SECTION A: Short Paragraph Questions (60 marks)
Question 1: Please read the following poem by Marianne Moore and answer the questions that
follow.
1.1 In line 2, the jellyfish is described as “A fluctuating charm”. Is this meant literally or
figuratively? figuratively
1.2 What does this image suggest about the jelly-fish’s movement and appearance? The jellyfish
swims by tensing and relaxing muscles in a ring around the bell. The muscles move the bell open and
shut, allowing water to be drawn in and then forced back out to propel the jellyfish along. With
tentacles that are 118 feet (36 meters) long, the lion's mane jellyfish is the largest in the entire
globe.
1.3 In your own words, briefly explain what is happening in this poem. "A Jelly-Fish," from her early
work, foreshadows the existential terror of H. P. Lovecraft's singular "At the Mountains of Madness"
by providing a brief, spare vignette of primordial dread. Amethyst is a priceless gemstone. The
jellyfish's body in the water has an appearance similar to the changing light reflections on an
amethyst.
1.4 Is the word choice of this poem appropriate for EFAL intermediate phase learners? Give
reasons for your answer and quote from the poem to support your answer. Yes, because learners
like to laugh a lot this poem jellyfish can make children laugh and have a good fun
1.5 In this module you have learned about the FILMS (Form, Imagery, Look, Meaning, Sound)
method of analysing and teaching poems to learners. In a short paragraph of 130 – 150 words,
discuss how you would use this method to teach the poem provided above. Your answer should
include examples from the poem (“A Jelly-Fish”).10
The teacher requests that two or three students each recite the poem in the same style as him. This
necessitates a lot of work on the side of the pupils and aids in their enjoyment of the recital as well
as their ability to appreciate the language's beauty and musicality. Students can be paired together
to share written assignments in buddy pairs. This is fantastic because it's a small group and fosters
confidence and relationships in the classroom. Students are then invited to offer constructive
criticism on the poem that their companion created. #2: Request that students read aloud their
poetry to the class. Spend time studying poetry to fully grasp the author's intent. Finding out what
the poet was attempting to convey is the enjoyable part of poetry analysis. Here is when
metaphorical language is useful. The poetry's musical-like rhythm and flow are a result of it. It's the
carefully chosen words that flow, beat in rhythm, have a certain sequence of syllables, and evoke
specific images in the reader's head. Before attempting to teach a poetry to kids, it's crucial that you
read the poem thoroughly for yourself. Poetry analysis isn't something you can just pick up and
teach kids; certain poems are challenging enough for adults, let alone kids. You should truly take the
time to understand the poetry on your own by thinking, pondering, and asking questions about what
you've read. During the poetry section, I like to begin each day with a read aloud. Children adore
reading poetry and hearing the literary styles of many authors. If reading isn't your thing, you can
also include a YouTube video of someone reading poetry. Shel Silvertein has produced a good
number of videos for YouTube and reads them with a lovely voice. Always read a range of poetry to
your children to ensure that you connect with them all.
, Question 2 Read the short play below and answer the question that follows
This play contains words that are not grammatically correct or are informal. Write a paragraph of
200 - 250 words in which you respond to the following: How does the play benefit from the use of
informal or grammatically incorrect language? - Do you think this language is appropriate to use in
the classroom? - Explain why this type of language may be acceptable in drama, but not informal
language use. - Quote examples of informal or incorrect language used in this play to support your
answer.
In our daily interactions, whether on Facebook, Line, in text messages, or in conversation, informal
language is frequently employed. However, formal language is rarely used in standard articles like
journals and academic papers to describe and express the notion to the reader. When we read the
story "Chipotle Employee Just Gave Guy In Front Of You More Rice" by The Onion news, this point of
view was called into question. Although this is a news piece, it emphasizes the notion that
consumers don't speak up for themselves when faced with unfavourable situations by using both
journalistic and informal language. Since this is a journalistic article, using informal language could
confuse the readers and make them less likely to take the writer's message seriously because it
doesn't seem to be a pressing issue. On the other hand, using direct language is more amiable to the
readers and increases their interest in reading it because it is simpler to understand and frequently
used. Using conversational language to convey a smart and complicated subject can pique reader
interest and provide a deeper perspective than reading the piece in formal, journalistic language.
The author of the essay "Chipotle Employee Just Gave Guy In Front Of You More Rice" blends
journalistic and casual language to demonstrate how important informal language is for capturing
readers' attention. When a reader is reading a journal, they typically don't expect to find direct
language in the article because it is simple to catch readers' attention. Readers are compelled to
read on after the term appears to learn the author's motivation for using such blunt language. For
example, “Witnesses at the scene are currently waiting for you to move down the line,” and “Adding
to your frustration are new reports that the customer behind you has received the same amount of
rice as the customer ahead of you, thereby confirming your suspicion of wrongdoing.
Question 1: Please read the following poem by Marianne Moore and answer the questions that
follow.
1.1 In line 2, the jellyfish is described as “A fluctuating charm”. Is this meant literally or
figuratively? figuratively
1.2 What does this image suggest about the jelly-fish’s movement and appearance? The jellyfish
swims by tensing and relaxing muscles in a ring around the bell. The muscles move the bell open and
shut, allowing water to be drawn in and then forced back out to propel the jellyfish along. With
tentacles that are 118 feet (36 meters) long, the lion's mane jellyfish is the largest in the entire
globe.
1.3 In your own words, briefly explain what is happening in this poem. "A Jelly-Fish," from her early
work, foreshadows the existential terror of H. P. Lovecraft's singular "At the Mountains of Madness"
by providing a brief, spare vignette of primordial dread. Amethyst is a priceless gemstone. The
jellyfish's body in the water has an appearance similar to the changing light reflections on an
amethyst.
1.4 Is the word choice of this poem appropriate for EFAL intermediate phase learners? Give
reasons for your answer and quote from the poem to support your answer. Yes, because learners
like to laugh a lot this poem jellyfish can make children laugh and have a good fun
1.5 In this module you have learned about the FILMS (Form, Imagery, Look, Meaning, Sound)
method of analysing and teaching poems to learners. In a short paragraph of 130 – 150 words,
discuss how you would use this method to teach the poem provided above. Your answer should
include examples from the poem (“A Jelly-Fish”).10
The teacher requests that two or three students each recite the poem in the same style as him. This
necessitates a lot of work on the side of the pupils and aids in their enjoyment of the recital as well
as their ability to appreciate the language's beauty and musicality. Students can be paired together
to share written assignments in buddy pairs. This is fantastic because it's a small group and fosters
confidence and relationships in the classroom. Students are then invited to offer constructive
criticism on the poem that their companion created. #2: Request that students read aloud their
poetry to the class. Spend time studying poetry to fully grasp the author's intent. Finding out what
the poet was attempting to convey is the enjoyable part of poetry analysis. Here is when
metaphorical language is useful. The poetry's musical-like rhythm and flow are a result of it. It's the
carefully chosen words that flow, beat in rhythm, have a certain sequence of syllables, and evoke
specific images in the reader's head. Before attempting to teach a poetry to kids, it's crucial that you
read the poem thoroughly for yourself. Poetry analysis isn't something you can just pick up and
teach kids; certain poems are challenging enough for adults, let alone kids. You should truly take the
time to understand the poetry on your own by thinking, pondering, and asking questions about what
you've read. During the poetry section, I like to begin each day with a read aloud. Children adore
reading poetry and hearing the literary styles of many authors. If reading isn't your thing, you can
also include a YouTube video of someone reading poetry. Shel Silvertein has produced a good
number of videos for YouTube and reads them with a lovely voice. Always read a range of poetry to
your children to ensure that you connect with them all.
, Question 2 Read the short play below and answer the question that follows
This play contains words that are not grammatically correct or are informal. Write a paragraph of
200 - 250 words in which you respond to the following: How does the play benefit from the use of
informal or grammatically incorrect language? - Do you think this language is appropriate to use in
the classroom? - Explain why this type of language may be acceptable in drama, but not informal
language use. - Quote examples of informal or incorrect language used in this play to support your
answer.
In our daily interactions, whether on Facebook, Line, in text messages, or in conversation, informal
language is frequently employed. However, formal language is rarely used in standard articles like
journals and academic papers to describe and express the notion to the reader. When we read the
story "Chipotle Employee Just Gave Guy In Front Of You More Rice" by The Onion news, this point of
view was called into question. Although this is a news piece, it emphasizes the notion that
consumers don't speak up for themselves when faced with unfavourable situations by using both
journalistic and informal language. Since this is a journalistic article, using informal language could
confuse the readers and make them less likely to take the writer's message seriously because it
doesn't seem to be a pressing issue. On the other hand, using direct language is more amiable to the
readers and increases their interest in reading it because it is simpler to understand and frequently
used. Using conversational language to convey a smart and complicated subject can pique reader
interest and provide a deeper perspective than reading the piece in formal, journalistic language.
The author of the essay "Chipotle Employee Just Gave Guy In Front Of You More Rice" blends
journalistic and casual language to demonstrate how important informal language is for capturing
readers' attention. When a reader is reading a journal, they typically don't expect to find direct
language in the article because it is simple to catch readers' attention. Readers are compelled to
read on after the term appears to learn the author's motivation for using such blunt language. For
example, “Witnesses at the scene are currently waiting for you to move down the line,” and “Adding
to your frustration are new reports that the customer behind you has received the same amount of
rice as the customer ahead of you, thereby confirming your suspicion of wrongdoing.
