CORE CLASSROOM COURSE English Home Language
ENGLISH FOR SUCCESS
OUP SA This innovative English Home Language series is the choice of teachers who want their learners to excel. It includes: updated oral presentation times for Grades 10 and 11 according to the DBE’s 2017 Strengthening the CAPS circular
writing frames to prepare learners for their creative writing assessment Grammar Lists an Exam Skills section planning and assessment tools a free resource CD, packed with useful teacher resources, with your Grade 11 and 12 Teacher’s Guide.
GRADE 10 Learner’s Book
Learner’s Book e-pub3 *Teacher’s Guide
GRADE 11 Learner’s Book
Learner’s Book e-pub3 *Teacher’s Guide
GRADE 12 Learner’s Book
Learner’s Book e-pub3 *Teacher’s Guide
978 0 19 599980 8 978 0 19 907409 9 978 0 19 599474 2
978 0 19 599686 9 978 0 19 907410 5 978 0 19 904423 8
978 0 19 904688 1 978 0 19 907411 2 978 0 19 905198 4
*The full list of e-pdf titles is available in the price list.
FET PHASE
English for Success Grade 12 Learner’s Book
32 Oxford University Press South Africa
OxfordSASchools
So since I’m still here livin’, I guess I will live on. I could’ve died for love – But for livin’ I was born
Though you may hear me holler, And you may see me cry – I’ll be dogged, sweet baby, If you gonna see me die.
Life is fine! Fine as wine! Life is fine!
Read for meaning
1 Why do you think the poet uses the word “set” instead of “sat” in line 2? 2 Explain the speaker’s state of mind in stanza 1. Prove your answer. 3 The words “hollered” and “cried” are used several times in the poem. What does this reveal about the speaker’s emotions?
4 In stanza 2, what does the poet attribute his survival to? 5 Stanzas 3, 6 and 9 look different from the other stanzas. What do we call these stanzas in music?
6 What is the effect of every third stanza being structured in this way? 7 There is a great deal of repetition in the poem. In fact, it occurs in every stanza. Comment on the poet’s intention with this repetition and give examples from the poem.
8 In stanza 4, the speaker takes the elevator. What is his intention and what has driven him to do so?
9 What deters him from his mission in stanza 4?
10 Rewrite “hadn’t-a-been” in stanza 5 correctly. 11 a Discuss the speaker’s argument in stanza 7. b What realisation do you think the speaker has come to about life and death?
12 Do you agree with the speaker’s philosophy in stanza 7? Explain. 13 Provide one word that sums up the speaker’s attitude in stanza 7. 14 Provide another word in the place of “dogged” in stanza 9 that makes the meaning more clear.
15 Make an observation about the speaker’s state of mind from stanza 7 onwards. Explain.
16 Comment on the poet’s comparison in the final stanza. 17 Discuss the rhythm of the poem and the way in which the poet has combined dialect, repetition and rhyme to create almost a musical effect in the poem.
18 How does the speaker’s use of language influence the feel of the poem? 19 Discuss the effect of punctuation and italics in helping the poet convey emotion. 20 Are there any lessons that you can take away with you after reading this poem? Discuss.
21 Despite the content of the poem being rather depressing, what is the tone of the poem?
23 9/8/14 9:33:27 AM
Tip: A dialect is a variation of a language belonging to a particular region or community.
a
nguage n or
attribute to recognise as the cause or source deters stops
25
30
Note: Rhyme scheme of “Life is fi ne” The rhyme scheme in this poem is simple. The last word in the second line rhymes with the last word in the fourth line, therefore the scheme is recognised as A-B- C-B. What gives the poem a unique feel are the three refrains – each placed after every two stanzas. The rhythm and rhyme in the poem are reminiscent of the repetitive phrases of jazz and blues music.
Answer the language questions 2.1 Explain why there are inverted commas used in paragraph 1. 2.2 Provide a synonym that is correct in context for the word “apposite” in paragraph 2.
2.3 Underline the prefixes in “insatiable” and “premeditated” in paragraph 1 and give the meaning of each prefix.
2.4 Explain the function of the semi-colon in paragraph 3. 2.5 Explain the use of the dashes in paragraph 8.
2.6 “natural-looking” in paragraph 9 is an example of: A a compound noun B a compound adjective C tautology.
2.7 Quote the two words in paragraph 10 that are an example of redundancy. 2.8 Correct the adverbial error in paragraph 12.
2.9 Give a definition for the term “ad infinitum” in paragraph 19.
Visual literacy Read the cartoon below and answer the questions that follow. 2
1
(1) (1)
(2) (1) (1)
(1) (1) (1) (1)
Sub-total: 10
3
Answer visual literacy questions
Focus on frame 1. 3.1 From the words spoken by the character on the left in frame 1, what tone of voice would you say he is using?
3.4 There is an error of concord in frame 1. Identify the error and provide the correction.
Focus on frame 2. 3.5 Explain how the cartoonist has effectively conveyed movement and sound in frame 2. 3.6 Discuss the demeanour of the character in frame 2.
Focus on frame 3. 3.7 What are the two characters feeling in frame 3?
3.8 Discuss how the body language of the two boys supports how they are feeling. 3.9 Rewrite the words of the character on the right in frame 3 more politely. 3.10 Provide an appropriate title of your own for the cartoon.
60 Oxford EFS Gr12LB
Master_text.indd 60
3.2 Discuss how the friend on the right’s body language reinforces his response to his friend’s comment. (2) 3.3 Explain the use of ellipsis in frame 1.
(1) (1)
(1) (3)
(2) (2)
(2 + 2 = 4) (2) (2)
Sub-total: 20
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132
