One important lesson I learnt from the main character , Rudolf Rassendyll , is to be brave in order to carry out our duties.
In Rudolf Rassendyll's case, because of his bravery , he was able to save the king even though it was very risky to do so especially because the traitor was the King's brother, Duke Michael. Duke Michael was a very powerful person in Ruritania and he had 6 villains working under him to do his dirty work. If he was not brave enough, he would not be able to enter the castle and save the King. In order to save the King , he had to fight and killed all the famous six except Rudolf of Hentzau who managed to escape.
After he agreed to save the King, he encountered many life-threatening experiences which nearly killed him. At one instance, at the summer house where he had entered alone after receiving the letter from Antoinette De Mauban, he was attacked by three of the famous six. They were Detchard, De Gautet and Bersonin. If he was not brave, he would not have gone there . However he was brave enough to go there and he succeeded in getting some information that would help him save the King.
So, being very brave is important to enable Rudolf Rassendyll to fulfill his promise to Colonel Sapt which is to save the king.
Wednesday, June 15, 2011
LITERATURE - PRISONER OF ZENDA ... SAMPLE ANSWER
LITERATURE : PMR : ENGLISH / PAPER 2 / QUESTION 3
THE PRISONER OF ZENDA
1. What have you learnt from the story. Explain and give examples from the novel you have read.
I have learnt a lot from the novel “The Prisoner of Zenda”. Firstly, we should be loyal to our king and to our country even to the extent of sacrificing our lives. The doctor and Josef ,the servant are very brave and loyal to the King. They try to protect the king and sacrifice their lives in doing so. Rudolf Rassendyll is also very loyal to his duty. He initiates rescue plans to save the King even though he is in love with Princess Flavia and wants her for himself.
Col. Sapt and Fritz are also very loyal. They perform their duty with utmost devotion and obedience. They take full responsibility to protect the King’s throne.
This novel also taught us to be brave and confident. Rudolf Rassendyll is very brave and confident of himself. He is very bold to impersonate the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt.
I also learn that honour must come first in any situation. Princess Flavia puts honour before love. Even though she loves Rudolf Rassendyll very much , she is willing to sacrifice her love . She is a very loyal and honourable person .
2. Write about one of the themes in the novel that you have read.
Write about a moral value you can find in the novel.
One of the themes / moral values that we can find in the novel “Prisoner of Zenda” is bravery. Rudolf Rassendyll is a very brave and courageous person. He is very bold to impersonate the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt. During the coronation procession, he commands his guards to ride fifty yards ahead of him . He dares to ride alone even though he knows that it is very dangerous for him to do so.
Princess Flavia shows a different kind of bravery. She is emotionally brave. She is willing to sacrifice her love even though she loves Rudolf Rassendyll very much.
Josef and the doctor are not soldiers but they sacrifice their lives to protect the King and do not run away when there are dangers.
3. Explain why you find the novel interesting.
The novel “Prisoner of Zenda” is very interesting because it is full of adventures and I am happy to see that good triumphs over evil in the end. There is a lot of suspense as Duke Michael schemes to dethrone King Rudolf . I find his “Famous Six” bodyguards quite intimidating. They represent everything that is cruel, wicked, evil and made remarkable villains in the story.
I admire Princess Flavia for choosing duty and honour over love. It must be a very painful experience to give up the person she loves but she has done what is right and honourable. The real King needs her to help him rule Ruritania.
I find the exchange of the gift of a single red rose once a year a symbol of real love. It is a very touching and poignant moment in the story and it reminds us that true love needs sacrifices.
4 Write about a character that you dislike.
In the novel “The Prisoner of Zenda” , a character that I dislike the most is Duke of Michael. He is a very cruel person who has a secret ambition to usurp the throne and make himself the King of Ruritania.
He is merciless and ruthless towards anyone who gets in his way. He orders Rudolf to be killed. He is a devious schemer who is treacherous even to his own brother. He keeps his brother as a prisoner at Castle of Zenda.
He is also unfaithful in love, as evidenced by his courting of Antoinette de Mauban while planning to get Princess Flavia to marry him. He was extremely jealous of his brother, the King, who was betrothed to the beautiful Princess Flavia.
He is a coward and bully who hid behind his bodyguards , the Famous Six, to protect him as well as to carry out his ruthless plans.
THE PRISONER OF ZENDA
1. What have you learnt from the story. Explain and give examples from the novel you have read.
I have learnt a lot from the novel “The Prisoner of Zenda”. Firstly, we should be loyal to our king and to our country even to the extent of sacrificing our lives. The doctor and Josef ,the servant are very brave and loyal to the King. They try to protect the king and sacrifice their lives in doing so. Rudolf Rassendyll is also very loyal to his duty. He initiates rescue plans to save the King even though he is in love with Princess Flavia and wants her for himself.
Col. Sapt and Fritz are also very loyal. They perform their duty with utmost devotion and obedience. They take full responsibility to protect the King’s throne.
This novel also taught us to be brave and confident. Rudolf Rassendyll is very brave and confident of himself. He is very bold to impersonate the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt.
I also learn that honour must come first in any situation. Princess Flavia puts honour before love. Even though she loves Rudolf Rassendyll very much , she is willing to sacrifice her love . She is a very loyal and honourable person .
2. Write about one of the themes in the novel that you have read.
Write about a moral value you can find in the novel.
One of the themes / moral values that we can find in the novel “Prisoner of Zenda” is bravery. Rudolf Rassendyll is a very brave and courageous person. He is very bold to impersonate the King. He is also very brave to go after Rupert of Hentzau even though he is badly hurt. During the coronation procession, he commands his guards to ride fifty yards ahead of him . He dares to ride alone even though he knows that it is very dangerous for him to do so.
Princess Flavia shows a different kind of bravery. She is emotionally brave. She is willing to sacrifice her love even though she loves Rudolf Rassendyll very much.
Josef and the doctor are not soldiers but they sacrifice their lives to protect the King and do not run away when there are dangers.
3. Explain why you find the novel interesting.
The novel “Prisoner of Zenda” is very interesting because it is full of adventures and I am happy to see that good triumphs over evil in the end. There is a lot of suspense as Duke Michael schemes to dethrone King Rudolf . I find his “Famous Six” bodyguards quite intimidating. They represent everything that is cruel, wicked, evil and made remarkable villains in the story.
I admire Princess Flavia for choosing duty and honour over love. It must be a very painful experience to give up the person she loves but she has done what is right and honourable. The real King needs her to help him rule Ruritania.
I find the exchange of the gift of a single red rose once a year a symbol of real love. It is a very touching and poignant moment in the story and it reminds us that true love needs sacrifices.
4 Write about a character that you dislike.
In the novel “The Prisoner of Zenda” , a character that I dislike the most is Duke of Michael. He is a very cruel person who has a secret ambition to usurp the throne and make himself the King of Ruritania.
He is merciless and ruthless towards anyone who gets in his way. He orders Rudolf to be killed. He is a devious schemer who is treacherous even to his own brother. He keeps his brother as a prisoner at Castle of Zenda.
He is also unfaithful in love, as evidenced by his courting of Antoinette de Mauban while planning to get Princess Flavia to marry him. He was extremely jealous of his brother, the King, who was betrothed to the beautiful Princess Flavia.
He is a coward and bully who hid behind his bodyguards , the Famous Six, to protect him as well as to carry out his ruthless plans.
Monday, June 13, 2011
Writing it right
I find this article from the Star Online very interesting to be used by parents or teachers.....
Sunday June 12, 2011
Writing it right
By Keith W. Wright (The Star Online)
As it is difficult to unlearn bad writing habits later on, parents and teachers should work together to develop and improve children’s writing skills at home.
In this week’s Exploring English, the focus continues on suggestions for teaching English in the home. Last week, we looked at a number of ideas in relation to reading.
This week we will look at ideas to cultivate your child’s interest in writing and how to improve skills, as well as the value of the partnership between the classroom and the home.
Whether you are a parent or a teacher, when assisting children to develop or improve their writing skills, it is important to make any activity FUN!
As it is usually unwise to have to undo or unlearn something that has been wrongly learnt to begin with, correct punctuation should be used from the outset without making it a laborious and unpleasant exercise.
When writing words for your children – except for people’s names – it is recommended that lower case letters be used for ordinary words.
Capitals are only used for the start of words that are “important”, for example, the names of family members, people’s names, known places, such as addresses, streets, suburbs, towns, etc. When spelling the child’s own name, for example, spell it as “Bella”, not “BELLA” or “bella”.
Get your children to write about something they can see, feel, or like or that is known and common by using sentence starters. For example, get them to complete simple sentences:
I can see a .................
My friend is ....................
This is ......................
Our house .................
I live ........................
That is my ...................
By undertaking and completing these sentence starters, young children also feel that they can now write – just like “big people” – and they gain even greater enjoyment when they are encouraged to draw what they have written.
Graphics, pictures and drawings are excellent tools for teaching the meaning of words.
A child might not know what the word “eagle” says but when they see a picture of one in the air, they comprehend immediately that it is something that “flies”, i.e. it is a ”bird”. As it has been said for centuries, a picture can be worth a thousand words.
Here are some other positive ideas to encourage children to improve their writing skills:
·Encourage your children to write, copy and draw “special messages” such as, “I love Mummy and Daddy” as well as cards (which do not always have to say “Happy Birthday!”) to members of the family;
·Verbally and visually build on known base words, for example from “cat” to “cats”, “farm” to “farmer”, etc;
·Have rhyming-writing games where your child can learn more words and their meanings by relating words that rhyme, for example “band” > “hand” > “land” — “hat” > “mat” > “pat” > “rat” > “cat”, etc;
·Encourage the building of personal word lists, getting children to record them in a “My Special Words” booklet – e.g. the names of all their toys, the members of their family, things around the house, favourite foods, shopping lists, things they like to do, etc; and
·Start building descriptive group lists using common nouns, completing them from a list of relevant adjectives, for example, do simple “fill in the blank” exercises with your child such as the one shown below.
……………flower
…………… dog
……………knife
..…………. sky
(pretty – hungry – sharp – starry).
It is a proven fact that young learners achieve faster when their school is able to enter into an active, effective, partnership with the home and the local community, that is, with parents, carers, immediate and extended family members as well as community identities.
This is a two-way street and is recommended for both teachers and parents to get to know each other.
Helpful hints for teachers
·Involve parents in their child’s educational development;
·Get to know the parents by name, their occupation, their interests, their strengths and skills;
·Parents need to know what a child is being taught, and they usually want to know;
·Extend the “home” into the “classroom” by inviting parents into the classroom;
·Extend the “classroom” into the “home” by promoting the speaking of English at home with posters, magazines, comics, etc;
·Invite parents and relatives to talk to the class on subjects of interest, e.g. a particular sport; a place they have been to; a skill they have or just “join in” when they have the time;
·Involve parents who have English language skills as voluntary reading aides to assist in reading-related activities especially with learners who are finding reading activities challenging;
·Encourage parents to monitor, recognise, acknowledge and praise their child’s progress;
·Involve community identities in the teaching and learning process by contributing their skills, knowledge and experiences;
·Turn the community into a learning environment with
excursions and planned experiences such as visits to places of educational relevance, such as a medical centre, the weather bureau, the police station, the local council office, art galleries, museums, etc;
·Keep parents informed and involved by sending them weekly newsletters, e-mails about “What we did today”, photos, etc.
Next week, in the third and final part of this series, consideration will be given to skill of speaking.
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Programme (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
E-mail
contact@4Sliteracy.com.au for the second free set of five English Language Graphic Charts.
In this week’s Exploring English, the focus continues on suggestions for teaching English in the home. Last week, we looked at a number of ideas in relation to reading.
This week we will look at ideas to cultivate your child’s interest in writing and how to improve skills, as well as the value of the partnership between the classroom and the home.
Whether you are a parent or a teacher, when assisting children to develop or improve their writing skills, it is important to make any activity FUN!
As it is usually unwise to have to undo or unlearn something that has been wrongly learnt to begin with, correct punctuation should be used from the outset without making it a laborious and unpleasant exercise.
When writing words for your children – except for people’s names – it is recommended that lower case letters be used for ordinary words.
Capitals are only used for the start of words that are “important”, for example, the names of family members, people’s names, known places, such as addresses, streets, suburbs, towns, etc. When spelling the child’s own name, for example, spell it as “Bella”, not “BELLA” or “bella”.
Get your children to write about something they can see, feel, or like or that is known and common by using sentence starters. For example, get them to complete simple sentences:
I can see a .................
My friend is ....................
This is ......................
Our house .................
I live ........................
That is my ...................
By undertaking and completing these sentence starters, young children also feel that they can now write – just like “big people” – and they gain even greater enjoyment when they are encouraged to draw what they have written.
Graphics, pictures and drawings are excellent tools for teaching the meaning of words.
A child might not know what the word “eagle” says but when they see a picture of one in the air, they comprehend immediately that it is something that “flies”, i.e. it is a ”bird”. As it has been said for centuries, a picture can be worth a thousand words.
Here are some other positive ideas to encourage children to improve their writing skills:
·Encourage your children to write, copy and draw “special messages” such as, “I love Mummy and Daddy” as well as cards (which do not always have to say “Happy Birthday!”) to members of the family;
·Verbally and visually build on known base words, for example from “cat” to “cats”, “farm” to “farmer”, etc;
·Have rhyming-writing games where your child can learn more words and their meanings by relating words that rhyme, for example “band” > “hand” > “land” — “hat” > “mat” > “pat” > “rat” > “cat”, etc;
·Encourage the building of personal word lists, getting children to record them in a “My Special Words” booklet – e.g. the names of all their toys, the members of their family, things around the house, favourite foods, shopping lists, things they like to do, etc; and
·Start building descriptive group lists using common nouns, completing them from a list of relevant adjectives, for example, do simple “fill in the blank” exercises with your child such as the one shown below.
……………flower
…………… dog
……………knife
..…………. sky
(pretty – hungry – sharp – starry).
It is a proven fact that young learners achieve faster when their school is able to enter into an active, effective, partnership with the home and the local community, that is, with parents, carers, immediate and extended family members as well as community identities.
This is a two-way street and is recommended for both teachers and parents to get to know each other.
Helpful hints for teachers
·Involve parents in their child’s educational development;
·Get to know the parents by name, their occupation, their interests, their strengths and skills;
·Parents need to know what a child is being taught, and they usually want to know;
·Extend the “home” into the “classroom” by inviting parents into the classroom;
·Extend the “classroom” into the “home” by promoting the speaking of English at home with posters, magazines, comics, etc;
·Invite parents and relatives to talk to the class on subjects of interest, e.g. a particular sport; a place they have been to; a skill they have or just “join in” when they have the time;
·Involve parents who have English language skills as voluntary reading aides to assist in reading-related activities especially with learners who are finding reading activities challenging;
·Encourage parents to monitor, recognise, acknowledge and praise their child’s progress;
·Involve community identities in the teaching and learning process by contributing their skills, knowledge and experiences;
·Turn the community into a learning environment with
excursions and planned experiences such as visits to places of educational relevance, such as a medical centre, the weather bureau, the police station, the local council office, art galleries, museums, etc;
·Keep parents informed and involved by sending them weekly newsletters, e-mails about “What we did today”, photos, etc.
Next week, in the third and final part of this series, consideration will be given to skill of speaking.
> Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S) — a modern, innovative and proven method of accelerating the learning of English.
The 4S methodology and the associated Accelerated English Programme (AEP) mentioned in this fortnightly column are now being used internationally to enhance the English language proficiency of people from a diverse range of cultures and with different competency levels.
contact@4Sliteracy.com.au for the second free set of five English Language Graphic Charts.
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