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respond."},{"text":"A child searches during a game, then discovers everyone hiding.","correct":false,"explanation":"This reverses the child’s role in the game: the child is hiding rather than seeking. After emerging, the child finds that nobody answers."},{"text":"A child escapes from home, then becomes frightened of the darkness.","correct":false,"explanation":"The hiding place and darkness may feel threatening, but the child has not run away. The surface story concerns hiding during a game and receiving no response afterwards."},{"text":"A child cheats during a game, then admits the truth to everyone.","correct":false,"explanation":"The child’s long period in hiding may seem excessive, but there is no cheating or confession. The child hides, waits and eventually finds nobody answering."}]},{"id":"a3b36167-06f4-4777-994c-b8e9c873b524","cardType":"basic","points":1,"front":"Which quotation shows the child’s confidence at the start?","back":"“I’m ready! Come and find me!”","mcqOptions":[{"text":"“I’m ready! Come and find me!”","correct":true,"explanation":"The exclamation marks and direct challenge show the child beginning the game with excitement and certainty, confidently expecting the seekers to come and discover the hiding place."},{"text":"“The floor is cold.”","correct":false,"explanation":"This physical observation conveys discomfort rather than confidence. The opening declaration “I’m ready! Come and find me!” shows the child’s initial excitement and certainty."},{"text":"“Your legs are stiff.”","correct":false,"explanation":"Stiff legs indicate that the child has waited uncomfortably for a long time, not that the child feels confident. The energetic opening challenge provides the clearest evidence of confidence."},{"text":"“Where are they who sought you?”","correct":false,"explanation":"This final question expresses confusion and abandonment after the game has broken down. Confidence appears at the start in “I’m ready! Come and find me!”"}]},{"id":"62a24ec1-31dd-4490-8fbf-1a3b07c04303","cardType":"cloze","points":null,"front":"Hide and Seek is a [ ] that moves [ ] from hiding to emerging.","back":"Hide and Seek is a narrative poem that moves chronologically from hiding to emerging.","mcqOptions":[{"text":"Hide and Seek is a narrative poem that moves chronologically from hiding to emerging.","correct":true,"explanation":"The poem tells a sequence of events, making it narrative, and follows their time order from entering the hiding place through waiting to finally emerging."},{"text":"Hide and Seek is a lyric poem that moves chronologically from hiding to emerging.","correct":false,"explanation":"Although the poem explores emotion, its defining structure is narrative because it tells the story of the game. Events unfold chronologically from hiding to emerging."},{"text":"Hide and Seek is a narrative poem that moves cyclically from hiding to emerging.","correct":false,"explanation":"The ending does not return the child to the starting situation, so the movement is not cyclical. The narrative develops chronologically from hiding to emerging."},{"text":"Hide and Seek is a dramatic monologue that moves retrospectively from hiding to emerging.","correct":false,"explanation":"The poem is not a speaker’s retrospective account to a silent listener. It is a narrative poem whose events progress chronologically through the child’s experience."}]},{"id":"0ff0a341-fea7-4f81-8601-b1eaca710bf2","cardType":"basic","points":2,"front":"What emotional movement does the poem follow?","back":"It shifts from playful confidence to isolation.","mcqOptions":[{"text":"It shifts from playful confidence to isolation.","correct":true,"explanation":"The child begins with an excited challenge and certainty about being found, but the prolonged silence and unanswered final question transform the game into an experience of isolation."},{"text":"It shifts from nervous hesitation to celebration.","correct":false,"explanation":"The child begins eagerly rather than hesitantly, and the ending offers no celebration. The emotional movement runs from playful confidence to isolation when nobody responds."},{"text":"It shifts from angry defiance to relief.","correct":false,"explanation":"The opening challenge is playful, not angry, while emerging brings confusion rather than relief. The poem moves from the child’s confidence towards loneliness and isolation."},{"text":"It shifts from quiet loneliness to playful confidence.","correct":false,"explanation":"This reverses the poem’s emotional direction. The child starts confidently and playfully, but waiting alone and receiving no answer creates isolation by the ending."}]},{"id":"5192dc8c-f65b-442a-b1eb-2df6448a60ce","cardType":"basic","points":2,"front":"How does second-person narration affect the reader?","back":"It places the reader inside the child’s experience.","mcqOptions":[{"text":"It places the reader inside the child’s experience.","correct":true,"explanation":"Addressing the central figure as “you” makes the reader imagine performing the child’s actions and feeling the discomfort, suspense and eventual loneliness directly."},{"text":"It places the reader outside the child’s experience.","correct":false,"explanation":"Second-person narration reduces distance rather than creating it. By repeatedly addressing “you”, the poem places the reader inside the child’s physical and emotional experience."},{"text":"It makes the reader judge the child’s behaviour.","correct":false,"explanation":"The second person primarily encourages identification, not moral judgement. It invites the reader to inhabit the child’s hiding, waiting and growing uncertainty as if experiencing them personally."},{"text":"It allows the reader to hear every player’s thoughts.","correct":false,"explanation":"Second-person narration centres the child’s experience and does not reveal the seekers’ thoughts. Its effect is to make the reader share the child’s immediate perspective."}]},{"id":"468d674c-5f26-4289-b0c4-262606c5fe32","cardType":"basic","points":2,"front":"What does the final question “where are they who sought you?” suggest?","back":"The game has become lonely and unresolved.","mcqOptions":[{"text":"The game has become lonely and unresolved.","correct":true,"explanation":"The unanswered question confirms neither where the seekers went nor why they stopped searching, leaving the child alone and the game without a reassuring conclusion."},{"text":"The game has become competitive and exciting.","correct":false,"explanation":"The missing seekers and unanswered question remove the excitement of competition. The ending instead leaves the child lonely, with the game’s outcome unresolved."},{"text":"The game has become successful and complete.","correct":false,"explanation":"Nobody finds or answers the child, so the game reaches no successful conclusion. The final question emphasises that the child is isolated and the situation remains unresolved."},{"text":"The game has become violent and dangerous.","correct":false,"explanation":"The ending creates unease, but there is no explicit violence or physical danger. Its main effect is loneliness and uncertainty because the seekers have disappeared without explanation."}]},{"id":"675b76c5-1025-456d-bdf4-21c12577dd29","cardType":"cloze","points":null,"front":"The poem is presented as one [ ], making the reader feel [ ] in the waiting.","back":"The poem is presented as one continuous stanza, making the reader feel trapped in the waiting.","mcqOptions":[{"text":"The poem is presented as one continuous stanza, making the reader feel trapped in the waiting.","correct":true,"explanation":"The absence of stanza breaks creates an unbroken stretch of experience, mirroring the child’s prolonged hiding and making the waiting feel enclosed and difficult to escape."},{"text":"The poem is presented as one continuous stanza, making the reader feel relaxed in the waiting.","correct":false,"explanation":"The unbroken stanza sustains pressure rather than relaxation. Its continuous form mirrors the prolonged wait and makes the reader share the child’s increasingly trapped feeling."},{"text":"The poem is presented as one rhyming couplet, making the reader feel trapped in the waiting.","correct":false,"explanation":"The whole poem is not a single two-line rhyming unit. It forms one continuous stanza, whose lack of visual breaks reinforces the trapped sensation of waiting."},{"text":"The poem is presented as one divided stanza, making the reader feel liberated in the waiting.","correct":false,"explanation":"Calling the stanza divided contradicts its continuous presentation, and the waiting feels restrictive rather than liberating. The unbroken stanza makes the reader feel trapped alongside the child."}]},{"id":"b4551a86-365c-4460-bf77-0dac3ccd92fc","cardType":"basic","points":2,"front":"How does the irregular rhyme affect the poem’s mood?","back":"It makes the childhood game feel less predictable.","mcqOptions":[{"text":"It makes the childhood game feel less predictable.","correct":true,"explanation":"Because the rhyme does not settle into a fully regular pattern, it introduces uncertainty and reflects how the familiar childhood game gradually becomes strange and unsettling."},{"text":"It makes the childhood game feel more predictable.","correct":false,"explanation":"Regular rhyme would create stronger predictability, whereas irregular rhyme disrupts expectations. This helps the apparently familiar game feel increasingly uncertain and less predictable."},{"text":"It makes the childhood game feel strictly controlled.","correct":false,"explanation":"A strict, consistent rhyme scheme would suggest control. The irregular pattern instead weakens that sense of order and mirrors the game becoming less predictable."},{"text":"It makes the childhood game feel completely cheerful.","correct":false,"explanation":"Rhyme can suggest playfulness, but its irregularity prevents a consistently cheerful mood. The disrupted pattern supports the game’s shift towards uncertainty and makes it less predictable."}]},{"id":"68dae229-693f-45cc-8427-9f0bc7075cf4","cardType":"basic","points":2,"front":"What effect do imperatives such as “Call” and “Don’t breathe” create?","back":"They make the poem feel like self-instructions.","mcqOptions":[{"text":"They make the poem feel like self-instructions.","correct":true,"explanation":"The imperatives suggest that the hiding child is silently directing themself. This conveys intense concentration as the child tries not to breathe, move or reveal their location."},{"text":"They make the poem feel like instructions to the searchers.","correct":false,"explanation":"The commands are not addressed to the searchers because the child is alone and hiding. They sound like self-instructions used to control the child’s breathing and movement."},{"text":"They make the poem feel like rules imposed by adults.","correct":false,"explanation":"No adult is presented as giving these commands. Their urgent, private quality makes them sound like self-instructions through which the child controls their own behaviour."},{"text":"They make the poem feel like questions asked in panic.","correct":false,"explanation":"These are commands rather than questions, so they do not express uncertainty. They function as self-instructions that reveal the child’s effort to remain completely hidden."}]},{"id":"19f7dcc6-db9d-4a13-b014-2fc4f7b50054","cardType":"cloze","points":null,"front":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create [ ] and a [ ] rhythm.","back":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create caesurae and a tense rhythm.","mcqOptions":[{"text":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create caesurae and a tense rhythm.","correct":true,"explanation":"Each full stop forces a strong pause, creating repeated caesurae. The broken, abrupt rhythm reflects the child’s tense concentration and urgent determination to remain undiscovered."},{"text":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create enjambment and a tense rhythm.","correct":false,"explanation":"Enjambment occurs when meaning continues across a line break without punctuation, whereas these full stops create caesurae. Their abrupt pauses produce the tense rhythm."},{"text":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create caesurae and a relaxed rhythm.","correct":false,"explanation":"Although the full stops do create caesurae, their abrupt repetition is not relaxing. The short, broken commands establish a tense rhythm reflecting the pressure of hiding."},{"text":"In “Don’t breathe. Don’t move. Stay dumb.”, full stops create alliteration and a flowing rhythm.","correct":false,"explanation":"Alliteration comes from repeated initial sounds, not punctuation, and full stops interrupt rather than extend the flow. They create caesurae and a tense, halting rhythm."}]},{"id":"65a889f0-aff4-47ef-83ca-48559cff769a","cardType":"basic","points":2,"front":"How does enjambment in “the lane / And then the greenhouse” affect meaning?","back":"It suggests the search is still continuing.","mcqOptions":[{"text":"It suggests the search is still continuing.","correct":true,"explanation":"The sentence runs over the line break, carrying the reader from one location to the next. This continuing movement mirrors the searchers checking further places."},{"text":"It suggests the search has already finished.","correct":false,"explanation":"The enjambment prevents a firm pause and carries the search into another location, so it indicates continuation rather than completion. The search is still continuing."},{"text":"It suggests the child is leaving the hiding place.","correct":false,"explanation":"The movement between locations belongs to the search, not to the hidden child. Enjambment carries the description onwards, suggesting that the search is still continuing."},{"text":"It suggests the greenhouse is completely inaccessible.","correct":false,"explanation":"The line break does not establish that the greenhouse cannot be reached. Instead, enjambment links successive locations and suggests that the search is still continuing."}]},{"id":"076fa1b4-26dc-4576-b7b9-6bf1a4fef122","cardType":"basic","points":2,"front":"How does “smell like the seaside” affect the toolshed?","back":"It makes it feel imaginative and childlike.","mcqOptions":[{"text":"It makes it feel imaginative and childlike.","correct":true,"explanation":"The child imaginatively connects the toolshed’s smell with the seaside. This transforms an ordinary hiding place into something vivid and shows a playful, childlike perspective."},{"text":"It makes it feel dangerous and threatening.","correct":false,"explanation":"The seaside association transforms the ordinary toolshed through the child’s imagination rather than making it threatening. It therefore feels imaginative and childlike."},{"text":"It makes it feel clean and hygienic.","correct":false,"explanation":"The seaside comparison is an imaginative sensory association, not evidence that the toolshed is clean. It makes the setting feel imaginative and childlike."},{"text":"It makes it feel realistic and ordinary.","correct":false,"explanation":"Comparing the toolshed’s smell to the seaside moves beyond a literal description. The surprising association makes the hiding place feel imaginative and childlike."}]},{"id":"873d921e-4717-4a0f-b1aa-4eb91bb20d7a","cardType":"basic","points":2,"front":"How does “salty dark” change the hiding place?","back":"It makes darkness feel physical and uncomfortable.","mcqOptions":[{"text":"It makes darkness feel physical and uncomfortable.","correct":true,"explanation":"The adjective “salty” gives darkness a taste and texture, making it seem almost tangible. This sensory quality intensifies the child’s physical discomfort in the confined space."},{"text":"It makes darkness feel distant and abstract.","correct":false,"explanation":"Describing darkness as salty gives it a bodily, sensory presence rather than making it abstract. The phrase makes the darkness feel physical and uncomfortable."},{"text":"It makes darkness feel bright and welcoming.","correct":false,"explanation":"Neither “salty” nor “dark” has a bright, welcoming effect in this enclosed hiding place. Their combination makes the darkness feel physical and uncomfortable."},{"text":"It makes darkness feel peaceful and comforting.","correct":false,"explanation":"The sensory force of “salty” makes the darkness seem invasive rather than comforting. It gives the hiding place a physical and uncomfortable atmosphere."}]},{"id":"d9c4b846-4ae5-4970-aab3-80d4f90d0c04","cardType":"basic","points":2,"front":"What does “moves in your throat” suggest about the smell?","back":"It feels intrusive and suffocating.","mcqOptions":[{"text":"It feels intrusive and suffocating.","correct":true,"explanation":"The smell seems to enter and move inside the child’s throat. This gives it an invasive physical presence and suggests difficulty breathing, making it intrusive and suffocating."},{"text":"It feels fresh and energising.","correct":false,"explanation":"Movement in the throat suggests obstruction and bodily discomfort, not freshness. The smell seems to enter the child’s body, making it feel intrusive and suffocating."},{"text":"It feels faint and pleasant.","correct":false,"explanation":"A smell that seems to move in the throat has a forceful bodily effect rather than a faint one. It feels intrusive and suffocating."},{"text":"It feels distant and harmless.","correct":false,"explanation":"The throat is inside the body, so this image makes the smell uncomfortably close rather than distant. Its physical presence feels intrusive and suffocating."}]},{"id":"428dd1f7-cc42-4c5a-b874-8b058b94c56c","cardType":"cloze","points":null,"front":"“The darkening garden watches” uses [ ] to make the ending feel [ ].","back":"“The darkening garden watches” uses personification to make the ending feel eerie.","mcqOptions":[{"text":"“The darkening garden watches” uses personification to make the ending feel eerie.","correct":true,"explanation":"The garden is given the human ability to watch. This personification makes the setting seem conscious and observant, creating an eerie sense that the child is not truly alone."},{"text":"“The darkening garden watches” uses simile to make the ending feel peaceful.","correct":false,"explanation":"There is no comparative word such as “like” or “as”, so this is not a simile. Giving the garden the human ability to watch is personification, creating an eerie ending."},{"text":"“The darkening garden watches” uses personification to make the ending feel reassuring.","correct":false,"explanation":"The technique is personification, but a garden watching the child suggests surveillance rather than comfort. It makes the ending feel eerie, as though the surroundings are alive."},{"text":"“The darkening garden watches” uses alliteration to make the ending feel celebratory.","correct":false,"explanation":"The main technique is not repeated initial sounds but the human action of watching assigned to the garden. This personification makes the ending eerie rather than celebratory."}]},{"id":"48d6c596-08e0-44d1-8424-1ab86f2bf689","cardType":"basic","points":2,"front":"How does “The bushes hold their breath” echo the child’s behaviour?","back":"It echoes “Don’t breathe”, spreading stillness across the setting.","mcqOptions":[{"text":"It echoes “Don’t breathe”, spreading stillness across the setting.","correct":true,"explanation":"The bushes are personified as copying the child’s breath-holding. This echoes the earlier command “Don’t breathe” and makes the entire setting share the child’s tense stillness."},{"text":"It echoes “Stay dumb”, spreading silence across the setting.","correct":false,"explanation":"Although “dumb” relates to silence, the bushes specifically hold their breath. This directly echoes “Don’t breathe”, spreading the child’s stillness across the natural setting."},{"text":"It echoes “Don’t move”, spreading movement across the setting.","correct":false,"explanation":"Holding breath implies stillness, but its clearest verbal connection is to the instruction “Don’t breathe”. The echo spreads stillness, not movement, across the setting."},{"text":"It echoes the searchers’ calls, spreading noise across the setting.","correct":false,"explanation":"Holding breath suggests silence rather than the noise of people calling. It echoes the child’s instruction “Don’t breathe”, spreading stillness across the setting."}]},{"id":"e97dffae-a994-4ba0-a572-a352678f96cc","cardType":"basic","points":2,"front":"How does the semantic field of silence change by the end?","back":"Silence shifts from game strategy to frightening absence.","mcqOptions":[{"text":"Silence shifts from game strategy to frightening absence.","correct":true,"explanation":"Initially, staying silent helps the child avoid discovery, but the continuing silence eventually suggests that everyone has disappeared, transforming excitement into fear and isolation."},{"text":"Silence shifts from frightening absence to game strategy.","correct":false,"explanation":"This reverses the poem’s development. Silence begins as a deliberate hiding strategy, but it becomes a frightening sign that the other children may have abandoned the speaker."},{"text":"Silence shifts from private sadness to shared celebration.","correct":false,"explanation":"The ending does not bring companionship or celebration. Silence changes from a useful game strategy into evidence of frightening absence as the isolated speaker receives no response."},{"text":"Silence shifts from peaceful stillness to playful excitement.","correct":false,"explanation":"The poem moves towards anxiety rather than excitement. Silence first helps the speaker remain hidden, then becomes frightening because it suggests that the searchers have gone."}]},{"id":"affe4474-69d3-4b74-af83-25c88670ea17","cardType":"basic","points":2,"front":"What effect does “prowling in” have on the searchers?","back":"It makes them seem animal-like and threatening.","mcqOptions":[{"text":"It makes them seem animal-like and threatening.","correct":true,"explanation":"“Prowling” commonly describes a predatory animal moving stealthily towards prey, so it makes the searchers appear dangerous and increases the hidden speaker’s sense of vulnerability."},{"text":"It makes them seem child-like and entertaining.","correct":false,"explanation":"Although the characters are playing a children’s game, “prowling” introduces predatory connotations rather than harmless entertainment. It makes the searchers seem animal-like and threatening."},{"text":"It makes them seem confused and directionless.","correct":false,"explanation":"“Prowling” suggests controlled, stealthy movement rather than confusion. Its association with hunting animals makes the searchers seem animal-like and threatening to the concealed speaker."},{"text":"It makes them seem friendly and reassuring.","correct":false,"explanation":"The verb does not create reassurance, because it evokes predators stalking their prey. The searchers therefore appear animal-like and threatening rather than friendly."}]},{"id":"44982efd-16c6-406b-a9fe-bcdd046f97f6","cardType":"cloze","points":null,"front":"“you’re the winner” is [ ] because victory becomes linked with [ ].","back":"“you’re the winner” is ironic because victory becomes linked with abandonment.","mcqOptions":[{"text":"“you’re the winner” is ironic because victory becomes linked with abandonment.","correct":true,"explanation":"The supposed winner is left alone after the others disappear, so winning brings isolation rather than pleasure. This contrast makes the statement ironic and connects victory with abandonment."},{"text":"“you’re the winner” is sincere because victory becomes linked with abandonment.","correct":false,"explanation":"The statement is not sincere praise, because the speaker’s victory leaves them isolated and afraid. The contrast between expected success and actual abandonment makes it ironic."},{"text":"“you’re the winner” is ironic because victory becomes linked with companionship.","correct":false,"explanation":"The irony comes from the speaker being left alone, not gaining companionship. Victory becomes linked with abandonment because the other children appear to have gone without them."},{"text":"“you’re the winner” is triumphant because victory becomes linked with acceptance.","correct":false,"explanation":"The ending undermines triumph because nobody remains to recognise the victory. Instead, the phrase is ironic, as winning becomes associated with isolation and abandonment."}]},{"id":"f83f8654-e399-46fa-a62b-466903238bab","cardType":"cloze","points":null,"front":"The empty garden symbolises [ ], while hiding can symbolise [ ].","back":"The empty garden symbolises loneliness, while hiding can symbolise separation.","mcqOptions":[{"text":"The empty garden symbolises loneliness, while hiding can symbolise separation.","correct":true,"explanation":"The deserted setting reflects the speaker’s loneliness when no one answers, while the act of hiding physically separates the speaker and can represent emotional or social separation."},{"text":"The empty garden symbolises safety, while hiding can symbolise separation.","correct":false,"explanation":"The garden’s emptiness becomes unsettling rather than safe because it suggests everyone has disappeared. It symbolises loneliness, while hiding represents the speaker’s separation from others."},{"text":"The empty garden symbolises loneliness, while hiding can symbolise belonging.","correct":false,"explanation":"Hiding removes the speaker from the group instead of creating belonging. The empty garden symbolises loneliness, while concealment develops into a symbol of separation."},{"text":"The empty garden symbolises freedom, while hiding can symbolise protection.","correct":false,"explanation":"The ending emphasises isolation rather than freedom or protection. The empty garden reflects loneliness, and hiding symbolises separation because it leaves the speaker cut off from everyone else."}]}]}],"examCountdown":{"examDate":"2027-05-12","paperLabel":"Paper 1"},"heading":"Hide and Seek","title":"Hide and Seek Flashcards","topbar":{"backHref":"/igcse/english-literature/edexcel/flashcards"},"topicSidebar":"$L36"}]}],"topicId":"a4f7678b-498a-5bfd-aa9e-964c83363895","walled":"$L37"}],"$L38","$L39"]