PGELT-6(PT/4/VI)
POST-GRADUATE COURSE
PGELT-6(PT/4/VI)
c)
Term End Examination – Dec., 2012/June, 2013
ENGLISH LANGUAGE TEACHING
2
What are the main features that distinguish
the primary epic from the secondary epic ?
d)
With reference to the following extract from
the poem by Roald Dahl
Paper-VI : Trends in Critical Theory-II, Literary
Materials Exploitation and Application
in the H.S.
selection discuss how it could be used for
developing interest in the emphasis and
Time : Four Hours
Full Marks : 100
relevance of the subject and point out how
( Weightage of Marks : 80% )
you would draw students' attention to the
images in it.
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 – A
1.
are
the
constituent
elements
of
Tragedy ? How will you introduce the
OR
In almost every house we've been,
1
They loll
What is Aristotle's conception of a tragic
hero ? Discuss with reference to one text,
the features of a tragic hero and state the
strategies that you will adopt in presenting
it in your classroom teaching.
What are the different types of essays ?
How will you teach essays in your class ?
PG-ARTS-703-P
The idiotic thing at all,
We've watched them gaping at the screen.
features of tragedy in your class ?
b)
Is never, NEVER, NEVER let
Or better still, just don't install
18 × 2 = 36
What
So far as children are concerned,
Them near your television set
Answer any two of the following questions :
a)
'The most important thing we've learned,
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2
and slop
3
and lounge
4
about,
5
And stare until their
! eyes pop out .
!(Last week!in someone's!place we saw
6
A dozen eyeballs on the floor
.)
!
They sit and stare and stare and sit
Until they're hypnotized by it,
!
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PGELT-6(PT/4/VI)
SECTION – B
2.
d)
Answer any three of the following questions :
12 × 3 = 36
a)
Discuss the problems you would face if you
had
to
teach
'humour'
in
a
PGELT-6(PT/4/VI)
Frame five questions to test your students'
comprehension of the poem below :
Wander-Thirst
Higher
Secondary classroom in West Bengal. Refer
to any humorous piece you are familiar
— Gerald Gould
BEYOND the East the sunrise, beyond the
with.
b)
West the sea,
Explain the salient features of a biography
referring
to
at
least
two
And East and West the wander-thirst that
influential
will not let me be;
expressions in the form.
c)
Prepare a lesson plan for teaching the poem
'The
4
Solitary
Reaper'
by
It works in me like madness, dear, to bid
William
me say good-bye;
Wordsworth in a Higher Secondary class.
For the seas call and the stars call, and oh!
OR
the call of the sky.
You have just completed teaching a literary
piece. You may choose the text and the
level. Give
I know not where the white road runs, nor
a detailed plan of an ideal
what the blue hills are,
answer that you would encourage your
students to compose keeping in mind such
basic
factors
as
engagement
with
But a man can have the sun for friend, and
the
for his guide a star;
question and judicious time management.
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PGELT-6(PT/4/VI)
PGELT-6(PT/4/VI)
SECTION – C
And there's no end of voyaging when once
the voice is heard,
2
3.
Answer any four of the following questions :
7 × 4 = 28
For the rivers call and the roads call, and
oh ! the call of a bird !
a)
give your students to help them attempt a
Younder the long horizon lies, and there by
critical appreciation of a brief lyric poem.
night and day,
The old ships draw to home again, the
b)
Design a plan whereby students may obtain
a step by step approach to substance-
young ships sail away;
writing. You may select any literary piece
And come I may, but go I must, and if men
ask you why,
Compile a set of guidelines that you would
you are familiar with.
c)
What problems would a teacher face if
You may put the blame on the stars and
he/she had to teach a piece of American
the sun and the white road and the sky.
literature in the English classroom of West
Bengal ?
e)
What are the features of an one-act play ?
Discuss with reference to an one-act play
d)
and an auto-biography.
that is taught in a Higher Secondary
classroom.
f)
e)
How would you define an 'essay' as a
literary form in your classroom teaching ?
What strategies and techniques would you
use to help your learners read, interpret
Give the difference between a biography
f)
Mention three teaching strategies a teacher
and understand the features of a short
may use to generate ideas while teaching
story ? Use any one of your choice.
novel.
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g)
PGELT-6(PT/4/VI)
PGELT-6(PT/4/VI)
Frame four short questions on 'The Negro
Speaks on Rivers.'
I've known rivers:
I've known rivers ancient as the world and
older than the
1
flow of human blood in human veins.
2
My soul has grown deep like the rivers .
I bathed in the Euphrates
!
3
when dawns
!4
I built my hut near the Congo
!
were young.
and it
lulled me to sleep.
I looked upon the Nile
5
!
and raised the
pyramids
6
above it.
I heard the singing of the Mississippi
7
!
! when Abe Lincoln
8
9
went down to New Orleans , and I've
!
seen its muddy
bosom
10
!
turn all golden in the sunset.
!
I've known rivers :
! Ancient, dusky rivers.
My soul has grown deep like the rivers.
h)
What are Teaching materials ? How can
they be used in a poetry class ?
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