Grade 10 English Paper 2 Literature June 2015 Task 7 Time: 1h30

WYNBERG BOYS¡¯ HIGH SCHOOL

ENGLISH HOME LANGUAGE

Grade 10

English Paper 2 Literature

Marks 60

June 2015

Task 7

Time: 1h30

Instructions:

Section A: Poetry

- Question 1 is compulsory.

- Choose 2 questions from the remaining 3 in this section.

- You must therefore answer 3 poems in total. [10 + 10 + 10 = 30 marks]

Section B :Romeo and Juliet

- There are 3 contextual questions.

- You must answer each one.

[10 +10 +10 = 30 marks]

SECTION A POETRY

UNSEEN POEM

(Compulsory)

MANTIS

Vocabulary:

5

Puckered: wrinkled, creased

Looming: large

Inclined: motivated, persuaded

Improbable: unlikely, doubtful

Whelm: engulf, submerge, bury

Demonstrably: evidently,

obviously, able to be seen

Beseech: Beg, ask

10

15

1

Green as an early leaf in Spring

He was, and no less green for being

Caught green-handed on an Autumn day

When puckered browns were everywhere.

My looming shadow held him there

In such a zone of worry as may

Make the least inclined to prayer

Suddenly inclined to pray.

It is improbable of course

That he could take the longer view

Beyond my local whelm of force

And pray in aid some primal Cause

Of whose effects we two were two;

Yet demonstrably there he was,

Clasping each green hand in each First in my shadow as if to beseech

And later, when my shadow withdrew,

As if in such thanksgiving mood

As those least given to gratitude

Are not entirely stranger to.

Robert Dederick

20

Page

Question 1

1.1 What is the figure of speech used in line 1?

(1)

1.2 Explain the humour in ¡®being caught green-handed¡¯ in line 3.

(2)

1.3 Why, in line 4, should ¡®puckered browns¡¯ be found everywhere?

(1)

1.4 Explain the meaning of the phrase, line 11, ¡®my local whelm of force.¡¯

(2)

1.5 Use adjectives to describe the two prayers prayed by the insect.

(2)

1.6 What is the attitude of the poet towards the insect? Give a reason for your answer.

(2)

[10]

Select any two of the following three poems and answer the questions below each.

Question 2

The Discovery

JC Squire

There was an Indian, who had known no change,

Who strayed content along a sunlit beach

Gathering shells. He heard a sudden strange

Commingled noise; looked up; and gasped for speech.

For in the bay, where nothing was before

Moved on the sea, by magic, huge canoes,

With bellying cloths on poles, and not one oar,

And fluttering coloured signs and clambering crews.

And he, in fear, this naked man alone,

His fallen hands forgetting all their shells,

His lips gone pale, knelt low behind a stone,

And stared, and saw, and did not understand,

Columbus¡¯ doom-burdened caravels

Slant to the shore, and all their seamen land.

5

10

12

2.1 In terms of its format, what kind of poem is this?

(1)

2.2 What is the mood of the first three lines of the poem?

(1)

2.3 Why does the man attribute the ships¡¯ appearance and movement to magic? (2)

2.4 In which 2 ways is the man¡¯s reaction to the ships¡¯ arrival expressed?

(2)

2.5 In what 2 senses are the caravels doom-burdened?

(2)

2.6 Why is the verb ¡®slant¡¯ particularly appropriate in this context?

(2)

Page

OR

2

[10]

Question Three:

An Ordinary Day

Norman MacCraig

I took my mind a walk

Or my mind took me a walk Whichever was the truth of it.

The light glittered on the water

Or the water glittered in the light.

Cormorants stood on a tidal rock

5

With their wings spread out,

Stopping no traffic. Various ducks

Shilly-shallied here and there

On the shilly-shallying water.

An occasional gull yelped. Small flowers

Were doing their level best

10

To bring to their kerb bees like

Aerial charabancs. Long weeds in the clear

Water did eastern dances, unregarded

15

By shoals of darning needles. A cow

Started a moo but thought

Better of it ¡­ And my feet took me home

And my mind observed to me

Or I to it, how ordinary

Extraordinary things are or

20

How extraordinary ordinary

Things are, like the nature of the mind

And the process of observing.

3.1 Two unusual images occur in the first 5 lines. Suggest the poet¡¯s intention in using them.

(2)

3.2 ¡®Shilly-shallied (line 9) is a verb but also a figure of speech. Which figure of speech is it?

(1)

3.3 How effective is the simile in lines 13 and 14?

(2)

3.4 How does the poem reflect the poet¡¯s process of daydreaming? Make reference to both the content

and format in your answer.

(3)

3.5 Comment on the metaphor in the first line of the sixth stanza.

(2)

Page

OR

3

[10]

Question Four:

The Donkey

GK Chesterton

When fishes flew and forests walked

And figs grew upon thorn

Some moment when the moon was blood

Then surely I was born.

With monstrous head and sickening cry

And ears like errant wings

The devil¡¯s walking parody

On all four-footed things.

The tattered outlaw of the earth

Of ancient crooked will;

Starve, scourge, deride me; I am dumb

I keep my secret still.

Fools! For I also had my hour;

One far fierce hour and sweet:

There was a shout about my ears,

And palms before my feet.

5

10

15

4.1 What is the purpose of the startling images in the poem¡¯s first 3 lines?

(2)

4.2 How do the donkey¡¯s physical features represent a parody of other creatures?

(3)

4.3 Apart from the physical characteristics, what words/ phrases suggest that the donkey is

considered an outcast?

(2)

4.4 Put into your own words, ¡®I also had my hour,¡¯ line 13.

(2)

4.5 What was the donkey¡¯s secret?

(1)

[10]

Page

4

Total for Section A = 30

Section B Drama:

Romeo & Juliet

Shakespeare

Read the extracts below and answer the questions which follow each.

Question 5:

Act 2 Scene 3

Friar: Holy Saint Francis! What a change is here!

Is Rosaline, that thou didst love so dear,

So soon forsaken? Young men¡¯s love then lies

not truly in their hearts, but in their eyes.

Jesu Maria! What a deal of brine

Hath washed thy sallow cheeks for Rosaline!

How much salt water thrown away in waste

to season love ¡­there¡¯s no strength in men.

Romeo: Thou chidest me oft for loving Rosaline.

Friar:

For doting, not for loving, pupil mine.

Romeo: And badest me bury love

Friar:

Not in a grave

to lay one in, another out to have.

Romeo: I pray thee, chide me not. Her I love now

Doth grace for grace and love for love allow.

The other did not so.

Friar:

O, she knew well

Thy love did read by rote, that could not spell.

But come, young waverer, come, go with me.

In one respect I¡¯ll thy assistant be.

For this alliance may so happy prove

To turn your household¡¯s rancour to pure love.

Romeo: O, let us hence! I stand on sudden haste.

Friar:

Wisely and slow. They stumble that run fast.

5.1 What is the criticism the Friar has for young men¡¯s love and for Romeo¡¯s love for Rosaline? (2)

5.2 According to the text, how do Rosaline and Juliet differ in their love for Romeo?

(2)

5.3 How does Friar Lawrence intend to ¡®be an assistant¡¯?

(1)

5.4 What reason does Friar Lawrence give for wanting to help Romeo?

(2)

5.5 Explain the expression, ¡®your households¡¯ rancour.¡¯

(2)

5.6 Briefly explain what happens in the next scene.

(1)

Page

5

[10]

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