PGELT-6(PT/4/VI)
PGELT-6(PT/4/VI)
POST-GRADUATE COURSE
d)
Classify and analyse the Tragedies ( at least 3 of them ) included in the syllabus that you teach or study.
e)
What are primary and secondary epics ? What examples and references will you use as teaching techniques for your students to understand the difference between the two categories of epics.
Term End Examination — December, 2013 & June 2014
ENGLISH LANGUAGE TEACHING Paper-VI : Trends in Critical Theory II, Literary Materials Exploitation and Application Time : Four Hours
Full Marks : 100 Weightage of Marks : 80%
Special credit will be given for accuracy and relevance in the answer. Marks will be deducted for incorrect spelling, untidy work and illegible handwriting. The weightage for each question has been indicated in the margin.
SECTION – B 2.
Answer any three of the following questions : 12 × 3 = 36 a)
Prepare a lesson plan for teaching any short poem in a higher secondary class or at the plus two level.
SECTION – A 1.
2
OR
Answer any two of the following questions : 18 × 2 = 36 a)
b)
c)
Give the strategies you would use to help
Comment on Aristotle’s idea with reference to ‘comedy’, and suggest how you will teach ‘Comic relief’ in class. Give the classroom techniques that you may use to help your students enjoy the ‘Comic relief’. You can refer to a text of your choice. 10 + 8 Define the features of ‘Tragedy’ as a literary form. How would you help your learners to understand the features in the classroom ? Refer to any Shakespearean tragedy of your choice. What are the different types of essays ? How will you teach essays in your class ?
PG-ARTS-6303-W
[ P. T. O.
your
learners
read
and
interpret
the
features of a short story. Use any one of the short stories of your choice. Give a detailed plan of an ideal answer, keeping in mind such basic factors as engagement with the question and time management. The level can vary from class IX to XI. b)
Prepare a lesson plan for teaching a drama piece ( an act or scene ) of your choice, from the plus two level.
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3 c)
d)
e)
PGELT-6(PT/4/VI)
How will you define the role of a biographer ? Answer with reference to at least two biographers. How will your students react to ‘biography’ as a literary piece of work in the class ? Will it help them to understand and appreciate the work better due to its personal touch ?
PGELT-6(PT/4/VI) f)
PG-ARTS-6303-W
[ P. T. O.
What would be your techniques to present and
explain
the
‘images’
in
a
Shakespearean drama. An excerpt from Macbeth
is
given.
State
at
least
five
strategies and techniques for explaining the
Discuss the problems you would face if you had to teach ‘humour’ in a class that has students from both the English as well as Bengali medium background. Refer to any humorous piece you are familiar with. The level should be X, XI or XII. Frame five questions to test your students’ comprehension of the poem below : The Snake Trying The snake trying to escape the pursuing stick, with sudden curvings of thin long body. How beautiful and graceful are his shapes ! He glides through the water away from the stroke. O let him go over the water into the reeds to hide without hurt. Small and green he is harmless even to children. Along the sand he lay until observed and chased away, and now he vanishes in the ripples among the green slim reeds. by D. H. Lawrence
4
images below. Extract from one of Shakespeare’s famous tragedies,
Macbeth
[
Act-V,
Sc-V,
lines : 7-28 ] A cry of women within Macbeth
What is that noise ?
Seyton
It is the cry of women, my good lord.
Macbeth
I have almost forgot the taste of fears.
Exit
The time has been my senses would have cooled
10
To hear a night-shriek, and my fell of hair Would at a dismal treatise rouse and stir As life were in’t. I have supped full with horrors; Direness, familiar to my slaughterous thoughts, Cannot once start me. Enter Seyton Wherefore was that cry ?
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PGELT-6(PT/4/VI)
PGELT-6(PT/4/VI)
2 SECTION – C
Seyton
The Queen, my lord, is dead.
Macbeth
She should have died hereafter;
3.
Answer any four of the following questions : 7 × 4 = 28
There would have been a time for
a)
What is more important in formal essays — matter or manner ?
b)
Describe the problems ( any four ) one would face while teaching a novel to the Class XI students.
c)
How important is it to design tasks for literature classroom by the teacher in order to facilitate comprehension ? Give at least four reasons.
d)
Compile a set of guidelines that you would give your students to help them attempt a critical appreciation of a lyric poem.
e)
Design a plan whereby students may obtain a step by step approach to substance writing. You may select any literary piece you are familiar with.
f)
Write short notes on any one of the following :
such a word. Tommorow, and tommorow, and tommorow, Creeps in this petty pace from day to day,
20
To the last syllable of recorded time; An all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle ! Life’s but a walking shadow, a poor player
i)
Brainstorming, an essential part of classroom teaching.
That struts and frets his hour upon the stage
ii)
Teaching materials and usefulness in a poetry class.
And then is heard no more. It is a tale
iii)
Problems of teaching English literature in a classroom situation of West Bengal.
Told by an idiot, full of sound and fury, Signifying nothing.
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( V.v 7-28 )
[ P. T. O.
g)
their
Mention three teaching strategies a teacher may use to introduce the notion of tragic hero in the class.
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3 h)
PGELT-6(PT/4/VI)
You want your learners to read and enjoy poetry independently. Frame 4 short questions on Wander Thirst by Gerald Gould. The questions should be aimed at facilitating understanding of the poem. Wander Thirst — Gerald Gould BEYOND the East the sunrise, beyond the West the Sea, And East and West the wander-thirst that will not let me be; It works in me like madness, dear, to bid me say good-bye; For the seas call and the stars call, and oh ! the call of the sky. I know not where the white road runs, nor what the blue hills are, But a man can have the sun for friend, and for his guide a star; And there’s no end of voyaging when once the voice is heard, For the rivers call and the roads call, and oh ! the call of a bird ! Younder the long horizon lies, and there by night and day, The old ships draw to home again, the young ships sail away; And come I may, but go I must, and if men ask you why, You may put the blame on the stars and the sun and the white road and the sky.
PG-ARTS-6303-W
[ P. T. O.
PGELT-6(PT/4/VI) i)
4
Write short notes on any two of the following : i)
Hamartia
ii)
Hubris
iii)
Three unities in tragedy
iv)
Social tragedy.
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