her toe upon a splinter – a tinypiece of wood causes her to trip and fall! She falls intothe millpond, which is a quiet body of fresh water.Here the millpond is referred to as the foaming brine,a poetic expression used in reference to seas andoceans-large bodies of salt water!c. Verse 4: Clementine’s red lips were delicately blowingbubbles as she was drowning, another incongruouspicture of a person who should be strugglingdesperately to save herself from drowning.d. Verse 7: The singer tells us how much he longs forClementine, and how sorry he is that she is dead; thismelancholy mood ends abruptly upon the arrival ofher little sister!3. The flavor of the Miner’s dialect is preserved inthe original version of the songExamples:Õ The final -g is dropped from darling (darlin’), andin the refrain, the phrase ought to in Verse 5 has beenleft oughter, as it forms an ,,internal rhyme’’ withdaughter, an added comic effect.Õ Verse 5: The Miner peaks and pines: in other words,He grows thin and emaciated. He gradually withersaway and dies from grief, having first made the decisionthat he should join his daughter Clementine in Heaven.Adapted from: A. Malkoc, Easy Plays in English, pp.197-198.Ö Uczniowie próbuj¹ zaœpiewaæ pe³n¹ wersjêMy Darlin’ Clementine.Pytanie uczniów: Czy ma pani nuty tej piosenki? Dziewczyny,które grały na mandolinach w Szkole Podstawowej,potrafią je odczytać.Zapiski nauczyciela: Musiałam poprosić naszą nauczycielkęwychowania muzycznego o zapisanie nut piosenki zesłuchu, ponieważ żadna z nas nie dysponowała jej zapisemnutowym.ĆWICZENIE 2: Zabawmy siê w poszukiwaczyz³ota, œpiewaj¹c historiê biednej Clementine– dajcie nam tylko nuty!Cel: zabawa z jêzykiem angielskimCzas: 10 minut lekcji, ok. 60 minut przygotowaniaw domuOrganizacja: grupa mandolinistek, ca³a klasaMateria³y: nuty i mandoliny dla grupy dziewcz¹t,pe³na wersja tekstu piosenki dla klasyPrzebieg æwiczenia:Ö grupa oœmiu dziewcz¹t prezentuje klasie fragmentmelodii przygotowany w domuÖ uczniowie œpiewaj¹ do wtóru mandolin.Pytanie uczniów: Czy istnieje jakaś książka o losachClementine?Zapiski nauczyciela: Przypomniałam, że historia jest anonimowai została zapisana jedynie w formie piosenki.Jednakże odnalazłam jej prostą adaptację w zbiorzesztuk ,,Easy plays in English’’.× ETAP 7: ,,Moja droga Clementine’’:melodramat Starego Zachodu– literatura amerykańskaĆWICZENIE 1: Kto chce byæ Clementine?Cel: zapoznanie uczniów z fragmentem literaturyamerykañskiej84