ASSIGNMENT NUMBER : (02)
MODULE CODE : LPENGTS
SUBJECT NAME : English Language Proficiency for Teachers
Question 1
1.1 Who is the most likely audience for the poem? Substantiate your answer by
referring to the poem.
The most likely audience for the poem is the speaker’s beloved one. The speaker wants to
be remembered after her death as she fears being forgotten asks him to remember her even
when his memory of her begins to fade. Eventually, the speaker gives this person her
permission to forget her gradually because it is better to "forget and smile" than to
"remember and be sad."
1.2 What is the purpose of the poem (in other words, what message is the poet
conveying to the audience of the poem)? Substantiate your answer by referring to
the poem.
The purpose of the poem is about the importance of remembering and the importance of
letting go of memories can cause pain. “Death", the dying poetic speaker is preparing herself
and her beloved for what is to come. She has been fighting to recover and renew her
strength to stay alive. She foresees the time when her effort will fail and wants her beloved
to be prepared, “you understand”, for her death. The speaker reminds her beloved that when
she is gone into the silent land of death, he will no longer hold her hand; he will no longer
plan or speak of their future life together (seemingly her illness has prevented them from
marrying); he will no longer be able to comfort and counsel her and pray for her. Her request
of him is that, with all this that they will lose, he remember her.
1.3 How would you describe the tone of your selected poem? Substantiate your
, answer by referring to the text.
A reconciliatory, comforting and acceptance tone is used in this poem. The speaker is at
peace with her impending death and separation from the physical world. The two contrasting
ideas, 'forget and smile' and 'remember and be sad', help to reinforce the tone of
acceptance. The speaker wants her lover to be happy and continue to live a fulfilled life and
not be melancholic when he remembers her.
Question 2
2.1 Mention five characteristics of good questions.
• They should be worded in clear, concise and suitable terms to fit the abilities and
ages of the students.
• They should avoid vague general queries. The most common type of weak question
begins with “What about …?” Vague queries such as “Are there any questions?” also
fail to elicit a response. Make the questions more specific, for example: “What causes
the earth to rotate on its axis?”
• Questions should be asked in a quiet encouraging manner. Do not fire questions like
pistol shots, and do not interrogate students as if you were a policeman torturing
them for information. Students need to be at ease and free from tension.
• Key questions should be well worded and thought out in advance. However, there
should be flexibility. If necessary, the teacher should be able to deviate from a pre-
planned discussion to allow for unexpected questions from students.
• Questions should elicit complete responses, not just yes or no. Ask a few significant
questions during a discussion period, rather than many that require only the
memorisation of unimportant detail.
• Questions should be varied in type. Questions may be asked to elicit simple recall,
comparison and contrast, choice of alternatives, classification, illustration or example,
or to present a relationship. Other types may ask the students to describe, outline or
organise ideas in any of several ways.
MODULE CODE : LPENGTS
SUBJECT NAME : English Language Proficiency for Teachers
Question 1
1.1 Who is the most likely audience for the poem? Substantiate your answer by
referring to the poem.
The most likely audience for the poem is the speaker’s beloved one. The speaker wants to
be remembered after her death as she fears being forgotten asks him to remember her even
when his memory of her begins to fade. Eventually, the speaker gives this person her
permission to forget her gradually because it is better to "forget and smile" than to
"remember and be sad."
1.2 What is the purpose of the poem (in other words, what message is the poet
conveying to the audience of the poem)? Substantiate your answer by referring to
the poem.
The purpose of the poem is about the importance of remembering and the importance of
letting go of memories can cause pain. “Death", the dying poetic speaker is preparing herself
and her beloved for what is to come. She has been fighting to recover and renew her
strength to stay alive. She foresees the time when her effort will fail and wants her beloved
to be prepared, “you understand”, for her death. The speaker reminds her beloved that when
she is gone into the silent land of death, he will no longer hold her hand; he will no longer
plan or speak of their future life together (seemingly her illness has prevented them from
marrying); he will no longer be able to comfort and counsel her and pray for her. Her request
of him is that, with all this that they will lose, he remember her.
1.3 How would you describe the tone of your selected poem? Substantiate your
, answer by referring to the text.
A reconciliatory, comforting and acceptance tone is used in this poem. The speaker is at
peace with her impending death and separation from the physical world. The two contrasting
ideas, 'forget and smile' and 'remember and be sad', help to reinforce the tone of
acceptance. The speaker wants her lover to be happy and continue to live a fulfilled life and
not be melancholic when he remembers her.
Question 2
2.1 Mention five characteristics of good questions.
• They should be worded in clear, concise and suitable terms to fit the abilities and
ages of the students.
• They should avoid vague general queries. The most common type of weak question
begins with “What about …?” Vague queries such as “Are there any questions?” also
fail to elicit a response. Make the questions more specific, for example: “What causes
the earth to rotate on its axis?”
• Questions should be asked in a quiet encouraging manner. Do not fire questions like
pistol shots, and do not interrogate students as if you were a policeman torturing
them for information. Students need to be at ease and free from tension.
• Key questions should be well worded and thought out in advance. However, there
should be flexibility. If necessary, the teacher should be able to deviate from a pre-
planned discussion to allow for unexpected questions from students.
• Questions should elicit complete responses, not just yes or no. Ask a few significant
questions during a discussion period, rather than many that require only the
memorisation of unimportant detail.
• Questions should be varied in type. Questions may be asked to elicit simple recall,
comparison and contrast, choice of alternatives, classification, illustration or example,
or to present a relationship. Other types may ask the students to describe, outline or
organise ideas in any of several ways.
