The document provides a teaching module for the poetry component of Malaysia's secondary school English language curriculum, focusing specifically on Form 3. It includes an overview of poetry, suggested activities, assessments, and guidance for teachers to create engaging literature lessons that foster student creativity and appreciation of literary works. The module emphasizes the importance of leisure and nature in poetry, encouraging students to explore and enjoy the beauty around them.

1. P O E T R Y
Form 3
Leisure
Curriculum Development Division. Ministry of Education Malaysia 2011

2. Table of Contents
Contents Page
Preface 1
Acknowledgement 3
Leisure 4
Poetry 6
Introduction 9
Activities 10
Assessment 37
Answer Key 39
Glossary 42

3. Preface
The Teacher’s 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
Poet’s 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:
1

4. - 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
2

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

6. 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
4

7. 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 POETRY
Plot Subject matter
Theme Theme
Characterisation Very rarely
Point of view Voice/persona
Tone Tone
Mood Mood
5

8. 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 Is usually intended to be Compresses ideas: Poetry
words and the rhythms of read aloud. uses less space than prose
phrases does to present an idea
Lyric Poetry is meant to Many poems talk about Narrative Poetry is meant to
reveal the poet’s feelings ordinary events. tell a story
and unique reactions
A poem may stir up deep Poems use the sounds of
feelings in the readers 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

9. 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 Fighter‟s 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 Fighter‟s 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. Nobod‟y 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 : http://contemporarylit.about.com/od/poetry/a/poetry.htm
Date accessed : 12 October 2009
URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
cinquaindescrip.htm
Date accessed : 12 October 2009
7

10. 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

11. 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 life’s 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
9

12. LEISURE POETRY
Activities
Activities Titles Page
Pre – Activity 1 Seeing Is Believing 11
Pre – Activity 2 Rhyme Time 12
Pre – Activity 3 Leisure 15
While-Activity 4 Meaningful Leisure 16
While-Activity 5 Action Chorus 18
While-Activity 6 To ... 19
While-Activity 7 Get The Picture? 20
While-Activity 8 Thy Name, Beauty 21
While-Activity 9 Understanding Leisure 23
Post-Activity 10 Negleisure 25
Post-Activity 11 The Optimist’s View 27
Post-Activity 12 Leisure Mail 29
Extension 13 Cinquaine 31
Extension 14 Get Rapping 32
Extension 15 Show and Tell 34
10

13. LEISURE PRE–ACTIVITY 1
Seeing is Believing
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To express opinions on nature
2. To give reasons why they like a particular scene in a video clip
2.
MATERIALS
………………………………………………………………………………………………
1. A4 paper 2. A short video clip on nature (see notes)
STEPS
………………………………………………………………………………………………
1. Get the students to watch a short video clip on nature.
2. Ask the students to get into groups of four.
3. Tell the students to write about the scene they like in the video clip and the
reasons for their choice on A4 paper.
4. Get a representative from each group to read out their group’s 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
11

14. LEISURE PRE–ACTIVITY 2
Rhyme Time!
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To list words that rhyme
2. To compose and present rhyming couplets
MATERIALS
………………………………………………………………………………………………
1. Worksheets 2a and 2b 2. Marker pens
STEPS
………………………………………………………………………………………………
1. Get the students to form groups of four.
2. Distribute Worksheets 2a and 2b.
3. Instruct the students to list words that rhyme (Activity A).
4. Get them to complete the couplet with the words chosen from the list (Activity B).
5. Tell the students to write their own couplet (Activity C).
Reduce the number of columns and rows for less proficient students.
6. Get a representative from each group to read aloud the group’s 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

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

16. 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

17. LEISURE PRE–ACTIVITY 3
Leisure
Time : 15 minutes
AIMS
………………………………………………………………………………………………
1. To list nouns related to nature
2. To compose and present simple acrostic poems
MATERIALS
………………………………………………………………………………………………
1. Display sheets (mah-jong paper) 2. Marker pens
STEPS
………………………………………………………………………………………………
1. Get the students to form groups of four.
2. Brainstorm for nouns related to nature
3. Show an example of a simple acrostic poem with a noun related to nature .
(See notes)
4. 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.
5. Instruct each group to present their poem.
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 Source:
Everlasting http://www.edu.pe.ca/stjean/playing%20with%20poetry/Hickey/acrost
ic.htm
15

18. LEISURE WHILE–ACTIVITY 4
Meaningful Leisure
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To understand the meanings of key words
2. To identify and understand the main ideas
MATERIALS
………………………………………………………………………………………………
1. The poem 2. Worksheet 4
STEPS
………………………………………………………………………………………………
1. Get the students to work in groups of four. The four students are called
Nature, Time, Life and Leisure.
2. Tell the students to discuss and answer questions in Worksheet 4.
3. Ask the students named Life and Leisure to move to other groups and form new
groups.
4. Instruct the students to compare and discuss answers of both groups.
5. Tell Life and Leisure to go back to their original groups and discuss the answers.
5. Get the students to present their answers.
16

19. 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 MEANINGS
1 below
2 branches
3 forest
a rodent with a bushy tail which feeds
4
on nuts and seeds
5 to look or gaze fixedly
6 rivers
7 full of concerns or troubles
8 to look briefly
9 to improve the quality of something
10 bright day
11 time spend doing what we enjoy
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. To what does the phrase a „poor life‟ refer?
…………………………………………………………………………………………
4. Why do you think ‘no time’ is repeated throughout the poem?
…………………………………………………………………………………………
17

20. LEISURE WHILE–ACTIVITY 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.
18

21. LEISURE WHILE–ACTIVITY 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

22. LEISURE WHILE–ACTIVITY 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. The poem 3. Marker pens / other art materials
2. Display sheets 4. Blue tack
STEPS
………………………………………………………………………………………………
1. Get the students to work in groups of four.
2. Distribute display sheets and marker pens.
3. Instruct the students to talk about the poem and draw pictures to illustrate it.
4. Tell the students to display and present their work to the class.
5. Give a reward for the best drawings or illustrations.
20

23. LEISURE WHILE–ACTIVITY 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.
21

24. 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 dancer’s. 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) …………………………….…………………………………………………………..
…………………………….…………………………………………………………..
22

25. LEISURE WHILE –ACTIVITY 9
Understanding Leisure
Time : 40 minutes
AIMS
…………………………………………………………………………………………
1. To understand the poem
2. To match the stanzas of the poem to their meanings
MATERIALS
………………………………………………………………………………………………
1. Worksheet 9
STEPS
………………………………………………………………………………………
1. Tell the students to work in pairs to match the stanzas of the poem to their correct
meanings in Worksheet 9.
2. Ask the students to compare and discuss each other’s answers.
3. Get a student to present the answers to the class.
2.
Literal and figurative language
3.
4.  Literal meaning is straightforward or factual meaning.
5.  Figurative meaning is implied meaning.
Examples:
6.
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 POETR
23

26. 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, a. In daylight, streams sparkle in the
We have no time to stand and stare. sunshine and look like they are
full of stars. Busy people miss this
beautiful sight.
2. No time to stand beneath the boughs b. Nature is personified as a
And stare as long as sheep or cows. beautiful, dancing maiden. We
don’t have time to admire Nature’s
beauty or the movements in
nature.
3. No time to see, when woods we pass, c. Life is meaningless when we do
Where squirrels hide their nuts in grass. not have leisure time.
4.No time to see, in broad daylight, d. People are in such a hurry that
Streams full of stars, like stars at they do not have time to observe
night. the pleasing sights and changes in
nature.
5.No time to turn at Beauty’s glance, e. People living a busy life do not
And watch her feet, how they can have the leisure to stand under
dance. the trees and gaze at their
surroundings.
6.No time to wait till her mouth can f. When people pass through a forest
Enrich that smile her eyes began. in a hurry, they do not notice the
wonders of nature.
7.A poor life this if, full of care, g. A busy life causes people not to
We have no time to stand and stare. have leisure time.
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27. LEISURE POST–ACTIVITY 10
Negleisure
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To compose simple couplets
2. To recite poems with feelings and expressions
MATERIALS
………………………………………………………………………………………………
1. Worksheet 10 2. A4 paper .
STEPS
………………………………………………………………………………………………
1. Instruct the students to discuss in groups other things that we have no time to do
life.
2. Students note down their ideas on a piece of paper.
3. Tell them to write couplets similar to the couplets in the poem, ‘Leisure’ in
Worksheet 10.
4. 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

28. 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 ……………………………………………………………………………………………………………………………………..
26

29. LEISURE POST–ACTIVITY 11
The Optimist’s 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.
27

30. LEISURE WORKSHEET 11
The Optimist’s View
Write positive sentences using modals such as must, should and have to.
Stanza Negative lines Positive lines
1 We have no time to stand and stare. We must make time to stand and stare.
We have no time to stand and look
2 at things around us like sheep or
cows.
We have no time to see squirrels
3 hiding their nuts when we pass
through woods.
We have no time to see the beautiful
4
shimmering streams in the sunlight.
5 We have no time to admire nature.
We have no time to observe the
6
movements of things in nature.
We have such a meaningless life
7
when we have no leisure.
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31. LEISURE POST–ACTIVITY 12
Leisure Mail
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To understand and retell the poem in one’s 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.
29

32. 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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33. LEISURE EXTENSION 13
Cinquain
Time : 40 minutes
AIM
………………………………………………………………………………………………
1. To compose a cinquain
MATERIALS
………………………………………………………………………………………………
1. Display sheets 2. Marker pens
STEPS
………………………………………………………………………………………………
1. Get the students to work in groups of four.
2. 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.)
3. Ask the students to compose a cinquain.
4. Tell each group to recite their cinquains.
5. 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:
Party
LEISURE happy, cheerful
singing, eating, playing
My eight birthday party
Perfect
31

34. LEISURE EXTENSION 14
Get Rapping!
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To compose a rap
2. To give opinions
3. To rap a poem
MATERIALS
………………………………………………………………………………………………
1. Worksheet 14
2. Video clip from http://www.youtube.com/watch?v=QDlQm5jFL50
STEPS
………………………………………………………………………………………………
1. Distribute the lyrics of the rap, „Banana Rap‟ to the students.
2. Play the video clip, „Banana Rap‟ to the students.
3. Explain to the students the significance of rhyme and rhythm in a rap using
„Banana Rap‟ as an example.
4. Ask the students to write the lyrics of a rap about leisure in groups of four.
5. Give the students time to practice their rap.
6. 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.
32

35. LEISURE 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)
33

36. LEISURE EXTENSION 15
Show and Tell
Time : 80 minutes
AIM
………………………………………………………………………………………………
1. To describe one’s hobby
MATERIAL
………………………………………………………………………………………………
1. Score sheet
STEPS
………………………………………………………………………………………………
1. Tell the students to bring one item to represent their hobby e.g. camera for their
hobby, photography.
2. Students write short notes on their hobby using the selected item, e.g. the
camera, as a guide.
3. Get the students to show the item and tell the class about their hobby based on
the notes.
4. Tell the class to evaluate each student’s presentation using Score Sheet 15.
34

37. LEISURE 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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38. LEISURE SCORE SHEET 15
Show and tell
ASSESSMENT FORM FOR ORAL PRESENTATION
Weak Fair Average Good Excellent
CONSTRUCT SCORE
1 2 3 4 5
Grammar and
1
Vocabulary
Pronunciation and
2
intonation
Fluency and
3
rhythm
4 Ideas and details
TOTAL SCORE
36

39. LEISURE SUMMATIVE ASSESSMENT 16
Have I understood?
Read the poem and answer the questions below.
1. In the first couplet, what is the persona’s 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)
37

40. 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)
38

41. LEISURE SUGGESTED ANSWERS
Suggested answers
PRE–ACTIVITY 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.
WHILE–ACTIVITY 4: LEISURELY LIFE
Part A
1 below beneath
2 branches boughs
3 forest woods
a rodent with a bushy tail which feeds on
4 squirrel
nuts and seeds
5 to look or gaze fixedly stare
6 rivers streams
7 full of concerns or troubles full of care
8 to look briefly glance
9 to improve the quality of something enrich
10 bright day broad daylight
11 time spent doing what we enjoy leisure
Part B
1. It suggests being busy or occupied.
2. i) Watching the squirrels. ii) Standing beneath the boughs.
iii) Staring. iv) Watching shimmering streams.
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.
39

42. WHILE–ACTIVITY 6: “To…”
A. Infinitives found in „Leisure‟
1. to stand and stare
2. to stand
3. to see
4. to see
5. to turn
6. to wait
7. 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.
WHILE–ACTIVITY 8: THY NAME, BEAUTY
1. The capital ‘B‟ is used to show that Beauty is seen here as a person whose name is
Beauty.
2. Beauty is a female as the poet uses words such as ‘her feet‟, „her mouth‟ and „her
eyes‟.
3 The movements of leaves and trees during a breeze. /
Clouds scurrying by / Water rippling in the sea.
(Accept any 2 logical answers.)
4. 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.)
WHILE–ACTIVITY 9: UNDERSTANDING LEISURE
1. g 2. e 3. f 4. a 5. b 6. d 7. c
POST–ACTIVITY 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

43. 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]
POST–ACTIVITY 11: THE OPTIMIST’S 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. People are busy and do not have time to observe nature.
2. They stare at their surroundings for a long time.
3. Forest.
4. The sun reflecting light on the water.
5. 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.]
41

44. LEISURE GLOSSARY
Glossary
1. stare (line 2) – (verb) to gaze fixedly and intently, especially with the eyes wide open
2. beneath (line 3) – (preposition) below; under
3. boughs (line 3) – (noun) the large or main branches of a tree
4. in broad daylight (line 7) – (phrase) during the day when it is bright
5. glance (line 9) – (noun) a quick look at something or someone
6. enrich (line 12) – (verb) to increase the wealth of something
42