Page 81 - English_F5

English

1. Reread the poem, identify and discuss the figurative language and imagery used
and the themes depicted in the poem.
2. Present your work explaining how you interpreted the figurative language and
imagery and how then contribute to the overall meaning and mood of the poem.
3. Conduct a whole class discussion on the different interpretations and
understandings presented by the groups, exploring the effectiveness of the use
FOR ONLINE READING ONLY
of figurative language in conveying the themes and emotions realised in the
poem.
4. Use any reliable source to search for the concept of figurative language, imagery,
and symbolism. Compile and write a summary with examples of relevant detail
of the concepts.

(e) Read the following story and answer the questions that follow.

Corruption woes

Lucy and Halima have been friends since childhood and live in Bwina, a small town in
Mahala District. Their bond, therefore, is as strong as an ancient baobab tree. Growing
up, they never sensed the growing corrupt practices that had seeped into the fabric of
their community like a venomous snake, coiling around the hopes and dreams of many
people. It is only now, that they are old enough, Lucy and Halima witness its effects
firsthand, their once vibrant village now plagued by poverty and despair.
As the duo walked through the dusty streets, they realise the effects of corruption. The
tarmac roads that are supposed to have been repaired in the past four years have not been
repaired by the same company that has been awarded contracts in three consecutive
years. Ironic, right?

“Our town is like a withered flower, robbed of its beauty by the hands of corruption.”
Lucy laments. Her words echo like a haunting melody, a sombre reminder of the harsh
reality the town faces.

Halima nodded, her eyes reflecting the pain etched deep within her soul. She has always
dreamed of coming back to work in Ngwina, but it now seems difficult. “It’s as if our
dreams are shackled by chains of deceit,” she murmurs, her voice filled with sorrow.
Gwina, which had been a beacon of hope, has become a shadow of its former self. Once
filled with thriving businesses, the streets now lay deserted and the children’s laughter
replaced by the eerie dusty silence.

As they walk, they decide to take the bull by the horns, becoming the catalysts of
change and refusing to succumb to despair. They vow to be the catalysts of change, the
guiding lights in the darkness that enveloped their village.

Form Five 72 Tanzania Institute of Education (TIE)

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