ENG FAL P2 GR11 QP NOV2020 D

NATIONAL SENIOR CERTIFICATE GRADE 11 NOVEMBER 2020 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EXEMPLAR) MARKS: 70 TIME: 2 hours This question paper consists of 41 pages.

2 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 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 texts you have studied. Read THESE questions carefully and answer as per instructions. 2. This question paper consists of FOUR sections: SECTION A: Novel (70) SECTION B: Drama (70) SECTION C: Short Stories (70) SECTION D: Poetry (70) 3. Answer ONE question in total, i.e. ONE question from any ONE section. SECTION A: NOVEL Answer the question on the novel you have studied. SECTION B: DRAMA Answer the questions set on the FOUR extracts. SECTION C: SHORT STORIES Answer the questions set on the FOUR short stories. SECTION D: POETRY Answer the questions set on the FOUR poems. 4. Use the checklist on page 4 to assist you. 5. Follow the instructions at the beginning of each section carefully. 6. Number the answers correctly according to the numbering system used in this question paper. 7. Start EACH section on a NEW page. 8. Write neatly and legibly. Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 3 TABLE OF CONTENTS SECTION A: NOVEL In this section, questions are set on the following novels you have studied. QUESTION NO. MARKS PAGE NO. 1. Far from the Madding Crowd 70 5 OR 2. Dreaming of Light 70 12 OR SECTION B: DRAMA Answer the ONE question on the drama you have studied. 3. Sophiatown 70 18 OR SECTION C: SHORT STORIES Answer the questions set on the FOUR short stories. 4.1 ‘The Love Potion’ 17 26 AND 4.2 ‘Swimming Partners’ 18 28 AND 4.3 ‘Forbidden Clothes’ 18 29 AND 4.4 ‘Pink Bow Tie’ 17 31 OR SECTION D: POETRY Answer the questions set on the FOUR poems. 5.1 ‘[Composed upon] Westminster 18 33 Bridge, September 3, 1802’ AND 5.2 ‘The Chimney Sweeper’ 17 36 AND 5.3 ‘Captive’ 18 38 AND 5.4 ‘the African pot’ 17 40 Copyright reserved Please turn over

4 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) CHECKLIST NOTE: x Answer questions from ANY ONE section. x Tick (3) the sections you have answered. SECTION QUESTION NO. OF TICK NUMBERS QUESTIONS (3) TO ANSWER A: Novel 1–2 1 B: Drama 3 1 C: Short Stories 4 1 D: Poetry 5 1 NOTE: Ensure that you have answered questions on THE SAME GENRE only. Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 5 SECTION A: NOVEL In this section, questions are set on the following novels: x FAR FROM THE MADDING CROWD by Thomas Hardy x DREAMING OF LIGHT by Jayne Bauling Answer ALL the questions on the novel that you have studied. QUESTION 1: FAR FROM THE MADDING CROWD Read the extracts from the novel below and answer the questions set on each. 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 FOUR extracts, i.e. QUESTION 1.1, QUESTION 1.2, QUESTION 1.3 AND QUESTION 1.4. 1.1 EXTRACT A [Gabriel is looking for a job.] ‘Yes,’ she murmured, putting on an air of dignity, and turning again to him with a little warmth of cheek; ‘I do want a shepherd. But – ‘ ‘He’s the very man, ma’am,’ said one of the villagers, quietly. Conviction breeds conviction. ‘Ay, that’a is’, said a second, decisively. 5 ‘The man, truly!’ said a third, with heartiness. ‘He’s all there!’ said number four, fervidly. Then will you tell him to speak to the bailiff?’ said Bathsheba. All was practical again now. A summer eve and loneliness would have been necessary to give the meeting its proper fulness of romance. The 10 bailiff was pointed out to Gabriel, who, checking the palpitation within his breast at discovering that this Ashtoreth of strange report was only a modification of Venus the well-known and admired, retired with him to talk over the necessary preliminaries of hiring. The fire before them wasted away. ‘Men, said Bathsheba, ‘you shall 15 take a little refreshment after this extra work. Will you come to the house?’ ‘We could knock in a bit and a drop a good deal freer. Miss if so be ye’d send it to Warren’s Malthouse,’ replied the spokesman. Bathsheba then rode off into the darkness, and the men straggled on to 20 the village in twos and threes – Oak and the bailiff being left by the rick alone. [Chapter 7] Copyright reserved Please turn over

6 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 1.1.1 Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A–E) next to the question numbers (1.1.1(a) to 1.1.1(d)) in the ANSWER BOOK. COLUMN A COLUMN B (a) Gabriel Oak A dies giving birth (b) Farmer Boldwood B works for Bathsheba as a carter (c) Joseph Poorgrass C Bathsheba’s friend (d) Fanny Robin D skilled and experienced farmer E increasingly obsessed with Bathsheba (4 x 1) (4) 1.1.2 What brings Gabriel Oak to look for a job as a shepherd? (2) 1.1.3 Refer to line 4. (‘He’s the very … the villagers quietly.’) How do the villagers know that Gabriel would be ideal for this job? (2) 1.1.4 Why is it ironical that Gabriel Oak is looking for a job in Bathsheba’s farm? (2) 1.1.5 Refer to lines 8–14. (‘Then will you … preliminaries of hiring.’) Describe the atmosphere between Bathsheba and Farmer Oak. Substantiate your answer. (2) 1.1.6 Refer to lines 15–17. (‘Men’, said Bathsheba … to the house.’) What do these lines reveal about the character of Bathsheba? Substantiate your answer. (2) 1.1.7 One of the themes in the novel is fate. Discuss how this is relevant to the life of Gabriel Oak. (3) AND Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 7 1.2 EXTRACT B [A journey from the market.] He said, slowly – ‘I don’t know.’ The woman, on hearing him speak, quickly looked up, examined the side of his face, and recognized the soldier under the yeoman’s garb. Her face was drawn into an expression which had gladness and agony 5 both among its elements. She uttered a hysterical cry, and fell down. ‘O, poor thing!’ exclaimed Bathsheba, instantly preparing to alight. ‘Stay where you are, and attend to the horse!’ said Troy peremptorily, throwing her the reins and the whip. ‘Walk the horse to the top: I’ll see to the woman.’ 10 ‘But I – ‘Do you hear? Clk – Poppet!’ The horse, gig, and Bathsheba moved on. ‘How on earth did you come here? I thought you were miles away or dead! Why didn’t you write to me?’ said Troy to the woman, in a strangely 15 gentle, yet hurried voice, as he lifted her up. ‘I feared to.’ ‘Have you any money?’ ‘None.’ ‘Good Heaven – I wish I had more to give you! Here’s – wretched – 20 the merest trifle. It is every farthing I have left. I have none but my wife gives me, you know, and I can’t ask her now. The woman made no answer. ‘I have only another moment,’ continued Troy; ‘and now listen. Where are you going to-night? Casterbridge Union? 25 ‘Yes; I thought there.’ [Chapter 39] 1.2.1 Who is ‘the woman’? (1) 1.2.2 What is the relationship between Troy and this woman? (2) 1.2.3 Refer to lines 5–6. (‘Her face was … among its elements.’) (a) Identify the figure of speech in these lines. (1) (b) Explain how this figure of speech is relevant in this extract. (2) 1.2.4 Explain why this statement is FALSE. Fanny dies on the way to Casterbridge. (1) Copyright reserved Please turn over

8 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 1.2.5 Refer to line12. (‘Do you hear? Clk – Poppet!’) (a) What tone would Troy use in this line? (1) (b) Why would Troy use this tone in this line? (1) 1.2.6 Why does Troy insist on Bathsheba living with horses whilst he attends to the woman? (2) 1.2.7 Refer to lines 20–21. (‘Good Heaven – … the merest trifle.’) (a) Explain why three dashes are used in this line. (2) (b) What kind of job does Troy have? (1) 1.2.8 In this story, Fanny is the only woman that Troy cares about. Discuss your view. (3) AND Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 9 1.3 EXTRACT C [The quarrel.] Pooh! That’s nothing – that’s nothing!’ She exclaimed, in incipient accents of pique. If I cared for your love as much as I used to, I could say people had turned to look at mine.’ ‘Bathsheba, don’t be so fitful and jealous. You knew what married life would be like, and shouldn’t have entered it if you feared these 5 contingencies.’ Troy had by this time driven her to bitterness: her heart was big in her throat, and the ducts to her eyes were painfully full. Ashamed as she was to show emotion, at last she burst out: - “This is all I get for loving you so well! Ah! when I married you 10 your life was dearer to me than my own. I would have died for you – how truly I can say that I would have died for you! And now you sneer at my foolishness in marrying you. O! is it kind to me to throw my mistake in my face? Whatever opinion you may have of my wisdom, you should not tell me of it so mercilessly, now that I am in 15 your power. ‘I can’t help how things fall out,’ said Troy; ’upon my heart, women will be the death of me! ‘Well, you shouldn’t keep people’s hair. You’ll burn it, won’t you, Frank?’ [Chapter 41] 1.3.1 Quote ONE word from line 2 which shows that Bathsheba is really irritated. (1) 1.3.2 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (1.3.2) in the ANSWER BOOK. The contingencies that Troy is referring to in line 6 are/is … A farming. B infidelity. C faithfulness. D complaints. (1) 1.3.3 Refer to lines 7–8. (‘Troy had by … in her throat.’) (a) Identify the figure of speech in this line. (1) (b) Explain why this figure of speech is relevant in this extract. (2) (c) What is the source of the argument between Bathsheba and Troy in this extract? (2) Copyright reserved Please turn over

10 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 1.3.4 Refer to line 12–13. (‘And now you … in marrying you.’) Why did Troy marry Bathsheba? (2) 1.3.5 Refer to lines 17–18. (‘I can’t help … death of me.’) (a) What does this line reveal about Troy’s character? Substantiate your answer. (2) (b) With reference to Troy’s death in the story, how is this statement ultimately proved to be correct? (2) 1.3.6 What does Troy do with the money he gets from his wife? (2) 1.3.7 Bathsheba made a wrong choice in marrying Troy instead of marrying Farmer Boldwood. Discuss your view. (3) AND Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 11 1.4 EXTRACT D [Gabriel’s letter.] It broke upon her at length as a great pain that her last old disciple was about to forsake her and flee. He who had believed in her and argued on her side when all the rest of the world was against her, had at last like others become weary and neglectful of the old cause, and was leaving her to fight her battles alone. 5 Three weeks went on, and more evidence of his want of interest in her was forthcoming. She noticed that instead of entering the small parlour or the office where the farm accounts were kept, and waiting, or leaving a memorandum as he had hitherto done during her seclusion, Oak never came at all when she was likely to be there, only entering at unseasonable 10 hours when her presence in that part of the house was least to be expected. Whenever he wanted directions he sent a message, or note with neither heading nor signature, to which she was obliged to reply in the same off- hand style. Poor Bathsheba began to suffer now from the most torturing sting of all – a sensation that she was despised. 15 The autumn wore away gloomily enough amid these melancholy conjectures, and Christmas-day came, completing a year of her legal widowhood, and two years and a quarter of her life alone. [Chapter 56] 1.4.1 In your own words, discuss how Gabriel has been Bathsheba’s old disciple. (2) 1.4.2 Explain why Bathsheba thinks she is forsaken by Gabriel. (2) 1.4.3 Why is the following statement FALSE? Gabriel is Bathsheba’s shepherd. (1) 1.4.4 What reasons does Gabriel have for leaving Bathsheba? (2) 1.4.5 Refer to lines 16–18. (‘The autumn wore … her life alone.’) (a) Explain the personification in these lines. (2) (b) Why is this Christmas day said to be completing ‘a year of Bathsheba’s legal widowhood’? (2) 1.4.6 What made Gabriel decide not to leave England? (1) 1.4.7 One of the themes in this novel is love. Discuss how this theme is relevant in the novel. (3) 1.4.8 Bathsheba does not deserve Gabriel’s love. Discuss your views. (3) [70] Copyright reserved Please turn over

12 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) QUESTION 2: DREAMING OF LIGHT Read the following extracts from the novel and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer questions in your own words unless you are asked to quote. Answer questions set on FOUR extracts, i.e. QUESTION 2.1, QUESTION 2.2, QUESTION 2.3 AND QUESTION 2.4. 2.1 EXTRACT E [The shooting inside the mine.] “They’re supposed to catch us. Then they hand us over to the police.” “So it’s same?’ Taiba doesn’t get it. “For me and Aries, also the other boys from home and from Swaziland. And that other one, Zimbabwe?” I didn’t know I could laugh underground. It’s an ugly sound, meant to crush the stupid innocence out of him the way a rock-fall would crush out 5 his life. “Better hope it’s just our guys and men from another syndicate shooting each other. Wena, trust me, you don’t want it to be security. I’ve seen them in action. It doesn’t always work the way it’s supposed to. Anyway, it sounds like the shooting is stopping.” There has been just one shot in the last thirty seconds. Now there 10 are only angry male voices, voices I know from every day down here – our men, with one of them groaning and crying out in pain. I don’t even wonder if anyone is dead. It makes no difference to me. It would only make a difference if another syndicate took over the mine. Or if the security people cleared us out. 15 I used to be like Taiba Nhaca. I also thought there would be an end to the heat and the darkness. For some it does end, almost as soon as it starts. I’m one of the lucky ones. [Chapter 1] 2.1.1 Choose a description from COLUMN B that matches a name in Column A. Write only the letter (A–E) next to the question numbers (2.1.1(a) to 2.1.1(d)) in the ANSWER BOOK. COLUMN A COLUMN B (a) Rimer’s Creek A where illegal mining syndicates operate (b) Kabokweni B a border post between South Africa and Swaziland (c) Barberton C a bird trail (d) Jeppes Reef D where Regile got the map E where Spike Maposa stays (4 x 1) (4) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 13 2.1.2 Refer to line 1. (’ They’re supposed to catch us.’) (a) Who is ‘us’ in line 1? (1) (b) Explain why these people are supposed to be caught. (2) 2.1.3 Refer to lines 7–8. (‘Wena, trust me, … them in action.’) (a) What tone would Regile use in this line? (1) (b) Why would Regile use this tone in this line? (1) 2.1.4 Quote SIX consecutive words to show that Regile is no longer bothered by the dangers of the mine. (1) 2.1.5 What does this extract reveal about Taiba’s character at this moment? Substantiate your answer (2) 2.1.6 Refer to lines 13–14. (‘It would only … over the mine.’) What would be the difference for Regile if the mine was taken over by another syndicate? (2) 2.1.7 Discuss the theme of innocence as evident in this extract. (3) AND Copyright reserved Please turn over

14 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 2.2 EXTRACT F [The recruits are taken out of the mine.] Only what’s left of the money I’ve been paid stays on my body when we work, in a bag I wear on a cord. The rest of the money due to me will have been given to Papa Mavuso to hold for me, though the men get everything they’ve earned while they’re down here. These younger boys get nothing yet. 5 Mahlori is swearing at us for being too slow. I have to carry Aires again. “This mine has gone bad,” Mahlori tells me as we make our way into wider, higher tunnels. “That shooting yesterday? You heard? Four dead. The security scum took the bodies up and handed them over to 10 the police. Also the men they took alive. Mostly foreign fools. Faceman won’t pay bribes to get them back. Plenty more to take their place, he says. He has gone up to report to the syndicate.” No Faceman. That sounds almost as good as the rattle of sunglasses. 15 The lift cage is the last danger we have to face down here. It hasn’t been officially inspected or repaired since the owning company closed the mine, long before the first illegal zama zamas came and got it working again. Taiba is singing under his breath. He must believe his nightmare is 20 ending. [Chapter 4] 2.2.1 Refer to lines 6–7. (‘I have to carry Aires again’.) Explain why Regile must carry Aires. (2) 2.2.2 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (2.2.2) in the ANSWER BOOK. Mahlori refers to the security in the context of the story as ‘security scum’ because … A they are dirty. B he dislikes them. C they work with the police. D they carry dead bodies. (1) 2.2.3 Refer to line 11. (‘Mostly foreign fools.’) Explain why Mahlori calls these people ‘foreign fools’. (2) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 15 2.2.4 Refer to line 14. (‘No Faceman. That … rattle of sunglasses.’) (a) Who is Faceman? (1) (b) Explain the irony in the name ‘Faceman’. (2) (c) Identify the figure of speech in this line. (1) (d) Explain how this figure of speech is relevant in this extract. (2) 2.2.5 Refer to line 20. (‘He must believe his nightmare is ending.’) What nightmare is Taiba faced with outside the mine? (1) 2.2.6 One of the themes revealed in the novel is exploitation. Discuss how this theme is relevant to foreigners and children. (3) 2.2.7 The zama zamas have a choice of not working in the mines. Discuss your view. (3) AND 2.3 EXTRACT G [Regile and Katekani are trying to earn some money.] “See, Regile?” Katekani says, her shrivelled leg swinging as she hauls herself along between her sticks on our way back up to Papa’s. “I’m right. Taiba is right. Good things can happen.” “So didn’t you want to spend your share on something nice?” I ask. “I’m waiting until I’ve got enough.” 5 “For what?” She turns shy. “I don’t want to tell you until I’ve done it.” I lift my shoulders, let them fall. “Can you go faster? Remember what happened with your father last year when we were late that one time?” “I’ll try. And you, Regile? Are you saving for something?” 10 I think about the rubber sandals I bought last time I was out of the mine and couldn’t go home. I took them back into the mine with me, but they were soon lost or stolen. The soles of my feet are hard all over, not like skin anymore. One day when I’m working directly for the syndicate, I want to have 15 proper miners’ boots like Faceman’s. “Just small things I need,” I say vaguely. Soap. Stuff like that.” And deodorant, I think, but I’d feel embarrassed to say it out loud. I’d like to get a girlfriend for while I’m out of the mine, but I need to smell clean and nice for that to happen. 20 [Chapter 7] Copyright reserved Please turn over

16 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 2.3 2.3.1 Explain how Regile and Katekani make money. (2) 2.3.2 Refer to lines 1–2. (‘See Regile?’ Katekani … up to Papa’s’.) (a) What tone would Katekani use in these lines? (1) (b) Why would Katekani use this tone in these lines? (1) 2.3.3 What does Katekani eventually buy with her savings? (2) 2.3.4 Why is Regile interested in what Katekani buys with her money? (1) 2.3.5 Why is this statement FALSE? Katekani does not go to school because she is disabled. (1) 2.3.6 (a) Who is Katekani’s father? (1) (b) Discuss the relationship between Katekani and her father. (2) 2.3.7 Quote NINE consecutive words from the extract to prove that Regile has ambitions for being a zama zama. (1) 2.3.8 Explain why Regile wants to be a zama zama although it is dangerous to be working in the mines. (2) 2.3.9 One of the themes in this novel is love and friendship. Discuss how this theme is relevant to Katekani and Regile. (3) AND 2.4 EXTRACT H [Regile lies to save Katekani.] “You’re soft.” The words have a hissing sound. She has already told me everything that she did. How that boy with his mouth said he must go and find that man Spike Maphosa – because this piece of thrash told him what it said in my newspaper. She helped him.” 5 “I made her,” I say, but I know it’s a mistake changing my story – my lie. “Soft,” he hisses again. “Telling me lies for this ugly, useless girl. When I’ve done so much for you, let you walk free, sent your money into Swaziland for your mother . . .You thank me like this. I can’t trust a liar. From today you don’t touch the shed key. I lock, unlock. You and this 10 rubbish daughter – you only carry the food. You were like my son. You have hurt me. Betrayed me. Like those people betrayed me when I was still soft like you – the mine people and the bank people. This is your last chance here, you understand? That boy with his mouth won’t make it far by himself. He won’t find the way to Spike Maposa in Kabokweni. He’s 15 even more of a foreign fool than you Swazis. If I don’t see you here, I will know you have gone to help him. You know I have friends in the police? [Chapter 8] Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 17 2.4.1 Refer to lines 1–3. (‘You’re soft … man Spike Maposa.’) (a) Identify the figure of speech in this line. (1) (b) Explain how this figure of speech is relevant in this extract. (2) (c) In your own words, explain what Papa means with ‘that boy with his mouth’ when he refers to Taiba. (1) 2.4.2 Choose the correct answer to compare the following sentence. Write only the letter (A–D) next to the question number (2.4.2) in the ANSWER BOOK. Papa refers to Katekani as a ‘piece of thrash’ in line 3 because … A he has no regard for Katekani. B Katekani is disabled. C Katekani is dirty. D Katekani does not cook well. (1) 2.4.3 Explain how Papa Mavuso finds out that Taiba is missing. (2) 2.4.4 Why is it important that Taiba must find Spike Maposa? (1) 2.4.5 How did the mine people and bank people betray Papa Mavuso? (2) 2.4.6 What does this extract reveal about the character of Papa Mavuso? Substantiate your answer. (2) 2.4.7 One of the themes in this novel is cyclical violence. Discuss this theme with relevance to Papa Mavuso and Faceman. (3) 2.4.8 ‘You were like my son. You have betrayed me.’ Papa Mavuso has treated Regile very well, like his own son. Discuss your view. (3) [70] TOTAL SECTION A: 70 Copyright reserved Please turn over

18 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) SECTION B: DRAMA QUESTION 3: SOPHIATOWN Read the following extracts from the drama Sophiatown, and answer the questions set on each. 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 FOUR extracts, i.e. QUESTION 3.1, QUESTION 3.2., QUESTION 3.3. AND QUESTION 3.4. 3.1 EXTRACT I [Mingus is in love with someone he saw at the funeral.] MINGUS: Jakes! JAKES: Mingus! MINGUS: Yes! My buddy! [Catching Charlie’s eye] Charlie! JAKES: Whe’ve you been, Mingus? Been making trouble again? MINGUS: Jakes, I’m in love, man. I’ve just been to a wonderful 5 funeral. JAKES: A funeral? Is there a story there? MINGUS: Yes, write there, ‘I went so nobody could say I killed him.’ [Charlie has crept up to Mingus and begins to shine his shoes while he is still wearing them.] 10 MINGUS: Hey, Charlie – leave off! Leave off! Go and sleep in the car. We’ve a job tonight. I want you wide awake. Hey, Charlie – move! [Charlie persists in trying to clean the shoes.] MINGUS: Go on! [Mingus pushes Charlie away.] Jakes, ek wil ’n 15 brief he’ – ‘n letter van love. [Jakes, I want a letter – a letter of love.] JAKES: A love letter for you? MINGUS: Ja, ek’s in love, met ‘n real tjerrie, ‘n matara, a real ding, ‘n princess … [Yes, I’m in love, with a real beauty, a 20 woman, a real thing, a princess … ] That’s her name – Princess! JAKES: Why don’t you write it yourself, Mingus? I’m working. MINGUS: Ag man, Jakes, ek kan nie skryf nie. You know that – ek kan wietie, maar ek kan nie skryf nie. 25 [Ah, Jakes, I cannot write. You know that – I can talk, but I cannot write.] JAKES: Well, that’s too bad, man. I’m busy. MINGUS: Listen, I’ll give you a story, a story for a love letter. [Act 1, Scene 1] Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 19 3.1.1 Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A–E) next to the question numbers (3.1.1(a) to 3.1.1(d)) in the ANSWER BOOK. COLUMN A COLUMN B (a) Edith A mission house (b) Mamariti B Tobiansky’s wife (c) Gestapo C cinema (d) Balansky D group of gangsters E shebeen (4 x 1) (4) 3.1.2 Refer to lines 5–6 (‘Jakes, I’m in … wonderful funeral.’). (a) Identify a figure of speech in these lines. (1) (b) Explain how this figure of speech is relevant in this extract. (2) 3.1.3 Refer to line 3. (‘Yes! My buddy! […Charlie’s eye] Charlie.’) Discuss the relationship between Charlie and Mingus. (2) 3.1.4 Refer to lines 16–17 (‘Jakes, I want a letter – a letter of love.’) Explain why Mingus asks Jakes to write him a love letter. (2) 3.1.5 Refer to lines 19–20. (‘Ja, ek’s in … ding, ʼn princess.’) (a) Which language does Mingus use here? (1) (b) Why is this language among the languages mostly spoken in Sophiatown? (2) 3.1.6 Princess’s decision to come and stay with Mingus is a good one. Discuss your view. (3) AND Copyright reserved Please turn over

20 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 3.2 EXTRACT F [Ruth arrives at 65 Gerty Street.] LULU: Well? RUTH: Well, I’m Jewish. MINGUS: So? RUTH: So here I am … [Charlie is at it again.] Please! MINGUS: Charlie, off! [Charlie retreats.] Look lady, is this some kind of 5 a joke? RUTH: I assure you it’s not. PRINCESS: We don’t want European girls here. European girls mean trouble. MINGUS: Where did you see this advertisement? 10 RUTH: In Drum magazine. MINGUS: Drum magazine! RUTH: I do read it, you know! MINGUS: This is Jakes’ business! RUTH: Jakes! 15 MINGUS: Charlie! Go fetch Jakes. This is all Jakes’ nonsense again. Hey look here lady, what kind of a person are you? Do you know this is Sophiatown? RUTH: Yes! I read all about it before I came. PRINCESS: This is a native township. 20 LULU: Father Huddleston says it’s a freehold suburb. [Enter Mr Fahfee] FAHFEE: Hey, hey, hey, hey, hey! News of the day! Dikgang tsa gompieno! Albert Luthuli has been banned. All houses to be sold to the Resettlement Board. [Fahfee 25 turns and sees Ruth.] O Mang? [Who are you?] RUTH: I beg your pardon? FAHFEE: Wie’s jy? [Who are you?] RUTH: Sorry? 30 FAHFEE: Give me a number. RUTH: What? MINGUS: Give him a number. RUTH: Any number? LULU: Yes, any number. 35 RUTH: [Bewildered] Number 17. FAHFEE: Number 17! Diamond Lady. I knew it – that’s the one for the day! [Act 1, Scene 2] Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 21 3.2.1 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (3.2.1) in the ANSWER BOOK. So here I am … [Charlie is at it again.] Please! Ruth here is … A begging them to stay. B irritated by what Charlie is doing. C asking Mingus to stop asking her questions. D she wants to sit down. (1) 3.2.2 Refer to lines 8–9. (‘We don’t want … girls mean trouble’.) In what way will Ruth cause trouble? (2) 3.2.3 Refer to line 12. (‘Drum magazine’.) (a) What tone would Mingus use in this line? (1) (b) Why would Mingus use this tone in this line? (1) 3.2.4 Refer to line 14. (‘This is Jakes’ business’.) (a) Discuss the contents of the advertisement. (2) (b) Explain why Jakes placed an advertisement. (2) 3.2.5 Where does Ruth come from? (1) 3.2.6 Refer to line 19. (‘Yes! I read … before I came’.) What does this extract reveal about the character of Ruth? Substantiate your answer. (2) 3.2.7 Refer to line 21. (‘Father Huddleston says … a freehold suburb.’) What is a ‘freehold suburb’? (2) 3.2.8 The people of 65 Gerty Street successfully overcome the racial divide until they are forcefully removed. Discuss your view. (3) AND Copyright reserved Please turn over

22 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 3.3 EXTRACT K [Mingus is mad at Princess.] MINGUS: Com’on – I want to see how you look without my dresses. [He attempts to pull off her dress. She resists, then runs off screaming. He runs after her, shouting, followed by others. Only Jakes and Ruth remain.] MINGUS: [Running after Princess] I want them all back. My dresses, the jewellery, the bloody lot. Come let’s see if you look like a princess 5 then. RUTH: I don’t know why she doesn’t leave. JAKES: If I were you I’d stay right out of it. This is one thing you’ll never understand. RUTH: It’s just plain bullying. 10 JAKES: She belongs to him, and that’s that! RUTH: Now that I don’t understand. JAKES: Look to be frank – there is plenty that you’ll never understand because you’ll always be looking from outside. RUTH: In that case, I’m a lot like you. You’re always looking from the 15 outside, watching. JAKES: Rubbish! RUTH: Well, why don’t you join Fahfee? He needs you. You can’t watch for ever, you know. JAKES: When I decide the time is right, I’ll be a different person. 20 RUTH: I think you’re just scared. JAKES: Well, what about you? RUTH: I’m here. JAKES: You think that is enough? If you were a princess in Princess’s position, what would you do? 25 RUTH: I’d fight. There’s no question. Nobody treats me like that. I wouldn’t tolerate it. JAKES: Mingus would just beat you up. RUTH: Well, if I was treated like that, I would just leave. [Act 2, Scene 1] 3.3.1 Explain why Mingus is angry with Princess. (2) 3.3.2 Refer to lines 13–14. (‘To be frank … from the outside.’) (a) Explain in your own words what Jakes means in these (2) lines. (b) Compare Ruth’s and Princess’s background. (2) 3.3.3 Refer to lines 15–16. (‘In that case … from outside watching’.) Explain how this description is suitable for Jakes and his job. (2) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 23 3.3.4 Refer to line 17. (‘Rubbish!’) If you were a stage director of this play, what would you tell Jakes to do while saying these lines? State TWO points. (2) 3.3.5 Refer to line 20. (‘When I decide … a different person.’) With reference to the play, how does Jakes become a different person? (2) 3.3.6 Poverty is one of the themes in this play. Discuss how this theme is relevant to Princess. (3) 3.3.7 Mingus has a right to claim his belongings from Princess. Discuss your view. (3) AND Copyright reserved Please turn over

24 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 3.4 EXTRACT L [Sophiatown is demolished.] JAKES: This bitterness inside me wells up and chokes. We lost, and Sophiatown is rubble. The visions of the mad Boere smashed this hope, turned it to rubble. And out of this dust, like a carefully planned joke, Triomf rises. What triumph is this? Triumph over music? Triumph over meeting? Triumph over the future? Sophiatown was a cancer on 5 a pure white city, moved out at gun point by madmen. With its going, the last common ground is gone. The war has been declared, the battle sides are drawn. Yeoville and Meadowlands, and a wasteland in-between. I don’t want to die like Can Themba, of alcohol poisoning, in a 10 country that is not my own. I don’t want the streets of New York to take me, as they did Nat Nakasa. The streets of New York broke his bones, but South Africa broke his spirit. Exile – an interminable death. It eats out the very centre of your heart. Arthur Maimane, Todd Matshkiza, Bloke Modisane, Lewis 15 Nkosi, Hugh Masekela, Dollar Brand, Miriam Makheba, Jonas Gwangwa – all our best and brightest driven out by this Triomf. And 65 Gerty Street? Princess and her Dutch lover escaped the Immorality Act by going to Europe. Lulu is without education. [Act 2, Scene 7] 3.4.1 In your own words, give the reason why Jakes is bitter. (2) 3.4.2 Refer to lines 1–2. (‘This bitterness inside … Sophiatown is rubble.’) (a) Identify the figure of speech in these lines. (1) (b) Explain why this figure of speech is relevant in this extract. (2) (c) What is it that the people of Sophiatown lose? (2) 3.4.3 Refer to lines 3–4. (‘And out of … joke, Triomf rises.’) Explain the irony in the name of the place Triomf. (2) 3.4.4 Refer to lines 5–7. (‘Triumph over the … point by madmen.’) Explain the metaphor in this line. (2) 3.4.5 (a) Who is Nat Nakasa? (1) (b) How did New York break his bones? (1) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 25 3.4.6 Refer to line 18. (‘And 65 Gerty Street.’) Explain what happened to Mamariti, the owner of 65 Gerty Street. (2) 3.4.7 Apartheid laws made it difficult for Jakes and Ruth to fall in love. Discuss your view. (3) [70] TOTAL SECTION B: 70 Copyright reserved Please turn over

26 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) SECTION C: SHORT STORIES In this section questions are set on the following short stories: x ‘THE LOVE POTION’ by H.C. Bosman x ‘SWIMMING PARTNERS’ by T. Lipenga x ‘FORBIDDEN CLOTHES’ by J. Gavin x ‘PINK BOW TIE’ by P. Jennings QUESTION 4 Read the extracts from the FOUR short stories and answer the questions set on each. The number of marks allocated serves as a guide to the expected length of your answer. NOTE: Answer questions in your own words unless you are asked to quote. Answer the questions set on FOUR extracts, i.e. QUESTION 4.1, QUESTION 4.2, QUESTION 4.3 AND QUESTION 4.4. 4.1 ‘THE LOVE POTION’ EXTRACT M [Oom Schalk visits Lettie’s father.] I didn’t take much notice of Krisjan’s remarks, however. Instead, I looked carefully at Lettie when I mentioned Gideon’s name. She didn’t give much away, but I am quick at these things, and I saw enough. The colour that crept into her cheeks. The light that came in her eyes. On my way back I encountered Lettie. She was standing under a thorn- 5 tree. With her brown arms and her sweet, quiet face and her full bosom, she was a very pretty picture. There was no doubt that Lettie Cordier would make a fine wife for any man. It wasn’t hard to understand Gideon’s feelings about her. ‘Lettie,’ I asked, ‘do you love him?’ 10 ‘I love him, Oom Schalk,’ she answered. It was as simple as all that. Lettie guessed I meant Gideon van der Merwe, without my having spoken his name. Accordingly, it was easy for me to acquaint Lettie with what had happened 15 the night before, on the Krantz, in the moonlight. At least, I only told her the parts that mattered to her, such as the way I explained to Gideon where the juba-plant grew. Another man might have wearied her with a long and unnecessary description of the way he fell down the Krantz, clutching the branches and 20 tree-roots. But I am different. I told her that it was Gideon who fell down the Krantz. Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 27 4.1.1. Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A–E) next to the question numbers (4.1.1(a) to 4.1.1(d)) in the ANSWER BOOK. COLUMN A COLUMN B (a) Gideon A clever (b) Krisjan B persuasive (c) Lettie C talkative (d) Oom Schalk D resourceful E reserved (4 x 1) (4) 4.1.2 Explain why Oom Schalk visits Lettie’s home. (2) 4.1.3 Refer to lines 3–4. (‘The colour crept into her cheeks.’) (a) Identify the figure of speech in these lines. (1) (b) Explain why this figure of speech is relevant in this extract. (2) 4.1.4 What does this extract reveal about the character of Oom Schalk? Substantiate your answer. (2) 4.1.5 State why the following statement is FALSE Gideon fell down the Krantz when trying find the juba plant. (1) 4.1.6 With reference to the story, explain why people in Marico believe that the juba plant must be picked at midnight, under the full moon. (2) 4.1.7 One of the themes in this story is love and courtship. Discuss how this theme is relevant to Gideon and Lettie. (3) AND Copyright reserved Please turn over

28 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 4.2 ‘SWIMMING PARTNERS’ EXTRACT N [Aisha wants her sister to go with her to the city.] Then one day, after an exhausting day, Aisha turned to me in the evening. ‘Linda, I can’t take this anymore. I’m leaving the village, ‘she declared. I was alarmed. ‘Why?’ ‘If I don’t go, I will always be stuck here. It will be the same back-breaking work, day in, day out. I know that Yakobe is going to ask for my hand in 5 marriage, and it will probably be soon. Itimu has his eye on you. There must be more to life than this. Come with me, we will leave tomorrow. ‘But Aisha, how will we survive in town?’ ‘We will find jobs. We may not have school certificates, but at least we are literate.’ 10 I was scared. I had never been to the city. Life in the village was hard, but I was used it. But taking a plunge into the city …? ‘I can’t, Aisha.’ She stared at me, then played her trump card. ‘Then I will leave you 15 tomorrow.’ But it did not work. She left alone the next day as, for the first time in my life, I stood by my decision and refused to go with her. As she had predicted, I soon got married to Itimu. Over a period of three years we had two daughters, the pride and joy of my ageing mother. 20 4.2.1 Refer to line 1. (‘Then one day … in the evening.’) Why do the sisters have to work in the fields? (2) 4.2.2 What does ‘back-breaking’ mean in line 4? (1) 4.2.3 Refer to line 8. (‘But Aisha, how will we survive in town’?) (a) What tone would Linda use in this line? (1) (b) Explain why Linda would use this tone in this line. (1) 4.2.4 Discuss the relationship between the two sisters. (2) 4.2.5 Refer to line 13. (But taking a plunge into the city …?) (a) When in the story did Linda’s sister expect her to ‘take a plunge’? (1) (b) In your own words, explain what it means to ‘take a plunge’ in this sentence. (1) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 29 4.2.6 What does this extract tell you about Aisha’s character? Substantiate your view. (2) 4.2.7 How long does Aisha stay in the city? (1) 4.2.8 One of the themes in the story is poverty. Discuss how this theme is relevant to Aisha and Linda. (3) 4.2.9 Linda made a good decision by not going with her sister to the city. Discuss your view. (3) AND 4.3 ‘FORBIDDEN CLOTHES’ EXTRACT O [Mrs Khan is worried about her daughter.] A hard lump of anxiety pressed into her chest so that it hurt to breathe. She was afraid, but then she had always been afraid. Ever since Nasreen had moved up into secondary school, things had changed. They used to walk together, side by side, friends; but then Nasreen took to going on ahead or dawdling behind her mother. Even the way she walked 5 changed. Instead of the leisurely, shy walk, she now strode, long-legged, looking more like a western girl despite her headscarf and the slacks under her school uniform. On approaching the school gates she would suddenly see her friends and, tossing out the word ‘goodbye’ as if to no one in particular, she would disappear into the school, arms linked and immersed 10 in the sound of gossip and laughter. She never looked back these days. That was when the lump of misery took residence in Mrs Khan’s heart. ‘They are taking her away … taking her away … ‘ She hissed the words out in English, as if someone would hear and understand her fears. She felt a sudden surge of anger as she remembered her English 15 teacher. ‘They? Who’s they?’ Mrs Khan could hear the indifferent voice as Margot Henderson asked the question. ‘They? Why the Dibbens of course!’ 4.3.1 In your own words, explain why Mrs Khan is very worried about Nasreen. (2) Copyright reserved Please turn over

30 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 4.3.2 Refer to line 12. (‘That was when ... Mrs Khan’s heart.’) (a) Identify the figure of speech in this line. (1) (b) Explain why this figure of speech is relevant in this extract. (2) 4.3.3 Refer to lines 13–14 (‘They are taking … understand her fears.’) (a) To whom does ‘they’ refer? (2) (b) Explain the onomatopoeia in this line. (2) 4.3.4 State why the following statement is FALSE. Mrs Khan no longer sees her English teacher because she is dead. (1) 4.3.5 (a) Compare the Dibbens’ and the Khans’ way of life. (2) (b) How does Louise help Nasreen in making her own decisions? (1) 4.3.6 What does this extract reveal about Mrs Khan? Substantiate your answer. (2) 4.3.7 Nasreen is a heroic figure who stands up for what she believes in. Discuss your view. (3) AND Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 31 4.4 ‘PINK BOW TIE’ EXTRACT P [Outside the Principal’s office.] Well, here I am again, sitting outside the Principal’s office. And I’ve only been at the school for two days. Two lots of trouble in two days! Yesterday I got the strap for nothing. Nothing at all. I see this bloke walking down the street wearing a pink bow tie. It looks like a great pink butterfly attacking his neck. It is the silliest bow tie I have 5 ever seen. ‘What are you staring at, lad?’ says the bloke. He is in a bad mood. ‘Your bow tie,’ I tell him. ‘It is ridiculous. It looks like a pink vampire.’ It is so funny that I start to laugh my head off. Nobody tells me that this bloke is Old Splodge, the Principal of the school. 10 He doesn’t see the joke and he gives me a strap. Life is very unfair. Now I am in trouble again. I am sitting here outside Old Splodge’s office waiting for him to call me in. Well, at least I’ve got something good to look at. Old Splodge’s secretary is sitting there typing some letters. She is called Miss Newham and she is 15 a real knockout. Every boy in the school is in love with her. I wish she was my girlfriend, but as she is seventeen and I am only fourteen there is not much hope. 4.4.1 Quote a word from line 1 which shows that it is not for the first time that the boy has to go to the principal’s office. (1) 4.4.2 Explain why the boy is sitting outside the principal’s office. (2) 4.4.3 Why is the following statement TRUE? The boy is new at this school. (1) 4.4.4 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (4.4.4) in the ANSWER BOOK. (a) ‘Getting a strap’ means getting … A a tie. B corporal punishment. C a strip of cloth. D a stick. (1) (b) Explain why the boy gets ‘the strap’. (2) Copyright reserved Please turn over

32 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 4.4.5 Refer to lines 4–5. (‘I see this ... attacking his neck.’) Explain the contrast in the simile in this line. (2) 4.4.6 Refer to lines 15–16. (‘She is called … a real knockout.’) Quote THREE consecutive words to show that the secretary is good-looking. (1) 4.4.7 What reason does the boy give the principal for his offence? (1) 4.4.8 One of the themes in this short story is fantasy. Discuss how this theme is relevant to the boy. (3) 4.4.9 The principal’s old age is a reason why he is harsh with the boy. Discuss your view. (3) [70] TOTAL SECTION C: 70 Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 33 SECTION D: POETRY In this section, questions are set on the following poems: x ‘[Composed Upon] Westminister Bridge, September 3, 1802’ by William Wordsworth x ‘The Chimney Sweeper’ by William Blake x ‘Captive’ by Francis Carey Slater x ‘the African pot’ by Fhazel Johennesse QUESTION 5 Answer the questions set on BOTH poems, i.e. QUESTION 5.1, QUESTION 5.2, QUESTION 5.3 AND QUESTION 5.4. 5.1 Read the poem carefully and then answer the questions which follow. The number of marks allocated to each question serves as a guide to the expected length of your answer. ‘[Composed upon] Westminster Bridge, September 3, 1802’ – William Wordsworth 1 Earth has not anything to show more fair: 2 Dull would he be of soil who could pass by 3 A sight so touching in its majesty; 4 This City now doth, like a garment, wear 5 The beauty of the morning: silent, bare, 6 Ships, towers, domes, theatres, and temples lie 7 Open unto the fields, and to the sky; 8 All bright and glittering in the smokeless air. 9 Never did sun more beautifully steep 10 In his first splendour, valley, rock or hill: 11 Ne’er saw I, never felt, a calm so deep! 12 The river glideth at his own sweet will: 13 Dear God! The very houses seem asleep; 14 And all that mighty heart is lying still! Copyright reserved Please turn over

34 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 5.1.1 Choose a description from COLUMN B that matches a name in COLUMN A. Write only the letter (A–E) next to the question numbers (5.1.1(a) to 5.1.1(d)) in the ANSWER BOOK. COLUMN A COLUMN B (a) Octave A a dramatic change in thought (b) Sonnet B a pair of two successive lines of a poem (c) Sestet C an eight-line stanza, may be the first part of the sonnet (d) Volta D a poem of fourteen lines E a six-line stanza, may be the second section of the sonnet (4 x 1) (4) 5.1.2 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (5.1.2) in the ANSWER BOOK. Refer to line 1. (‘Earth has not … show more fair.’) ‘More fair’ in this line describes the beauty of (the) … A London City. B majesty. C temples. D St Paul’s Cathedral. (1) 5.1.3 Quote ONE word which describes a person who does not see this beauty. (1) 5.1.4 Refer to line 4. (‘This City now … a garment wear’.) (a) Identify the figure of speech in this line. (1) (b) Explain why this figure of speech is relevant in this poem. (2) 5.1.5 What is the meaning of ‘bare’ in line 5, in the context of the poem? (2) 5.1.6 Explain the personification in line 12. (2) 5.1.7 Name ONE structure covered by the morning sun. (1) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 35 5.1.8 Refer to line 13. (‘Dear God! The … houses seem asleep.’) Explain the function of the exclamation mark in ‘Dear God!’ (1) 5.1.9 One of the themes of the poem is tranquility and silence. Discuss the theme in the context of the poem. (3) AND Copyright reserved Please turn over

36 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 5.2 Read the poem carefully and then answer the questions which follow. The number of marks allocated to each question serves as a guide to the expected length of your answer. The Chimney Sweeper – William Blake 1 When my mother died I was very young, 2 And my father sold me while yet my tongue 3 Could scarcely cry ‘weep! weep! weep! weep!’ 4 So your chimneys I sweep, & in soot I sleep. 5 There’s little Tom Dacre, who cried when his head, 6 That curl’d like a lambs back, was shav’d: so I said 7 ‘Hush Tom! Never mind it, for when your head’s bare 8 ‘You know that the soot cannot spoil your white hair.’ 9 And so he was quiet, & that very night, 10 As Tom was a – sleeping, he had such a sight! 11 That thousand of sweepers, Dick, Joe, Ned, & Jack 12 Were all of them lock’d up in coffins of black. 13 And by came an Angel who had a bright key, 14 And he open’d the coffins & set them all free; 15 Then down a green plain leaping, laughing, they run, 16 And wash in a river, and shine in the Sun. 17 Then naked & white, all their bags left behind, 18 They rise upon clouds and sport in the wind; 19 And the Angel told Tom, if he’d be a good boy, 20 He’d have God for his father, & never want joy. 21 And so Tom awoke; and we rose in the dark, 22 And got with our bags & our brushes to work. 23 Tho’ the morning was cold, Tom was happy & warm; 24 So if all do their duty they need not fear harm. 5.2.1 How did the speaker become a chimney sweeper? (2) 5.2.2 Explain why young children were used as chimney sweepers. (2) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 37 5.2.3 Refer to line 4 (‘So your chimney … soot I sleep.’) (a) Identify the figure of speech in this line. (1) (b) Explain the appropriateness of this figure of speech. (2) 5.2.4 Compare Tom’s real life to his dream life. (2) 5.2.5 Explain the alliteration in line 15. (1) 5.2.6 Refer to line 12. (‘Were all of … coffins of black.’) (a) What are ‘coffins of black’? (1) (b) Why are these coffins black? (1) 5.2.7 Refer to line 24. (‘So if all … not fear harm.’) Discuss the irony in this statement. (2) 5.2.8 One of the themes in the poem is child labour and exploitation. Discuss the theme in the context of the poem. (3) AND Copyright reserved Please turn over

38 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 5.3 Captive – Francis Slater Lament of a sick Xhosa miner-labourer in a compound hospital 1 As a wild bird caught in a slip-knot snare - 2 The plaited tail-hairs of a dun-coloured cow, 3 Almost invisible - 4 So tethered in the toils of fever, do I lie 5 And burn and shiver while I listen to the buzzing 6 Of flies that flutter vainly 7 Against cold, hard, deceiving window-panes: 8 Like them I would escape, and escaping hasten 9 To my home that shines in a valley afar, 10 My home – brightest tooth in the jaws of distance. 11 There, now, the cows I love are feeding 12 In some quiet sun-washed vale; 13 Their lazy shadows drink the sunlight 14 Rippling on the grasses; 15 There, through the long day, girls and women 16 Among the mealies chant and hoe, 17 Their swinging hoes are like the glitter 18 Of sunshine on water; 19 There, now, shouting, happy herdboys, 20 While they watch the cattle browse, 21 Are busy moulding mimic cattle 22 From clay moist and yellow. 23 There, when the sun has folded his wings that dazzle, 24 And has sunken to his hidden nest beyond the hills, 25 All shall group together gaily, around the crackling fires, 26 And chew the juicy cud of gathered day; 27 And greybeards shall tell stories of ancient battles, 28 And cattle-races of the days of old, 29 Of hunters, bold and fearless, who faced the lion’s thunder 30 And stalked the lightning leopard to his lair. 31 – But here I burn and shiver and listen to the buzzing 32 Of flies against deceiving window-panes. 5.3.1 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (5.3.1) in the ANSWER BOOK Captive is an example of a … A praise poem. B descriptive poem. C lyrical poem. D sonnet. (1) Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 39 5.3.2 Refer to line 1. (‘As a wild … slip-knot snare.’) (a) Identify the figure of speech in this line. (1) (b) Explain why this figure of speech is relevant in this extract. (2) 5.3.3 Quote TWO words to show that the speaker is trapped where he is. (2) 5.3.4 Explain the personification in line 7. (2) 5.3.5 Refer to line 10. (‘My home – brightest … jaws of distance’) What does the speaker mean when he says his ‘home’ is the ‘brightest tooth in the jaws of distance’? (2) 5.3.6 Refer to stanza 3. Explain the use of the word ‘greybeards’. (2) 5.3.7 One of the themes of the poem is captivity. Discuss the theme in the context of the poem. (3) 5.3.8 The speaker overreacts when he describes his situation. Discuss your view. (3) AND Copyright reserved Please turn over

40 ENGLISH FIRST ADDITIONAL LANGUAGE P2 (EC/NOVEMBER 2020) 5.4 the African pot – Fhazel Johennesse 1 it is round and fat and squat 2 it has no handle and the rim has no spout 3 at first it seems as if the colours have 4 no coordination and no rhythm 5 the yellow and brown stripes circle 6 the pot in quick diagonals 7 i puzzle over the absence of the handle 8 and then suddenly i think of a young woman 9 wearing beads walking to a river with 10 the pot gracefully balanced on her head 11 and then the colours begin to rhyme 12 yellow zigzagging around the top 13 makes me think of harvest time of golden corn 14 of dancers around an autumn fire of ripe fruit 15 and of men drinking homebrewed beer 16 and as i stroke the brown 17 i can almost feel the full earth between 18 my fingers earth that echoes the thunderous 19 stamp of warriors going to war earth that 20 offers base accompaniment to dancing feet 21 i can almost see an ox pulling a plough 22 steered by a man of infinite patience 23 making ordered rows of upturned loam 24 the maker made this pot 25 with a song in his heart 26 and vision I his eyes 27 lifting it up I can almost hear 28 him say 29 i am man 30 life is but clay in my hands 31 creation is at my fingertips Copyright reserved Please turn over

(EC/NOVEMBER 2020] ENGLISH FIRST ADDITIONAL LANGUAGE P2 41 5.4.1 Describe the speaker’s attitude towards the pot in stanza 1. Substantiate your answer. (2) 5.4.2 Why does the speaker think that the pot should have a handle? (2) 5.4.3 Quote FIVE consecutive words in stanza 2 which indicate the change in the speaker’s attitude towards the pot. (1) 5.4.4 Refer to lines 8–9. (‘young woman wearing ... to a river with’) (a) What does this tell us about the way of the life of the young woman? (2) (b) Discuss the uses of the pot in the village. (2) 5.4.5 Refer to line 11. (‘And then the … begin to rhyme.’) (a) Identify the figure of speech in this line. (1) (b) Explain the figure of speech in this line. (2) 5.4.6 What do the yellow colours represent on the pot according to the speaker? (2) 5.4.7 ‘Life is but clay in my hands’. One of the themes in this poem is that man (human beings) has the ability to form life and change circumstances. Discuss the theme in the context of the poem (3) [70] TOTAL SECTION D: 70 GRAND TOTAL: 70 Copyright reserved Please turn over