http://the-f-word.org/blog/index.php/2010/04/01/open-post-your-school-bullying-stories/
Saturday, January 31, 2015
PERSONIFICATION
PERSONIFICATION
Sometimes an inanimate object (non-living thing), an abstract idea or an animal is given human characteristics (personified) so as to enable the reader to picture what is happening to the object, abstract thought or animals much better.
Examples : Sadness gripped me by my throat and took away my speech.
Emotion, which is abstract, is personified since it seems capable of executing motions (‘gripped’ and ‘took away’) that only humans can execute.
E.g.: The top spun round and round like a ballerina before collapsing breathless onto the ground.
The inanimate object, the top, is given human characteristics, i.e. the ability to ‘spin’ and go ‘breathless’. It is also compared to a ballerina – note use of the word, ‘like’. Do you remember what you had learnt earlier?
Name the figurative language used and the two dissimilar things that are being compared.
Figurative Language : _________________________________________________
Comparison is made between __________________________and _____________
Example : An instance of personification and its effect on the poem is given below.
The Wind By James Stephens
The wind stood up and gave a shout.
He whistled on his fingers and
Kicked the withered leaves about
And thumped the branches with his hand
And said he’d kill and kill and kill
And so he will and so he will.
A. Below identify the thing, or things, that is, or are, being personified and describe the effect that the use of personification has on the piece of writing below.
So Peter Hovenden and his daughter
Annie plodded on, without further conversation, until, in a by-street of the town, they found themselves passing the open door of a blacksmith’s shop.
Within was seen the forge, now blazing up, and illuminating the high and dusky roof, and now confining its lustre to a narrow precinct of the coal-strewn floor, according as the breath of the bellows was puffed forth, or again inhaled into its vast leathern lungs.
In the intervals of brightness, it was easy to distinguish hung upon the wall; in the momentary gloom, the fire seemed to be glimmering amidst the vagueness of unenclosed space.
Moving about in this red glare and alternate dusk, was the figure of the blacksmith, well-worthy to be viewed in so picturesque an aspect of light and shade, where the bright blaze struggled with the black night, as if each would have snatched his comely strength from the other.
Anon, he drew a white-hot bar of iron from the coals, laid it on the anvil, uplifted his arm of might, and was seen enveloped in the myriad of sparks which the strokes of his hammer scattered into the surrounding gloom.
A. Identify at least 2 similes, 1 metaphor, 2 personifications, 5 adjectives and 3 adverbs and explain the effect that each would have on the reader.
We had been two days without water in the hilly, sand-covered August furnace of the Gobi Desert and I felt the first fluttering of fear.
The early days of the sun rising over the rim of the world dispersed the sharp chill of the desert night.
Fear came with small, fast-beating wings and was suppressed as we sucked pebbles and dragged our feet on to make maximum distance before the blinding heat of noon.
From time to time one or other of us would climb one of the endless knolls and look south to see the same deadly landscape stretching to the horizon.
The heat enveloped us, sucking most of the moisture from our bodies, putting ankle-irons of lethargy about our legs.
Each one of us walked with his own thoughts and none spoke, dully concentrating on placing one foot ahead of the other interminably.
Most often l led the way, and the others bunched together a few yards behind.
I was driving them now, making them get to their feet in the mornings, forcing them to cut short the noon rest.
As we still walked in the rays of the setting sun the fear hit me again.
It was, of course, the fundamental, most oppressive fear of all – that we should die here in the burning wilderness.
It began to take shape and definition, and hope began to well up in us.
And hope became certainty.
There were trees – real, live, growing, healthy trees in a clump, outlined against the sand like a blob of ink on a fresh-laundered tablecloth.
The trees loomed larger and I saw they were palms and in their shade was a sunken hollow, roughly oval-shaped, and I knew there must be water.
A few hundred yards from the oasis we crossed an east-west caravan track.
On the fringe of the trees we passed an incongruous pile of what looked like rusting biscuits tins as in some fantastic mid-desert junk yard.
In the last twenty yards we quickened our pace and I think we managed a lope that was very near a run.
Sometimes an inanimate object (non-living thing), an abstract idea or an animal is given human characteristics (personified) so as to enable the reader to picture what is happening to the object, abstract thought or animals much better.
Examples : Sadness gripped me by my throat and took away my speech.
Emotion, which is abstract, is personified since it seems capable of executing motions (‘gripped’ and ‘took away’) that only humans can execute.
E.g.: The top spun round and round like a ballerina before collapsing breathless onto the ground.
The inanimate object, the top, is given human characteristics, i.e. the ability to ‘spin’ and go ‘breathless’. It is also compared to a ballerina – note use of the word, ‘like’. Do you remember what you had learnt earlier?
Name the figurative language used and the two dissimilar things that are being compared.
Figurative Language : _________________________________________________
Comparison is made between __________________________and _____________
Example : An instance of personification and its effect on the poem is given below.
The Wind By James Stephens
The wind stood up and gave a shout.
He whistled on his fingers and
Kicked the withered leaves about
And thumped the branches with his hand
And said he’d kill and kill and kill
And so he will and so he will.
A. Below identify the thing, or things, that is, or are, being personified and describe the effect that the use of personification has on the piece of writing below.
So Peter Hovenden and his daughter
Annie plodded on, without further conversation, until, in a by-street of the town, they found themselves passing the open door of a blacksmith’s shop.
Within was seen the forge, now blazing up, and illuminating the high and dusky roof, and now confining its lustre to a narrow precinct of the coal-strewn floor, according as the breath of the bellows was puffed forth, or again inhaled into its vast leathern lungs.
In the intervals of brightness, it was easy to distinguish hung upon the wall; in the momentary gloom, the fire seemed to be glimmering amidst the vagueness of unenclosed space.
Moving about in this red glare and alternate dusk, was the figure of the blacksmith, well-worthy to be viewed in so picturesque an aspect of light and shade, where the bright blaze struggled with the black night, as if each would have snatched his comely strength from the other.
Anon, he drew a white-hot bar of iron from the coals, laid it on the anvil, uplifted his arm of might, and was seen enveloped in the myriad of sparks which the strokes of his hammer scattered into the surrounding gloom.
A. Identify at least 2 similes, 1 metaphor, 2 personifications, 5 adjectives and 3 adverbs and explain the effect that each would have on the reader.
We had been two days without water in the hilly, sand-covered August furnace of the Gobi Desert and I felt the first fluttering of fear.
The early days of the sun rising over the rim of the world dispersed the sharp chill of the desert night.
Fear came with small, fast-beating wings and was suppressed as we sucked pebbles and dragged our feet on to make maximum distance before the blinding heat of noon.
From time to time one or other of us would climb one of the endless knolls and look south to see the same deadly landscape stretching to the horizon.
The heat enveloped us, sucking most of the moisture from our bodies, putting ankle-irons of lethargy about our legs.
Each one of us walked with his own thoughts and none spoke, dully concentrating on placing one foot ahead of the other interminably.
Most often l led the way, and the others bunched together a few yards behind.
I was driving them now, making them get to their feet in the mornings, forcing them to cut short the noon rest.
As we still walked in the rays of the setting sun the fear hit me again.
It was, of course, the fundamental, most oppressive fear of all – that we should die here in the burning wilderness.
It began to take shape and definition, and hope began to well up in us.
And hope became certainty.
There were trees – real, live, growing, healthy trees in a clump, outlined against the sand like a blob of ink on a fresh-laundered tablecloth.
The trees loomed larger and I saw they were palms and in their shade was a sunken hollow, roughly oval-shaped, and I knew there must be water.
A few hundred yards from the oasis we crossed an east-west caravan track.
On the fringe of the trees we passed an incongruous pile of what looked like rusting biscuits tins as in some fantastic mid-desert junk yard.
In the last twenty yards we quickened our pace and I think we managed a lope that was very near a run.
Metaphors are Comparisons
Metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way.
Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining.
Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.
Read the statements that contain metaphors in italics. Then complete the statements that explain the metaphors.
1. Brian was a wall, bouncing every tennis ball back over the net.
This metaphor compares Brian to a wall because __________.
a. He was very strong. b. He was very tall. c. He kept returning the balls. d. His body was made of cells.
2. We would have had more pizza to eat if Tammy hadn’t been such a hog.
Tammy was being compared to a hog because she __________.
a. looked like a hog b. ate like a hog c. smelled like a hog d. was as smart as a hog
3. Cindy was such a mule. We couldn’t get her to change her mind. The metaphor compares Cindy to a mule because she was __________.
a. always eating oats b. able to do hard work c. raised on a farm d. very stubborn
4. The poor rat didn’t have a chance. Our old cat, a bolt of lightning, caught his prey. The cat was compared to a bolt of lightning because he was __________.
a. very fast b. very bright c. not fond of fleas d. very old
5. Even a child could carry my dog, Dogface, around for hours. He’s such a feather. This metaphor implies that Dogface __________.
a. is not cute b. looks like a bird c. is not heavy d. can fly
(Source:http://www.rhlschool.com/eng3n26.htm)
Metaphors are a way to describe something. Authors use them to make their writing more interesting or entertaining.
Unlike similes that use the words “as” or “like” to make a comparison, metaphors state that something is something else.
Read the statements that contain metaphors in italics. Then complete the statements that explain the metaphors.
1. Brian was a wall, bouncing every tennis ball back over the net.
This metaphor compares Brian to a wall because __________.
a. He was very strong. b. He was very tall. c. He kept returning the balls. d. His body was made of cells.
2. We would have had more pizza to eat if Tammy hadn’t been such a hog.
Tammy was being compared to a hog because she __________.
a. looked like a hog b. ate like a hog c. smelled like a hog d. was as smart as a hog
3. Cindy was such a mule. We couldn’t get her to change her mind. The metaphor compares Cindy to a mule because she was __________.
a. always eating oats b. able to do hard work c. raised on a farm d. very stubborn
4. The poor rat didn’t have a chance. Our old cat, a bolt of lightning, caught his prey. The cat was compared to a bolt of lightning because he was __________.
a. very fast b. very bright c. not fond of fleas d. very old
5. Even a child could carry my dog, Dogface, around for hours. He’s such a feather. This metaphor implies that Dogface __________.
a. is not cute b. looks like a bird c. is not heavy d. can fly
(Source:http://www.rhlschool.com/eng3n26.htm)
What is a metaphor?
A metaphor is like a simile.
That's because it is a comparison that is made between things, which is not always likely or obvious. However, the explicit use of the word 'like' or 'as' which you see in a simile, is not used in a metaphor which is rather a comparison of two unlike things using the verb "to be".
Hence, a metaphor sounds more forceful and suggestive, but is still very common in speech.
Common metaphors include "the neck of the woods" or "the foot of the mountain".
These can be seen to be similar to similes - they suggest a comparison but do not make it explicitly.
We often use metaphors without realising it.
For instance, when we say that your parents 'bark a command' at you, you are comparing them to a dog, and hence engaging in metaphor!
Other Metaphors:
A heart of stone (from Rebecca)
He has the heart of a lion.
You are the sun in my sky.
You are the light in my life.
She is my East and my West, my compass.
You had better pull your socks up.
Life is a mere dream, a fleeting shadow on a cloudy day.
Love is a lemon - either bitter of sweet (from Scott)
Drowning in the sea
Jumping for joy
Rolling in dough
Apple of my eye
Leaping with laughter - From Trinita
The silence was a blood-curdling scream of anguish, set out to break my soul - from Kiwi
That's because it is a comparison that is made between things, which is not always likely or obvious. However, the explicit use of the word 'like' or 'as' which you see in a simile, is not used in a metaphor which is rather a comparison of two unlike things using the verb "to be".
Hence, a metaphor sounds more forceful and suggestive, but is still very common in speech.
Common metaphors include "the neck of the woods" or "the foot of the mountain".
These can be seen to be similar to similes - they suggest a comparison but do not make it explicitly.
We often use metaphors without realising it.
For instance, when we say that your parents 'bark a command' at you, you are comparing them to a dog, and hence engaging in metaphor!
Other Metaphors:
A heart of stone (from Rebecca)
He has the heart of a lion.
You are the sun in my sky.
You are the light in my life.
She is my East and my West, my compass.
You had better pull your socks up.
Life is a mere dream, a fleeting shadow on a cloudy day.
Love is a lemon - either bitter of sweet (from Scott)
Drowning in the sea
Jumping for joy
Rolling in dough
Apple of my eye
Leaping with laughter - From Trinita
The silence was a blood-curdling scream of anguish, set out to break my soul - from Kiwi
Similes Ex (Refer to Preston English p 317)
Similes Showing distinctive qualities of creatures
1. As agile as ____________
2. as blind as ____________
3. as brave as ____________
4. as bright as ____________
5. as busy as _____________
6. as crafty as ____________
7. as faithful as ___________
8. as fast as ______________
9. as fierce as _____________
10. as gaudy as _____________
11. as gentle as _____________
12. as graceful as ___________
13. as hairy as _____________
14. as happy as ____________
15. as harmless as a _________
16. as heavy as _____________
17. as hungry as _______________
18. as lazy as _________________
19. as like as _________________
20. as lively as ________________
21. as mad as _________________
22. as meek as ________________
23. as nervous as ______________
24. as obstinate as _____________
25. as playful as _______________
26. as poor as _________________
27. as proud as ________________
28. as quiet as _________________
29. as red as __________________
30. as slippery as ______________
31. as slow as _________________
32. as spineless as ______________
33. as strong as ________________
34. as suspicious as _____________
35. as timid as _________________
36. as tricky as _________________
37. as useful as _________________
38. as wise as __________________
1. As agile as ____________
2. as blind as ____________
3. as brave as ____________
4. as bright as ____________
5. as busy as _____________
6. as crafty as ____________
7. as faithful as ___________
8. as fast as ______________
9. as fierce as _____________
10. as gaudy as _____________
11. as gentle as _____________
12. as graceful as ___________
13. as hairy as _____________
14. as happy as ____________
15. as harmless as a _________
16. as heavy as _____________
17. as hungry as _______________
18. as lazy as _________________
19. as like as _________________
20. as lively as ________________
21. as mad as _________________
22. as meek as ________________
23. as nervous as ______________
24. as obstinate as _____________
25. as playful as _______________
26. as poor as _________________
27. as proud as ________________
28. as quiet as _________________
29. as red as __________________
30. as slippery as ______________
31. as slow as _________________
32. as spineless as ______________
33. as strong as ________________
34. as suspicious as _____________
35. as timid as _________________
36. as tricky as _________________
37. as useful as _________________
38. as wise as __________________
Metaphors and Similes
Metaphors and similes can not only make our writing more interesting but also help us to think more carefully about our subjects.
Put another way, metaphors and similes are not just pretty ornaments; they are ways of thinking.
How do we begin to create metaphors and similes?
For one thing, we must be ready to play with language and ideas.
A comparison like the following, for example, might appear in an early draft of an essay:
Laura sang like an old cat.
As we revise our draft, we might try adding more details to the comparison to make it more precise and interesting:
When Laura sang, she sounded like a cat sliding down a chalkboard.
George has been working at the same automobile factory six days a week, ten hours a day, for the past twelve years. (Use a simile or a metaphor to show how worn out George was feeling.)
Sample Responses to Sentence #1
a. George felt as worn out as the elbows on his work shirt.
b. George felt as worn out as an old phonograph record.
c. George felt worn out, like an old punching bag.
d. George felt as worn out as the rusted Impala that carried him to work every day.
e. George felt as worn out as an old joke that was never very funny in the first place.
f. George felt worn out and useless--just another broken fan belt, a burst radiator hose, a stripped wing nut, a discharged battery.
Put another way, metaphors and similes are not just pretty ornaments; they are ways of thinking.
How do we begin to create metaphors and similes?
For one thing, we must be ready to play with language and ideas.
A comparison like the following, for example, might appear in an early draft of an essay:
Laura sang like an old cat.
As we revise our draft, we might try adding more details to the comparison to make it more precise and interesting:
When Laura sang, she sounded like a cat sliding down a chalkboard.
George has been working at the same automobile factory six days a week, ten hours a day, for the past twelve years. (Use a simile or a metaphor to show how worn out George was feeling.)
Sample Responses to Sentence #1
a. George felt as worn out as the elbows on his work shirt.
b. George felt as worn out as an old phonograph record.
c. George felt worn out, like an old punching bag.
d. George felt as worn out as the rusted Impala that carried him to work every day.
e. George felt as worn out as an old joke that was never very funny in the first place.
f. George felt worn out and useless--just another broken fan belt, a burst radiator hose, a stripped wing nut, a discharged battery.
Learn Similes and Metaphors
Websites to learn Similes and Metaphors
http://www.englishclub.com/vocabulary/figures-similes-list.htm
http://www.englishclub.com/vocabulary/figures-simile.htm
http://www.saidwhatguides.co.uk/similes.php http://www.saidwhat.co.uk/spoon/similes.php
http://www.colorwize.com/BODYColorwize.html
http://www.englishclub.com/vocabulary/figures-simile.htm
http://www.saidwhatguides.co.uk/similes.php http://www.saidwhat.co.uk/spoon/similes.php
http://www.colorwize.com/BODYColorwize.html
Friday, January 30, 2015
Reproduction in Plants (P5)
- Lily left the 4 jars below on a table in the Science room.
In which of the following jars would Lily most likely be able to observe germination of the seeds?
(1) D only
(2) C and D only
(3) A, B and C only
(4) A, B, C and D ( )
2. The diagram below shows the fruits of 3 different plants, A, B and C.
P, Q and R are maps showing where the parent plants and their seedlings are growing over a period of 3 months.
Which one of the following correctly relates the map to each plant?
Plant A
|
Plant B
|
Plant C
| |
(1)
|
P
|
R
|
Q
|
(2)
|
P
|
Q
|
R
|
(3)
|
Q
|
R
|
P
|
(4)
|
R
|
Q
|
P
|
( )
3. The table below records the characteristics of four flowers, A, B, C and D.
Which flower is most likely to be self-pollinated?
| ||||||||||||||||||||||
(1) A
(2) B
(3) C
(4) D ( )
4. Study the diagram below.
In plant reproduction, fertilization takes place when a male reproductive cell fuses with the female reproductive cell. In which part(s) of the flower can the male and female cells be found?
Male Reproductive Cell
|
Female Reproductive Cell
| |
(1)
|
A
|
E
|
(2)
|
B
|
G
|
(3)
|
H
|
E
|
(4)
|
F
|
C and D
|
( )
5. Three different types of plants, X, Y and Z were identified on some empty
land as shown in Figure 1. All of them bear fruits. A few years later, as a result of dispersal, more of the plants were found as shown in Figure 2.
X
|
Y
|
Y
|
Y
|
Y
|
Y
|
Y
|
Z
|
Z
|
Z
|
Z
|
Z
|
X
|
X
|
X
|
X
|
X
|
X
|
X
|
Wind Direction
|
Wind Direction
|
Based on what you observe from Figure 2, what are the likely characteristics of the fruits of plants X, Y and Z, which helped them to disperse their seeds?
Plant X
|
Plant Y
|
Plant Z
| |
(1)
|
Has a water-proof outer covering
|
Has air spaces
|
Has thorns
|
(2)
|
Splits open when dry
|
Is hairy and light
|
Has a fibrous husk
|
(3)
|
Has wing-like structures
|
Is fleshy and edible
|
Has a water-proof outer covering
|
(4)
|
Is fleshy and edible
|
Splits open when dry
|
Has hook-like structure
|
Section B: Read the questions carefully and write its correct answer in
the spaces provided.
1.
|
Berries contain seeds.
| |||||||||||
(a)
|
Why do plants produce seeds?
| |||||||||||
(b)
|
Describe one main way that birds help to disperse seeds in these berries.
| |||||||||||
Mary investigates which colour berries show up best.
She hangs different coloured beads on some green plants.
She uses the same number of beads of each colour.
Marcus looks for the beads for two minutes.
Mary counts how many beads of each colour Marcus finds.
The table below shows Mary’s results.
| ||||||||||||
(c)
|
Which colour was easiest to see on the plants?
| |||||||||||
(d)
|
Mary and Marcus think that the colour of the berries might affect the number of seeds dispersed by birds.
How might the colour of berries affect the number of seeds dispersed by birds?
| |||||||||||
2. Ahmad performed an experiment on germination using the apparatus shown below.
He then placed five red bean seeds into each beaker. After 2 days, he noticed that the seeds in Beaker B germinated whereas those in Beaker A did not.
(a) State the aim of his experiment.
___________________________________________________________
___________________________________________________________
(b) What is the purpose of the layer of oil in each beaker?
___________________________________________________________
___________________________________________________________
3.
|
The table below shows the number of processes that must take place before fruits and seeds of flowering plants are produced. The first stage has been done for you.
Number the stages from 2 (the next earliest stage) to 7 (the last stage). Write the numbers in the boxes provided.
| ||||||||||||||||
a)
|
| ||||||||||||||||
b)
|
From the table shown above, which stage (2 to 7) refers to the process of fertilisation?
| ||||||||||||||||
________________________________________________
4. Study the classification table below.
Methods of Reproduction
|
Leaves
|
Suckers
|
Underground stems
|
African Tulip
Begonia
Bryophyllum
|
Bamboo
Banana
Pineapple
|
Onion
Ginger
Water chestnut
|
(a) Identify the plant that has been wrongly classified.
________________________________________________________________
(b) Give 2 advantages of growing new plants from plant parts.
(i) __________________________________________________________
__________________________________________________________
(ii) __________________________________________________________
__________________________________________________________
5. Sarah presented some information on the reproduction of plants as shown below.
|
(a) Based on the flowchart what are the characteristics of Plant C?
________________________________________________________________
________________________________________________________________
(b) State one difference between Plant A and Plant D.
________________________________________________________________
(c) Which of the plants (A, B, C or D) could represent watermelon?
________________________________________________________________
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