# English FAL Grade 12 P2 NSC Supplementary 2013 QP > Grade 12 English FAL Paper 2 question paper from the NSC Supplementary 2013, 38 pages. Read online or get the free PDF download, memo linked when available. - Page: https://www.hlayiso.com/library/english-fal-p2-feb-march-2013/4fc19212-5c0f-4800-a9a7-2b4ea8bdf79e - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Question paper - Year: 2013 - Exam period: NSC Supplementary - Paper: 2 - Curriculum: CAPS - Pages: 38 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [English FAL](https://www.hlayiso.com/library/grade-12/english-fal) › [English FAL Grade 12 P2 NSC Supplementary 2013 QP](https://www.hlayiso.com/library/english-fal-p2-feb-march-2013/4fc19212-5c0f-4800-a9a7-2b4ea8bdf79e) ## About this document English Fal · Grade 12 · NSC Supplementary · 2013 · English. Question paper, 38 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P2 FEBRUARY/MARCH 2013 MARKS: 70 TIME: 2 hours This question paper consists of 38 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com English First Additional Language/P2 2 DBE/Feb.–Mar. 2013 NSC INSTRUCTIONS AND INFORMATION Read this page carefully before you begin to answer the questions. 1. Do NOT attempt to read the entire question paper. Consult the Table of Contents on the next page and mark the numbers of the questions set on the texts you have studied this year. Read these questions and choose the ones you wish to answer. 2. This question paper consists of FOUR sections: SECTION A: Novel (35) SECTION B: Drama (35) SECTION C: Short stories (35) SECTION D: Poetry (35) 3. Answer questions from TWO sections, as follows: SECTION A: NOVEL Answer ONE question on the novel that you have studied. SECTION B: DRAMA Answer ONE question on the drama that you have studied. SECTION C: SHORT STORIES Answer ONE question. SECTION D: POETRY Answer TWO questions. Use the checklist to assist you. 4. Follow the instructions at the beginning of each section carefully. 5. Number your answers exactly as the questions are numbered in the question paper. 6. Start EACH section on a NEW page. 7. Spend approximately 60 minutes on each section. 8. Write neatly and legibly. Copyright reserved Copyright reserved ### Page 3 Downloaded from hlayiso.com English First Additional Language/P2 3 DBE/Feb.–Mar. 2013 NSC TABLE OF CONTENTS SECTION A: NOVEL Answer ANY ONE question. QUESTION NO. QUESTION MARKS PAGE NO. 1. To Kill a Mockingbird Essay question 35 5 2. To Kill a Mockingbird Contextual question 35 6 3. Lord of the Flies Essay question 35 9 4. Lord of the Flies Contextual question 35 10 5. A Grain of Wheat Essay question 35 13 6. A Grain of Wheat Contextual question 35 14 SECTION B: DRAMA Answer ANY ONE question. 7. Romeo and Juliet Essay question 35 17 8. Romeo and Juliet Contextual question 35 18 9. Nothing but the Truth Essay question 35 22 10. Nothing but the Truth Contextual question 35 23 SECTION C: SHORT STORIES Answer ANY ONE question. 11. The Luncheon Essay question 35 27 12. The soft voice of the serpent Contextual question 35 28 SECTION D: POETRY Answer ANY TWO questions. 13. An elementary school Contextual question 17½ 31 classroom in a slum 14. Death be not proud Contextual question 17½ 33 15. Mementos, 1 Contextual question 17½ 35 16. The birth of Shaka Contextual question 17½ 37 Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com English First Additional Language/P2 4 DBE/Feb.–Mar. 2013 NSC CHECKLIST NOTE: • Answer questions from ANY TWO sections. • Tick the sections you have answered. SECTION QUESTION NO. OF TICK NUMBERS QUESTIONS TO ANSWER A: Novel (Essay OR 1–6 1 Contextual) B: Drama (Essay OR 7–10 1 Contextual) C: Short stories (Essay OR 11–12 1 Contextual) D: Poetry (Contextual) 13–16 2 NOTE: Ensure that you have answered questions on TWO sections only. Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com English First Additional Language/P2 5 DBE/Feb.–Mar. 2013 NSC SECTION A: NOVEL In this section, there are essay questions and contextual questions on the following novels: • TO KILL A MOCKINGBIRD by Harper Lee • LORD OF THE FLIES by William Golding • A GRAIN OF WHEAT by Ngũgĩ wa Thiong'o Answer ONE question (EITHER the essay question OR the contextual question) on the novel you have studied. QUESTION 1 (ESSAY QUESTION) TO KILL A MOCKINGBIRD Tom Robinson and Boo Radley are similar in many ways. Write an essay in which you compare these two characters. In your essay, you may consider the following ideas, among others: • Tom in the Maycomb society • Boo in the Maycomb society • How Tom and Boo are like mockingbirds Length: 250–300 words [35] OR Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com English First Additional Language/P2 6 DBE/Feb.–Mar. 2013 NSC QUESTION 2 (CONTEXTUAL QUESTION) TO KILL A MOCKINGBIRD Read the following extracts from the novel and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 2.1 and QUESTION 2.2. 2.1 [Boo Radley is described as the malevolent phantom.] Inside the house lived a malevolent phantom. People said he existed, but Jem and I had never seen him. People said he went out at night when the moon was down, and peeped in windows. When people's azaleas froze in a cold snap, it was because he had breathed on them. Any stealthy small crimes committed in Maycomb were his work. Once the town was terrorized 5 by a series of morbid nocturnal events: people's chickens and household pets were found mutilated; although the culprit was Crazy Addie, who eventually drowned himself in Barker's Eddy, people still looked at the Radley Place, unwilling to discard their initial suspicions. A Negro would not pass the Radley Place at night, he would cut across to the sidewalk opposite and 10 whistle as he walked. The Maycomb school grounds adjoined the back of the Radley lot; from the Radley chickenyard tall pecan trees shook their fruit into the schoolyard, but the nuts lay untouched by the children: Radley pecans would kill you. A baseball hit into the Radley yard was a lost ball and no questions asked. 15 The misery of that house began many years before Jem and I were born. The Radleys, welcome anywhere in town, kept to themselves, a predilection unforgivable in Maycomb. [Chapter 1] 2.1.1 Complete the following sentences by using the words provided in the list below. Write down only the word(s) next to the question number (2.1.1(a)–2.1.1(d)). 1950s; 1930s; Industrial Revolution; Great Depression; America; Maycomb; age; race The novel is set in the (a) ... during the (b) ... in (c) ..., Alabama. People were judged according to their (d) ... and class. (4) 2.1.2 In line 1, the 'malevolent phantom' is Boo Radley. Relate THREE events that led to Boo being called a 'malevolent phantom'. (3) 2.1.3 In line 9, we are told that the people are 'unwilling to discard their initial suspicions'. What does this tell you about the people of Maycomb? (1) Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com English First Additional Language/P2 7 DBE/Feb.–Mar. 2013 NSC 2.1.4 At this point in the novel, Scout and Jem choose not to go near the Radley house. What does this tell you about them? State TWO points. (2) 2.1.5 In lines 17–18, we are told that the Radleys are different from the other people of Maycomb. State TWO ways in which they are different. (2) 2.1.6 Is the following statement TRUE or FALSE? Give a reason for your answer. Boo is kind and generous. (2) 2.1.7 Later, the children try in various ways to make Boo come out. Why do they try to make Boo come out? (1) 2.1.8 Why do you think Boo Radley can be regarded as a mockingbird? Discuss your view. (2) AND 2.2 [Scout reads the newspaper report on Tom's death.] How could this be so, I wondered, as I read Mr Underwood's editorial. Senseless killing – Tom had been given due process of law to the day of his death; he had been tried openly and convicted by twelve good men and true; my father had fought for him all the way. Then Mr Underwood's meaning became clear: Atticus had used every tool available to free men to save Tom 5 Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed. The name Ewell gave me a queasy feeling. Maycomb had lost no time in getting Mr Ewell's views on Tom's demise and passing them along through that English Channel of gossip, Miss Stephanie Crawford. Miss Stephanie told 10 Aunt Alexandra in Jem's presence ('Oh foot, he's old enough to listen,') that Mr Ewell said it made one down and about two more to go. Jem told me not to be afraid, Mr Ewell was more hot gas than anything. Jem also told me that if I breathed a word to Atticus, if in any way I let Atticus know I knew, Jem would personally never speak to me again. 15 [Chapter 25] 2.2.1 Briefly state TWO events that lead to the newspaper article Scout is reading. (2) 2.2.2 In line 4, the narrator says that her father 'fought for' Tom 'all the way'. What does she mean by this? State TWO points. (2) 2.2.3 In line 6, the writer refers to, 'the secret courts of men's hearts'. (a) Identify the figure of speech used in this line. (1) (b) Why has the narrator used this figure of speech here? (2) Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com English First Additional Language/P2 8 DBE/Feb.–Mar. 2013 NSC 2.2.4 In line 7, Tom is described as 'a dead man'. Give TWO reasons why Tom was considered a dead man the minute Mayella Ewell opened her mouth and screamed. (2) 2.2.5 Explain why the name Ewell gives Scout a 'queasy feeling' in line 8? (2) 2.2.6 In line 12, Mr Ewell says, 'it made one down and about two more to go'. (a) Who are the two people referred to in this line? (2) (b) Choose the correct answer to complete the following sentence: Bob Ewell is angry because ... A he has committed a crime. B he has been convicted of a crime. C Atticus has proved that he is guilty. D Mayella has been assaulted by Tom. (1) 2.2.7 In lines 13–14, Jem tells Scout not to tell Atticus what Bob said. Do you think that it was a good idea not to tell? Discuss your view. (2) 2.2.8 After reading this novel, what do you think should be the qualities of a person serving on a jury? (2) [35] OR Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com English First Additional Language/P2 9 DBE/Feb.–Mar. 2013 NSC QUESTION 3 (ESSAY QUESTION) LORD OF THE FLIES In the novel, Lord of the Flies, good and evil are illustrated in various ways. Write an essay in which you discuss this statement. In your essay, you may consider the following points, among others: • Ralph and Jack • The conch • The beast Length: 250–300 words [35] OR Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com English First Additional Language/P2 10 DBE/Feb.–Mar. 2013 NSC QUESTION 4 (CONTEXTUAL QUESTION) LORD OF THE FLIES Read the following extracts from the novel and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 and QUESTION 4.2. 4.1 [The boy with the birthmark tells about the beast.] Jack held out his hand for the conch. 'There's pigs,' he said. 'There's food; and bathing-water in that little stream along there – and everything. Didn't anyone find anything else?' He handed the conch back to Ralph and sat down. Apparently no one had found anything. 5 The older boys first noticed the child when he resisted. There was a group of little boys urging him forward and he did not want to go. He was a shrimp of a boy, about six years old, and one side of his face was blotted out by a mulberry-coloured birthmark. He stood now, warped out of the perpendicular by the fierce light of publicity, and he bored into the 10 coarse grass with one toe. He was muttering and about to cry. The other little boys, whispering but serious, pushed him towards Ralph. 'All right,' said Ralph, 'come on then.' The small boy looked round in panic. 'Speak up!' 15 The small boy held out his hands for the conch and the assembly shouted with laughter; at once he snatched back his hands and started to cry. 'Let him have the conch!' shouted Piggy. 'Let him have it!' At last Ralph induced him to hold the shell but by then the blow of laughter had taken away the child's voice. Piggy knelt by him, one hand on the great 20 shell, listening and interpreting to the assembly. [Chapter 2] 4.1.1 Describe Jack's attitude towards Ralph when they first meet. (2) 4.1.2 Choose the correct answer to complete the following sentence: The boys are evacuated because of ... A a war. B a plane crash. C an epidemic. D an earthquake. (1) 4.1.3 How do the boys conclude that they are on a deserted island? State THREE points. (3) Copyright reserved Please turn over ### Page 11 Downloaded from hlayiso.com English First Additional Language/P2 11 DBE/Feb.–Mar. 2013 NSC 4.1.4 Explain Jack's action and the symbolism of this action in line 1 of the extract. (2) 4.1.5 In line 7, the group of little boys is 'urging' the boy with the birthmark forward. What does the action of the little boys tell you about their feelings? State TWO points. (2) 4.1.6 Why is the boy's face described as being 'blotted out' by the birthmark in line 9? (1) 4.1.7 In line 18, Piggy argues that the little boy must be given the conch. What TWO facts do we learn about Piggy in this line? (2) 4.1.8 Is the following statement TRUE or FALSE? Give a reason for your answer. The little boy does not have anything important to report to the group. (2) 4.1.9 Describe your feelings about the little boy who is crying in this extract. (2) 4.1.10 The older boys try to prevent the little boy from expressing himself freely. Do you think it is important for people to be free to express themselves? Discuss your view. (2) AND 4.2 [Ralph meets Jack after Piggy's death.] Then the sea breathed again in a long, slow sigh, the water boiled white and pink over the rock; and when it went, sucking back again, the body of Piggy was gone. This time the silence was complete. Ralph's lips formed a word but no sound came. 5 Suddenly Jack bounded out from the tribe and began screaming wildly. 'See? See? That's what you'll get! I meant that! There isn't a tribe for you any more! The conch is gone –' He ran forward, stooping. 'I'm Chief!' 10 Viciously, with full intention, he hurled his spear at Ralph. The point tore the skin and flesh over Ralph's ribs, then sheared off and fell in the water. Ralph stumbled, feeling not pain but panic, and the tribe, screaming now like the Chief, began to advance. Another spear, a bent one that would not fly straight, went past his face and one fell from on high where Roger was. The 15 twins lay hidden behind the tribe and the anonymous devils' faces swarmed across the neck. Ralph turned and ran. [Chapter 11] Copyright reserved Please turn over ### Page 12 Downloaded from hlayiso.com English First Additional Language/P2 12 DBE/Feb.–Mar. 2013 NSC 4.2.1 Complete the following sentences by using the words provided in the list below. Write down only the word next to the question number (4.2.1(a)–4.2.1(d)). disappearance; rescue; forest; cave; destroy; death; hunt; save After Piggy's (a) ..., Jack's tribe decides to (b) ... Ralph. They try to smoke him out of the (c) ... but they (d) ... part of the island in the process. (4) 4.2.2 Why was it necessary for Ralph and Piggy to go to Castle Rock? State TWO points. (2) 4.2.3 Which TWO of Jack's characteristics are shown in line 7 ('See? See? That's what you'll get!')? (2) 4.2.4 Describe how Jack feels about the destruction of the conch. Give a reason for your answer. (2) 4.2.5 How do we know, from this extract, that Jack has an evil influence on the boys in his tribe? (1) 4.2.6 Why are the boys' faces described as 'anonymous' in line 16? (1) 4.2.7 Do you think the behaviour of Jack's tribe in this extract is believable? Discuss your view. (2) 4.2.8 Discuss your feelings towards Ralph after he is attacked by Jack's tribe. (2) [35] OR Copyright reserved Please turn over ### Page 13 Downloaded from hlayiso.com English First Additional Language/P2 13 DBE/Feb.–Mar. 2013 NSC QUESTION 5 (ESSAY QUESTION) A GRAIN OF WHEAT In the novel, A Grain of Wheat, the act of betrayal affects several characters. Write an essay in which you show how any THREE characters are affected by the act of betrayal. In your essay, you may consider the following ideas, among others: • Mugo's betrayal and how it affects him and others • Karanja's betrayal and how it affects him • Mumbi's betrayal and how it affects her Length: 250–300 words [35] OR Copyright reserved Please turn over ### Page 14 Downloaded from hlayiso.com English First Additional Language/P2 14 DBE/Feb.–Mar. 2013 NSC QUESTION 6 (CONTEXTUAL QUESTION) A GRAIN OF WHEAT Read the following extracts from the novel and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 6.1 and QUESTION 6.2. 6.1 [Mugo thinks about attending the freedom celebrations.] He woke up in the morning hoping that last night's experience was another dream. But the sight of the stools on which the delegates had sat dispelled such illusions. The words spoken passed through his head with a nightmarish urgency. Why did they want him to lead the Uhuru celebrations? Why not Gikonyo, Warui, or one of the forest fighters? Why Mugo? Why? 5 Why? He thought of going to the shamba. No, he could not do any work. Besides he did not want to walk through the village. He did not want to meet Warui, Wambui, Githua or the old woman. A walk to Rung'ei would be better. It was another hot day; the sand burnt his bare feet; dust collected and stuck to his 10 sweating toes. The heat accentuated the feverish excitement and confusion in his head. Yes ... they want me ... me ... to make a speech ... praise Kihika and ... and all that ... God ... I have never made a speech ... oh, yes! ... I have ... they said so ... said it was a good one ... Ha! ha! ha! ... told them lies upon lies ... they believed ... Anybody ... why me ... me ... me ... want to trap me ... 15 Gikonyo – Kihika's brother-in-law ... General R. ... Lt Koina ... Oh yes ... a speech ... speak ... words ... [Chapter 6] 6.1.1 Complete the following sentences by using the words provided in the list below. Write down only the words next to the question number (6.1.1(a)–6.1.1(d)). Thabai; Wajir; Uhuru; shamba; Mau-Mau; Kikuyu; Gakaraku; Rika The name of Mugo's village is (a) ... A strip of land where food is grown is called a (b) ... The (c) ... was an armed struggle against British rule. They fought for independence called (d) ... in Kenya. (4) 6.1.2 In lines 1–2, Mugo hopes 'that last night's experience was another dream'. What makes Mugo realise that he is not dreaming? (1) 6.1.3 When Mugo remembers the words of the delegates in lines 3–4, it feels like a nightmare. Explain why he feels this way. (2) Copyright reserved Please turn over ### Page 15 Downloaded from hlayiso.com English First Additional Language/P2 15 DBE/Feb.–Mar. 2013 NSC 6.1.4 Give TWO reasons why Mugo has been asked to speak at the freedom celebrations. (2) 6.1.5 Why do Mugo's thoughts in lines 12–17 seem so confused ('Yes ... they want ... speech ... speak ... words ...')? (2) 6.1.6 What TWO facts do you learn about Mugo in lines 14–15 ('Ha! ha! ha! ... told them lies upon lies')? (2) 6.1.7 Discuss your feelings towards Mugo in this extract. (2) 6.1.8 The novel shows the negative effect of keeping secrets in relationships. Give your views on keeping secrets from people close to you. (2) AND 6.2 [Gikonyo is in hospital.] It was on the fifth day that he recalled Mweya and his desire to carve a stool. He stirred in the hospital bed, careful not to lie on the plastered arm. At first it was a small flicker, the sort he used to feel at the sight of wood. Then, as he thought about it, he became more and more excited and his hands itched to touch wood and a chisel. He would carve the stool now, after the 5 hospital, before he resumed his business, or in-between the business hours. He worked the motif in detail. He changed the figures. He would now carve a thin man, with hard lines on the face, shoulders and head bent, supporting the weight. His right hand would stretch to link with that of a woman, also with hard lines on the face. The third figure would be that of a child on whose head 10 or shoulders the other two hands of the man and woman would meet. Into that image would he work the beads on the seat? A field needing clearance and cultivation? A jembe? A bean flower? He would settle this when the time came. On the sixth day, Mumbi did not appear at the hospital. Gikonyo was hurt, 15 and also surprised to find how much he had looked forward to the visit. All day he remained restless and wondered what had happened to her. Had she stopped coming altogether? Had she reacted against his obdurate silence? He anxiously waited for the dawn, the following morning. If she did not – [Harambee] 6.2.1 Briefly relate the events that lead to Gikonyo being in hospital. State THREE points. (3) 6.2.2 Choose the correct answer to complete the following sentence: Gikonyo was a ... A fireman. B carpenter. C builder. D labourer. (1) Copyright reserved Please turn over ### Page 16 Downloaded from hlayiso.com English First Additional Language/P2 16 DBE/Feb.–Mar. 2013 NSC 6.2.3 Is the following statement TRUE or FALSE? Give a reason to support your answer. Gikonyo has a special reason for wanting to carve a stool for Mumbi. (2) 6.2.4 The stool that Gikonyo wants to carve is described in detail in lines 7–11. (a) State TWO things that the 'hard lines' on the faces of the man and woman represent. (2) (b) In line 9, his right hand links with that of a woman. What does this represent? (2) (c) How does Gikonyo plan to show that he will accept Mumbi's child? (1) 6.2.5 In line 15, Mumbi does not visit Gikonyo. (a) Why does she not visit Gikonyo? (1) (b) Describe how Gikonyo feels when Mumbi does not visit him. (2) 6.2.6 In the novel, Mugo confesses to betraying Kihika. Do you think Mugo's confession has any effect on Gikonyo regarding his feelings for Mumbi? Discuss your view. (2) 6.2.7 One of the main ideas in the novel is forgiveness. Discuss your views on forgiveness in relationships. (2) [35] TOTAL SECTION A: 35 Copyright reserved Please turn over ### Page 17 Downloaded from hlayiso.com English First Additional Language/P2 17 DBE/Feb.–Mar. 2013 NSC SECTION B: DRAMA In this section, there are essay questions and contextual questions on the following dramas: • ROMEO AND JULIET by William Shakespeare • NOTHING BUT THE TRUTH by John Kani Answer ONE question (EITHER the essay question OR the contextual question) on the drama you have studied. QUESTION 7 (ESSAY QUESTION) ROMEO AND JULIET The lives of Romeo and Juliet become complicated when they fall in love. Discuss this statement by referring to characters and incidents in the play. In your answer, you may discuss the following ideas, among others: • Romeo and Juliet before they meet • Difficulties that Romeo and Juliet face • How they respond to their difficulties Length: 250–300 words [35] OR Copyright reserved Please turn over ### Page 18 Downloaded from hlayiso.com English First Additional Language/P2 18 DBE/Feb.–Mar. 2013 NSC QUESTION 8 (CONTEXTUAL QUESTION) ROMEO AND JULIET Read the following extracts from the play and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 8.1 AND QUESTION 8.2. 8.1 [Romeo and Juliet are speaking.] JULIET: Hist! Romeo, hist! O for a falconer's voice To lure this tassel-gentle back again! Bondage is hoarse and may not speak aloud, Else would I tear the cave where Echo lies And make her airy tongue more hoarse than mine 5 With repetition of 'My Romeo!' ROMEO: It is my soul that calls upon my name. How silver-sweet sound lovers' tongues by night, Like softest music to attending ears! JULIET: Romeo! 10 ROMEO: My nyas? JULIET: What o'clock tomorrow? Shall I send to thee? ROMEO: By the hour of nine. JULIET: I will not fail. 'Tis twenty years till then. 15 I have forgot why I did call thee back. ROMEO: Let me stand here till thou remember it. JULIET: I shall forget, to have thee still stand there, Remembering how I love thy company. ROMEO: And I'll still stay, to have thee still forget, 20 Forgetting any other home but this. JULIET: 'Tis almost morning. I would have thee gone, And yet no farther than a wanton's bird, That lets it hop a little from her hand, Like a poor prisoner in his twisted gyves, 25 And with a silken thread plucks it back again, [Act 2, Scene 2] Copyright reserved Please turn over ### Page 19 Downloaded from hlayiso.com English First Additional Language/P2 19 DBE/Feb.–Mar. 2013 NSC 8.1.1 Match the terms in COLUMN 1 to the descriptions in COLUMN 2. Write down only the question number (8.1.1(a)–8.1.1(d)) and the letter (A–E) of your answer. COLUMN 1 COLUMN 2 (a) Tybalt A Romeo and Juliet's hometown (b) Verona B Juliet's cousin (c) Escalus C a neighbouring town (d) Mantua D ruler of Verona E Romeo's cousin (4) 8.1.2 Refer to lines 1–6. ('Hist! Romeo, hist! … of 'My Romeo'.') (a) If you were the stage director, what tone of voice would you want Juliet to use when she speaks these lines? (1) (b) Why would you want her to use this tone of voice? (1) 8.1.3 In line 13 Juliet refers to a messenger she will send to Romeo. Explain why Juliet sends this person to Romeo. (2) 8.1.4 In lines 18 and 20 the word 'still' has been repeated three times. Why has this word been repeated? (1) 8.1.5 Why does Romeo refer to his enemy's home as his own home in line 21? (1) 8.1.6 Why is it strange that Romeo is so obsessed with Juliet at this point? Give TWO reasons for your answer. (2) 8.1.7 Why does Romeo compare himself to a prisoner in line 25? State TWO points. (2) 8.1.8 Romeo and Juliet fall in love with each other at first sight. (a) Explain the risks of love at first sight. (2) (b) Do you think that Romeo and Juliet's love would have lasted, if they had not died so tragically? Discuss your view. (2) AND Copyright reserved Please turn over ### Page 20 Downloaded from hlayiso.com English First Additional Language/P2 20 DBE/Feb.–Mar. 2013 NSC 8.2 [Juliet visits Friar Lawrence.] JULIET: O shut the door! And when thou hast done so, Come weep with me, past hope, past cure, past help! FRIAR: O Juliet, I already know thy grief. It strains me past the compass of my wits. I hear thou must, and nothing may prorogue it, 5 On Thursday next be married to this County. JULIET: Tell me not, Friar, that thou hearest of this, Unless thou tell me how I may prevent it. If in thy wisdom thou canst give no help, Do thou but call my resolution wise, 10 And with this knife I'll help it presently. God joined my heart and Romeo's, thou our hands; And ere this hand, by thee to Romeo's sealed, Shall be the label to another deed, Or my true heart with treacherous revolt 15 Turn to another, this shall slay them both. Therefore, out of thy long-experienced time, Give me some present counsel; or, behold, 'Twixt my extremes and me this bloody knife Shall play the umpire, arbitrating that 20 Which the commission of thy years and art Could to no issue of true honour bring. [Act 4, Scene 1] 8.2.1 Earlier in the play Romeo is upset when he visits the Friar. Explain why he is so upset. (2) 8.2.2 Is the following statement TRUE or FALSE? Using your OWN words give a reason for your answer. Paris knows about Romeo and Juliet's relationship. (2) 8.2.3 Choose the correct answer to complete the following sentence: In this extract Juliet's mood can be described as ... A desperate. B angry. C quarrelsome. D sad. (1) 8.2.4 Give TWO reasons why Juliet chooses to go to the Friar for help. (2) 8.2.5 The Friar plans to help Juliet. (a) State TWO ways in which the Friar plans to help Juliet. (2) (b) Do you think the Friar was wise in helping her in this way? Discuss your view. (2) Copyright reserved Please turn over ### Page 21 Downloaded from hlayiso.com English First Additional Language/P2 21 DBE/Feb.–Mar. 2013 NSC 8.2.6 State TWO ways in which Juliet could have solved her problem herself. (2) 8.2.7 Explain what Juliet means in line 12, 'God joined my ... than my hands'. (2) 8.2.8 Do you think Juliet behaves in a mature way at the end of the play? Discuss your view. (2) [35] OR Copyright reserved Please turn over ### Page 22 Downloaded from hlayiso.com English First Additional Language/P2 22 DBE/Feb.–Mar. 2013 NSC QUESTION 9 (ESSAY QUESTION) NOTHING BUT THE TRUTH Forgiveness truly frees one of pain, disappointment and anger. This is what Nothing but the Truth is all about. Discuss how this statement applies to Sipho. You may consider the following ideas in your essay, among others: • Sipho and his family • Sipho and his employers • Mandisa and Sipho Length: 250–300 words [35] OR Copyright reserved Please turn over ### Page 23 Downloaded from hlayiso.com English First Additional Language/P2 23 DBE/Feb.–Mar. 2013 NSC QUESTION 10 (CONTEXTUAL QUESTION) NOTHING BUT THE TRUTH Read the following extracts from the play and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 10.1 AND QUESTION 10.2. 10.1 [Thando and Sipho prepare to go to the airport.] THANDO: One gets confused sometimes. Especially when so many lies are told. One loses perspective. You find yourself wanting to believe. I don't know why I am doing this because it is not for the money. SIPHO: You can stop anytime you want. Where is Mr Khahla? I want to be there when the plane arrives. 5 THANDO: [looking at her watch]: We still have time. I wonder what she looks like? SIPHO: Who? THANDO: My sister, Mandisa. SIPHO: If she is Themba's daughter, I will know her. THANDO: I bet she looks like Uncle Themba. 10 SIPHO: She could also look like her mother. THANDO: [laughing]: And me? SIPHO: I have told you already. You look like your mother. Long pause. THANDO: Oh yes. My mother ... There's another mystery. Not a word, not even a 15 letter from her. All I have is that picture of both of you in front of the library in town. Nothing else. You think she's still alive? SIPHO: Who? THANDO: My mother. SIPHO: Yes. 20 [Act 1 Scene1] Copyright reserved Please turn over ### Page 24 Downloaded from hlayiso.com English First Additional Language/P2 24 DBE/Feb.–Mar. 2013 NSC 10.1.1 Match the terms in COLUMN 1 to the descriptions in COLUMN 2. Write down only the question number (10.1.1(a)–10.1.1(d)) and the letter (A–E) of your answer. COLUMN 1 COLUMN 2 (a) Activist A the fight for freedom against the apartheid government (b) Amnesty B a person who belongs to the (c) Truth and same political party Reconciliation Commission C someone involved in bringing about political change in the (d) The Struggle apartheid era D a state pardon for someone for the crimes he/she has committed E the body set up to expose the crimes of the apartheid era to allow for confession and forgiveness (4) 10.1.2 What do lines 1–3 of this extract tell you about the kind of person Thando is? Give a reason for your answer. (2) 10.1.3 Choose the correct answer to complete the following sentence. Sipho and Thando go to the airport to ... A collect Mr Khahla. B take a package. C fetch Themba's body. D see Mandisa off. (1) 10.1.4 Explain why Sipho is upset when they arrive at the airport. State THREE points. (3) 10.1.5 Is the following statement TRUE or FALSE? Using your OWN words, give a reason for your answer. Thando has never met Mandisa before. (2) 10.1.6 Give TWO reasons why Thando refers to her mother as a 'mystery' in line 15. (2) 10.1.7 Do you think Thando is justified in asking all these questions about Mandisa, Themba and her mother in this extract? Discuss your view. (2) 10.1.8 What is Sipho's attitude in line 18 when he says, 'Who'? (1) AND Copyright reserved Please turn over ### Page 25 Downloaded from hlayiso.com English First Additional Language/P2 25 DBE/Feb.–Mar. 2013 NSC 10.2 [Mandisa and Thando are trying to convince Sipho.] THANDO: How will going with Mandisa change that? SIPHO: Oh it will. MANDISA: That's rubbish. I don't want to take her away from you. I just want to take her to Johannesburg and London. SIPHO: The taking never stops. I've always known this would happen 5 one day. THANDO: I don't know what you are talking about. I am still waiting for one good reason why you don't want me to go. MANDISA: Forget it Thando. You can stay, if that will make him happy. I am a little surprised though, because my father said that Uncle 10 Sipho always put other people's happiness first. His family's happiness came first, even before his own. Well it's obvious then that Uncle Sipho has changed. SIPHO: What else did your father say about me? THANDO: [going into the bedroom to change the dress]: It doesn't matter 15 any more. SIPHO: I still want to know. What else did your father tell you about me? MANDISA: He said you were very conservative. SIPHO: You mean dull. MANDISA: That too. No sense of humour. You took life too seriously. You 20 and your library. All that ever mattered to you was that library. Well, Uncle Sipho, you've lost the library. You did not become the Chief Librarian. [Act 2 Scene 1] 10.2.1 Explain why Mandisa wants to take Thando to Johannesburg AND London. (2) 10.2.2 Sipho refuses to allow Thando to go with Mandisa to Johannesburg. (a) What reason does Sipho give Thando? (1) (b) What is the real reason he does not want Thando to go? (1) 10.2.3 If you were the stage director, what TWO things would you tell Mandisa to do when she says, 'That's rubbish. I don't want to take her away from you', in line 3? (2) 10.2.4 In line 5, Sipho says, 'The taking never stops.' State TWO examples in the play when this happens to Sipho. (2) 10.2.5 Give TWO reasons why Thando says (in line 7) that she does not know what Sipho is talking about. (2) 10.2.6 What TWO facts do we learn about Themba in lines 9–12 ('I am a … before his own')? (2) Copyright reserved Please turn over ### Page 26 Downloaded from hlayiso.com English First Additional Language/P2 26 DBE/Feb.–Mar. 2013 NSC 10.2.7 Quote a line that supports the idea that Sipho was concerned about what Themba thought of him. (1) 10.2.8 Why was Sipho not appointed as the Chief Librarian? (1) 10.2.9 Do you think Mandisa's behaviour towards her uncle in this extract is acceptable? Discuss your view. (2) 10.2.10 Sibling rivalry is one of the themes in this drama. Discuss your views on sibling rivalry. (2) [35] TOTAL SECTION B: 35 Copyright reserved Please turn over ### Page 27 Downloaded from hlayiso.com English First Additional Language/P2 27 DBE/Feb.–Mar. 2013 NSC SECTION C: SHORT STORIES In this section, questions have been set on the following stories: • THE LUNCHEON by W Somerset Maugham • THE SOFT VOICE OF THE SERPENT by Nadine Gordimer Choose ONE of the short stories and answer the set questions. QUESTION 11 (ESSAY QUESTION) THE LUNCHEON – W Somerset Maugham The main theme of the story, THE LUNCHEON, is that in reality things are not always what they appear to be. Write an essay in which you discuss this statement. You may consider the following ideas, among others, in your essay: • What we know about the two characters • What the two characters pretend to be • What the outcome of this pretence is Length: 250–300 words [35] OR Copyright reserved Please turn over Text truncated here. 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