3. Describe a 50-minute English lesson you have recently taught. Explain your instructional decisions and how your students responded during the lesson. If you were to teach the same lesson again, what would you do differently and why? (20%)

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2025/05/03

Essay: Reflecting on...

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5. Read the following excerpt from George Orwell’s Politics and the English Language. Based on the given passage, design three reading comprehension questions and four cloze test questions. For each question, please indicate the correct answer and provide a brief rational explanation. (20%) In our time, political speech and writing are largely the defense of the indefensible. Things like the continuance of British rule in India, the Russian purges and deportations, the dropping of the atom bombs on Japan, can indeed be defended, but only by arguments which are too brutal for most people to face, and which do not square with the professed aims of the political parties. Thus, political language has to consist largely of euphemism, question-begging, and sheer cloudy vagueness. Defenseless villages are bombarded from the air, the inhabitants driven out into the countryside, the cattle machine-gunned, the huts set on fire with incendiary bullets: this is called pacification. Millions of peasants are robbed of their farms and sent trudging along the roads with no more than they can carry: this is called transfer of population or rectification of frontiers. People are imprisoned for years without trial, or shot in the back of the neck, or sent to die of scurvy in Arctic lumber camps: this is called elimination of unreliable elements. Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. One cannot change all this in a moment, but one can at least change one’s own habits, and from time to time one can even, if one jeers loudly enough, send some worn-out and useless phrase—some jackboot, Achilles’ heel, hotbed, melting pot, acid test, veritable inferno, or other lump of verbal refuse—into the dustbin where it belongs. But if thought corrupts language, language can also corrupt thought. A bad usage can spread by tradition and imitation, even among people who should and do know better. The English language becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. If one gets rid of these bad habits, one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers. I have not here been considering the literary use of language, but merely language as an instrument for expressing and not for concealing or preventing thought. When one reads badly written passages, one is often unconsciously influenced by them. A speaker who uses vague language or pretentious diction is not merely being dishonest: they may also be unconsciously defending an unjustifiable action simply because the words make it sound acceptable

3. Describe a 50-minute English lesson you have recently taught. Explain your instructional decisions and how your students responded during the lesson. If you were to teach the same lesson again, what would you do differently and why? (20%)

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