ENG1516 Assignment 1 (DETAILED ANSWERS) 2024 (160736) - DISTINCTION GUARANTEED

ENG1516 Assignment 1 (DETAILED ANSWERS) 2024 (160736) - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ............ QUESTION 1 1.1. Name one type of stereotyping that can be found in older books. (1) 1.2. Briefly explain in no more than two sentences, why it is important for a Foundation Phase teacher to examine their beliefs and assumptions. (2) [3] QUESTION 2 Read through the following excerpt from the children's play, The Tragical Comedy, or Comical Tragedy, of Punch and Judy, dating back to 1832, and answer the questions below. This play was performed as a puppet show in the Victorian times. The Tragical Comedy, or Comical Tragedy, of Punch and Judy [RE-ENTER JUDY.] JUDY: Where is the child? PUNCH: Gone – gone to sleep. JUDY: What have you done to the child, I say. PUNCH: Gone to sleep, I say. JUDY: What have you done with it! PUNCH: What have I done with it! JUDY: Ay; done with it! I heard it crying just now. Where is it? PUNCH: How should I know? JUDY: I heard you make the pretty darling cry. PUNCH: I dropped it out at window. JUDY: Oh you cruel horrid wretch, to drop the pretty baby out at window. Oh! [Cries and wipes her eyes with the corner of her white apron.] You barbarous man. Oh! PUNCH: You shall have one other soon, Judy, my dear. More where that came from. JUDY: I’ll make you pay for this, depend upon it. [EXIT in haste.] 2 ENG1516 PUNCH: There she goes. What a piece of work about nothing! [Dances about and sings, beating time with his head, as he turns round, on the front of the stage.] [RE-ENTER JUDY, with a stick. She comes in behind, and hits PUNCH a sounding blow on the back of the head, before he is aware.] JUDY: I’ll teach you to drop my child out at window. PUNCH: So-o-oftly, Judy, so-o-oftly! [Rubbing the back of his head with his hand.] Don’t be a fool now. What you at? JUDY: What! You’ll drop my poor baby out at window again, will you? [Hitting him continually on the head.] PUNCH: No, I never will again. [She still hits him.] Softly, I say, softly. A joke’s a joke! JUDY: Oh you nasty cruel brute! [Hitting him again.] I’ll teach you. PUNCH: But me no like such teaching. What! You’re earnest, are you? JUDY: Yes, [hit,] I [hit,] am [hit.] PUNCH: I’m glad of it: me no like such jokes. [She hits him again.] Leave off, I say. What! You won’t, won’t you? JUDY: No, I won’t. [Hits him.] PUNCH: Very well: then now come my turn to teach you. [He snatches at, and struggles with her for the stick, which he wrenches from her, and strikes her with it on the head, while she runs about to different parts of the stage to get out of his way.] How you like my teaching, Judy, my pretty dear, [Hitting her.] JUDY: Oh pray, Mr Punch. No more! PUNCH: Yes, one little more lesson – [Hits her again.] There, there, there! [She falls down with her head over the platform of the stage; and as he continues to hit at her, she puts up her hand to guard her head.] Any more? JUDY: No, no, no more! [Lifting up her head.] PUNCH: [Knocking down her head.] I thought I should soon make you quiet. JUDY: [Again raising her head.] No. PUNCH: [Again knocking it down, and following up his blows until she is lifeless.] Now if you’re satisfied, I am. [Perceiving that she does not move.] There, get up, Judy, my dear; I won’t hit you any more. None of your sham-Abram. This is only your fun. You got the head-ache? Why, you only asleep. Get up, I say. Well, then, get down. [Tosses the body down with the end of his stick.] He, he, he! [Laughing.] To lose a wife is to get a fortune. [Sings.] 3 ENG1516 Who’d be plagued with a wife That could set himself free With a rope or a knife, Or a good stick, like me. (Text available in the public domain.) 2.1. Name one characteristic of a play that is present in the text above. (1) 2.2. Name two values that are represented in the text above? (2) 2.3. Read through pp. 65-66 (point 3.3.3) in your prescribed textbook. In no more than a paragraph, explain whether or not you think the text above is appropriate for a Foundation Phase class. Motivate your answer. (4) [7] QUESTION 3 Read through the piece of children’s literature below and answer the questions that follow. The Dog and the Reflection, by Aesop It happened that a Dog had got a piece of meat and was carrying it home in his mouth to eat it in peace. Now on his way home he had to cross a plank lying across a running creek. As he crossed, he looked down and saw his own reflection in the water beneath. Thinking it was another dog with another piece of meat, he made up his mind to have that also. So he made a snap at the reflection in the water, but as he opened his mouth the piece of meat fell out, dropped into the water and was never seen more. Beware lest you lose the substance by grasping at the reflection. (Story in the public domain.) 3.1. To which genre of children’s literature does it belong? Motivate your answer. (3) 3.2. Name and briefly explain the three pillars that Cummins identifies within language and cognition theories as essential for effective English teaching. 3 marks per explained pillar (9) 3.3. Use a dictionary of your choice (either a hard copy or online) and write down the literal meaning of the following words: “creek,” “lest,” “substance,” and “reflection,” within the context of the story above. Remember to reference (4) 3.4. Use a dictionary of your choice (either hard copy or online) and write down the figurative meaning for “substance” and “reflection, within the context of the story above” (2) 3.5. In a paragraph of about five sentences, explain how you will activate prior knowledge and build background knowledge when teaching this story in a Foundation Phase classroom. (5) [23] 4 ENG1516 QUESTION 4 Read the poem below and then answer the questions that follow. I like the finer things in life I’m quite a pampered mouse... I like the finer things in life I’m quite a pampered mouse So, late last night, I left the fields and crept into your house I found a handsome gravy boat It made the perfect bed! Two teabags served as pillows where I laid my weary head Then morning came and I awoke I thought I’d take the plunge and wash in this jacuzzi with a biscuit for a sponge Yes, bathing in your porcelain is just my cup of tea You need to rinse that egg cup though… …it holds a mouse-sized wee Poem ©2017 Jo Dearden Image ©2017 Marek Jagucki. Licenced under: Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. 4.1. Briefly discuss the three different learning styles that teachers should keep in mind when they teach. (6) 4.2. Consider the rhyme above. Write a brief paragraph in which you describe three different reading activities that you can use in a classroom to make the rhyme appealing to learners of all three learning styles. (6) [12] 5 ENG1516 QUESTION 5 5.1. Read through pp. 226-234 (point 10.3) in your prescribed textbook, Introducing Children’s Literature. In a paragraph of about five sentences, reflect on the dispositions that you plan to reflect in your teaching. (5) [5]