Form 3

P O

T R

Leisure

Curriculum Development Division. Ministry of Education Malaysia 2011

Table of Contents
Contents
Preface Acknowledgement Leisure Poetry Introduction Activities Assessment Answer Key Glossary

Page
1 3 4 6 9 10 37 39 42

Preface The Teachers Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature Component of Language Curriculum for Malaysian Secondary Schools. This second cycle in the implementation of the Literature Component began in January 2010 for Forms 1 and 4. The Literature Component for Form 3 is made up of a selection of creative and literary works in two main genres, Poems and Novels. The module provides an overview of the texts to be taught and suggested activities for the different genres found in the literature component of the English Language Curriculum for secondary schools. This module provides teachers with practical ideas and suggestions for making the teaching of the literature component an interesting and exciting experience both for teachers as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and creative works. Teachers are encouraged to adapt and modify the activities and materials in this module to suit their students learning styles and level of proficiency. This is to ensure that the element of fun and experimentation with the language is not hampered.

Structure of the Module The Literature Component Teaching Module for Form 3 is divided into eight sections: Section 1 Introduction: Provides a general overview of the poetry and its elements: Synopsis Setting Tone Mood Themes

Poets background is mentioned for teachers and students information. Section 2 Activities: This section provides some suggested learning activities and each activity may be accompanied by activity sheets, handouts and suggested adaptations. Each activity consists of five parts:

Time Aim(s) of activity Material(s) for the activity Steps on how to conduct the activity Additional notes are included for further clarification, explanation and instruction.

Section 5 Assessment: Test students performance using summative and formative types of questions. Section 6 Suggested answers: The answer keys are provided for the activities in Section 4 and Section 5. The suggested answers are guide only and other appropriate responses are acceptable. Section 7 Glossary: A glossary is provided at the end of each genre section. This list contains some of the words/phrases and their meanings as used in the texts.

Note to Teachers
This Literature Component Teaching Module for Form 3 provides suggested activities for the teaching of the texts in the Form Three Literature Component. However, for purposes of reinforcement and extension, teachers are encouraged to adapt, modify and adjust the activities to suit the students proficiency level. Teachers should bear in mind that in the teaching and learning of the literature component, it is pertinent to explore students creativity and potential. Thus, there is a need to provide opportunities for the students to participate actively and express themselves without much reservation. The Literature Component Teaching Module in the English Language Curriculum for Malaysian Secondary Schools primarily focuses on the fun aspect of learning. Thus, much effort should be put into sustaining interest in reading literature for fun and not learning for examination purposes. Rather, there should be some kind of formative assessments carried out during the teaching and learning process to help students progress to their next level of competence. Furthermore, formative assessment could improve instruction and

effectiveness in teaching of the Literature Component in the English Language curriculum. It is hoped that teachers will find the module handy, resourceful, helpful and beneficial to effectively and efficiently implement the new Malaysian English Language Curriculum for Secondary School. So this will successfully produce and create effective English Language Lessons that will stimulate students into becoming more proficient and adept English Language users

Acknowledgement
These teaching modules were developed and compiled with the help of a group of dedicated teachers from various schools all over the country. To them, the Ministry of Education would like to express its sincere gratitude and thanks. Members of the team, working in collaboration with the Curriculum Development Division are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Pn Vasantha Mallar Narendran Pn Yong Wai Yee Pn Suhaila Ahmad Akhirudin En Khairul Anuar bin Yang Ahmad Pn Sathiavany a/p Madhavan En Jimmy Then Choon Jing En Norrol Sham bin Mohd Yunus En. Xavier Manickam En Au Yeong Weng Hang Pn Nooraini binti Baba Pn Ezareen bt C. Ahmad Ezanee Pn Ingrid Sarina Rueh Pn Vasanthi Sandragasam Pn Hyacinth Foo Mook Keow Pn Norfidzah bt Mohd Nordin Pn Khoo Guat Tin En. Mohd Zamri bin Abu Zarin En. Adrian Robert Pn Sabina Kok Pn Marina bt Mahmood Pn. Intan Hamimah bt Mamat Pn Michelle Lim Pek Sim Pn Elyani bt Khalid Cik Darshini Nadarajan En. Mohd Redza Asyraf bin Ramlee Pn Juliana Ali Pn Diana Fatimah Ahmad Sahani Cik Masreen Wirda Mohammad Ali YM Tengku Ireneza Marina Tengku Mazlan En Ng Yew Kee SMK Victoria, Kuala Lumpur SK Brickfields 1, Kuala Lumpur SMK Taman Sri Muda, Shah Alam, Selangor SMK King Edward VII, Taiping, Perak SMK St Paul, Seremban, Negeri Sembilan SMK Bintulu, Sarawak SMK Sg. Pasir, Sg. Petani, Kedah SMK Rantau, Negeri Sembilan SMK Seri Permaisuri, Kuala Lumpur SMK Wakaf Tapai, Terengganu SMK Bukit Jelutong, Shah Alam, Selangor SMK Bukit Indah, Ampang, Selangor SMK Tun Habab, Kota Tinggi, Johor SMK Seri Sentosa, Kuala Lumpur SMK Taman Melawati, Gombak, Selangor SMK Subang Jaya SS14/6, Selangor SBPI Rawang, Selangor SM La Salle, Kota Kinabalu, Sabah SMK Assunta, Selangor SMAP Labu, Labu, Negeri Sembilan SMK Seksyen 18, Shah Alam, Selangor SMK Bandar Puchong Jaya (B), Selangor SMK Agama Kuala Lumpur, Kuala Lumpur SMK Alor Akar, Kuantan, Pahang SMK Jitra, Kedah SBPI Jempol, Negeri Sembilan Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM

LEISURE

POETRY

Leisure

What is this life if, full of care, We have no time to stand and stare. No time to stand beneath the boughs And stare as long as sheep or cows. No time to see, when woods we pass, Where squirrels hide their nuts in grass. No time to see, in broad daylight, Streams full of stars, like skies at night. No time to turn at Beauty's glance, And watch her feet, how they can dance. No time to wait till her mouth can Enrich that smile her eyes began. A poor life this if, full of care, We have no time to stand and stare. W. H. Davies

LEISURE

POETRY

Poetry
What is poetry? Poetry has various meanings to different people. Take for example, Wordsworth who defines poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If I read a book and it makes my body so cold no fire ever can warm me, I know that is poetry" and Dylan Thomas defines poetry this way: "Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing." Poetry is different from prose or drama particularly in the economic use of its language. Poets often select words for conciseness, clarity, emotive qualities, musical value, spacing, and even the spatial relationship to the page. Thus, poetry is evocative as it typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. In order to ensure this evocation is fully achieved, many believe that the cardinal rule of poetry is IT SHOULD BE READ ALOUD. Poetry does not necessarily have to have to be in any particular form. There are various types of poetry such as sonnet, haiku, limericks, acrostic poems, rhyming couplets, nursery rhymes and shape poems. The paragraph in a poem is called a stanza or a verse. The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned.

PROSE / DRAMA Plot Theme Characterisation Point of view Tone Mood

POETRY Subject matter Theme Very rarely Voice/persona Tone Mood

The table below will give you a quick look at the characteristics of poetry: Characteristics of Poetry

Uses words to build sensory impressions and create images

Plays with the sounds of words and the rhythms of phrases Lyric Poetry is meant to reveal the poets feelings and unique reactions A poem may stir up deep feelings in the readers

Is usually intended to be read aloud.

Compresses ideas: Poetry uses less space than prose does to present an idea Narrative Poetry is meant to tell a story

Many poems talk about ordinary events.

Poems use the sounds of language in deliberate, special ways

Figures of speech Poets use figures of speech as poetic devices to evoke tone, mood, colour and lyricism in their poetry. Here, are some common devices that the poets use. Rhyme This is the repetition of the same sounds. The most used rhyme is called the end rhyme, for example, in I Wonder by Jeannie Kirby: I wonder why the grass is green, And why the wind is never seen? Assonance This is the repetition of identical or related vowel sounds, for example, in Sweet and Low by Alfred Lord Tennyson: Sweet and low, sweet and low, Wind of the western sea, Low, low, breathe and blow, Alliteration This is the repetition of consonant sounds, for example, in I Wonder by Jeannie Kirby: Who taught the birds to build a nest, And told the trees to take a rest? 6

Simile This is a form of comparison which uses like or as, for example, in Leisure by William Henry Davies, Streams full of stars, like stars at night. Metaphor Like a simile, this is also a form of comparison. However, no words of similarity such as like or as are used. An example is the word wheelchair in A Fighters Lines by Marzuki Ali. The word indicates that the persona is weak and unable to fight the deceit surrounding him. from the wheelchair of the rest of my days Personification This is where inanimate things are given human qualities or characteristics, for example, in A Fighters Lines by Marzuki Ali, the word years possesses the characteristic of being crippled. for the remnants of my crippled years Imagery Imagery is the mental picture that appeals to the senses - of sight, hearing, touch, taste and smell. These are some terminologies for imagery: Visual imagery sense of sight e.g. Streams full of stars, like stars at night. (Leisure by William Henry Davies) Aural / auditory imagery sense of hearing e.g. That squeaking door will always squeak. (Mr. Nobody by Anonymous) Kinaesthetic / tactile imagery sense of touch e.g. You grasp the bark by a rugged pleat (On going Unnoticed by Robert Frost) Gustatory imagery sense of taste e.g. Her voice was like warm honey on a cold morning. Olfactory imagery sense of smell e.g. the scent of honey. (Nature by H. D. Carberry)

SOURCE
...
URL Date accessed URL Date accessed : http://contemporarylit.about.com/od/poetry/a/poetry.htm : 12 October 2009 : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm : 12 October 2009

LEISURE

POETRY

Introduction
About the poet

William Henry Davies is also known as W. H. Davies. He was born on 3rd July 1871 in Newport, Wales. His father who was an iron-moulder died when Davies was barely two years old. Then, his mother remarried. She put Davies together with his two other siblings under the care of his paternal grandparents. Davies left the United Kingdom during his teenage life and moved to the United States. This marked the beginning of his tramp adventure. He also went to Canada where his right foot was crushed as he tried to jump off a freight train. Then, he returned to the United Kingdom but still remained a tramp. Subsequently, he composed and wrote poems. He borrowed money to get them printed and sold them door-to-door. However, the enterprise halted. His self-published anthology of poems, The Soul Destroyer in 1905 finally gained recognition by Arthur Adcock, who was a journalist with the Daily Mail. Later, the literary critic, Edward Thomas adopted the role of guardian for Davies. George Bernard Shaw also wrote a preface for his manuscript, The Autobiography of a Super-Tramp. He then moved to London and his poems attracted fellow poets who include W. B. Yeats and Ezra Pound. His works revolved greatly around nature, hardship, his tramping experiences and the characters he met. Davies was a famous poet and writer during his time. He is best known for the opening two lines of the poem, Leisure; What is this life if, full of care We have no time to stand and stare. He was also honoured with the degree of Doctor Litteris, honoris causa from the University of Wales. He died on 26th September 1940. 8

Synopsis
The poem, Leisure is about man not having time or not making time to enjoy nature and the simple pleasures of life. The persona questions what life is if we lead hurried lives all the time and have no time to look at nature or enjoy the beauty around us. Leisure is having free time to relax. However, we have too much work and make no time to enjoy the little things around us. Thus, the quality of life is poor. The persona believes that we should spend our free time enjoying and appreciating the beauty of nature. We should have the time to stand under trees and look at the things happening around us. When we pass the woods, we should observe the activities of little animals like squirrels. We should also take time to look at streams that shimmer in daylight due to reflections of light. Nature is portrayed as a beautiful dancing lady with smiling eyes who then breaks into a smile. If we have no time to enjoy the beauty around us, we are indeed leading poor lives.

Setting
The persona uses nature such as the woods, streams, sky, farm animals and squirrels to portray the joys of simple living which busy people neglect. The rural setting used as the background enables his readers to savour a new world of experience and delight.

Tone and mood

The persona is contemplative and reflective about how we often ignore the beauty of nature and lifes simple pleasures. He seems frustrated and sad that man is so engrossed with routine that there is no time to enjoy a leisurely observation of life around us.

Themes
Take time to enjoy nature and simple pleasures of life. The persona says that man has no time to observe and enjoy nature. Man is so busy with materialistic pursuits that he has forgotten to enjoy the little things the world has to offer such as observing squirrels scampering about hiding their food or looking at the streams glimmer due to sunlight. Man needs to have all these leisurely pursuits for a meaningful life. Life is meaningless if we have no time for leisure. Man works to earn money and enjoy life. However, if work and other worries take up all his time, he has no time to enjoy the simple pleasures of life or nature. Hence, life becomes meaningless. Appreciating nature We should make time to appreciate nature such as mountains, trees, animals and rivers no matter how busy we are. Nature delights the senses and mind through its beauty and the wonders it has to offer.
Source: http//:en.wikipedia.org/wiki/W.H.Davies

LEISURE

POETRY

Activities

Activities Pre Activity 1 Pre Activity 2 Pre Activity 3 While-Activity 4 While-Activity 5 While-Activity 6 While-Activity 7 While-Activity 8 While-Activity 9 Post-Activity 10 Post-Activity 11 Post-Activity 12 Extension 13 Extension 14 Extension 15

Titles Seeing Is Believing Rhyme Time Leisure Meaningful Leisure Action Chorus To ... Get The Picture? Thy Name, Beauty Understanding Leisure Negleisure The Optimists View Leisure Mail Cinquaine Get Rapping Show and Tell

Page 11 12 15 16 18 19 20 21 23 25 27 29 31 32 34

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PREACTIVITY 1

Seeing is Believing
Time : 40 minutes AIMS 1. 2. 2. To express opinions on nature To give reasons why they like a particular scene in a video clip

MATERIALS 1. A4 paper 2. A short video clip on nature (see notes)

STEPS 1. 2. 3. 4. Get the students to watch a short video clip on nature. Ask the students to get into groups of four. Tell the students to write about the scene they like in the video clip and the reasons for their choice on A4 paper. Get a representative from each group to read out their groups responses.

Students with lower proficiency can be asked to write sentences to the following sentences with the following structures: o I like to see .. in the movie because .. o I can see .. It is beautiful because .. Some websites to obtain appropriate video clips on nature: http://www.youtube.com/watch?v=tYa1jEVCH-4&feature=related http://www.youtube.com/watch?v=Mlxt_rX6Gmk&feature=related http://www.youtube.com/watch?v=9VRwMghIemo&feature=related

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LEISURE

PREACTIVITY 2

Rhyme Time!
Time : 40 minutes AIMS 1. 2. To list words that rhyme To compose and present rhyming couplets

MATERIALS 1. Worksheets 2a and 2b 2. Marker pens

STEPS 1. 2. 3. 4. 5. 6. Get the students to form groups of four. Distribute Worksheets 2a and 2b. Instruct the students to list words that rhyme (Activity A). Get them to complete the couplet with the words chosen from the list (Activity B). Tell the students to write their own couplet (Activity C). Reduce the number of columns and rows for less proficient students. Get a representative from each group to read aloud the groups couplet to the class.

Couplet: A couplet is two lines of poetry verse of about the same length. The last words in the two lines of a rhyming couplet rhyme with each other. Adapted from: http://dictionary.reference.com/browse/couplet 12

LEISURE

WORKSHEET 2a

Rhyme Time!
ACTIVITY A List words that rhyme. The first one has been done for you. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. book lie mill hop pair care dare kind till stare pair mind

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LEISURE

WORKSHEET 2b

Rhyme Time!
ACTIVITY B Use the appropriate words that rhyme to complete the couplets below.

COUPLET

1. I like to drink ........... It makes me ............. 2. Jessy smiles like a ... She makes me feel .. 3. The world is getting .. We must try to make it .

ACTIVITY C Using the examples in Activity B as a guide, write your own couplets. Then, read them aloud to your class. 1. . . 2. . . 3. . . 14

LEISURE

PREACTIVITY 3

Leisure
Time : 15 minutes AIMS 1. 2. To list nouns related to nature To compose and present simple acrostic poems

MATERIALS 1. Display sheets (mah-jong paper) 2. Marker pens

1. 2. 3. 4.

STEPS Get the students to form groups of four. Brainstorm for nouns related to nature Show an example of a simple acrostic poem with a noun related to nature . (See notes) Get the students to compose simple acrostic poems using the word LEISURE on a display sheet. Better students can expand each word of the line to produce a more comprehensive acrostic poem. Instruct each group to present their poem.

5.

An acrostic poem uses a word for its subject. Each line of the poem begins with a letter from the subject word. An example of a simple acrostic poem: So nice and blue Keep on looking at it You should look Blowing Rippling Easy Energizing Zephyr
Everlasting

Source: http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrost 15 ic.htm

LEISURE

WHILEACTIVITY 4

Meaningful Leisure
Time : 40 minutes AIMS 1. 2. To understand the meanings of key words To identify and understand the main ideas

MATERIALS 1. The poem 2. Worksheet 4

STEPS 1. 2. 3. 4. 5. 5. Get the students to work in groups of four. The four students are called Nature, Time, Life and Leisure. Tell the students to discuss and answer questions in Worksheet 4. Ask the students named Life and Leisure to move to other groups and form new groups. Instruct the students to compare and discuss answers of both groups. Tell Life and Leisure to go back to their original groups and discuss the answers. Get the students to present their answers.

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LEISURE

WORKSHEET 4

Meaningful Leisure
A. Complete the table below with words or phrases from the poem to match the meanings provided. WORDS OR PHRASES 1 2 3 4 5 6 7 8 9 10 11 B. Answer the following questions. 1. What does the phrase no time suggest? 2. Name 3 activities of leisure mentioned in the poem. i) ii) iii) 3. below branches forest a rodent with a bushy tail which feeds on nuts and seeds to look or gaze fixedly rivers full of concerns or troubles to look briefly to improve the quality of something bright day time spend doing what we enjoy MEANINGS

To what does the phrase a poor life refer?

4.

Why do you think no time is repeated throughout the poem? 17

LEISURE

WHILEACTIVITY 5

ActionChorus
Time : 40 minutes AIMS 1. To enunciate and pronounce words correctly 2. To recite the poem with feelings and expressions

MATERIALS 1 The poem

STEPS 1. Divide the class into 2 groups and select a leader. Name one group as No time and the second group as Life. 2. Instruct the No time group to recite all the lines which have the words no time. The other group will recite the lines without these words. 3. Take the students outside the classroom and give them 20 minutes to discuss their parts and practise choral speaking. Encourage students to be creative. 4. Get the students to present their choral speaking together as a class.

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LEISURE

WHILEACTIVITY 6

To
Time : 40 minutes AIMS 1. To identify infinitives used in the poem 2. To form sentences using infinitives correctly

MATERIALS 1. The poem 2. A4 paper

STEPS 1. Instruct the students to work in pairs and underline all the infinitives (to + verb) in the poem. Teacher explains the grammar rule (see notes). 2. Get the students to write 5 sentences beginning with There is no time to and another 5 sentences beginning with We have no time to on A4 paper. (10 mins.) 3. Tell the students to exchange their papers and do peer corrections. Teacher facilitates. 4. Ask the students to return the corrected sentences to the respective pairs. 5. Get a few students to read out their sentences to the class. Teacher asks the students for the grammar rule learnt.

Infinitives: An infinitive is the base form of a verb used with to e.g.: to sleep, to study, to travel Source: http://www.myenglishteacher.net 19

LEISURE

WHILEACTIVITY 7

Get the Picture?

Time : 40 minutes AIMS 1. To understand and discuss the poem 2. To present the poem with appropriate drawings or illustrations

MATERIALS 1. 2. The poem Display sheets 3. 4. Marker pens / other art materials Blue tack

STEPS 1. 2. 3. 4. 5. Get the students to work in groups of four. Distribute display sheets and marker pens. Instruct the students to talk about the poem and draw pictures to illustrate it. Tell the students to display and present their work to the class. Give a reward for the best drawings or illustrations.

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LEISURE

WHILEACTIVITY 8

Thy Name ,Beauty

Time : 40 minutes AIMS 1. To understand and identify the element of personification in the poem 2. To write short descriptions on the beauty of nature

MATERIALS 1. The poem 2. Worksheet 8

STEPS 1. Get the students to work in pairs. 2. Distribute Worksheet 8. Get the students to discuss and answer the questions. 3. Get the students to present their answers and display their worksheets on the class notice board.

Personification Personification is the attribution of human qualities and abilities to inanimate things and abstract ideas. Examples: 1. Fear knocked on the door. Faith answered. There was no one there. (PROVERB) 2. The wind yells while blowing. 3. The sun greeted me this morning.

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LEISURE

WORKSHEET 8

Thy Name ,Beauty

Answer the following questions. 1. Why do you think the word beauty is written as Beauty with a capital B? . 2. Is Beauty a male or a female? How can you tell from the poem? . 3. The movements in nature are beautiful like a dancers. Based on your own observation, describe movements of two things in nature which are beautiful. a) ... ... b) ... ... 4. The poet describes Beauty as smiling. Give two instances when you feel that nature is smiling at everyone. a) ... ... b) ... ...

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LEISURE

WHILE ACTIVITY 9

Understanding Leisure
Time : 40 minutes AIMS 1. 2. To understand the poem To match the stanzas of the poem to their meanings

MATERIALS 1. Worksheet 9

STEPS 1. 2. 3. Tell the students to work in pairs to match the stanzas of the poem to their correct meanings in Worksheet 9. Ask the students to compare and discuss each others answers. Get a student to present the answers to the class.

1. He runs like a duck. Literal meaning : He runs like a water bird. Figurative meaning : He is awkward and waddles when he runs. 2. This bag weighs a tonne. Literal meaning : The weight of this bag is one tonne. Figurative meaning : This bag is extremely heavy. 3. She let the cat out of the bag. Literal meaning : She let out the small, furry animal out of the bag. Figurative meaning : She revealed the secret. LEISURE

2. Literal and figurative language 3. 4. Literal meaning is straightforward or factual meaning. 5. Figurative meaning is implied meaning. Examples: 6.

POETR

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LEISURE

WORKSHEET 9

Understanding Leisure
Match the stanzas of the poem with their meanings and write the letters in the Answer Column.
STANZAS
ANSWERS

MEANING

1. What is this life if, full of care, We have no time to stand and stare.

a. In daylight, streams sparkle in the sunshine and look like they are full of stars. Busy people miss this beautiful sight.

2. No time to stand beneath the boughs And stare as long as sheep or cows.

b. Nature is personified as a beautiful, dancing maiden. We dont have time to admire Natures beauty or the movements in nature.

3. No time to see, when woods we pass, Where squirrels hide their nuts in grass.

c. Life is meaningless when we do not have leisure time.

4.No time to see, in broad daylight, Streams full of stars, like stars at night.

d. People are in such a hurry that they do not have time to observe the pleasing sights and changes in nature.

5.No time to turn at Beautys glance, And watch her feet, how they can dance.

e. People living a busy life do not have the leisure to stand under the trees and gaze at their surroundings.

6.No time to wait till her mouth can Enrich that smile her eyes began.

f. When people pass through a forest in a hurry, they do not notice the wonders of nature.

7.A poor life this if, full of care, We have no time to stand and stare.

g. A busy life causes people not to have leisure time.

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LEISURE

POSTACTIVITY 10

Negleisure
Time : 80 minutes AIMS 1. 2. To compose simple couplets To recite poems with feelings and expressions

MATERIALS 1. Worksheet 10 2. A4 paper .

STEPS 1. 2. 3. 4. Instruct the students to discuss in groups other things that we have no time to do life. Students note down their ideas on a piece of paper. Tell them to write couplets similar to the couplets in the poem, Leisure in Worksheet 10. Ask the students to recite aloud the completed couplets to the class.

COUPLET The poem Leisure has seven couplets. A couplet is a pair of verse lines. A rhyming couplet has two lines in which the last words rhyme with each other. LEISURE POETR * Teachers can decide on the number of couplets students have to compose based on their proficiency level. LEISURE WORKSHEET 10 25

WORKSHEET 10

Negleisure
1. Write couplets or rhyming couplets about things that we have no time to do. The first couplet has been done for you.

Things we have no time to do

No time to speak to Mum and Dad And share tears and laughter No time to .. And ..

No time to .. And ..

No time to .. And ..

No time to .. And ..

No time to .. And ..

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LEISURE

POSTACTIVITY 11

The Optimists View

Time : 40 minutes AIMS 1. To compose simple poems 2. To retell a poem from a different point of view 3. To recite poems with feelings and expressions

MATERIALS 1. Worksheet 11 2. Handout with poem

STEPS 1. Distribute the handout with poem and let the students read it aloud. 2. Tell the students to read out the lines which show pessimism or negativity 3. Give out Worksheet 11 4. Get the students to change the negative lines to positive statements using modals. 5. Discuss the answers.

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LEISURE

WORKSHEET 11

The Optimists View

Write positive sentences using modals such as must, should and have to. Stanza Negative lines Positive lines

We have no time to stand and stare.

We must make time to stand and stare.

We have no time to stand and look at things around us like sheep or cows. We have no time to see squirrels hiding their nuts when we pass through woods. We have no time to see the beautiful shimmering streams in the sunlight.

We have no time to admire nature.

We have no time to observe the movements of things in nature.

We have such a meaningless life when we have no leisure.

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LEISURE

POSTACTIVITY 12

Leisure Mail
Time : 80 minutes AIMS 1. To understand and retell the poem in ones own words 2. To advise a friend to make time for leisure

MATERIAL 1. Worksheet 12

STEPS 1. Explain to the students that they need to write an e-mail to a friend. They notice that their friend has been too busy and is under a lot of stress. 2. Get the students to use the ideas in the poem to advise their friend with reasons to have some leisure 3. Students use Worksheet 12 to write their e-mail.

Students can send their e-mail through the Internet to a friend in the class.

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LEISURE

WORKSHEET 12

Leisure Mail
You notice that your friend has been too busy and is under a lot of stress. Write an e-mail to your friend advising him or her with reasons to have some leisure.

Dear ________________ , Lately I noticed that .

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LEISURE

EXTENSION 13

Cinquain
Time : 40 minutes AIM 1. To compose a cinquain

MATERIALS 1. Display sheets 2. Marker pens

1. 2. 3. 4. 5.

STEPS Get the students to work in groups of four. Write out the cinquain below on a display sheet and explain how it is written to the class. (The OHP or a computer and LCD can be used as alternatives.) Ask the students to compose a cinquain. Tell each group to recite their cinquains. Get the students to display their cinquain in the class. Other groups can post comments about their friends cinquains.

Cinquain Cinq means five in French. It is a poem that has five lines. Line 1 is one word which is the title. Line 2 is two words that describe the title. Line 3 is three words that tell the action. Line 4 is four words in a phrase with 4 words which describes the title. Line 5 is one word that is related to the title. Based on the Japanese haiku, the American poet, Adelaide Crapsey created the following cinquain:

LEISURE

Party happy, cheerful singing, eating, playing My eight birthday party Perfect 31

LEISURE

EXTENSION 14

Get Rapping!
Time : 80 minutes AIMS 1. 2. 3. To compose a rap To give opinions To rap a poem

MATERIALS 1. 2. Worksheet 14 Video clip from http://www.youtube.com/watch?v=QDlQm5jFL50

STEPS 1. 2. 3. 4. 5. 6. Distribute the lyrics of the rap, Banana Rap to the students. Play the video clip, Banana Rap to the students. Explain to the students the significance of rhyme and rhythm in a rap using Banana Rap as an example. Ask the students to write the lyrics of a rap about leisure in groups of four. Give the students time to practice their rap. Ask the students to perform their rap in groups.

Raps are generally written by the younger generation for the younger generation. Thus, they provide a universal voice for the young and an engaging platform for self-expression, words and poetry. It often portrays social issues. Samples of rap pre-viewed in class should be pre-screened by the teacher to determine whether or not they are appropriate for your class or group.

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HANDOUT 14

Get Rapping!
Banana Rap!
Everbody needs a Bana Nah Nah Nah When they have their milk and their cereal late at night or the break of dawn everybody just say Bana Nah Nah Nah

Bana Nah Nah Nah (repeat 4x)

Monkey needs a Bana Nah Nah Nah to eat with his milk and his cereal He works all day on his computer Now all he can say is Bana Nah Nah!

Bana Nah Nah Nah (repeat 4x) Dance! Dance! Bana Nah Nah Nah! (wink)

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LEISURE

EXTENSION 15

Show and Tell

Time : 80 minutes AIM 1. To describe ones hobby

MATERIAL 1. Score sheet

STEPS 1. 2. 3. 4. Tell the students to bring one item to represent their hobby e.g. camera for their hobby, photography. Students write short notes on their hobby using the selected item, e.g. the camera, as a guide. Get the students to show the item and tell the class about their hobby based on the notes. Tell the class to evaluate each students presentation using Score Sheet 15.

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WORKSHEET 15

Show and tell

Write out some notes about your favourite hobby.

My Hobby
My Favourite Hobby
1._____________________________________________________________________ 2._____________________________________________________________________ 3._____________________________________________________________________ 4._____________________________________________________________________ 5._____________________________________________________________________ 6._____________________________________________________________________ 7._____________________________________________________________________ 8._____________________________________________________________________ 9._____________________________________________________________________ 10.____________________________________________________________________ 11.____________________________________________________________________ 12.____________________________________________________________________

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SCORE SHEET 15

Show and tell

ASSESSMENT FORM FOR ORAL PRESENTATION CONSTRUCT Weak 1 Fair 2 Average 3 Good 4 Excellent 5 SCORE

Grammar and Vocabulary

Pronunciation and intonation

Fluency and rhythm

Ideas and details

TOTAL SCORE

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SUMMATIVE ASSESSMENT 16

Have I understood?
Read the poem and answer the questions below. 1. In the first couplet, what is the personas concern? _______________________________________________________________ (1 mark)

2.

In the second couplet, what do the sheep and cows do? _______________________________________________________________ (1 mark)

3.

In the third couplet, what does the word woods mean? _______________________________________________________________ (1 mark)

4.

In the fourth couplet, what makes the stream seem full of stars even in broad daylight? _______________________________________________________________ (1 mark)

5.

a) In the fifth couplet, to what is Beauty compared to? _______________________________________________________________ (1 mark) b) Give a reason for your answer. ______________________________________________________________ (2marks)

6.

In the sixth couplet, to whom does her refer? _______________________________________________________________ (1 mark)

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7.

In the last couplet, why would we have a poor life? _______________________________________________________________ (1 mark)

8.

Why does the persona repeat the phrase, no time in the poem? _______________________________________________________________ (1 mark)

9.

Is it important to have leisure time? Give a reason for your answer. ______________________________________________________________________ ______________________________________________________________ (2 marks)

10. Do you agree that we must take time to enjoy nature? Give a reason to support your answer. ______________________________________________________________________ ______________________________________________________________ (2 marks)

11. Suggest two activities on how you spend your leisure time. a) ____________________________________________________________ (1 mark)

b) ____________________________________________________________ (1 mark)

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SUGGESTED ANSWERS

Suggested answers
PREACTIVITY 2: RHYME TIME
Activity B
1. I like to drink ice. It makes me feel nice. 2. Jessy smiles like a puppy. She makes me feel happy. 3. The word is getting hotter. We must try to make it better.

WHILEACTIVITY 4: LEISURELY LIFE

Part A 1 2 3 4 5 6 7 8 9 10 11 below branches forest a rodent with a bushy tail which feeds on nuts and seeds to look or gaze fixedly rivers full of concerns or troubles to look briefly to improve the quality of something bright day time spent doing what we enjoy beneath boughs woods squirrel stare streams full of care glance enrich broad daylight leisure

Part B 1. It suggests being busy or occupied. 2. i) Watching the squirrels. iii) Staring. v) Watching the movements in nature. [Accept any 3 activities.] 3. We are too busy to enjoy life. 4. To emphasise that man is too busy to appreciate leisure or nature. ii) Standing beneath the boughs. iv) Watching shimmering streams.

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WHILEACTIVITY 6: To
A. Infinitives found in Leisure 1. 2. 3. 4. 5. 6. 7. to stand and stare to stand to see to see to turn to wait to stand and stare

B. Sentences with There is no time to... 1. There is no time to complete our homework. 2. There is no time to play video games. 3. There is no time to turn back home as we are late. C. Sentences with We have no time to 1. We have no time to do revision. 2. We have no time to cook dinner. 3. We have no time to go to the playground.

WHILEACTIVITY 8: THY NAME, BEAUTY

1. 2. 3 The capital B is used to show that Beauty is seen here as a person whose name is Beauty. Beauty is a female as the poet uses words such as her feet, her mouth and her eyes. The movements of leaves and trees during a breeze. / Clouds scurrying by / Water rippling in the sea. (Accept any 2 logical answers.) When plants are flowering everywhere / When the sun is shining and there are no dark clouds or thunderstorms / When all the birds chirp in unison (Accept any 2 logical answers.)

4.

WHILEACTIVITY 9: UNDERSTANDING LEISURE

1. g 2. e 3. f 4. a 5. b 6. d 7. c

POSTACTIVITY 10: NEGLEISURE

These are some suggested answers. 1. No time to read and write, And make everything right. 2. No time to take a rest, And try to be the best. 3. No time to text a friend, And be friends till the end. 40

4. No time to play tennis, And so we have pot-bellies. 5. No time to go for tuition, And no time to do revision. 6. No time to do homework, And make the teachers happy. [Accept any other couplets or rhyming couplets]

POSTACTIVITY 11: THE OPTIMISTS VIEW

1. We must make time to stand and stare. 2. We should spare some time to stand and look at things around us. 3. We need to take time to observe activities of animals in the woods. 4. We have to take time to admire the beautiful shimmering streams during the daytime. 5. We must make time to admire nature. 6. We need to observe the movements of things in nature. 7. We should spare time for leisure and have a meaningful life.

SUMMATIVE ASSESSMENT : HAVE I UNDERSTOOD?

1. 2. 3. 4. 5. People are busy and do not have time to observe nature. They stare at their surroundings for a long time. Forest. The sun reflecting light on the water. a) A dancer. b) The movements in nature are beautiful like the movements of a dancer. 6. Beauty. 7. We may be so busy with our work and family that we do not have time for leisure. 8. He is trying to stress that one should have leisure time. 9. Yes. We can relieve tension./We can refresh our tired bodies and minds. [Accept any logical answer.] 10. Yes. Nature is beautiful and it is a waste if we do not admire it./We feel relaxed./Our lives will be meaningless. [Accept any logical answer.] 11. Playing computer games. / Reading books. / Watching documentaries. [Accept any 2 logical answers.]

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GLOSSARY

Glossary
1. stare (line 2) (verb) to gaze fixedly and intently, especially with the eyes wide open beneath (line 3) (preposition) below; under boughs (line 3) (noun) the large or main branches of a tree in broad daylight (line 7) (phrase) during the day when it is bright glance (line 9) (noun) a quick look at something or someone enrich (line 12) (verb) to increase the wealth of something 2.

3.

4.

5.

6.

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