PGELT-6(PT/4/VI) PGELT-6(PT/4/VI) 2

POST-GRADUATE COURSE d) Classify and analyse the Tragedies ( at least

Term End Examination December, 2013 & June 2014 3 of them ) included in the syllabus that
you teach or study.
ENGLISH LANGUAGE TEACHING e) What are primary and secondary epics ?
Paper-VI : Trends in Critical Theory II, Literary What examples and references will you use
Materials Exploitation and Application as teaching techniques for your students to
understand the difference between the two
categories of epics.
Time : Four Hours Full Marks : 100
Weightage of Marks : 80%
SECTION B
2. Answer any three of the following questions :
Special credit will be given for accuracy and relevance in the
12 3 = 36
answer. Marks will be deducted for incorrect spelling, untidy
work and illegible handwriting. The weightage for each a) Prepare a lesson plan for teaching any
question has been indicated in the margin.
short poem in a higher secondary class or
at the plus two level.
SECTION A
1. Answer any two of the following questions : OR

18 2 = 36 Give the strategies you would use to help

a) Comment on Aristotles idea with reference your learners read and interpret the
to comedy, and suggest how you will teach
features of a short story. Use any one of the
Comic relief in class. Give the classroom
techniques that you may use to help your short stories of your choice. Give a detailed
students enjoy the Comic relief. You can plan of an ideal answer, keeping in mind
refer to a text of your choice. 10 + 8 such basic factors as engagement with the
b) Define the features of Tragedy as a literary
question and time management. The level
form. How would you help your learners to
understand the features in the classroom ? can vary from class IX to XI.
Refer to any Shakespearean tragedy of your b) Prepare a lesson plan for teaching a drama
choice.
piece ( an act or scene ) of your choice, from
c) What are the different types of essays ? the plus two level.
How will you teach essays in your class ?

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c) How will you define the role of a

f) What would be your techniques to present
biographer ? Answer with reference to at
least two biographers. How will your and explain the images in a
students react to biography as a literary
piece of work in the class ? Will it help Shakespearean drama. An excerpt from
them to understand and appreciate the
Macbeth is given. State at least five
work better due to its personal touch ?
d) Discuss the problems you would face if you strategies and techniques for explaining the
had to teach humour in a class that has
images below.
students from both the English as well as
Bengali medium background. Refer to any Extract from one of Shakespeares famous
humorous piece you are familiar with. The
level should be X, XI or XII. tragedies, Macbeth [ Act-V, Sc-V,
e) Frame five questions to test your students lines : 7-28 ]
comprehension of the poem below :
A cry of women within
The Snake Trying
The snake trying Macbeth What is that noise ?
to escape the pursuing stick,
Seyton It is the cry of women, my good lord. Exit
with sudden curvings of thin
long body. How beautiful Macbeth I have almost forgot the taste of fears.
and graceful are his shapes ! The time has been my senses would
He glides through the water away
from the stroke. O let him go have cooled 10
over the water To hear a night-shriek, and my fell of hair
into the reeds to hide
without hurt. Small and green Would at a dismal treatise rouse and stir
he is harmless even to children. As life were int. I have supped full with horrors;
Along the sand
Direness, familiar to my slaughterous thoughts,
he lay until observed
and chased away, and now Cannot once start me.
he vanishes in the ripples
Enter Seyton
among the green slim reeds.
by D. H. Lawrence Wherefore was that cry ?

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SECTION C
Seyton The Queen, my lord, is dead.
3. Answer any four of the following questions :
7 4 = 28
Macbeth She should have died hereafter;
a) What is more important in formal essays
matter or manner ?
There would have been a time for
b) Describe the problems ( any four ) one
would face while teaching a novel to the
such a word. Class XI students.
c) How important is it to design tasks for
Tommorow, and tommorow, and tommorow, literature classroom by the teacher in order
to facilitate comprehension ? Give at least
four reasons.
Creeps in this petty pace from day to day, 20
d) Compile a set of guidelines that you would
give your students to help them attempt a
To the last syllable of recorded time; critical appreciation of a lyric poem.
e) Design a plan whereby students may obtain
An all our yesterdays have lighted fools a step by step approach to substance
writing. You may select any literary piece
you are familiar with.
The way to dusty death. Out, out, brief candle !
f) Write short notes on any one of the
following :
Lifes 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 their
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,
g) Mention three teaching strategies a teacher
may use to introduce the notion of tragic
Signifying nothing. ( V.v 7-28 )
hero in the class.

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h) You want your learners to read and enjoy

i) Write short notes on any two of the
poetry independently. Frame 4 short
questions on Wander Thirst by Gerald following :
Gould. The questions should be aimed at
i) Hamartia
facilitating understanding of the poem.
Wander Thirst ii) Hubris
Gerald Gould
iii) Three unities in tragedy
BEYOND the East the sunrise, beyond the
West the Sea, iv) Social tragedy.
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 theres 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.

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