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PPT On IGCSE English Education

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Published in: English | English Literature
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This PowerPoint presentation has been carefully designed to cater to students of all levels, ensuring inclusivity and adaptability to diverse learning needs. It incorporates differentiation strategies to address the varied abilities, interests, and learning styles of students, making it an effective resource for personalized teaching. Aligned with 21st-century learning and teaching principles, the presentation emphasizes: • Critical thinking and problem-solving • Collaboration and communication • Creativity and innovation • The integration of technology-enhanced learning to engage students actively and meaningfully. The content and activities in the presentation encourage an interactive, student-centered approach, promoting lifelong learning skills while providing ample support for both educators and learners. It is an ideal resource for modern classrooms that value engagement, adaptability, and forward-thinking education practices.

Ayesha / Dubai

10 years of teaching experience

Qualification: M.phill in English

Teaches: Language, Mental Maths, Creative Writing, Arabic, English, Science, Maths, Islamic, Economics, Physics, Finance, Mathematics, English Language, Islamic Subjects

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  1. EDlJCATlON
  2. Learning objective WILF 1 minute To be able to understand the key ideas in Mental Cases by Wilfred Owen.
  3. Learning outcome WILF IMINUTE Identify key ideas in the poem, such as trauma and the effects of war. nalyze how Owen uses language and imagery to explore the sychological impact of war. Evaluate the effectiveness of Owen's portrayal of war's psychological impact, discussing how his language convey the lasting scars of war.
  4. Engage / Starter 3minutes 1. What do you think this soldier is feeling as she get the army job? 2.Why do you think the soldier's expression is so different after experiencing the war?
  5. Mental Cases Who are these? Why sit they here in twilight? Wherefore rock they, purgatorial shadows, Drooping tongues from jaws that slob their relish, Baring teeth that leer like skulls' tongues wicked? Stroke on stroke of pain, — but what slow panic, Gouged these chasms round their fretted sockets? Ever from their hair and through their hand palms Misery swelters. Surely we have perished Sleeping, and walk hell; but who these hellish? These are men whose minds the Dead have ravished. Memory fingers in their hair of murders, Multitudinous murders they once witnessed. Wading sloughs of flesh these helpless wander, Treading blood from lungs that had loved laughter. Always they must see these things and hear them, Batter of guns and shatter of flying muscles, Carnage incomparable and human squander Rucked too thick for these men's extrication.
  6. Explore : Collaboration 8-12 minutes. ho are these? hy sit they h twilight? herefore rock ey, purgatorial adows, rooping tongu om jaws that 0b their relish, afing teeth that er like skulls' Group. 2 Stroke on stroke of pain,—but what slow panic, Gouged these chasms round their fretted sockets? Ever from their hair and through their hand palms Misery swelters. Surely we have perished Sleeping, and walk hell; but who these hellish? rou .3 Therefore still their eyeballs shrink tormented Back into their brains, because On their sense Sunlight seems a blood smear; night comes blood-black; Dawn breaks open like a wound that leeds afresh
  7. collaboration and peer check EXPLORE ho are these? Why sit they ere in twilight? herefore rock they, urgatorial shadows, rooping tongues from jaws at slob their relish, aring teeth that leer like •cke ue In your assigned group, read through the stanza given to you. Can you identify words or phrases that relate to the trauma of war? Learning Outcome: Identify key words & ideas in the poem, such as trauma and the effects of war.
  8. Group.2 Stroke on stroke of pain,— but what slow panic, Gouged these chasms round their fretted sockets? Ever from their hair and through their hand palms Misery swelters. Surely we have perished Sleeping, and walk hell; but who these hellish? collaboration and peer check As you read your stanza, look for language and imagery that suggest physical or emotional pain. After identifying key words, how do they align with the broader theme of war's effects on soldiers? Learning Outcome: Analyze how Owen uses language and imagery to explore the psychological impact of war.
  9. Group.3 Therefore still their eyeballs shrink tormented Back into their brains, because on their sense Sunlight seems a blood smear; night comes blood-black; Dawn breaks open like a wound that bleeds afresh collaboration and peer check How do the words and imagery in your assigned stanza convey the internal conflict and psychological lasting scars of the soldiers? -earmng outcome: Evaluate tne of Owen's portrayal 'f war's psychological impact, iiscussing how his language nnvev the lastina scars of war.
  10. explain Mental Cases Wilfred Owen Who are these? Why Sit here in twilight? Wherefore rock they, purgatorial shadows, Drooping tongues from Jaws that slob their relish, Baring teeth that leer like skulls' tongues Wicked? Who are these? Why sit here Twilight a state of confusion, neith er they are dead nor alive. 2. Wherefore rock they, purgatorial shadows they" suuests the restlessness or mental instability Transition time or endless sufferings, a state of cleansing or purification.) 3. Drrx)ping tongues fm m jaws that slob their relish 4. Baring teeth that leer like skulls' tongues wicked? Baring teeth Dehumanized state, where the soldiers may appear animalistic Or monstrous due to their suffering. A "leer" is a cruel or wicked smile. Key idea in this 'The Trauma of War' horror of war , dehumanization
  11. 5. Stroke on stroke of pain, —but What slow panic, Gouged these chasms round their fretted sockets? Ever from their hair and through their hand palms Misery swelters. Surely we have perished Sleeping, and walk hell; but Who these hellish? Stroke on stroke of pain, —but what slow panic The Perpetual Pain and Trauma Of War, The soldiers' pain is not only physical but psychological, and the panic is slow-moving, 6. Gouged these chasms round their fretted sockets ? The verb "gouged" suggests violent and destructive action Chasms mean deep gaps deep emotional wounds brought by war. 7. Ever from their hair and through their hand palms Misery swelters. pain is persistent- even something as simple as hair is touched by their suffering. It implies the pervasive nature of their pain—it is not confined to just one part of their body or mind but extends to every aspect of their being. 8. Surely we have perished Sleeping, and walk hell; but who these hellish?
  12. 9. These are men whose minds the Dead have ravished. This suggests that the memories Of the dead, the violence Of the battlefield, and the sheer horror Of death have overcome or consumed the soldiers' minds. 10. Men.ory fingers in their hair of murders, The soldiers cannot escape the mental grip that their memories have on them, as if these mernories are fingers constantly reminding them Of the horrors they've endured. 11. Multitudinous murders they once witnessed. 12. Wading sloughs of flesh these helpless wander, Wading' • means walking slourly and carefully through something that is deep and heavy. Sloughs" refers to muddy or swampy areas—a place that is difficult to get th rough, Of flesh" suggests that the soldiers are struggling through or are trapped in a wasteland Of their own bodies. 13. Treading blood from lungs that had loved laughter. Lungs" symbolize the breath Of life war. -when they were joyful, full Of life, and capable Of experiencing happiness. 14. Al"'ays they n•ust see these things and hear them, Al"'ays" irnplies that the soldiers are in a constant state of suffering, unable to escape the horrors of their past experiences. The traurna is perrnanent and unavoidable. See these things" refers to the vivid, haunting inmages and n.en.ories of war. Batter Of guns and shatter Of flying muscles, Carnage incomparable and human squander Rucked too thick for these nun's extrication. visual and auditory aspects Of the soldiers' trauma are unavoida ble, making it feel like the War is Still ongoing in their minds _
  13. ? ? NIH ? ? ? d08 ? 1
  14. ELABORATE : 8-12 minutes. PRESENTATION TIME If you were a soldier returning from war and struggling to reconnect with your former identity, how would you navigate the challenges of reintegrating into civilian life? you were a soldier experiencing the trauma depicted in the poem, how would you cope with the emotional and psychological scars left by war? What kind of support or understanding would you need from those around you? Group.3 Therefore still their eyeballs shrink tormented Back nto their brains, ecause on heir sense unlight seems blood smear; ight comes blood-black; Dawn breaks open like a wound that bleeds afresh Stroke on stroke of what slow panic, Gouged these chasms round their fretted sockets? Ever from their hair and through their hand palms Misery swelters. Surely we have perished Sleeping, and walk hell; but who these hellish? ho are these? hy sit they here twilight? herefore rock , purgatorial adows, oping tongues jaws that slob cir relish, aring teeth that er like skulls' cked?
  15. Poem Analysis Rubric CATEGORY Comprehension Analysis Interpretation Student clearly und erstands the poem and accurately answers questions related to the story. Insightfully describes several dominant elements and poetic devices used by the poet and thoughtfully relates how they are used by the poet to reinforce the theme, meaning, mood, or feeling of the Forms a creative hypothesis about the syvnbolic or metaphorical meaning of the poem and is able to support this with evidence from the text. 3 Student seems to understand most Of the poem and accurately answers most questions related to the poem. Accurately describes a couple Of dominant elements and poetic devices used by the poet and accurately relates how these are used by the poet to reinforce the theme, meaning, mood, or feeling of the poem. Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. 2 Student understands some parts of the poem and accurately answers some question related to the Describes some dominant elements and poetic devices used by the poet, but has difficulty describing how these relate to the meaning or feeling Of the poem. Student identifies the literal meaning of the work and/or can relate how the w Ork makes him/her feel personal I y. Student has trouble understandi ng most parts Of the story or answers are incomplete. Has trouble identifying the dominant elements and poetic devices used in the poem. Student finds it difficult to interpret the meaning or mood of the work.
  16. Evaluate Exit Ticket eter today?s lesson on Menta Cases, which image or phrase from the poem stood out to you the most? Why do you think Owen ose such erfulimager to con the horrors of war? Plenary: What have you learnt today?

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