English for Life Reader Grade 9 Home Language. Elaine Ridge

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kind of singing voice does the serpent seem to have? Explain.6.How does the speaker suggest that the birds are behaving rather pretentiously (taking themselves too seriously)?7.The serpent says he is serious about his “Singing Career”.a)What does he consider is the most important quality in a singer?b)Is he justified in talking about a career in singing?8.There are a number of elements that make this a humorous poem. One of these is the choice of expressions and words. Comment on the description of a tuba as “commodious” and the birds flying off to the “End of Next Week”.9.This poem was written by an American.a)Only one rhyme depends on American pronunciation. What is it?b)Is the poem funnier when read with an American accent?10.Work in groups of three to perform this poem. Decide which lines you are going to say together as a group and which will be done by individuals in the group. Consider the accent to use, the tone and emphases, and the places where you must pause to make sure that the audience enjoys the humour.

Pre-reading
1.	To ‘chivvy’ someone means to make someone do something more quickly or in a different way, usually in a way that annoys that person (often a child). Can you think of some of the things said to chivvy you that used to annoy you?
During reading
2.	Why do you think the poet has used so little punctuation?

      Chivvy

      Michael Rosen

      Grown-ups say things like:

      Speak up

      Don’t talk with your mouth full

      Don’t stare

      Don’t point

      Don’t pick your nose

      Sit up

      Say please

      Less noise

      Shut the door behind you

      Don’t drag your feet

      Haven’t you got a hankie?

      Take your hands out of your pockets

      Pull your socks up

      Stand up straight

      Say thank you

      Don’t interrupt

      No one thinks you’re funny

      Take your elbows off the table

      Can’t you make your own mind up about anything?

Post-reading
3.	This poem consists of fifteen orders or commands, two questions, and one statement! Which one is the statement?
4.	What reason does the speaker have for giving this list of orders, one after another? What is he or she trying to suggest?
5.	This poem is written from the point of view of a child. How would the first line of the poem have to change if it were told from the point of view of an adult?
6.	Read the poem again before answering these questions.
a)	In the light of all the commands that the child is given, what is the irony in the last question?
b)	What makes this a humorous poem?
7.	Can you think of one command (or maybe more) that adults say or have said to you that is not in this list of imperatives? Write it down; or perhaps take it in turns to go around the group, each person adding his or her contribution to the list.

Pre-reading
1.	What do you know about rainforests and their role in stabilising the world’s climate and maintaining the water cycle? How does chopping down rainforests in other countries affect us in South Africa?
During reading
2.	We are given a number of perspectives during this poem. Note how the mood and the tone shift with a shift of perspective.

      A poem for the rainforest

      Song of the Xingu Indian

      Judith Nicholls

      They have stolen my land;

      the birds have flown,

      My people gone.

      my rainbow rises over sand, my river falls on stone

      Amazonian Timbers Inc.

      This cannot go next –

      here, let me draw the line.

      That’s roughly right, give or take

      a few square miles or so.

      I’ll list the ones we need.

      No burn the rest.

      Only take the best,

      We’re not in this

      For charity.

      Replant? No –

      You’re new to this, I see!

      There’s plenty more

      where this comes from,

      no problem! Finish here

      and then move on.

      Dusk

      Butterfly, blinded

      By smoke, drifts like torn paper

      to the flames below.

      Shadows

      Spider,

      Last of her kind,

      Scuttles underground, safe;

      Prepares her nest for young ones. But

      None come.

      The coming of night

      Sun sinks

      behind the high canopy;

      the iron men are silenced.

      The moon rises,

      The firefly wakes.

      Death pauses for a night.

      Song of the forest

      Our land has gone,

      Our people flown.

      Sun scorches the earth.

      Our river weeps.

      canopy – a covering of cloth held over a throne, or a bed, to protect it

Post-reading
3.	Of the five genres which follow, choose the one that you feel best describes this poem. Give a reason for your choice:
a)	a praise poem
b)	a ballad
c)	a sonnet
d)	a protest poem/song
e)	a traditional song
4.	In your opinion, which of the lines that the Amazonian Timber representative speaks most show his heartless business-like attitude?
5.	Who are “the iron men” of stanza 5?
6.	Why do none of the spider’s babies come to the nest she has prepared?
7.	Contrast the first and the last stanzas. Focus particularly on the verbs. Explain why the last stanza is even more tragic than the first one.
8.	Work in groups of six readers to present the poem. These are possible roles.
	the Xingu Indian
	a representative from Amazon Timber Inc. (a company which chops down trees)
	a butterfly (who speaks Dusk's words)
	a spider (who speaks Shadows' words)
	the night
	the forest
	Prepare Скачать книгу