English FAL P2 Feb March 2013

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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

English First Additional Language/P2 2 DBE/Feb.–Mar. 2013
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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

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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

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

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

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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.

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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

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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)

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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)

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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

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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
OR

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LORD OF THE FLIES
answer.
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)

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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)
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]

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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

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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
OR

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A GRAIN OF WHEAT
answer.
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]

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)

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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)
Gikonyo was a ...
A fireman.
B carpenter.
C builder.
D labourer. (1)
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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

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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.
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
OR

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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]

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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

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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)
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?

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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?
[35]
OR

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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
OR

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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.
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]

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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

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)

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

NSC
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.
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
OR

NSC
THE SOFT VOICE OF THE SERPENT – Nadine Gordimer
Read the following extracts from the short story and answer the set questions. The
number of marks allocated to each question serves as a guide to the expected length
of your answer.
QUESTION 12.2.
12.1 [The lady wheels the man into the garden.]
A first slight wind lifted again in the slack, furled sail of himself; he felt it
belly gently, so gently he could just feel it, lifting inside him.
So she wheeled him along, pushing hard and not particularly well with her
thin pretty arms – but he would not for anything complain of the way she did it
or suggest that the nurse might do better, for he knew that would hurt her – 5
and when they came to a spot that he liked, she put the brake on the chair
and settled him there for the morning. That was the first time and now he sat
there every day. He read a lot, but his attention was arrested sometimes,
quite suddenly and compellingly, by the sunken place under the rug where
his leg used to be. There was his one leg, and next to it, the rug flapped 10
loose. Then looking, he felt his leg not there; he felt it go, slowly, from the toe
to the thigh. He felt that he had no leg. After a few minutes he went back to
his book. He never let the realisation quite reach him; he let himself realise it
physically, but he never quite let it get at him. He felt it pressing up, coming,
coming, dark, crushing, ready to burst – but he always turned away, just in 15
time, back to his book.
12.1.1 Complete the following sentences by filling in the missing words.

Write down only the word(s) next to the question number
(12.1.1(a)–12.1.1(d)).
The man is being pushed in a (a) ... by his (b) ... He spends much
time (c) ... in the garden. Sometimes he thinks about the (d) ... he
lost. (4)
12.1.2 Refer to 'slack, furled sail of himself' (line 1).
(a) Identify the figure of speech used here. (1)
(b) Explain why the writer has used this figure of speech. (2)
12.1.3 How do you know that the lady is not good at pushing the man
around? (1)
12.1.4 The man does not complain about how the lady pushes him.
What does this tell you about him? State TWO points. (2)

NSC
12.1.5 Using your own words, briefly describe how the man feels about
his loss. State TWO points. (2)
12.1.6 Refer to lines 14–15. ('He felt it ... ready to burst'.)
What does the use of the word 'crushing' tell you about the man's
feelings? (2)
12.1.7 In your view, should the man keep quiet about how he feels
regarding his loss? Give a reason for your answer. (2)
AND
12.2 [The lady and the man find an injured locust in the garden.]
'Get another little chair made for him and you can wheel him out here with
me.'
'Yes,' she laughed. 'Only for him it would have to be a kind of little cart,
with wheels.'
'Or maybe he could be taught to use crutches. I'm sure the farmers would 5
like to know that he was being kept active.'
'The poor old thing,' she said, bending over the locust again. And reaching
back somewhere into an inquisitive childhood she picked up a thin wand of
twig and prodded the locust, very gently. 'Funny thing is, it's even the same
leg, the left one,' she looked round at him and smiled. 10
'I know,' he nodded, laughing. 'The two of us ...' And then he shook his
head, and smiling, said it again: 'The two of us.'
She was laughing and just then she flicked the twig more sharply than she
meant to and at the touch of it there was a sudden flurried papery whirr, and
the locust flew away. 15
She stood there with a stick in her hand, half afraid of it again, and
appeared unnerved as a child. 'What happened. What happened.'
There was a moment of silence.
'Don't be a fool,' he said irritably.
They had forgotten that locusts can fly. 20
12.2.1 In line 1, the man says that the locust needs a 'little chair'.
(a) Why does the locust need a chair? (1)
(b) Who does the man think is responsible for the locust's injury? (1)
(c) Do you think he is being serious when he suggests that the

lady should wheel the locust around? Explain your answer. (2)

NSC
12.2.2 What point is the man making in his statement in lines 5–6 when
he says, 'I'm sure the ... being kept active'. (2)
When the man refers to 'The two of us' in lines 11–12, he

means the ...
A man and the locust.

B lady and the locust.
C man and the lady.
D man and his nurse. (1)
12.2.4 At the end of the story the locust flies off.
(a) Explain how the man's mood changes. (2)
(b) Why does his mood change in this way? (2)
answer.
In the title of the story, the serpent refers to a real snake in the
garden. (2)
12.2.6 Consider the story as a whole. The lady experiences mixed

feelings towards the locust. What are these feelings? (2)
12.2.7 Do you admire the lady? Discuss your view. (2)
12.2.8 The main theme of the story is about coming to terms with one's
disability. How can disabled people be helped to come to terms
with their loss? Discuss your view stating at least TWO points. (2)
[35]
TOTAL SECTION C: 35

NSC
SECTION D: POETRY
In this section, questions have been set on the following poems:
• 'An elementary school classroom in a slum' by Stephen Spender

• 'Death be not proud' by John Donne
• 'Mementos, 1' by WD Snodgrass
• 'The birth of Shaka' by MO Mtshali
Answer questions on ANY TWO of the prescribed poems set. Read each 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.
QUESTION 13
Read the following poem and then answer the set questions.
An elementary school classroom in a slum – Stephen Spender
Far far from gusty waves these children's faces.

Like rootless weeds, the hair torn round their pallor.
The tall girl, with her weighed-down head. The paper-
seeming boy, with rat's-eyes. The stunted, unlucky heir
Of twisted bones, reciting a father's gnarled disease, 5
His lesson from his desk. At the back of the dim class
One unnoted, sweet and young. His eyes live in a dream
Of squirrel's game, in tree room, other than this.
On sour cream walls, donations. Shakespeare's head,

Cloudless at dawn, civilised dome riding all the cities. 10
Belled, flowery, Tyrolese valley. Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this world, are world.
Where all the future's painted with a fog,
A narrow street sealed in with a lead sky, 15
Far far from rivers, capes, and stars of words.
Surely, Shakespeare is wicked, the map a bad example

With ships and sun and love tempting them to steal –
For lives that slyly turn in their cramped holes
From fog to endless night? On their slag heap, these children 20
Wear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.
Unless, governor, teacher, inspector, visitor, 25

This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open till they break the town
And show the children to green fields and make their world

NSC
Run azure on gold sands, and let their tongues 30

Run naked into books, the white and green leaves open
History theirs whose language is the sun.
13.1 Complete the following sentences by using the words provided in the list
below. Write down only the word next to the question number (13.1.1–13.1.3).
rich; moral; inferior; living; poor; superior
The children in this school are (13.1.1) ... The speaker feels they are receiving
(13.1.2) ... education. He is also worried about their (13.1.3) ... conditions. (1½)
13.2 In your own words, explain what the words 'weighed-down head' in line 3
show about the girl. (2)
13.3 Choose the correct answer to complete the following sentence:
The tone in the poem is one of ...
A approval.
B criticism.
C aggression.
D joy. (1)
13.4 Why does the speaker refer to the stunted boy as an 'unlucky heir' in line 4? (1)
13.5 Refer to lines 6–8.
Do you think the boy at the back of the classroom is affected by the slum
conditions? Explain your answer. (2)
13.6 Using your own words, state TWO things that are displayed on the classroom
walls. (2)
13.7 Explain what the speaker means in line 14 when he says that the children's
future is 'painted with a fog'. State TWO points. (2)
13.8 Is the following statement TRUE or FALSE? Give a reason for your answer.
The speaker feels the map is a valuable resource in the classroom. (2)
13.9 Refer to line 24 ('So blot their … big as doom').
13.9.1 Identify the figure of speech used here. (1)
13.9.2 Using your own words, explain what two things are being
compared. (2)
13.10 This poem was written about a school in England. Is it relevant in South Africa
today? Give a reason for your answer. (1)
[17½]
OR

NSC
QUESTION 14
Death be not proud – John Donne
Death be not proud, though some have called thee

Mighty and dreadful, for thou art not so,
For those, whom thou think'st thou dost overthrow,
Die not, poor death, nor yet canst thou kill me.
From rest and sleep, which but thy pictures be, 5
Much pleasure, then from thee much more must flow,
And soonest our best men with thee do go,
Rest of their bones, and souls' delivery.
Thou art slave to Fate, Chance, kings, and desperate men,
And dost with poison, war, and sickness dwell. 10
And poppy or charms can make us sleep as well,
And better than thy stroke; why swell'st thou then?
One short sleep past, we wake eternally,
And death shall be no more; death, thou shalt die.
below. Write down only the words next to the question number
(14.1.1–14.1.3).
challenges; admires; personification; alliteration; afraid; unafraid
In this poem, the speaker (14.1.1) ... Death and he is (14.1.2) ... of Death.
He uses (14.1.3) ... to describe Death. (1½)
14.2 Refer to line 2.
Using your own words, explain what the speaker means by, 'thou art not so'.
State TWO points. (2)
14.3 In lines 3–4, the speaker says that Death does not kill anyone. Give TWO
reasons why he feels this way. (2)
14.4 Identify the sound device used in line 6. (1)
14.5 Is the following statement TRUE or FALSE? Using your own words, give a
reason for your answer.
The speaker says that Fate, Chance and kings are afraid of Death. (2)
14.6 Refer to line 9.
Name TWO ways in which 'desperate men' can cause death. (2)

NSC
In line 12, 'thy stroke' refers to ...
A being struck by lightning.

B suffering from a stroke.
C being hit by someone.
D the touch of Death. (1)
14.8 Identify the speaker's tone in lines 13–14. (1)
14.9 In the last line, the speaker says that Death will die. Explain what is unusual
about this statement. (2)
14.10 Do you agree with the speaker's view that death does not really kill anyone?
14.11 This poem was written more than four hundred years ago. Do you think it is
still relevant today? Give a reason for your answer. (1)
[17½]
OR

NSC
QUESTION 15
Mementos, 1 – WD Snodgrass
Sorting out letters and piles of my old

Canceled checks, old clippings, and yellow note cards
That meant something once, I happened to find
Your picture. That picture. I stopped there cold,
Like a man raking piles of dead leaves in his yard 5
Who has turned up a severed hand.
Still, that first second, I was glad: you stand

Just as you stood – shy, delicate, slender,
In that long gown of green lace netting and daisies
That you wore to our first dance. The sight of you stunned 10
Us all. Well, our needs were different, then,
And our ideals came easy.
Then through the war and those two long years

Overseas, the Japanese dead in their shacks
Among dishes, dolls, and lost shoes; I carried 15
This glimpse of you, there, to choke down my fear,
Prove it had been, that it might come back.
That was before we got married.
– Before we drained out one another's force

With lies, self-denial, unspoken regret 20
And the sick eyes that blame; before the divorce
And the treachery. Say it: before we met. Still,
I put back your picture. Someday, in due course,
I will find that it's still there.
15.1 Complete the following sentence by using the words provided in the list
(15.1.1–15.1.3).
collecting; old; spring-cleaning; dreams; memories; new
When the poet is (15.1.1) ..., he comes across a/an (15.1.2) ... photograph
which brings back (15.1.3) ... of the past. (1½)
15.2 Quote FOUR consecutive words from stanza 1 which show that the
photograph was important to the speaker in the past. (1)
15.3.1 Identify the figure of speech used here. (1)
15.3.2 Explain why the speaker has used this figure of speech. (2)

NSC
15.4 State TWO needs the speaker could be referring to in line 11. (2)
15.5 Is the following statement TRUE or FALSE? Give a reason for your answer.
When the speaker was overseas, he was sometimes scared. (2)
The speaker's marriage was NOT...
A smooth and successful.

B ended by divorce.
C filled with lies.
D filled with blame. (1)
15.7 Describe TWO different feelings the speaker is experiencing at the end of the
poem. (2)
15.8 What does the speaker do with the photograph? Use your own words. (1)
15.9 After reading this poem, do you think it is possible to forget painful
experiences? Discuss your view. (2)
15.10 Explain why the title, 'Mementos, 1' is a suitable one. (2)
[17½]
OR

NSC
QUESTION 16
The birth of Shaka – MO Mtshali
His baby cry

was of a cub
tearing the neck
of the lioness
because he was fatherless. 5
The gods
boiled his blood
in a clay pot of passion
to course in his veins.
His heart was shaped into an ox shield 10

To foil every foe.
Ancestors forged
his muscles into
thongs as tough
as water bark 15
and nerves
as sharp as
syringa thorns.
His eyes were lanterns

that shone from the dark valleys of Zululand 20
to see white swallows
coming across the sea.
His cry to two assassin brothers:

'lo! You can kill me
But you'll never rule this land!' 25
(16.1.1–16.1.3).
ruthless; praise; loving; epic; gifted; bad
The birth of Shaka is a/an (16.1.1) ... poem. Although (16.1.2) ..., Shaka was
also a (16.1.3) ... leader. (1½)

NSC
16.2 Refer to stanza 1.
16.2.1 Quote ONE word to show that even as a baby Shaka was fierce. (1)
16.2.2 Is the following statement TRUE or FALSE? Quote ONE word to

support your answer.
Both Skaka's parents were present at his birth. (2)
Why would the gods 'boil' Shaka's blood? (1)
16.4 Refer to stanzas 2–4.
16.4.1 Write down TWO words from the poem that support the idea that
the ancestors played a role in creating Shaka. (2)
16.4.2 (a) Identify the figure of speech used in lines 14–15. (1)
(b) Explain why the poet has used this figure of speech. (2)
16.5 Explain why the speaker has used the word 'lanterns' in line 19 to refer to
Shaka's eyes. (2)
The tone of the speaker in lines 19–22 is one of ...
A anger.
B joy.
C admiration.
D hopelessness. (1)
16.7 After studying this poem, do you think Shaka could not be defeated? Discuss
your view. (2)
16.8 Do you admire Shaka? Discuss your view. (2)

[17½]
TOTAL SECTION D: 35
GRAND TOTAL: 70
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ENGLISH FIRST ADDITIONAL LANGUAGE P2

This question paper consists of 38 pages.

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INSTRUCTIONS AND INFORMATION

2. This question paper consists of FOUR sections:

SECTION A: Novel (35)

3. Answer questions from TWO sections, as follows:

SECTION C: SHORT STORIES

Use the checklist to assist you.

4. Follow the instructions at the beginning of each section carefully.

6. Start EACH section on a NEW page.

7. Spend approximately 60 minutes on each section.

8. Write neatly and legibly.

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Answer ANY ONE question.

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

Answer ANY ONE question.

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.

12. The soft voice of the

Answer ANY TWO questions.

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

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NOTE: • Answer questions from ANY TWO sections.

SECTION QUESTION NO. OF TICK

NOTE: Ensure that you have answered questions on TWO

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• TO KILL A MOCKINGBIRD by Harper Lee

QUESTION 1 (ESSAY QUESTION)

Tom Robinson and Boo Radley are similar in many ways.

• Tom in the Maycomb society

Length: 250–300 words [35]

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QUESTION 2 (CONTEXTUAL QUESTION)

2.1 [Boo Radley is described as the malevolent phantom.]

2.1.1 Complete the following sentences by using the words provided in

1950s; 1930s; Industrial Revolution; Great Depression;

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Boo is kind and generous. (2)

2.1.8 Why do you think Boo Radley can be regarded as a mockingbird?

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.

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2.2.4 In line 7, Tom is described as 'a dead man'.

(b) Choose the correct answer to complete the following

Bob Ewell is angry because ...

A he has committed a crime.