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EITHER 5 ‘Revenge in Hamlet is more destructive than restorative.’ In the light of this statement, explore the ways in which Shakespeare presents the consequences of revenge in the play. In your answer, you must consider relevant contextual factors. (Total for Question 5 = 25 marks) OR 6 ‘Hamlet’s intellectual and philosophical nature prevents him from taking decisive action.’ In the light of this statement, explore the ways in which Shakespeare presents Hamlet’s indecision. In your answer, you must consider relevant contextual factors. (Total for Question 6 = 25 marks) EITHER 7 ‘The women in Hamlet are defined by the men around them.’ In the light of this statement, explore the ways in which Shakespeare presents female characters in the play. In your answer, you must consider relevant contextual factors. (Total for Question 7 = 25 marks) OR 8 ‘Madness is a lens through which Shakespeare explores truth and deception in Hamlet .’ In the light of this statement, e...
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Home gardens can transform ‘hungry’ homes

In what ways is fear of Boo Radley presented in the novel? You must consider the context of the novel in your answer.(AO1) • The children’s fear of Boo Radley is shown through their vivid and exaggerated imagination, calling him a “malevolent phantom.” • Scout describes Boo as having “scar across his face” and yellow eyes, creating a fearful image. • Jem and Dill’s stories about Boo include rumors that he “dined on raw squirrels and any cats he could catch,” fueling superstition. • The children dare each other to approach the Radley house, but their fear keeps them cautious and reluctant. • The narrative presents Boo from the children’s perspective, showing how fear is mixed with curiosity and misunderstanding. • Scout’s narrative tone conveys a sense of mystery and childhood innocence that heightens the fear of the unknown. • The gifts left in the knothole of the tree reveal Boo’s kindness, which challenges the initial fearful impression. • The nighttime episode where the child...
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The Story of an Elephant and the Blind Man

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A simple exercise to practice the importance of appreciating diversity. Suitable for a low-resource classroom.  This is a folk tale from India. You can rehearse the story several times and tell it or have students act it out rather than reading it aloud or having students read it alone. Before you present the story to the class, ask students to give their interpretations of the word "see." You may randomly pick or get students to volunteer to answer this question.  Objectives Students will describe different perspectives and how those perspectives impact an individual's point of view. Students will articulate their own perspectives and how those perspectives may impact their perceptions of others and situations. Activity  Before reading, reinforce the idea that "seeing" can mean perceiving something visually   or   understanding an idea after listening to the answers given by student. Ask students to listen  to the story for e...
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