2010 English Lit Component materials provided by the English Language Unit, Johor Education Department

3. HE HAD SUCH QUIET EYESHE HAD SUCH QUIET EYES
by BIBSY SOENHARJOby BIBSY SOENHARJO
 SYNOPSISSYNOPSIS
The poem is about a persona, a lady who fell for theThe poem is about a persona, a lady who fell for the
wrong man. She was fascinated with his ‘quiet eyes’ andwrong man. She was fascinated with his ‘quiet eyes’ and
believed that his eyes showed his true emotion andbelieved that his eyes showed his true emotion and
feelings for her. The man’s eyes had the power tofeelings for her. The man’s eyes had the power to
charm her and made her believe him and be nice tocharm her and made her believe him and be nice to
him.him.
However, the man was actually a ‘pleasure seekingHowever, the man was actually a ‘pleasure seeking
man’, a flirt. As the lady was truly fascinated andman’, a flirt. As the lady was truly fascinated and
charmed by the man, she did not listen or did not wantcharmed by the man, she did not listen or did not want
to listen to any advice concerning the man’s trueto listen to any advice concerning the man’s true
behaviour. In the end, she realized her error and wasbehaviour. In the end, she realized her error and was
broken hearted.broken hearted.

4. DO YOU KNOW ME?DO YOU KNOW ME?
AimsAims
To enable students to observe and describe featuresTo enable students to observe and describe features
using adjectivesusing adjectives
To encourage students to put their creativity toTo encourage students to put their creativity to
workwork

5. MaterialsMaterials
 Worksheet 1: Do You Know Me?Worksheet 1: Do You Know Me?

6. Draw, colour andDraw, colour and
label the eyes.label the eyes.

7. StepsSteps
Get students to sit in their respective placesGet students to sit in their respective places
facing each other.facing each other.
Hand out Worksheet 1 to them.Hand out Worksheet 1 to them.
Tell them to look into their friends’ eyes andTell them to look into their friends’ eyes and
draw on the worksheetdraw on the worksheet
what they see.what they see.
Get students to move around the room toGet students to move around the room to
complete their worksheet.complete their worksheet.

8. Tell students to look forTell students to look for
different types of eyes.different types of eyes.
Tell them to list in writing the wordsTell them to list in writing the words
describing their friends’ eyes.describing their friends’ eyes.
Introduce adjectives into the lesson via theIntroduce adjectives into the lesson via the
labeling activity.labeling activity.

9. Students are
encouraged to
slowly observe
their friends
eyes and draw
the best that
they can. They
can use colour
pencils if they
choose to.
Students then
label the eyes,
e.g.: round eyes,
big eyes, small
eyes or any
other adjectives
that befit the
eyes.

10. CHAIN READINGCHAIN READING
AimsAims
 To read poem aloud with correctTo read poem aloud with correct
stress, intonation, pronunciationstress, intonation, pronunciation
and expressionand expression

11. MaterialsMaterials
The Poetry TextThe Poetry Text

12. StepsSteps
1. Tell students to make two big circles in1. Tell students to make two big circles in
the classroom. Each group consists of 19the classroom. Each group consists of 19
students.students.
2. Get a student to read a line, starting from2. Get a student to read a line, starting from
the title, followed by the name of the poetthe title, followed by the name of the poet
Bibsy Soenharjo and the seventeen lines ofBibsy Soenharjo and the seventeen lines of
the poem.the poem.

13. 3. Encourage students to read with3. Encourage students to read with
expression and tell them to try toexpression and tell them to try to
memorise the lines.memorise the lines.
4. Once the reading starts, it must be4. Once the reading starts, it must be
continuous so that the chain ( flow )continuous so that the chain ( flow )
will not be broken.will not be broken.
5. Let the students read a few rounds to5. Let the students read a few rounds to
be familiar with the poem.be familiar with the poem.

14. Variation
to Steps 1
and 2
*Form
groups to
read each
stanza as
part of
choral
reading

15. PUT ME STRAIGHTPUT ME STRAIGHT
AimsAims
 To introduce rhythm in a fun wayTo introduce rhythm in a fun way
 To train students in spellingTo train students in spelling
 To encourage team work in a funTo encourage team work in a fun
wayway

16. MaterialsMaterials
 Worksheet 2: Put Me StraightWorksheet 2: Put Me Straight

17. StepsSteps
 Get students to sit in groups of 3 – 4.Get students to sit in groups of 3 – 4.
 Hand out Worksheet 2 to them. TellHand out Worksheet 2 to them. Tell
students to unscramble the letters to formstudents to unscramble the letters to form
words that will in turn form shortwords that will in turn form short
sentences from the poem.sentences from the poem.
 The group that is able to unscramble all theThe group that is able to unscramble all the
sentences correctly wins.sentences correctly wins.

18. MaterialsMaterials
 Worksheet 1Worksheet 1
QUIET EYES
A BIT OF
NEVER TO

19. Students
are not
encouraged
to refer to
their text
books.
The group
that finishes
with all
correct
answers
wins.

20. BINGOBINGO
AIMSAIMS
To identify meanings ofTo identify meanings of
wordswords

21. MaterialsMaterials
BINGO cardsBINGO cards
Strips of paper denotingStrips of paper denoting
meanings of wordsmeanings of words

22. BINGOBINGO
 Teacher prepares the BINGO cards inTeacher prepares the BINGO cards in
advance. Each student will be given aadvance. Each student will be given a
BINGO card / paper ( HollywoodBINGO card / paper ( Hollywood
Squares ) with different combinationsSquares ) with different combinations
of words found in the poemof words found in the poem

25. Handout 2Handout 2

26.  Teacher must prepare strips with meanings ofTeacher must prepare strips with meanings of
the rhyming words of this poem in advance.the rhyming words of this poem in advance.

28.  Sets rules for this game, for e.gSets rules for this game, for e.g
Let’s play ‘Diagonal Line”Let’s play ‘Diagonal Line”
( or vertical / horizontal line ).( or vertical / horizontal line ).
 Students must wait for the teacherStudents must wait for the teacher
to draw a Meaning Strip from ato draw a Meaning Strip from a
bag/envelope / box and reads outbag/envelope / box and reads out
the phrase /word /sentence loudlythe phrase /word /sentence loudly..

29. Students look for the oneStudents look for the one
word which has the sameword which has the same
meaning to the Meaningmeaning to the Meaning
Strips drawn.Strips drawn.
 Strike out the word.Strike out the word.

30. BINGO

31. BINGO
BINGO

32.  Continue with the sameContinue with the same BINGOBINGO
card until all the nine words arecard until all the nine words are
struck out to playstruck out to play
FULL HOUSE.FULL HOUSE.
 The first student who had struckThe first student who had struck
outout ALLALL the words on the cardthe words on the card
and shoutedand shouted
““BINGOBINGO !! ” first, will win.” first, will win.

33. VARIATIONVARIATION
You can playYou can play BINGOBINGO with the rhymeswith the rhymes
or verb tense.or verb tense.
Two or three students may have the sameTwo or three students may have the same
cardcard
( all words arranged similarly )( all words arranged similarly )
but it depends on who will be more alert tobut it depends on who will be more alert to
shout ‘shout ‘BINGOBINGO !’ first.!’ first.
DO NOT FORGETDO NOT FORGET
TO CHECK WITH DRAWN STRIPS.TO CHECK WITH DRAWN STRIPS.

34. To ensure
students
strike out
the correct
words,
place
drawn-out
strips on
the table for
checking
purposes.

35. Haiku It!Haiku It!
AIMAIM
To enable students to write aTo enable students to write a
simple poemsimple poem

36. MaterialsMaterials
The PoemThe Poem
Worksheet 3Worksheet 3
‘‘Write a Haiku’Write a Haiku’

37. StepsSteps
Distribute worksheet 3 to the studentsDistribute worksheet 3 to the students
Haiku poems have a specific pattern. IntroduceHaiku poems have a specific pattern. Introduce
the pattern to the students. Haiku has 3 linesthe pattern to the students. Haiku has 3 lines
and 17 syllables. The first and last lines have 5and 17 syllables. The first and last lines have 5
syllables each while the second line has 7syllables each while the second line has 7
Give students phrases taken from the poem asGive students phrases taken from the poem as
the first line.the first line.
Tell students to complete the haiku with theirTell students to complete the haiku with their
own words .own words .

38.  Give them the following instructions:Give them the following instructions:
 The chair is a hot seat.The chair is a hot seat.
 The person sitting on the chair is suspected to be Mr Nobody.The person sitting on the chair is suspected to be Mr Nobody.
 Students are to ask Mr Nobody questions about what he does. This isStudents are to ask Mr Nobody questions about what he does. This is
where the content of the poem comes in useful. This is a perfectwhere the content of the poem comes in useful. This is a perfect
opportunity to practise ‘wh’ questions.opportunity to practise ‘wh’ questions.
 Students can also ask about Mr. Nobody’s other wrongdoings (whichStudents can also ask about Mr. Nobody’s other wrongdoings (which
may not be in the poem). Let their imagination run!may not be in the poem). Let their imagination run!
 Mr. Nobody has to refute/deny their accusations. His role is toMr. Nobody has to refute/deny their accusations. His role is to
convince the group that he is not Mr Nobody. Alternatively, his roleconvince the group that he is not Mr Nobody. Alternatively, his role
could be to convince them that he is not guilty of any wrongdoings ascould be to convince them that he is not guilty of any wrongdoings as
mentioned in the poem.mentioned in the poem.
 Get other students to try out the HOT SEAT.Get other students to try out the HOT SEAT.

39. HE HAD SUCHHE HAD SUCH
QUIET EYESQUIET EYES