SUBJECT and GRADE English FAL Grade 10

TERM 2 Week 2 - (3 periods)

TOPIC Literature – POETRY - How do I love thee? - Bronwin
AIMS OF LESSON To analyse and appreciate poetry
INTRODUCTION Have understanding of poetry – see lesson Week I of term 2.
See worksheet on this poem. Start with a discussion on ‘love.
Purpose of lesson (further learning and/or functioning in the world) – understanding the aesthetics of literature – the
reasons for the writing of specific poems. Understand the themes.
CONCEPTS AND SKILLS • Need to be able to read poetry correctly – according to CAN YOU?
punctuation. Understand the background leading to the
• Need to understand the vocabulary used. writing of literature. – see notes in activities.
This is a form of informal assessment

ACTIVITIES/ASSESSMENT
Introduction:
Solitaire/pair/share (let learners write ONE FULL sentence for each question / then ‘pair’ to discuss with peers / then
‘share’ with class and teacher – class discussion). There are no correct answers -
1. Discuss ‘love’. A definition. In ONE sentence write down your definition of ‘what is love’.
2. Are there different levels / types of love?
3. What qualities do you look for in a girl/boyfriend?
4. What values are non-negotiable?
5. How much will you sacrifice for a loved one?
6. Does money/finances play a role in a happy marriage/union?
7. What are the 3 most important values in a successful union?
8. What is ‘true love’? Can it last forever?
9. Can you change someone to fit into your view of ideal love?
READ THE POEM and the study the comments.
Remember to READ with a PENCIL – underlining difficult vocabulary and concepts.

Grade 10 - How Do I Love Thee? (Sonnet 43) - Elizabeth Barrett Browning - 1806-1861

How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.

I love thee to the level of every day's

Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.

I love thee with the passion put to use

In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.

*******************************************************

This is a Petrarchan Sonnet: 14 lines of 10 syllables. It consists of an octave and a sestet. The rhythm is
iambic pentameter – soft/hard rhythm (5 sets)
Elizabeth Barrett Browning (1806 – 1861) was an English poet of the Victorian era.
Born in County Durham, the eldest of 12 children, Elizabeth Barrett wrote poetry from about the age of six. At
15 she became ill, suffering intense head and spinal pain for the rest of her life. Later in life she also
developed lung problems, possibly tuberculosis.
How do I love thee? Let me count the ways. Expresses her desire to “count the ways” she loves
I love thee to the depth and breadth and height her husband-to-be, Robert Browning. So intense is her
My soul can reach, when feeling out of sight love for him, she says, that it rises to the spiritual level
(lines 3 and 4). She loves him freely, without coercion;
For the ends of being and ideal grace. she loves him purely, without expectation of personal
gain.
Even when she cannot touch him with her hand or any
part of her body, her soul will still reach him.
The first line is unusual because it is a question asked in
an almost conversational manner - the poet has
challenged herself to compile reasons for her love, to
define her intense feelings, the ways in which her love
can be expressed.

There then follows a repetitive variation on a theme of

love - compiling a list.

The second, third and fourth lines suggest that her love
is all encompassing, stretching to the limits, even when
she feels that her existence - Being - and God's divine
help - Grace - might end, it's the love she has for her
husband Robert that will sustain.

Note the contrast between the attempt to measure her

love with rational language - depth, breadth, height - and
the use of the words Soul, Being and Grace, which imply
something intangible and spiritual.

Her love goes beyond natural life and man-made

theology. These are weighty concepts - the reader is
made aware that this is no ordinary love early on in the
sonnet. The clause, lines 2-4, contains enjambment, a
continuation of theme from one line to the next.
I love thee to the level of every day's In line five she clearly tells the reader that, be it day or
Most quiet need, by sun and candle-light. night, her love fills those quiet moments, those daily
I love thee freely, as men strive for right. silences that occur between two people living together.
I love thee purely, as they turn from praise. Her love is unconditional and therefore free; it is a force
for good, consciously given because it feels like the right
thing to do. She doesn't want any thanks for this freely
given love; it is a humble kind of love, untainted by the
ego.
 I love thee with the passion put to use The sestet starts at line nine. The speaker now looks to
In my old griefs, and with my childhood's faith. the past and compares her new found passions with
I love thee with a love I seemed to lose those of the old griefs. Elizabeth Barrett Browning had
plenty of negativity in her adult life - she was mostly ill
With my lost saints. I love thee with the breath, and lived like a recluse.
Smiles, tears, of all my life; and, if God choose, Her father in particular oppressed her and wouldn't allow
I shall but love thee better after death. her to marry. There were no romantic relationships in
her life by all accounts. She must have been driven to
the point of willing herself dead. Little wonder that when
Robert Browning came along she was given a new lease
of life.

In contrast her childhood had been a happy one and it's

this she refers to in the second half of line ten. A child's
faith is pure and innocent and sees fresh opportunity in
everything.

Turning to religious feelings in line eleven, she refers to

a lost love she once had for the saints - perhaps those of
the Christian church, or could she be looking back at the
saintly people in her life, those she held in great regard
and loved.

She suggests that this love has now returned and will be
given to her husband. So stirred up is she with these
innermost feelings she goes on to say in line twelve, that
this returned love, is her very breath. Not only that, but
the good and the bad times she's had, is having, will
have - this is what the love she has is like. It is all
enveloping.

And, in the final line, if God grants it, she'll carry on

loving her husband even more after she dies.
So her love will go on and on, beyond the grave, gaining
strength.

Barrett Browning composed “Sonnet 43” in the form of a Petrarchan Sonnet. A sonnet is a fourteen line poem
in iambic pentameter, the most common types of which are the Petrarchan sonnet and the Shakespearean
sonnet.
Assonance: Assonance is the repetition of vowel sounds in the same line such as the sound of /ee/ and /i/ in
“I love thee freely, as men strive for right;” and the sound of /e/ in “I love thee to the depth and breadth and
height.”
Browning also uses personification in the second and third lines. She says "I love thee to the depth and
breadth and height/My soul can reach, when feeling out of sight". Browning is saying that even when she
cannot touch him with her hand or any part of her body, her soul will still reach him.
This poem was a dramatic monologue; that extrovert form that Browning was to make striki Sonnet 43 is
written in iambic pentameter. Lines 1-8 have the rhyme scheme ABBA, ABBA but lines 9-14 have the scheme
ABAB, ABAB. This change half way through may increase the pace of the poem once again reflecting the
intensity of her lovingly his own.
The end of the octet is called the volta, meaning the turning point.
In the octet the poem’s speaker lists the depth of her love through hyperbole, or exaggeration, a fitting poetic
device for a love poem. The sestet discusses a more mature love, a love that transcends all, including death.
Repetition – The repetition of “How do I Love Thee” emphasizes the intensity of the speaker’s love.
Theme – The poem’s theme can be found in the final six lines: True love overcomes all and is eternal in
nature.
Elizabeth Barret Browning in “How do I Love Thee” expresses the eternal nature of love and its power to
overcome everything, including death. Line 1 serves as the poem’s introduction and captures the reader’s
attention with a simple question, “How do I Love Thee?” The remainder of the poem serves as an answer as
the poem’s speaker counts the ways. The repetition of “I love thee” serves as a constant reminder, but it is the
depth of love, not the quantity of love, that gives the poem its power: She loves. for example, “the depth and
breadth and height / My soul can reach,” and “To the level of every day’s / Most quiet need.” The ultimate
expression of her enduring love occurs in the last line which states her love will be stronger “after death.”

Summary : How much do I love you? I'll count all the ways I do. I love you to the edges of my soul, when it
reaches out for the unseen goals of eternity and oneness with God. I love you as you need to be loved every
day, whether during the day or the evening. I love you by my free choice, like those who choose to do the right
thing. I love you without self-regard, like those who don’t brag about their own accomplishments. I love you
with the passion I used to feel for my old sufferings, and for the religion of my childhood. I love you with a love
I thought I had lost when I lost faith in my saints. I love you with my every breath, smile, and tear, and I will for
the rest of my life. And if God brings us to heaven, I’ll love you even more in the afterlife.

Romantic vs. Spiritual Love

In “How Do I Love Thee?” true love is depicted as long-lasting and even eternal. However, the poem also
reveals a tension between love as an attachment to earthly life and the things of this world, and love as
something that transcends life on earth.
By evoking her religious faith so often, the speaker likens her romantic love for her beloved to a religious or
spiritual feeling. At first it seems as if her love for this person on earth might be as powerful as love for God.
But while the speaker acknowledges the strength of her romantic feelings here and now, she also expresses
 the wish that both she and her lover will eventually transcend their earthly lives and go to heaven together,
where their love will be, with God’s help, “better after death.” Romantic love, for her, is ultimately closely linked
to and perhaps even indistinguishable from love for God.
The poem thus argues that true love is eternal, surpassing space, time, and even death.
Love vs. Reason
In what is arguably one of the most famous opening lines of a poem in English literature—“How do I love thee?
Let me count the ways”—the speaker embarks on a project of listing the ways in which she loves her beloved.
The poem thus begins as a means of attempting to justify love in rational terms. By expressing her desire to
“count the ways,” the speaker suggests that her love can be explained on an intellectual level. At the same
time, however, she admits that love is actually something more profound, spiritual, and dictated by fate. In this
sense, her opening determination to “count the ways” in which she loves slowly succumbs to an understanding
that love is often not a rational feeling and can’t be explained.
Rhyme Scheme
Because “How do I love thee?” is a Petrarchan rather than an English sonnet, it follows a different rhyme
scheme than, say, a sonnet by Shakespeare. An English sonnet typically follows the rhyme scheme of ABAB
CDCD EFEF GG, in which four rhyming quatrains are followed by a rhymed couplet. However, the Petrarchan
sonnet consists of a rhyming octave followed by a rhyming sestet, for the rhyme scheme of: ABBA ABBA CDC
DCD
At the beginning of the sonnet, the rhymes are fairly regular and predictable. "Height" (line 2) and "sight" (line
3), as well as "day's" (line 5) and "praise" (line 8) are elegantly matching rhyme sounds that offer a sense of
sonic regularity and symmetry in the poem's first eight lines.
In the following sestet, however, the rhymes are not always as predictable. "Use" (line 9) and "lose" (line 11),
for example, is more of a slant rhyme, with sounds that don't entirely match with one another. This impression
of possible misalignment is appropriate, because the speaker is describing the sense of temporal distance and
discontinuity she feels between the love she "seemed to lose / With my lost saints" and the passion she has
"put to use" now for her beloved.

CONSOLIDATION • This is one of the more well-known love poems.

• TASK 1: Write a point form summary – summarise the ways that the poet expresses her love.
• TASK 2: Write a letter to your friend explaining TWO things:
1. The content of this poem – what was striking about it
2. Explain to your friend, who does not know, what a sonnet is – explain what type of sonnet this is and give
an example of iambic pentameter. (note -each line consists of 10 syllables).
Your letter should have the correct format and be between 100 -120 words.
VALUES Poetry is food for the soul. Reading and discussing emotions and feelings, enhances our understanding of people and
also heightens our emotional development.
K

SUBJECT and GRADE English FAL Grade 10

TERM 2 Week 3 (2 – 3 periods)
TOPIC Visual literacy
AIMS OF LESSON Advertisement
INTRODUCTION • Read through the notes on Advertising. Apply your knowledge when answering the questions in the activities.
• Advertising is a way of making consumers aware of a product, service or simply creating awareness.
• Advertisers use persuasive techniques to grab the consumer/reader’s attention.
• The advertiser’s main goal is to sell a product or a service.
• Advertisers gain the consumer’s trust by including surveys and testimonials from ordinary people or experts in
a specific field.
• Look at how the visuals (pictures) support or connects to the message of the advertisement.
• Persuasive techniques in advertisements can be verbal (words) or visual (pictures) or people (brand
ambassadors)
• We use the AIDA approach when analyzing advertisements.
• A logo is the unique picture of a brand/company/product/department. (Nike √)
• A slogan is a short phrase that is usually easy to remember and it is normally used at the end of an
advertisement (Nike – Just do it!). The advertiser wants the consumer to remember the slogan and connects it
to their product/service/company/brand.
Some advertising techniques:
Emotional appeal: Plays on the emotions of consumers
Bandwagon: Try to convince individuals to join a group of others who use their product/service
Facts and Statistics: Use numbers and real examples to demonstrate the effectiveness of a product/service
Weasel words: Use carefully chosen words to make a claim about a product/service
Compliments: People want to feel good about themselves
Bribe: Give away something
Promotions: Give away a portion of a product for free
Asking questions: Encourage people to interact with the advertisement
Unfinished Ads: Try to hook the consumer with only a few words that spark their imagination

Before you start, think about the following questions:

1. Who would by washing powder/detergent?

 If your answer to the above question was mothers/women, think deeper. Think about a student studying away
from home. Think about adult males who are not married. Think about hotels, where do they get their bedding
washed?
2. Why would a person buy washing powder/detergent?
3. What would you as a consumer want out of a washing powder/detergent product to be a satisfied
consumer?
CONCEPTS AND SKILLS • Reading & Viewing CAN YOU?
• Language Structures and Conventions (Persuasive/ Emotive Make connections between visuals and writing.
language) Think about a product you have purchased.
• Critical thinking skills What convinced you to buy the product?
ACTIVITIES/ASSESSMENT Complete the activities in your language book.
Grade 10 EFAL
Visual literacy (Advertisement)
ACTIVITY 1

Study the following advertisement and answer the questions that follow.
 1. Name the product being advertised. (1)
2. Refer to the headline.
Why is the word, ‘Spray’ written in a larger font? (1)
3. Refer to the visual of a throat.
What does the thorny stem represent? (1)
4. Quote TWO consecutive words to prove that the product is safe to use. (1)
5. Why would it be important to know that A.Vogel has been in business since 1923? (1)
6. What view of the company does the word ‘Pioneer’ give to the reader? (1)
7. Why do you think the advertiser included the company’s telephone number in the advertisement? (1)
8. Why do you think the advertiser included the image of the packaging of the product in the advertisement? (1)
9. Discuss whether the advertisement would convince you to buy the product? (2)

Suggested answers:
1. A. Vogel sore throat spray.
2. It is used for emphasis. / To grab the reader’s attention.
3. The thorny stem represents the pain experienced in the throat.
4. ‘Clinically proven’
5. It shows that A.Vogel is trustworthy.
6. The company is good./ The company is one of the first of its kind.
7. The advertiser included the telephone number for consumers to get more information/
to lodge a complaint.
8. The packaging is included for easy identification of the product./ So that consumers
don’t by an imitation of the product.
9. Yes. The advertisement is convincing because it is about a product manufactured by a
well-established brand (since 1923). The product promises to provide fast relief.
OR
No. It is not effective because the information is not conclusive enough/ There are no
testimonias from consumers that proves that the product is effective.
Activity 2:
Study the following advertisement and answer the questions that follow.

1. Identify the slogan of the advertisement. (1)

2. Why are the words, ‘PAID OUT R19 BILLION’ in bold print? (1)
3. Choose the correct answer. Only write down the question number and the letter of your answer.
This advertisement is advertising a… (1)
 A. family need.
B. product.
C. service
D. Greenlight.
4. Who is the advertiser of this advertisement? (1)
5. How can the reader obtain more information about what they read in this advertisement? (1)
6. Refer to the visual.
6.1 Why does the advertiser include a family? (1)
6.2 What evidence in the visual is there that shows that the family is satisfied? (1)
7. Quote TWO consecutive words to prove that Old Mutual is number one in its field. (1)
8. Discuss whether the advertisement would convince you to go to Old Mutual for personal cover? (2)
VALUES
Awareness of emotions.
SUBJECT and GRADE English FAL Grade 10
TERM 2 Indicate the week(s) e.g. Week 2 - (1 period)
TOPIC Language – focus on conjunctions
AIMS OF LESSON Paper 1 Question 5 - also understanding conjunctions / Get learners acquainted with the demands of Paper 1 language.
INTRODUCTION • Know the terms: Parts of speech / active passive / direct reported / …
• Have notes on basic grammar terms
ACTIVITIES/ASSESSMENT Do handout exercise – section 1 some basic grammar questions / focus on understanding the terms.
Section 2 – two exercises on conjunctions.

ANSWER THE FOLLOWING QUESTIONS

Section 1 - from a NSC paper
1. Rewrite the following sentence in the passive voice starting with the given word:
The 18-year-old had developed an illness causing paralysis.
Start with: An ... (2)
2. Give the correct form of the words in brackets:
After a risky (proceed) to filter his blood, he showed (improve). (2)
3. Combine the following sentences into a single sentence starting with the word
'When':
I saw Mark again after his graduation. Mark was feeling great. (1)
4. Rewrite the following sentence in the present tense:
I wanted to say I was in awe of him. (2)
5. Fill in the missing word to complete the following sentence:
His parents were the ... amazing people I had ever met. (1)
6. Rewrite the following sentence in reported speech:
He wanted to say, ''I will never forget you or your parents and the sacrifices
you have made." (3)

Section 2
CONJUNCTION Test
Complete each sentence using the subordinating conjunction from the parenthesis:
1. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)
2. This is the place _________ we stayed last time we visited. (where, when, how)
3. ______ you win first place, you will receive a prize. (wherever, if, unless)
4. You won’t pass the test _________ you study. (when, if, unless)
5. I could not get a seat, _________ I came early. (as, though, when)
6. We are leaving Wednesday _________ or not it rains. (if, whether, though)
7. Pay attention to your work _________ you will not make mistakes. (so that, unless, or)
8. The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once)
9. She’s honest _________ everyone trusts her. (if, so, when)
10. Write this down _________ you forget. (or, when, lest)

Complete each sentence using the correct correlative conjunction pair from the parenthesis:
1. I plan to take my vacation _________ in June _________ in July. (whether / or, either / or, as / if)
2. _________ I’m feeling happy _________ sad, I try to keep a positive attitude. (either / or, whether / or,
when / I’m)
3. _________ had I taken my shoes off _________ I found out we had to leave again. (no sooner / than, rather
/ than, whether / or)
4. _________ only is dark chocolate delicious, _________ it can be healthy. (whether / or, not / but, just as /
so)
5. _________ I have salad for dinner, _____________________I can have ice cream for dessert. (if /then,
when / than, whether / or)
6. _________ flowers _________ trees grow during warm weather. (not only / or, both / and, not / but)
7._________ do we enjoy summer vacation, _________ we _________ enjoy winter break. (whether / or, not
only / but also, either / or)
8. Calculus is _________ easy _________ difficult (not / but, both / and, either / or)
9. It’s _________ going to rain _________ snow tonight. (as / if, either / or, as / as)
10. Savoury flavours are _________ sweet _________ sour. (often / and, neither / nor, both / and)
CONSOLIDATION Section 1

7. Rewrite the following sentence in the passive voice starting with the given word:
The 18-year-old had developed an illness causing paralysis.
Start with: An illness causing paralysis had been developed by the 18-year-old. (2)
8. Give the correct form of the words in brackets:
After a risky (proceed = procedure ) to filter his blood, he showed (improve =– improvement). (2)
9. Combine the following sentences into a single sentence starting with the word
'When':
When I saw Mark again after his graduation, he was feeling great. (1)
10. Rewrite the following sentence in the present tense:
I wanted to say I was in awe of him. = I want to say I am …. (2)
11. Fill in the missing word to complete the following sentence:
His parents were the most amazing people I had ever met. (1)
12. Rewrite the following sentence in reported speech:
He wanted to say, ''I will never forget you or your parents and the sacrifices
you have made." = He wanted to say that he would never forget you/him/.. or your/his/.. parents and the sacrifices
you had made. (3)

Section 2
CONJUNCTION Test
Complete each sentence using the subordinating conjunction from the parenthesis:
11. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)
12. This is the place _________ we stayed last time we visited. (where, when, how)
13. ______ you win first place, you will receive a prize. (wherever, if, unless)
14. You won’t pass the test _________ you study. (when, if, unless)
15. I could not get a seat, _________ I came early. (as, though, when)
16. We are leaving Wednesday _________ or not it rains. (if, whether, though)
17. Pay attention to your work _________ you will not make mistakes. (so that, unless, or)
18. The musicians delivered a rousing performance _________ they had rehearsed often. (though, as, once)
19. She’s honest _________ everyone trusts her. (if, so, when)
20. Write this down _________ you forget. (or, when, lest)
Answers: 1 – whenever, 2 – where, 3 – if, 4 – unless, 5 – though, 6 – whether, 7- so that, 8 – as, 9 – so, 10 – lest
 Complete each sentence using the correct correlative conjunction pair from the parenthesis:
7. I plan to take my vacation _________ in June _________ in July. (whether / or, either / or, as / if)
8. _________ I’m feeling happy _________ sad, I try to keep a positive attitude. (either / or, whether / or,
when / I’m)
9. _________ had I taken my shoes off _________ I found out we had to leave again. (no sooner / than, rather
/ than, whether / or)
10. _________ only is dark chocolate delicious, _________ it can be healthy. (whether / or, not / but, just as /
so)
11. _________ I have salad for dinner, _____________________I can have ice cream for dessert. (if /then,
when / than, whether / or)
12. _________ flowers _________ trees grow during warm weather. (not only / or, both / and, not / but)
7._________ do we enjoy summer vacation, _________ we _________ enjoy winter break. (whether / or, not
only / but also, either / or)
8. Calculus is _________ easy _________ difficult (not / but, both / and, either / or)
9. It’s _________ going to rain _________ snow tonight. (as / if, either / or, as / as)
10. Savoury flavours are _________ sweet _________ sour. (often / and, neither / nor, both / and)

Answers: 1 – either / or, 2 – whether / or, 3 – no sooner / than, 4 – not / but, 5 – if /then, 6 – both / and, 7 –
not only / but also, 8 – not / but, 9 – either / or, 10 – neither / nor

VALUES A better understanding of grammar will enhance your language knowledge and ability. It will influence your basic
writing and reading skills.
 1

ENGLISH FAL PAPER 1

GRADE 10
MEMORANDUM

SECTION A: QUESTION 1 TEXT B (COMPREHENSION)

1.1 Two of the following: ✓✓
• 150 000 people are employed.
• It provides an income for informal collectors.
• It extends the lifespan of our landfills. (2)

1.2 Accept a Yes or No answer/ a combination. The answer should be based on

the visual. ✓✓
Yes, it is based on statistics supplied by Statistics SA.
OR
No, the visual was published in April 2019, the number can change daily/ It is
impossible that exactly 150 000 people can be employed in this industry. (2)

1.3 Open answer. Award two marks for a well-substantiated answer regarding the
recycling process for paper✓✓. Suggested answer:
Yes, I recycle paper products myself. Informal collectors are very visible and
collect paper products every day. Big companies have Sappi bins on their
premises, reminding people to recycle. In our classroom there are recycling
bins for paper. We also move to a paper-free environment, as many textbooks
are now available electronically.
No, more can be done. There should be a law forcing every citizen to recycle
paper. People discard empty containers very easily into an ordinary bin. When
driving around town, many papers can be seen lying around. South Africa is
far behind when compared to recycling processes in other countries. (2)
TOTAL SECTION B: 6
 2

SECTION C: QUESTION 3 (CARTOON)

3.1 They are used to receiving such news/ they know what to expect. ✓ (1)

3.2 It is a swear word. ✓ (1)

3.3 She will not be able to watch her soap operas/ watch television. ✓ (1)

3.4 overjoyed/happy/elated (or similar) ✓ (1)

3.5 Two visual clues: ✓✓

• Her fist/hand is in the air.

• Her mouth is open wide.
• Her eyes are very big.
• Her eyebrows are raised.
• The word Yes is in big bold letters.
• The word Yes is followed by two exclamation marks. (2)

3.6 Eve says they have a slight conflict of interest BUT they actually disagree
totally. The grandmother is upset while Eve is very happy about the load
shedding. ✓✓ (2)

3.7 Open answer. Give credit to a well-substantiated answer. ✓✓

Suggested points: Load shedding could …
• cause small businesses to go under.
• lead to more crime as security is affected.
• lead to a decrease in tourism.
• lead to more people emigrating.
• harm South Africa’s economy.
• lead to wasted man hours e.g. when people are stuck in traffic. (2)

TOTAL QUESTION 3: 10
 3

SECTION C: QUESTION 4 (ADVERTISEMENT)

4.1 Consumers buying food/ mothers/ housewives/ all people responsible for
buying their own food/ restaurant owners/ …✓ (1)
4.2 The lettuce is arranged in a heart shape. ✓
The o in the word love in the slogan, Keep what you love fresh, is also in the
shape of a heart. ✓ (2)
4.3 The consumer sees the 3X immediately as it is placed in the middle of the
curved heading. The consumer might think that products stay fresh 3x longer
than usual when GLAD wrap is used. ✓
But the 3X is preceded by the words UP TO, which shows that it might not
stay fresh for that long. The 3X is thus misleading. ✓ (2)
4.4 It refers to the footnote that states that the covered food was compared to
food which had no protection at all. ✓ (1)
4.5 The product is not new, it is just an improvement on the previous one. This
product has a 50% improvement on how it seals. (1)

4.6 Registered trademark, it means that the name may not be copied or used for
any other product. (1)
4.7 Open answer. Give credit to a well-substantiated answer. ✓✓
Yes, the visual is appealing The curved heading (Keep lettuce fresh) in big
block letters attracts my attention. The name of the product GLAD Cling wrap
is very clear. The lettuce in a heart shape suggests that the company cares
about the consumer. There is a facebook page and website available for more
information.
No, I don’t eat lettuce so it won’t interest me. I cannot see properly that the
lettuce is wrapped. The information at the bottom is too small, I cannot read it.
The promise at the top, keeping food fresh 3X longer, is probably not true.
Cling wrap is harmful to the environment as it cannot be recycled. (2)

TOTAL QUESTION 4: 10
 4

SECTION C: QUESTION 5 (LANGUAGE IN CONTEXT)

5.1.1 lose - loose✓ (1)

5.1.2 their – there✓ (1)
5.1.3 suprise - surprise✓ (1)
5.2 three metres✓ (1)
5.3 It shows possession. ✓ (1)
5.4.1 adjective✓ (1)
5.4.2 verb✓ (1)
5.4.3 proper noun✓ (1)
5.5 What does Munchie’s diet consist of? ✓ (1)
5.6 Aadil Davis had a terrible fright when discovering the snake in his garden,
didn’t he? ✓ (1)
5.7 Hugo Erasmus has not received news on his missing python yet. ✓ (1)
5.8 The discovery of the snake was posted on facebook by Davis’s wife. ✓ (1)
5.9.1 While Aadil Davis is keeping an eye on the snake, his wife phones/is phoning
the snake catcher. ✓
OR
While his wife is phoning the snake catcher, Aadil Davis keeps/is keeping an
eye on the snake. ✓ (1)
5.9.2 Since Hugo Erasmus announced the escape of his pet python, residents have
kept their doors and windows shut. ✓ (1)

5.10.1 will/ may/ can cause✓ (1)

5.10.2 devastation✓ (1)
5.10.3 am reading✓ (1)
5.10.4 impossible✓ (1)
5.10.5 is✓ (1)
5.10.6 quite✓ (1)
[20]
TOTAL SECTION C: 40
TOTAL PAPER 1: 46
 MGSL lesson plan

ENG ADVERBS AND

GRADE 10 SUBJECT FAL WEEK 6 TOPIC ADJECTIVES

Date: ____________________________
LEARNER WORKBOOK

Parts of speech adjectives and adverbs

Adjectives:
They are words which give us more information about nouns and pronouns and make their meaning clearer.
• An adjective is placed immediately before or just after the noun or pronoun it refers to:
A responsible adult displays healthy habits.
Sipho is a strong boy, but Themba is stronger and Enoch is the strongest of the three.
• When an adjective is placed before the noun it refers to, it is called an attributive adjectives:
She is a beautiful child.
Sipho is a disciplined person.
She gave me a vague answer.
The builders laid a concrete slab under the awning.
• When an adjective is placed after the noun it describe, it is a predicative adjective:
The man became angry.
Your decision was wise.
His behaviour appears to be disciplined.
• An adjective can often be identified by its (ending). these are some common nouns:

-able - comfortable, noticeable, suitable -ic - artistic, frantic, poetic

-al -personal, physical -ing - charming, crying
-ary -stationary, cautionary, military -ish - feverish, selfish, childish
-ate - accurate, affectionate -ive - attentive, innovative, active
-ed - gifted, seated glided, -less – careless, fearless, hopeless
-en - broken, fallen -ous – serious, famous, humorous
-ful - beautiful, wonderful, tactful -some – lonesome, handsome,
troublesome
-ible – legible, accessible, feasible -y - dusty, mouldy, tricky, bumpy

There are several kinds of adjectives:

1. Descriptive adjectives or adjectives of quality (what kind?)
These are most commonly used adjectives.
The loyal/intelligent/creative/motivated child…
2. Proper adjectives
These are proper nouns used as adjectives.
The Cape Town/Eastern Cape beaches scattered with shells.
The August winds are good for flying kites.
3. Adjectives of quantity/number (how many?)
Two /many /several /few /some /most children…
Each /every /neither child…
4. Adjectives of order (position)

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MGSL lesson plan

He came first/second/last in the race.

5. Demonstrative adjectives (which one?)
This /that book…
These /those books…
6. Possessive adjectives (belonging to)
My /his/ her /our /their /your /its computer…
7. Interrogative adjectives (which one?)
Which/what/whose lesson…?
8. compound adjectives
Adjectives joined by hyphens are called compounds adjectives.
A well-deserved result a feather-light cake a half-ripe avocado pear.

NOTE WELL: VERBS ARE PARTS OF SPEECH WE HAVE ALREADY DEALT WITH THEM

Adverbs
They give us more information about verbs, adjectives or other adverbs and make their meaning
more exact. An adverb is usually as near to its verb as possible and in front of its adjective or adverb:

He ran quickly. (Quickly tells us about the verb ran.)

She is exceptionally clever. (Exceptionally tells us about the adjective clever.)
Don’t eat so quickly. (So tells us about the adverb quickly.)
Perhaps you will the lottery. (The word perhaps changes the whole nature of the sentence.)

1. Types of adverbs
Adverbs may be identified by their functions:
a. Manner (how?)
Quickly hungrily imaginatively fast well (usually end in -ly)
b. Place (where?)
Here, there, nowhere, up, down, home, far, near
c. Time (when?)
Today, tomorrow, yesterday, now, then, soon, immediately
d. Degree (to what extend)
Very, quite, rather, so, almost, fairly, radical, hardly, extremely, well, really, j just,
too, nearly
e. Frequency (how often?)
Always, never, often, seldom, once, usually, occasionally, frequently

2. Sentence modifiers
The insertion of these words changes the nature of the sentences and usually expresses the
speaker’s opinion:
Actually, certainly, definitely, fortunately, honestly, luckily, naturally, obviously, perhaps,
surely, unfortunately
• They are usually placed at the beginning of the sentence:
Naturally, nobody owned up to the deed.

3. Comparative adverbs
As with adjectives, adverbs have a degree of comparison.

Adverbs Comparative Superlative

Regular fast faster fastest
Two or more carefully More carefully Most carefully
syllables
Irregular Badly Worse The worst

2
MGSL lesson plan

(exceptions) Little Less The least

Much More The most
well better The best
He ran quickly. (Regular form)
He earns less than his brother. (Comparative form-comparing two actions)
If you work harder you will earn more. (Comparative form- comparing two actions)
Of all his hobbies, he likes chess the best. (Superlative form-comparing more than two
actions)
Be careful of incorrect usage:
They spoke loud. X Hang on tight. X It was very fun. X He moved quick. X
They spoke loudly. Hang on tightly. It was fun. He moved quickly.

Baseline assessment: Pair work

Activity 1
Form adjectives from these word stems by adding-ous, -ious, -eous, or –uous. The first one has
been done for you.

Check the spellings in your dictionary then choose any three and use the adjectives in the sentence
of your own.
a. virt- (virtuous) g. danger- m. court-
b. spontan- h. ambig- n. tremend-
c. simult- i. var- o. outrag-
d. enorm- j. superst- p. ard-
e. jeal- k. ambit- q. ridic-
f. stren- l. obv- r. miscellany-

Activity 2
Adapt each adjective in brackets to suit the sentence.

E.g. if you were (tidy) and (well-organised) than you are, you would not keep losing things.
If you were tidier and better organised than you are, you would not keep losing things.

a. There’s nothing (irritating) than being stuck in a heavy traffic.

b. You look a lot (well) than last time I saw you.
c. As I get (old), I notice that most people seem to be getting (young)!
d. It not always bright students who do well in tests.
e. I want to rent a motorbike- (powerful) one I can get.
f. The (tall) building in New York used to be the Empire State Building.
g. That student is much (self-confident) than she used to be.

Activity 3
Which adverb in column B fits best with verb in column A? (Some may already match!)
E.g. explain concisely/explain briefly.
Column A Column B
a. explain Angrily
b. mutter Thoroughly
c. sing Sweetly
d. feel Heavily

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MGSL lesson plan

e. shine Spontaneously
f. react Deeply
g. breath Brightly
h. climb Concisely/briefly
i. investigate steadily

Learner activity: class work

Activity 4
Adapt each adjective in brackets to suit the sentence.
E.g. today’s newly-weds are (well off) than their parents were.
Today’s newly-weds are better off than their parents were.

1. Slacks are neater, but jeans are much (long wearing).

2. ‘Is Rhodes (old) university in south Africa?’ ‘No Stellenbosch is about fifty years (old)’.
3. Miriam is the more intelligent, but Michael is (easy) to talk to.
4. That is (incredible) story ever told.
5. All of us have a lot to be thankful for – the (sad) thing of all is that we don’t appreciate it.
6. Which is (deep), Lake Maggiore or the Black Sea?
[7x1=7]

Activity 5
Adjectives formed from pronouns.
Use my, you’re his, her, our, their or the definite article in the following sentences:

a. He had______ hat pulled well down over_____ eyes, and______ left hand was thrust deep
into_________ pocket.
b. I looked her straight in_____ eye and told her to take to take_____ hands off me.
c. Phumla shook me warmly by________ hand and put______ arm around_____ my shoulders.
d. I was severely bruised_______ legs, but______ face was unmarked.
e. ‘We were stabbed in______ back’ means ‘we were betrayed by_______ own people.’
At the beach they lay on_________ backs and closed______ eyes. [15x1=15]

Activity 6
Insert a suitable adverb in the sentences- from the following words: the first one has been done for
you.
Occasionally; loosely; absolutely; punctually; extremely
E.g. Most joys of country life cost_________ nothing.
Most joys of country life cost absolutely nothing.

a. The message arrived_________ at ten o’clock this morning.

b. Teachers__________ use overhead projectors in the classroom.
c. An_____________ angry customer has come to complain.
d. The horse was fastened___________ to an upright beam.
[4x1=4]

4
MGSL lesson plan

Activity 7
Which adverb in column B fits with each verb in column A?
(Some may already match!)The first answer would be: eat greedily.
Column A Column B
a. eat 1.quickly
b. think 2. greedily
c. whisper 3. peacefully
d. speak 4. stupidly
e. breathe 5. carefully
f. behave 6.fluently
g. run 7. softly
h. sleep 8. deeply
i. argue 9. forcefully
[8x1=8]
Learner activity: homework
Activity 8
Complete the table by giving the degrees of comparisons

Positive Comparative Superlative

Effective
Many
Popular
Good
Quickly
Important
Easy
warm
Close
Closely
[10x2=20]

Activity 9
Change the verbs in the box below into adjectives (-ing) and then complete the sentences.

Fled; pollute; burn; recycle; spread

a) The city was full of _______people.
b) Carbon dioxide and CFCs are two______ chemicals.
c) Most of the black smoke in our atmosphere comes from______ fossil fuel.
d) The WOW Campaign established one hundred_______ centres for different waste materials.
e) The________ gas in Bhopal was highly toxic.
[5x1=5]

Activity 10
Complete the passage by filling in the gaps with these adverbs:

Careful; gently; hungrily; quietly; sometimes; quickly; peacefully; early; strongly; tightly

5
MGSL lesson plan

Nina was a young girl who lived more than 5000 years ago. She and her family were hunter-gathers
who lived_______ on the land. One morning she woke up_______ and crawled ______out of the
cave. It was her job to cut the grass before the wind started to blow. She worked______, cutting the
grass and rubbing it_______ between her hands so that the seeds separated from the stem. It was
hard work and soon her hands were tired. She gathered the seeds______ into a bowl and covered
the bowl_______ with a cloth. When she returned to the cave, her mother ground the seeds______
with a stone in order to make soft porridge for the family. When the porridge was cooked, the whole
family sat around the fire and ate_____, ________ Nina gathered enough seeds for the family to eat
well for many days.
TOTAL=10

6
TOPIC: ADVERTISEMENTS
NOTES:
1. Target Market
This is the group of people that an advertisement is trying to reach.
It may be divided into age, gender, social status and activities.
Advertisers use the fact that buyers classify themselves in order to create adverts to appeal to
those classified groups.
E.g.: teens, computer geeks, stay-at-home mothers, jetsetters, corporates, etc.

2. Attention
It is vital that the advertiser grabs the attention of the consumer.
Attention can be attracted by:
• An eye-catching image
• Clever use of language
• Attractive layout
• Posing a question
• Font (type of lettering)
• Catchy headlines

3. Interest
Once the consumer’s attention has been attracted, the advert must sustain his/her interest.
Then the consumer must feel compelled to read on.

There are two ways of doing this:

• Visual Techniques
• Cartoons
• Graphs
• Colourful, attractive photographs
• Outline diagrams
• Statistics
• Unusual layouts

• Linguistic Techniques
• Punchy headlines / captions
• Rhetorical questions
• Puns, Alliteration
• Slogans, Clichés
• Repetition, Exaggeration
• Unusual trade names
• Emotive language
• Opinions stated as facts
• Jingles, catchy songs
• Jargon

4. Desire
Advertisers also appeal to basic human desires or needs and hint that desires/needs will be
met if their product is purchased.
 5. Action
Not only must advertisers get the attention of the consumer but they also need to ensure that
the consumer acts in response to the advert.

Gimmicks used …
• Buy one get one free’
• Limited stocks
• Limited term offers
• Money back guarantees
• Easy payment plans
• Discounts
• Free gifts
• ‘Bargain of the century’
• Clearance sales
• Reduced prices
• Order immediately and ….

Informal Language
• Everyday speech
• Vocab less sophisticated
• Simple sentences
• Informal grammar
• Colloquialisms & slang

Emotive Language
• Appeals to emotions rather than to intellect
• It is persuasive
• Advertisers make use of fact & opinion, propaganda, sensationalism and
bias.

Informative Language
• Informs viewer of the product / service
• Language that aids the selling of the product
• Jargon

6. The copy (the writing):

Look at any writing on the advertisement. What sort of language is it using?
How informative/persuasive is the text? What are the key words? What is the
slogan?
 7. The graphics (the pictures):
What is happening in the illustration? How does the design affect the message?

8. The Logo:
Picture / graphic used as an identifying symbol
Acts as signature for a brand

9. Slogan
Short, memorable phrase that is immediately associated with a brand

10. Catch Phrases

A clever, witty phrase designed to attract the public and which does not necessarily appear in
every advert for that product

11. Clever wording

Using alliteration, a rhetorical question; or a simile to keep the reader interested.

12. Celebrity Endorsement

Using a well-known person to sell a product.

13. Motivation (how the advert tries to persuade the target audience):
How is the advert trying to sell to the target audience? Consider persuasive
techniques (e.g. use of colour, typography [type size, type style, font], use of
space, graphic devices, photography [framing, lighting, focus, angle, effects,
etc.], beautiful people, star/personality, facts and figures, figures of speech
[puns, personification, alliteration, etc.], expert witnesses, scientific jargon,
conscience [emotional blackmail, lifestyle commitments], advantageous
promises [freebies, coupons, etc.], promises of pleasure, gaining attention
[humour, shock, surprise], language [brand names, key words, slogans,
captions], logos, caricatures, animals, repetition of product name, cartoon, use
of children.)

14. The advertisement as a whole:

How does the advertisement make you feel? Would you buy the product being
sold to you? If so, why? If not, why not?

Activity 1

Study the following advertisement and answer the questions.

47 Caption clarified:
WILDLIFE IS WAITING FOR YOU (TRAVEL)
[Source: '32 Best Funny and Creative Advertisement', <http://www.littleabout.com>]

1.1 What is the purpose of the advertisement in Text 7? (1)

1.2 Consider the caption 'WILDLIFE IS WAITING FOR YOU' before answering the questions
below:
Select the correct option by only writing down the question number and corresponding letter,
e.g. 1.2 A. The caption above is an example of
A an oxymoron
B irony
C pun
D satire (1)

1.3 Is the word ‘waiting’ used positively or negatively in this advertisement?

Explain your answer. (2)

1.4 In your opinion, is the choice of the image effective in supporting the message of the
advertisement? Discuss fully. (2)

1.5 Identify the tone of the caption in the advertisement. (1)

 Answers: Reasons
1.1 To encourage travel (to South Purpose: What is the aim of the advertisement?
Africa) to see wildlife/Safari Trips. (1)
The main ideas are the travelling
with the result of wildlife.

1.2 B/ irony
Irony: the expression of one's meaning by using
The caption is ironical: The language that normally signifies the opposite, typically for
wildlife is waiting for you – humorous or emphatic effect.
so that they can eat you! (1)

1.3 Positive if you consider that it Emotive words are often used. In this case the reader
would be an exciting holiday. will have explain the connotation of the word in context.
OR
Negative if you consider that the
waiting could be the
customer/tourist/ traveller being
eaten.
No marks are given
1 mark for positive/negative and 1 for YES or NO
mark for an appropriate
explanation. Nothing is awarded if
the explanation is not valid. (2)

1.4 Open-ended. Accept a response This is an evaluation question. Answer YES or NO and
which shows knowledge and give an appropriate reason.
understanding of, among others:

YES Explain how the image fits with the message. Use the
- The cheetah seems to be waiting PEEL method:
… demonstrated by it lying and P: POINT – cheetah is waiting.
waiting patiently, possibly E: EXAMPLE – he is lying patiently on a rock.
indicating the joy that might be E: EXPLAIN – The cheetah is waiting for tourists to
experienced by visiting and doing arrive so that he can eat them.
a game drive. L: LINK – The image and the message fits together that
- The cheetah has been dressed the wildlife is waiting for tourists.
with a bib – which implies and is
symbolic for eating, thus the
implication of waiting for the
tourists so they can eat them
OR
NO WARNING: Be careful when deciding to use this option.
The message is not a true Make sure your answers are VALID and RELEVANT.
reflection of wildlife. Wildlife will
not wait for tourists so that they
can eat them. Wildlife will only (2)
attack when they feel threatened.
People might feel too scared to
travel to a place where there is
wildlife.
1.5 humorous / joking/ sarcastic / Tone: a quality, feeling, or attitude expressed by the (1)
ironic words that someone uses in speaking or writing.

Activity 2

Study the following advertisement and answer the questions.

The text in the advertisement reads:

 Stupid might fail.
Smart doesn’t even try.

Be Stupid
Diesel

Are you stupid? Are you doing something particularly stupid right now…like starting a
band, building a tree house or creating an art installation?
Well, if so, we want you to be part of our new music video. It’s going to feature 100
creative individuals from all over the world, and will actually double up as Diesel’s
2010 clothing catalogue.
However, this unique video will not only exhibit the new collection, it will also expose
you and your creative cause by directing people to your personal website and social
networks. This is a great opportunity to demonstrate your stupidity to the world.
So, if you want the chance to get yourself out there, just watch the stupid video below
and upload a video of yourself doing something that you deem to be ‘stupid’.
Go to Diesel.com

2.1 Explain how the visual elements of the advertisement attract attention. (2)

2.2 Discuss the connotations of ‘stupid’ and ‘smart’ in the context of the advertisement. (2)

2.3 (a) Who is the target audience of this advertisement? (1)

(b) Critically discuss how the written text (on the black background) is meant to (2)
influence the target audience.

Activity 3

[Text: Every 48 seconds, a drunk driver makes another person eligible to park here].
3.1 Give a synonym for the word ‘eligible’. (1)

3.2 Why would the being able to park in this parking lot, not be shown as positive? (2)

3.3 Why is the reference to the 48 seconds important to the message of the advertisement? (2)

3.4 Explain the universal symbol that is used. (1)

3.5 Discuss critically whether the message of the advertisement is clearly shown. (2)

Cartoons
Cartoons are powerful teaching tools and can:

• Tell a complex story in a few images

• Provide comment and provoke thought on events and issues in the news
• Give an example of vocabulary related to current trends and fads
• Provide easily identifiable characters to form the basis for sketches
• Show culture in action with the ways that men or women are behaving and are
expected to behave
• Comment on and illustrate a whole range of issues like racism, teenage
relationships, sexism, ageism, family relationships.

Cartoonists’ Persuasive Techniques

Symbolism Cartoonists use simple objects, or symbols, to stand for larger

concepts or ideas. After you identify the symbols in a cartoon,
think about what the cartoonist means each symbol to stand for.
Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical
characteristics of people or things in order to make a point.
When you study a cartoon, look for any characteristics that
seem overdone or overblown. (Facial characteristics and
clothing are some of the most commonly exaggerated
characteristics.) Then, try to decide what point the cartoonist
was trying to make by exaggerating them.
Labelling Cartoonists often label objects or people to make it clear exactly
what they stand for.
Watch out for the different labels that appear in a cartoon, and
ask yourself why the cartoonist chose to label that particular
person or object. Does the label make the meaning of the
object clearer?
Irony Irony is the difference between the ways things are and the way
things should be, or the way things are expected to be.
Cartoonists often use irony to express their opinion on an issue.
When you look at a cartoon, see if you can find any irony in the
situation the cartoon depicts. If you can, think about what point
the irony might be intended to emphasize. Does the irony help
the cartoonist express his or her opinion more effectively?
Once you’ve identified the persuasive techniques that the cartoonist used, ask yourself
these questions:

• What issue is this cartoon about?

• What do you think is the cartoonist’s opinion on this issue?
• What other opinion can you imagine another person having on this issue?
• Did you find this cartoon persuasive? Why or why not?
• What other techniques could the cartoonist have used to make this cartoon more
persuasive?

Other techniques:
• Characters: Are they stereotypes or caricatures?
• Background & Setting: Where & when is the scene taking place?
• Language: Is formal /informal register used? How are the sentences structured?
• Punctuation: Used to portray emotions.
• Actions: Look at facial expressions and symbols or lines used to portray
movement/emotion.
• Stereotype: This is a fixed, exaggerated and preconceived description of a specific
type of person, group or nation. For example, the Italians are said to be emotional
and the British cold.

Commenting on Cartoons

• All answers should be substantiated with close reference to the cartoon.

• Pay careful attention to the body language of the characters and refer to visible
features.
• Remember that cartoons make use of puns, satire, sarcasm and irony that need to
be explained by referring to the cartoon.

Terminology in Cartoons:

Panel The panel includes the frame as well as the

elements that are part of the segment.

Thought bubble The thought bubble contains the thoughts of the

character.

Speech bubble The speech bubble contains the dialogue.

Action lines These are the lines or stripes that represent the
movement of the character or objects.

Sound imitation The words that illustrate sounds or noises.

Caricature A picture or description of someone that

exaggerates particular characteristics to make
them appear funny or silly.
 Satire Using humour, irony or exaggeration to criticise
a person or a group and make them appear
funny or silly so that other people will see their
faults.

Irony Using words that are the opposite of what is

really meant, often to be humorous.

Puns Using a word or a phrase that has two

meanings in an amusing way.

Body language Facial expressions and positioning of a person

that provides non-verbal clues about their mood
and attitude.

When analyzing a cartoon, it is important to look at the following aspects:

Actions:

• What is happening in the cartoon?

• How is the action portrayed?

Characters:

• What emotions are communicated through facial expressions?

• What actions and emotions are communicated through body language?
• What does the body language suggest about the relationships between characters?

Language:

• What words have been used?

• How has punctuation been used to suggest emotion?

Setting:

• Where and when is the cartoon set?

• What is the particular social context?

Stereotypes / Symbols:

• Has the cartoonist made use of stereotypes?

• Has the cartoonist used any symbols to represent something else?

Activity 1
1.1 Refer to frame 1. How does the cartoonist use visual clues to show that the mother is
overreacting?
1.2 Why are the words gasp written between brackets?
1.3 What is the connection between the word ‘gasp’ an oh my gosh?
1.4 Is it justifiable for the mother to enter while the son is in the bathroom?
1.5 What indication is there that the boy is busy?

Frame 2
1.6 What does the mother’s words imply?
1.7 How has the mother’s body language changed?

Frame 3
1.8 Explain the profession: dermatologist.
1.9 Explain the function of the elipses.
1.10 Show the contrast in the actions of the mother and the son.

Frame 4
1.11 How is suspense created?
1.12 How are teenagers stereotyped?

Frame 5
1.13 In your opinion, is the mother’s behaviour convincing?
1.14 Do you think he is justified in calling his mother’s action ‘hysteria’?
 Activity 2

1.1 Explain how Jon Stewart’s (the man on the left) facial expression in the cartoon helps the
reader to understand his emotion. (2)

1.2 Discuss how this cartoon makes use of caricature. (2)

1.3 Do you think the cartoonist succeeds in creating humour? Substantiate your response. (3)

1.4 Comment on the cartoonist’s use of stereotyping in the cartoon. (3)

 ENG NOUNS AND
GRADE 10 SUBJECT FAL WEEK 5 TOPIC PRONOUNS

Date: ____________________________
LEARNER WORKBOOK
Notes on parts of speech
In order to construct good sentences, you need to know the different parts of speech so that you will
know how to use them effectively. Verbs were dealt with in week 8.read about other parts of speech.
Nouns
Nouns are words that name persons, places, things, groups, qualities and ideas. A noun can function
as a subject or object of a verb.

There are four types of nouns:

• Proper nouns
This type of noun refers to one thing only. It names a particular person, place or thing:
Mpho, Mohammed, Cape Town, Pretoria, The Golden Highway
• Common nouns
These nouns refer to many things:
Dog, lion, people, meat, arm, umbrella, tree, chair
• Collective nouns:
A collective noun refers to a group or set of people, animals or things:
Team, army, pride (of lions), herd, crew, class, company
• Abstract nouns:
Whereas proper nouns, common and collective nouns refer to things that can be touched,
seen, smelled, tasted or heard, abstracts nouns refer to things that cannot be recognised by
the five senses. These nouns refer to thoughts and feelings:
Love, hate, courage, excitement, fear, happiness, perseverance, humility
• We have countable and uncountable nouns:
Countable Uncountable

Can be plural: oranges Can’t be plural: electricity

Use a or an: an apple Use some or a piece of: some advice, a

piece of bread, a piece of rubbish

Use many: I had too many sweets, now I Use much: I had too much food, now I’m
feel sick. full.

Use a few: there were only a few people Use a little: only a little rain fell.
out in the rain.

Pronouns:
• A pronoun is the word that can be used to replace a noun in a sentence. Pronouns include
words such as:
I, you, he, she, it, we, they, who, which, that, whose, what, this, these, mine, yours, ours,
 theirs, herself, himself, anyone, some, none.
• A pronoun must agree with the noun it is replacing in number, gender and case (subject,
object or possessive).
1. Personal pronouns:
They refer to people or things.
• Personal pronouns are always twinned with possessive adjectives:
I do my work. You do your work. She does her work. He does his work. They do their work.

2. Possessive pronouns:
They indicate ownership.
This is hers, not yours.
This house was mine, but now it is ours.
3. Reflective pronouns:
They reflect back to the noun or the pronoun.
• They usually end in self or selves.
Mary (she) sees herself in the mirror.
Jack (he) cut himself with the razor.

4. Interrogative pronouns:
They interrogate or ask questions.
• Who (which person) came to tea?
• Whose (which person’s) does this belong?
• To whom (to which person) does this belong?
• What (action) are you doing?
• Which (one) is the hotel that you recommend?

5. Demonstrative pronouns:
They point out a specific thing or person.
• They are indicated by words this, that, these, or those.
This is not the way we do things.
That has to go!
If a demonstrative pronoun is followed by a noun, it becomes an adjective.
o That picture has to go! (That is an adjective- it describe the picture.)

6. Indefinite pronouns:
They refer to people or things in a general way, rather than specifically.
• they are indefinite in number: you, one, they, someone, anyone, no-one, everyone
One must remember to apply sunscreen.
Everyone came to the party.

7. Relative pronouns:
They perform the functions of conjunctions by joining or connecting one part of a sentence to
another.
a) The six relative pronouns in common usage:
Who, whom, whose- refer to people
That, which, what- refer to animals or inanimate objects
b) They usually replace nouns or pronouns.
This is my sister. She is visiting today.
This is my sister who is visiting today.
(N.B She has been dropped.)
c) They are placed close to the nouns to which they refer.
 If not, the sense of what is written or said is lost.
I have a ring in my jewellery box that sparkles. Incorrect (what sparkles- the ring or the box?)
I have a ring that sparkles in my jewellery box. Correct.
d) When using a relative pronoun which, a preposition very often had to precede it.
This is done to avoid ending a sentence in a preposition.
This is the house I was born in. Incorrect.
This is the house in which I was born. Correct

This is the story we spoke of. Incorrect

This the story of which we spoke. Correct

Activity 1

Baseline assessment: lesson 1

Activity 1(pair work)

Fill in the following collective nouns: circle; nest; convoy; collection; brood; staff; set; kindle; series;
embassy .Use a dictionary.

1. A ___________ of events.
2. A ___________of friend.
3. A __________ of chickens.
4. A __________ of birds.
5. A__________ of cars/trucks.
6. A__________ of kittens.
7. A__________ of rules.
8. An ________ of diplomats.
9. A _________ of workers.
10. A _________ of antiques.

Activity 2
Use one of these pronouns to complete these sentences: something/anything; somebody/ anybody;
somewhere/anywhere.
E.g. I don’t like the look of this area. Can’t we go_________ else?
I don’t like the look of this area. Can’t we go somewhere else?

a. Your face looks familiar. Haven’t I seen you___________ before?

b. You look as if you are about to say_____________ unpleasant.
c. There is ____________ I cannot accept about your behaviour.
d. I cannot see_____________ today. I don’t feel well.
e. I wish there were ______________ I could do to console you.
f. I never seem to go ____________ interesting these days.
 Activity 1

Learner activity: class work

Activity 1
Complete the sentences below with the word from the box

Cast; press; army; data; audience; herd; staff; crew; pod; bacteria

a) The___________ fought bravely during the year.

b) Our___________ of cows gives plenty of milk.
c) The___________ clapped loudly after the brilliant show.
d) During the voyage, the_________ on the boat sailed through two bad storms.
e) The__________ covered the court trial of the infamous gangster.
f) Some__________ is harmful and can cause diseases.
g) We saw a __________ of whales off the coast last winter.
h) The__________ at ABC Company went on strike because of bad working conditions.
i) We applauded loudly when the _________ of the music show sang our favourite song.
j) The latest __________ shows that crime is down in South Africa.
[10 x 1=10]

Activity 2
Complete these sentences using one of the following: somebody/anybody; somewhere/anywhere;

E.g. I have hardly ________ thing to eat since early in the morning.
I have hardly anything to eat since early in the morning.

a) I have looked for my binoculars but I cannot find them_______ where.

b) May I tell you________ thing? I think you are most attractive.
c) You can choose _________ thing you like from the menu.
d) _________ body has been smoking in the car. I can smell it.
e) “___________thing you can do, I can do better.”(song from Annie get your Gun)
f) She moved out without giving __________ her new address.

[6x1=6]

Activity 3
Choose the correct words from within brackets:
E.g. Teboho and Thabo are very fond of (themselves/each other).
Teboho and Thabo are very fond of each other.
a) I am going to the concert as soon as I have (had a wash/washed myself) and (got
dressed/dressed myself).
b) As for (me/myself) I prefer them to make up (their own/each other’s/one another’s mind)
mind.
c) Please (you/yourself). It is entirely up to (you or yourself).
d) He has a ridiculous high opinion of (him/himself) but I don’t think he’s better than other
people.
 Activity

Learner activity: homework

Activity 1
Use the following pronouns to complete the sentences: nobody; anybody; everybody; somebody

a) Sometimes I feel all alone in the world, as if ________understands me.

b) When there are conflicts in the family and I’m fighting with my friends, I feel as if ______ is
against me.
c) When I’m lonely and depressed, I feel as if there isn’t______ who cares.
d) When I have a problem, it helps if I can talk to_________ who understands my feelings.
e) _______and __________ they can talk to.

[6x1=6]

Activity 2
Choose the correct words from the brackets:

a) They had only twenty rands between (them/themselves), so they bought some food and
shared it equally between (them/each other/themselves).
b) They are in love- they only have eyes for (themselves/each other).
c) She gave Ben the newspaper and kept the magazine for (her/herself).
d) Put (you/yourself) in my position. Would you blame (you/yourself) if you were
(I/me/myself)?
[7x1=7]

Activity 3
Complete the following sentences with either whose or who:

a) A woman, ________ is a friend of Nana’s, took her to a traditional healer.

b) Nana Makhanya is a woman_________ grandmother told her to become a sangoma.
c) Nana Makhanya, _________ has trained as a sangoma, is also an Aids worker.
d) A traditional healer, __________ communicates with ancestors, is able to heal people.
e) Nana Makhanya believes that our ancestors, _________ power lives beyond death, are like
guardian angels.
[5x1=5]
 GRADE 10

ENGLISH FAL
CATCH UP PROGRAM

Please turn over

Grade/Subject/Paper
Month/2020

COMPREHENSION TEST
TEXT B

Interesting Magazine, Issue 46, April 2019

1.1

1.1.1 Name two positive results of recycling, according to this (2)

visual.

Page 2 of 8
Grade/Subject/Paper
Month/2020

1.1.2 According to this visual, 150 000 people are employed in the
paper industry in South Africa. Do you think this is the exact
number of people employed in this industry?
Motivate your answer. (2)
1.1.3 Do you think South Africans are serious about recycling
paper? Give reasons for your answer. (2)
(2 x 3) (6)

SECTION C :Visual literacy - terminology

QUESTION 3: ANALYSING A CARTOON
3.1
Study the cartoon and then answer the questions that follow.

FRAME 1 FRAME 2 FRAME 3 FRAME 4

Refer to Frame 1 and Frame 2.

3.1 The facial expressions of the characters in both frames stay (1)
the same. What is implied by this?
Refer to Frame 3.
3.2. Why is the first word uttered by the grandmother, written as
@#✰@!! ? (1)

3.3 Why is the grandmother so upset? (1)

3.4 Write down one word describing Eve’s mood. (1)
3.5 Which visual clues does the cartoonist use to portray Eve’s (2)
mood?
Name any two.
Refer to Frame 4.
3.6 Eve says that she and the grandmother have a ‘slight’
conflict of interest. (2)
Explain the irony of this statement
3.7 According to you, how will load shedding affect South
Africans in the long run? (2)
(10)
QUESTION 4: ANALYSING AN ADVERTISEMENT
Study the advertisement on page 9 and then answer all the questions.

Page 3 of 8
Grade/Subject/Paper
Month/2020

TEXT

4.1 Who is the target market of this advertisement? (1)

4.2 In which way is the visual of the lettuce linked to the slogan
of the advertisement? (2)

Page 4 of 8
Grade/Subject/Paper
Month/2020

4.3 In which way could the heading of this advertisement be (2)

misleading?
4.4 What does the asterisk (*) at the heading refer to? (1)
4.5 Say why the following statement is FALSE. Give a reason
for your answer:
The word ‘New’ on the GLAD cling wrap box implies that this
is a totally new product. (1)
4.6 What does the ® following the product’s brand name on the
cling wrap box, suggest?

(1)
4.7 Would this advertisement persuade you to buy GLAD cling
wrap? Give a reason for your answer. (2)
(10)

QUESTION 5: USING LANGUAGE CORRECTLY

Read Text F containing deliberate errors and then answer the questions that follow

SCALY CASE OF THE MUNCHIE ENDS WELL

by Belinda Petho

Page 5 of 8
Grade/Subject/Paper
Month/2020

1 It’s enough to cause a hissy fit – a 3m Burmese python on the lose in a

Johannesburg suburb. For more than a month, terrified residents in
Northcliff were on their toes after resident Hugo Erasmus had announced
the escape of his pet albino python Munchie on the community’s facebook
page. Despite the sweltering heat, doors and windows were firmly shut in
case the giant reptile slithered in for a suprise visit.

2 Aadil Davis, who lives four houses down, didn’t see the post. So, when he
stumbled across Munchie curled up in his back garden on Tuesday he was,
understandably, shaken. He beat a hasty retreat and phoned snake catcher
Steve Ellis. Munchie was quickly bagged and tagged, but the drama didn’t
end their.

3 Davis’s wife, Raz, posted his discovery on facebook and the news that his
beloved reptile had been found, quickly reached Erasmus. But when an
overjoyed Erasmus contacted Ellis, he refused to hand over the slippery
serpent, concerned that Erasmus had been negligent by not securing the
python. It was only after Erasmus had called on the Honeydew police to
assist that Munchie was finally reunited with his main squeeze.

Adapted article: Sunday Times, published on 24 March 2019

5.1 Correct the single error in each of the following sentences.

5.1.1 It’s enough to cause a hissy fit – a 3m Burmese python on the (1)
lose in a Johannesburg suburb.
5.1.2 Munchie was quickly bagged and tagged, but the drama didn’t (1)
end their.

Page 6 of 8
Grade/Subject/Paper
Month/2020

5.1.3 Doors and windows were firmly shut in case the giant reptile (1)
slithered in for a suprise visit.
5.2 Refer to paragraph 1. Write out 3m in words. (1)

5.3 Refer to paragraph 1. What is the function of the apostrophe (1)

in ‘the community’s facebook page’?
5.4 Refer to paragraph 2. Write down the parts of speech of the
underlined words.
5.4.1 four
5.4.2 stumbled
5.4.3 Munchie (3)
5.5 Change the following into a question.
Munchie’s diet consists of a few mice every 10 days.(What)
(1)
5.6 Rewrite the following sentence as a question by adding a
tag.
Aadil Davis had a terrible fright when discovering the snake . (1)
in his garden
5.7 Change the following sentence into the negative.
Hugo Erasmus has already received news on his missing (1)
python.
5.8 Rewrite the following, starting with the underlined word.
Davis’s wife posted the discovery of the snake on facebook.
(1)
5.9 Combine the following sentences, starting with the word in
brackets.
5.9.1 Aadil Davis keeps an eye on the snake.
His wife phones the snake catcher. (While)
(1)
5.9.2 Hugo Erasmus announces the escape of his pet python.
Residents keep their doors and windows shut. (Since)
(1)

WHAT WOULD HAPPEN IF BRITAIN’S ANNUAL RAINFALL FELL IN ONE GIANT DROP?

Page 7 of 8
Grade/Subject/Paper
Month/2020

MASSIVE DROP FLOODWATER

Britain receives 1 200mm of rain per As the drops hits the ground and the
year. If you could form it into one single water falls downwards, it will be forced
drop, it would be 8km across. From a sideways to form a supersonic tidal
typical cloud height of 2000m, the wave over a kilometre high. Every tree
raindrop would take 30 seconds to fall and building in the whole of England will
and would be travelling at 300km per be flooded.
hour when it hit the ground.

Adapted article: Interesting Magazine, Issue 46, April 2019

5.10 Complete the following by filling in the correct word in

brackets.
If our annual rainfall falls in one drop, it 5.10.1 (cause) huge
5.10.2 (devastate). At the moment I 5.10.3 (read) a very
interesting article on the matter in a scientific magazine.
Luckily such a disaster is 5.10.4 (not possible). My five-year
old sister, as well as all her friends, 5.10.5 (is/are) 5.10.6
(quiet/quite) worried now, thinking that South Africa might be
wiped if our yearly rain falls in one drop. I have my hands full
trying to convince her otherwise. I should never have
mentioned it in the first place! (6)

[20]

[46]

Page 8 of 8
 ENG LANGUAGE: PARTS
GRADE 10 SUBJECT FAL WEEK Lesson TOPIC OF SPEECH
9 VERBS

Date: ____________________________
LEARNER WORKBOOK
Notes on verbs
A verb is a ‘doing’ word or an’ action’ in the sentence.

a. THE THREE TENSES:

a. Present, past and future

The tense tells when the action takes place.

Present ( today) verb I paint a picture

Past (yesterday) verb + ed I painted a picture
Future ( tomorrow) will/shall + verb I shall paint a
picture

Irregular verbs do not follow this pattern. their past tense is different.

Learner Activity: Baseline

Complete the table with the irregular verbs.

Irregular verbs
Irregular verbs do not follow the usual patterns.
PRESENT PAST PAST PRESENT PAST PAST PRESENT PAST PAST
PARTICIP PARTICIP PARTICIP
LE LE LE
Today Yesterday I have… Today Yesterday I have… Today Yesterday I have…
I… I… I… I… I… I…
am steal lie
(down)
awake swim lay
(table,
egg)
bear take lie (tell)
begin tear hang
(people)
bite throw hang
(things)
blow wear flow
(river)
break write fly (bird)
drink freeze flee
(prisone
r)
 forget spring speak
give forgive
choose do
draw ride
eat see
go shake
know sing

b. FINITE VERBS:
A finite verb can stand on its own and does not need an auxiliary (helping) verb.
A finite verb must have a subject, number (singular or plural) and tense.
❖ together with the subject, it makes a complete sentence:
She plays. They argue.
❖ it indicates number:
The girl (one) plays netball. The girls (many) play netball.
❖ it has tense :
Today I play. Yesterday I played. Tomorrow I shall play.

c. THE INFINITE:
When a verb is preceded by a to, it is known as the infinite:
To play to argue to study to discuss

The infinite cannot stand alone. It must be preceded by a finite verb.

She wants to discuss… they start to argue. We tried to study. Children love to play.

The infinite should not be split:

I am going to definitely complete my work tomorrow. (Incorrect)
I am definitely going to complete my work tomorrow. (Correct)
4. AUXILIARY VERBS
a. An auxiliary verb is a helping verb.
• It always precedes a verb: she has done her work.
• It regulates the tense of its sentence: we could see the sun rising in the east.
(past tense)
b. Common auxiliary verbs: am, are, be. can, could, had, has, have, is, may, might, must,
shall, should, was, were, will, would
c. Depending on the sentence, the verb may be classified as a finite or an auxiliary verb:
He is the president of his company. (Finite verb)
He is hoping to become the president of his company. (Auxiliary verb+ present
participle)

5. THE LINKING VERB- THE VERB’ TO BE’

a. The verb “to be” (is, am, are) is also referred to as the linking verbs.
b. A linking verb connects a noun with another noun, or a noun with an adjective.
The man is a soldier. (Noun) the man is brave. (Adjective)

c. The word that follows the object; it is known as the complement.

S=singular PRESENT TENSE PAST TENSE FUTURE TENSE FUTURE TENSE

P=plural If adamant or
definite
1st person(s) I am cold I was cold I shall be cold I will be cold
1st person(p) We are cold They were cold We shall be cold We will be cold
2nd person(s & p) You are cold You were cold You shall be cold
3rdperson(s) He/she/it is cold He/she/it was He/she/it will be
cold cold
3rdperson(s) They are cold They were cold They will be cold

I and we - SHALL
Everybody else-WILL
 PAST PRESENT FUTURE
Yesterday, - ago, last - , the Always, usually, often, ever, Tomorrow, next- , soon,
Time previous - , once upon a time, an never, sometimes, once a presently, in a month’s time,
hour ago day, every year in future, shortly.
2nd column – all persons 1st column+ s (he/she/it) Will/shall + 1st column
e.g We sang songs I always do my work. We shall sing songs.
Form

She won a race. She always wins the race. She will run a race.
INDEFINITE

Did + 1st column Do I always do my work? Shall we sing songs?

Quest

Did we sing songs? Does she always win the Will she run a race?
Did she win a race? race?
Add not after did + 1st Add not after do/does+1st Add not after will/shall
We didn’t sing songs I don’t always so my work. We shall not sing songs.
Neg

She didn’t win a race. She doesn’t always win. She won’t run a race.
We sang songs, didn’t we? I do my work, don’t I? We shall sing songs, shan’t
She didn’t win, did she? She doesn’t win, does she? we?
Tag

She won’t run, will she?

At a certain time in the past the Now, At this moment, at At a certain time in future
action was busy happening. At present, still. the action will be busy
Time

that moment, Yesterday at three. happening. Tomorrow at

three, In an hour’s time.
Was/were + 1st+ ing Am, is, are + 1st+ ing. Shall/will + be + ing
At ten yesterday we were singing At the moment I am writing. At ten tomorrow we shall be
and she was winning. She is singing a song now. singing.
Form

At ten tomorrow she will be

CONTINIOUS

winning.
Were we singing? Am I writing? Will she be winning…?
Quest

Was she winning? Is she singing? Shall we be singing … ?

Add not after was/were Add not after is/are. Add not after will/shall.
We weren’t singing. I am not writing. They will not be running.
Neg

She wasn’t singing. She is not singing. She won’t be singing.

We were singing, weren’t we? She is singing, isn’t she? We shall be singing, shan’t
She wasn’t singing, was she? I am writing, aren’t I? we?
We aren’t writing, are we? She won’t be winning, will
Tag

she?
By a certain time in the past, Just, already, after, when By a certain time in the
After, when. Before (in past) before, since future. By ten tonight, by
Time

seven tomorrow.
HAD + 3rd column Has/ have +3rd column Shall/will+ have + 3rd
By ten last night he had written a You have just eaten an By tomorrow they will have
letter. apple. eaten.
Form

He has already bought the

PERFECT

book.
Had he written a letter…? Have you eaten an …? Will they have eaten …?
Quest

Has he bought the book?

He hadn’t written a letter. He hasn’t bought the book They won’t have eaten.
Neg

He had written a letter, hadn’t He hasn’t bought, has he? I shall have eaten, shan’t I?
he? They hadn’t done it, had They have eaten, haven’t They will have eaten, won’t
Tag

they? they? they?

 Learner activity 2: PAST TENSE
Study the table with the outline of the tenses and rewrite the following
sentences.
2.1 Change into the negative:
a) Killer whales took three of the ponies alive.
b) They had enough rations for the return journey.
c) He had already reached the Pole in 1902.
d) Wilson fell from a cliff.
e) The leader was responsible for the dogs.

2.2 Change into questions by adding tags.

a) They were beaten in the race.
b) Evans had sustained a brain injury.
c) The entire world was waiting for their progress.
d) By March 15 they had collected enough samples.

Learner activity 3: PRESENT TENSE

3.1 Supply the correct form of the word in brackets.
a) A icecap (cover) almost all of Antarctica.
b) She always (wear) protective clothing, so (do) her friends.
c) Protective clothes (be) essential in that climate.
d) Soft footwear (reduce) the risk of frostbitten feet.

3.2 Rewrite in the negative

a) Mount Terror is the taller of the two mountains.
b) Last year’s SANAE team has already returned from Antartica.
c) One finds some mammals on the continent in winter.
d) Either the men or their leader prepares breakfast when they leave the
base.

Learner activity 4: FUTURE TENSE

4.1 Change the following sentences into questions.
a) I will not allow him to help me. (Why?)
b) I shall be wearing new clothes.
c) The original bridle path will be followed.
d) We shall be walking and climbing for twenty kilometres.

4.2 Change the following sentences into the negative.

a) We will follow some of the trails.
b) She will be sporting a new hairstyle, won’t she?
 c) I will have taken a bath by then.
d) We shall be carrying our backpacks.

Learner activity: homework

Activity 1
Provide the correct form of the verb in bracket:

On that day, Botshelo had been (walk) home with George when George (start) talking
about inappropriate things. Botshelo had been (feel) uncomfortable for a while, but (to
be) reluctant to say anything. She (do) not want to seem rude or silly. Botshelo’s
silence caused George to think that she (may) be interested in him. He (want) to touch
her, but she decided to listen to the warning of her inner voice. Botshelo’s
independence (help) her to take a stand- she (tell) George that she was not interested
in him and that he (has) to leave her alone.
[10]

Activity 2: Give the correct form of the verb in bracket:

When we arrive at the Oval everybody (cheer). Some spectators (stand) on their
seats and (wave) their arms. Others (sit), tensely (watch) the thrilling race which
(takes) place. even the officials (be) excited and (not behave) with their customary
calm. On the track every athlete (strain) himself to the utmost. Marais (still lead) but
Joubert (challenge) him and Smit (come) up so fast that everybody thought he would
win.
[12]

Activity 3: Assorted continuous tense exercise/activity

Give the correct forms of the verbs in brackets:

Good afternoon, listeners. I (speak) to you form the Potchefstroom Stadium where
some of the overseas competitors are preparing for next week’s games. At this
moment Caster Semenya (run) at top speed. Two her teammates (dart) over some
hurdles. Close to the popular stand an athlete (hurl) the javelin and a long jumper
(work) hard to improve her strides.
I must say, ladies and gentleman, when I paid the track a visit last week I never
(think) that the Games (will take) place here. Gardeners (still plant) the lawn and
builders (erect) temporary seats. They expect (test) the electronic timing apparatus.
In short, everything (be) in confusion.
The situation (change) a great deal since then. When I broadcast to you next week
thousands of spectators (watch) a number of great athletes who (try) very hard
indeed. Thousands of people (sit) in front of their television sets, (watch) live
broadcast. I hope most of you (hold) thumbs for our own athletes.
[TOTAL: 17]
SUBJECT and GRADE English FAL Grade 10
TERM 2 Indicate the week(s) e.g. Week 1 (2-3 periods)
TOPIC Poetry – reading/listening/writing
AIMS OF LESSON Understanding and analyzing poetry – literature study
RESOURCES Paper based resources - HANDOUT Digital resources
(Indicate what will be used Refer learners to specific Sections / Topics/ Pages in the Refer to the relevant digital resources e.g. links on the WCED
in the lesson e.g. textbook, textbook / resources that learners will have on hand ePortal
Mind the Gap, etc) (e.g. Mind the Gap)
INTRODUCTION • Have knowledge of the genre – poetry.
• Purpose of lesson (further learning and/or functioning in the world) – understanding the aesthetics of
literature – the reasons for the writing of specific poems. Understand the themes.
CONCEPTS AND SKILLS • Need to be able to read poetry correctly – according to CAN YOU?
punctuation. Need to understand the background leading to
• Need to understand the vocabulary used. the writing of literature. – see notes in activities.
This is a form of informal assessment
ACTIVITIES/ASSESSMENT Do activity on worksheet provided or in writing book.
Poetry lesson could include ‘solitaire’ – self study, ‘pair’ – work with peer, ‘share’ – work with teacher and class.

Grade 10 FAL Poetry - Handcuffs by Mbuyiseni Oswald Mtshali

Introductory questions: Before reading the poem
Solitaire/Pair/Share Read questions and answer in writing books / one full sentence per question.
1. What is different between a poem and a piece of prose?
2. Poems have different themes/purposes. Name some types of poems.
3. Name some social injustices that could lead to the writing of protest poems.
4. When police arrest a person, what do we call the apparatus used to restrict movement of the hands?
5. Name things that a person cannot do while in handcuffs.
6. What are fangs? Which animal probably has the biggest fangs?
7. Flea bites are itchy. What action normally eases itchiness.
8. What part of your body do you use to scratch?
9. If handcuffed, what would you do to ease the itch?
10. What is normally kept in a cage?
 11. What effect does the cage have on the movement of those within?
12. What are manacles and shackles?
13. How can your mind be caged and shackled?
14. When there is light at the end of a tunnel, what feeling does that evoke?
15. Mention people or institutions who can restrict your freedom?
16. What do you understand by the word freedom.

READ THE POEM – use pencil to underline words / sections that you do not understand.
POEM - Handcuffs Mbuyiseni Oswald Mtshali

1. Handcuffs
2. have steel fangs
3. whose bite is more painful
4. than a whole battalion
5. of fleas.

6. Though the itch in my heart

7. grows deeper and deeper
8. I cannot scratch.

9. How can I?
10. my wrists
11. are manacled.
12. My mind
13. is caged.
14. My soul
15. is shackled.

16. I can only grimace at the ethereal cloud,

17. a banner billowing in the sky, emblazoned
18. ‘Have hope, brother,
19. despair is for the defeated.’
Oswald Mbuyiseni Mtshali was born on 17 January 1940 in Vryheid, Natal, where he attended Inkmana High
School. His parents were schoolteachers. He moved to Johannesburg after secondary school. He worked as a
messenger in Soweto and wrote poems based on experiences in the township. He published his first poetry
collection, Sounds of a Cowhide Drum, in 1971. South African writer Nadine Gordimer wrote the foreword for
the book, which was published by poet Lionel Abrahams’ Renoster press and won the Olive Schreiner Prize in
1974.

Notes on the poem:

The poem is written in free verse – no regular rhyme or meter.

Enjambment – run-on lines used show desperation and anxiety. Read lines according to the punctuation
marks. The short lines make the massage more direct.
1. Handcuffs Handcuffs – metaphor: Compared to wild animal /
2. have steel fangs dangerous. Even more extreme – these teeth are made of
3. whose bite is more painful steel. Connotation of unbending, unyielding, man-made
4. than a whole battalion device.
5. of fleas. Handcuffs - personification: ‘bite’ – inflicting pain.
Metaphor – extended to ‘battalion of fleas’. This describes
the intense irritation and suffering of being constrained by
handcuffs. The number is compared to a battalion – this
suggest an army in numbers and implies that the pain
seemed to be applied with military precision and
determination.
The handcuffs hurt him and ‘bites’ into the skin of his wrists
as if an army of fleas were attacking (biting) him.
6. Though the itch in my heart Feeling of unrest/sadness/anxiety gets worse.
7. grows deeper and deeper Metaphor – FLEAS are PEOPLE’S SUFFERING (‘I cannot
8. I cannot scratch. scratch’). He is powerless/can’t do anything to relieve the
situation of his time. (Apartheid).
Sense of helplessness – even hopelessness.
9. How can I? Rhetorical question: emphasizing helplessness.
10. my wrists Manacled - Metaphor: chained/confined – Apartheid does
11. are manacled. not allow him to think/speak freely.
Feeling of hopelessness: Handcuffs are hurting, hands bound
– can’t do anything about it.
12. My mind Moves from wrists (physical) to his mind (mental). His mind
13. is caged. is also prevented from being free – Metaphor: caged /
locked up like an animal. Controlled.
14. My soul Even his spirit is restricted and controlled. No freedom of
15. is shackled. expressing own wishes, desires, feelings.
Alliteration: soul is shackled - a sorrowful/ mournful ‘s’
sound.
16. I can only grimace at the ethereal cloud, Last sentence ironically introduces a glimmer of hope. He
17. a banner billowing in the sky, emblazoned frowns as he observes the ghostly, unreal clouds inscribed
18. ‘Have hope, brother, with a message of hope – a silver lining. The message if
19. despair is for the defeated.’ hope is presented to counteract the feeling of despair. The
encouragement is to not despair, but to continue the battle
for freedom, because by showing despair, you show defeat.
“Brother” indicates the closeness and support for the
‘Have hope, brother, situation that he finds himself in at this stage.
The use of alliteration as internal rhythm indicates that the
despair is for the defeated.’ poet is back on track – things are becoming more orderly.
He knows what to do.
Alliteration : the harsher ‘b’ sound showing determination -
banner billowing in the sky, emblazoned …
• Have hope
• despair is for the defeated.’ (hard ‘d’ sound)
MORE NOTES ON THE POEM
SUMMARY
The poem describes the physical and mental suffering of someone during Apartheid. It could be a protestor who has
actually been put in handcuffs by the police, or it could be anyone who feels emotionally trapped and helpless.
Literal: the handcuffs feel painful because they were put on too tightly.
Figurative: the pain described is also emotional suffering. The handcuffs are a symbol (a physical thing that stands for an
idea) of the lack of political freedom for black people in South Africa before 1994.
The poem details the intense frustration of the speaker because he has no freedom. It ends with the person trying to
inspire himself not to give up his struggle for liberation (freedom).
SETTING
The poem was written in the 1970s, a time when people of colour in South Africa were suffering under Apartheid, and
liberation (freedom) seemed a long way off. People had to encourage one another through protesting, marches, theatre
and poetry. Mtshali wrote his protest poetry to help other activists (fighters against Apartheid) remember that they
were fighting for everyone’s freedom, and to not give up hope for change.
This is a protest poem written in free verse.
CHARACTERISTICS
The poem has many short lines. This helps to make its message more blatant (direct) and powerful.
WORD BASIC DEFINITION
• battalion (n.) A battalion is an organised group of soldiers, ready for battle. In the poem, the poet compares his
handcuffs to a whole battalion of fleas.
• to billow (v.) When something billows, it moves and swells like a wave or a cloud. The poet means that he sees
a banner moving in the sky. He is probably imaging it, but people did use banners like these to speak out
against Apartheid.
• emblazoned (adj.) Emblazoned means decorated or written. The poet sees (possibly imagines) a banner with a
motto (saying) written on it, reminding him to have hope.
• ethereal (adj.) Ethereal means airy or ghostly, without form. Mtshali imagines the cloud above him floating and
changing shape.
• fangs (n.) Fangs are sharp animal teeth. The poet means that the handcuffs around his wrist feel like an
animal’s teeth, biting him.
• to grimace (v.) A grimace is when you frown or pull an ugly face. Often when people are lifting something
heavy, the effort makes them grimace. The poet is trying to show that he is suffering. It is affecting him, but he
is trying to bear it.
 • manacled (v.) Manacles are iron handcuffs for prisoners’ wrists. Mtshali’s wrists are trapped (manacled) inside
the handcuffs. He feels manacled in other ways too – he feels trapped without real freedom.
• shackled (v.) Shackles are thick iron rings for prisoners’ ankles (like handcuffs for the feet). The poet feels
completely trapped as his soul is shackled.

VOICE: The tone of the speaker’s voice is angry but determined. He has hope that one day he will find freedom. He is
challenging the oppressors with the pain they are causing, and also sharing his pain with the fellow protestors. In trying
to inspire himself, he is also trying to inspire others like him, who are suffering and fighting.
THEMES AND EVIDENCE OF THEMES IN TEXT
SYMBOLS OF OPPRESSION (THINGS THAT REPRESENT OPPRESSION) Mtshali uses an extended (long) metaphor to talk
about physical and emotional / spiritual suffering. The poet uses handcuffs as a physical symbol of oppression.
Hundreds of years ago slaves literally wore manacles and shackles, so they would not escape. The speaker might go to
jail, but he also feels as if he is trapped in his life because he is treated badly. He is in a figurative (spiritual or emotional)
prison too. Under Apartheid, black people had no civil rights, and were disrespected. His liberty (freedom) has been
taken away by the white government.
EVIDENCE OF THEME IN TEXT The speaker in the poem is a black man who has been arrested by the Apartheid police for
protesting. This is why he is wearing handcuffs. ‘my wrists / are manacled’ (lines 10–11) tells us that the speaker feels
that he is helpless. He cannot do anything to help himself because he is wearing handcuffs. ‘My mind / is caged’ (lines
12–13) tells us that Apartheid is not only physically (of the body) damaging, but oppression affects people mentally too.
The speaker has no freedom to do with his education, his work, his friends, or where he lives, nor is he able to speak out
about his situation. This injustice and constant oppression causes people to feel despair and hopelessness. ‘My soul / is
shackled’ (lines 14–15) also tells us that people felt emotionally damaged by Apartheid. They are unable to think of a
way to respect themselves or get their rights back. He is feeling great despair. When the speaker says ‘the itch in my
heart / grows deeper and deeper’ (lines 6–7), it tells us that the speaker is frustrated. It is very hard not to scratch an
itch. His frustration at his situation grows worse every day. Although he is fighting against the unjust system, change still
seems far away: he feels like there is nothing he can do.
THEME 2 - HOPE AND COURAGE (BRAVERY) Even though his life is very difficult, the speaker keeps thinking about how
to resist (stand up to) and change his situation. He is brave (courageous) because he suffers physically in the handcuffs:
the metal cuts into his wrists. The speaker shows courage because he thinks of the other activists who are also suffering.
He writes the poem to encourage them not to give up the fight for equal rights. He is brave because even though he is
just one person, he criticises (speaks against) the Apartheid government, despite it having the power to jail him. His
attitude is determined and passionate. He will not give up the fight for justice and what he believes in.
DICTION / FIGURATIVE LANGUAGE
1 METAPHOR: A metaphor directly compares two things. There are usually two meanings – one literal, physical
meaning, and one figurative or deeper meaning.
• ‘steel fangs’ (line 2) compares the handcuffs to the teeth of an animal / snake. The handcuffs are tight around
his wrists: the metal of the handcuffs is breaking his skin. The image helps us to imagine how vicious and sore
the handcuffs are, like an animal’s bite.
• ‘the itch in my heart’ (line 6): This metaphor is a figurative, emotional ‘itch’ (irritation / frustration / desire). It is
compared to the literal, physical itch felt from a flea bite. Fleas were mentioned in the stanza before. This is an
extended metaphor, as it carries over more than one line.
• ‘My mind / is caged’ (lines 12–13) uses the image of captivity. Animals are usually put in cages, to keep them
from attacking humans. The speaker is saying that his ideas of equality are dangerous to the Apartheid system.
The government is trying to keep the speaker from spreading his ideas of equality, because then it would lose
power. But the speaker is also saying that he feels trapped and helpless. He is thinking the same angry thoughts
about injustice over and over again, like an animal pacing inside a cage.
• ‘a banner billowing in the sky’ (line 17) compares a cloud to a banner (a message painted onto cloth or
cardboard). Protestors on a march usually hold banners to get their message across to the people watching. The
speaker imagines the message or slogan over his head, like a cloud. It is probably not really there, but the idea
helps to inspire him to have hope that things will change.
2 ALLITERATION: Alliteration is the repetition of consonant sounds (usually at the beginning of words).
• ‘despair is for the defeated’ (line 19): The repetition of the hard / d / sound helps to reinforce the tough,
persevering attitude of the speaker.
• ‘a banner billowing in the sky, emblazoned’ (line 17): The repeated / b / sound helps the reader to imagine the
strong movement of the cloud. A cloud is not dangerous by itself, but it appears before a storm to tell you that
a storm is coming. The hidden metaphor here is that a change in government is coming, like a cloud before a
storm.
3 RHETORICAL QUESTION: A rhetorical question is not a real question but a literary device. It is a question which does
not expect or need an answer. The poet asks a question but then answers it himself. In the line, ‘How can I?’ (line 9), the
speaker asks himself how he can scratch ‘the itch in his heart’ (line 6). He then goes on to say that he cannot give
himself relief, because his hands are manacled (handcuffed). The speaker is pointing out how trapped and helpless he
feels. Both his mind (his personality and ideas) and his body have been damaged by the systems of oppression under
Apartheid.
 NOW DO THE FOLLOWING SAMPLE EXAM QUESTIONS
Read the poem and answer the questions that follow it: Handcuffs Mbuyiseni Oswald Mtshali
1. Refer to the whole poem:
1.1 In your own words, describe why the speaker is suffering physically (in his body). [2]
1.2 Quote one word from the first stanza that supports the idea that he is suffering physically. [1]
2. Refer to stanza 1:
2.1 Explain the literal and figurative meanings of ‘Handcuffs / have steel fangs’. [3]
2.2 In your opinion, is this an effective comparison? Provide reasons for your answer. [3]
3. Explain why the speaker feels that the ‘itch’ is growing ‘deeper and deeper’? [2]

4. Refer to ‘How can I?’ (line 9):

4.1 State the literary device used here. [1]
4.2 In your own words, explain how Mtshali answers this question. [4]
TOTAL: 16 MARKS

(extra questions: - comment on structure of poem / comment on the use of the extended
metaphor / comment on the use of alliteration / etc.)

CONSOLIDATION • Link to lesson aims – broader understanding of the poem – protest poetry.
• Understanding
• Indicate how this will prepare for next lesson(s) OR how this lesson consolidates a topic
• Thank learner and/or motivate him or her

SOME SUGGESTED ANSWERS IN BRACKETS – no right or wrong answers here.

1. What is different between a poem and a piece of prose? (prose has grammatical structure, sentences and a
natural flow. Poetry depends on a rhythmic structure, using meter or rhyme.)
2. Poems have different themes/purposes. Name some. (love poems, story, protest, courage, survival, power,
celebration, …)
 3. Name some social injustices that could lead to the writing of protest poems. (inequality, racism, discrimination,
class distinction, poverty, …)
4. When police arrest a person, what do we call the apparatus used to restrict movement of the hands?
(handcuffs)
5. Name things that a person cannot do while in handcuffs. (cannot move arms freely, cannot get undressed or
dressed, cannot eat with ease, pick up objects, …)
6. What are fangs? Which animal probably has the biggest fangs? (sharp tooth, especially a canine tooth …
hippopotamus has longest fangs, wolves, lions, dogs, …)
7. Flea bites are itchy. What action normally eases itchiness. (scratching)
8. What do you use to scratch? (hands)
9. If handcuffed, what would you do to ease the itch? (need to break lose … get free or get help)
10. What is normally kept in a cage? (bird, animal)
11. What effect does the cage have on the movement of those within? (restricts, limits, controls, …)
12. What are manacles and shackles? (pair of joined rings, to restrict the free movement of the hands or feet or
body)
13. How can your mind be caged and shackled? (not allowed to make decisions freely, are controlled and restricted)
14. When there is light at the end of a tunnel, what feeling does that evoke? (hope)
15. Mention institutions which could restrict your personal freedom? (governments, police, teachers, laws, …)
16. What do you understand about the word ‘freedom’. (Open ended … )

SAMPLE EXAM QUESTIONS

Marking Guideline – suggested answers

Read the poem and answer the questions that follow it: Handcuffs Mbuyiseni Oswald Mtshali
1. Refer to the whole poem:
1.1 In your own words, describe why the speaker is suffering physically (in his body). [2]
He is a protestor who has been arrested (Read the poem and answer the questions that follow it: Handcuffs Mbuyiseni
Oswald Mtshali
1. Refer to the whole poem:
1.1 In your own words, describe why the speaker is suffering physically (in his body). [2]
He is a protestor who has been arrested () and his wrists are being hurt by the handcuffs. ( )
1.2 Quote one word from the first stanza that supports the idea that he is suffering physically. [1]
 ‘painful’ ()
2. Refer to stanza 1:
2.1 Explain the literal and figurative meanings of ‘Handcuffs / have steel fangs’. [3]
Literally, the metal of the handcuffs is pinching and hurting () the speaker’s wrists. The handcuffs are being compared
to a metaphorical or figurative animal with fangs / sharp teeth. () They are so tight that they feel as if they are alive
and biting the speaker. ()
2.2 In your opinion, is this an effective comparison? Provide reasons for your answer. [3]
I think this is an effective comparison, because it enables us to imagine or picture how tight and painful the handcuffs
are (). It is as if his wrist is caught between the animal’s jaws or teeth () and the speaker cannot free himself. It is a
vivid image ().
3. Explain why the speaker feels that the ‘itch’ is growing ‘deeper and deeper’? [2]
As time passes, nothing about the unfairness of Apartheid changes (). The speaker still feels trapped () The itch is
injustice and suffering (), and that is still going on. It is making the speaker feel crazy and helpless (). (NOTE: Accept
any two points.)
4. Refer to ‘How can I?’ (line 9):
4.1 State the literary device used here. [1]
rhetorical question ()
4.2 In your own words, explain how Mtshali answers this question. [4]
He says that he cannot scratch the ‘itch’ (do anything about the injustice and violence of Apartheid) () because he is
‘shackled’ (in leg-irons) and ‘manacled’ (in handcuffs) (). He is physically prevented by the police from protesting ().
But he also means that he is emotionally and spiritually unable to resist: he is tired and wants to give up ().
TOTAL: 16 MARKS

VALUES The poem is relevant to all peoples suffering from discrimination.

Poetry is food for the soul. Reading and discussing emotions and feelings, enhances our understanding of people and
also heightens our emotional development.
Additional: could write mini saga on freedom today / or a short poem on freedom during lock-down.
SUBJECT and GRADE English FAL Grade 10
TERM 2 Indicate the week(s) e.g. Week 1 (1period)
TOPIC Summary skills
AIMS OF LESSON Practise summary skills – identifying key concepts
CONCEPTS AND SKILLS • Explain/describe the key concepts / definitions that learners CAN YOU?
need to know or be able to do with the necessary detail.
• Think of what you want to tell learners re: this topic. Identify the concepts/skills that learners should
• Explain clearly and systematically step by step be able to do.
• Guide the learner to self-directed learning.
• Highlight key learning points This is a form of informal assessment
• Guide learners on how to learn and remember Identifying key-words / concepts / details /
• Mention key aspects that examiners focus on demonstrates understanding / conciseness,
• Mention the common mistakes made accuracy
ACTIVITIES/ASSESSMENT

HANDOUT -TASK
Method:
• Identify facts answering the actual question.
• Underline in pencil/pen.
• Keep re-reading the purpose/question after each point.
• In good writing – ONE main point per paragraph.
Instructions for summary:

List SEVEN reasons that can be used to advertise Zwelihle to people wanting to move to the Cape.
1. Your summary must be written in point form.
2. List your SEVEN 7 points in full sentences, using no more than 70 words.
3. Number your sentences - 1 to 7.
4. Write only one point per sentence.
5. Use your OWN words as far as possible.
6. Indicate the number of words used in brackets at the end of your summary.
TEXT to summarise

Zwelihle – what makes it such a special place?

If you are looking for a delightful place to raise a family, then it is sometimes important to research the area before
considering a move. There is one option that could be considered, viz. the Overberg region which is situated in the
Western Cape. One place to consider could be Zwelihle.

Zwelihle is next to the sea. That is the beauty of it. The Atlantic Ocean is right on the doorstep of Zwelihle. Here people
can stroll next to the sea or catch fish.

Although the town developed rather quickly, it is also close to all the necessary shopping centres. This is a huge
advantage because all essential shops are within walking distance. On weekends the shops at Gate Way and the Whale
Coast Mall are crowded with people doing their grocery shopping.

Education is important. Zwelihle PS and Qhayiya SS are just two of the schools that serve the growing need for basic
education. Qhayiya SS is an oversubscribed school and the classes service many learners. However, dedicated
teachers, such as Ms Mdoda, are concerned and motivated to the task of educating the learners. Qhayiya SS is proud to
report that in 2017 there was a pass rate in Grade 12 of over 83%.

As you approach Zwelihle, you notice the soccer fields which form part of the Zwelihle recreational facilities. Here
there are important matches played during weekends and sometimes during weekday afternoons. There are other
recreation features in the area such as swimming, surfing, diving and hiking (Hoy’s Koppie). Such activities keep you fit
and healthy.

An aspect that is often taken for granted is that of infrastructure and service provision, such as roads, electricity, water
and waste removal. Zwelihle forms part of the Overstrand Municipality which has to ensure that these services are
available. The stability of such services makes the area secure to live in. Unfortunately, there is a housing crisis which
will hopefully be resolved.

The Zwelihle residents have the reputation of being exceptionally friendly. The friendliness can be seen by the positive
attitude of the residents and their willingness to assist wherever they can. A Zwelihle smile is famous in the Hermanus
region.
 The mountains play a role in making the climate of this area unique. The climate is ideal for residents of the Zwelihle-
Hermanus region. It plays a critical role in ensuring that the people of this region are amongst the healthiest in the
world. (403 words)

CONSOLIDATION • This is a skill used in every activity of studying.

• This skill will enhance your ability to comprehend.

Once completed – recheck your seven points – see marking guideline below:

Marking Guideline
Quote own words

Mark allocation:
- 7 marks for 7 points (1 mark per point)
- 3 marks for language.
- Total marks: 10
Distribution of language marks when candidate has not quoted verbatim:
- 1-3 points correct award 1 mark
 - 4-5 points correct award 2 marks
- 6-7 points correct award 3 marks
Distribution of language marks when candidate has quoted verbatim:
- 6-7 quotes : award no language mark.
- 1-5 quotes : award 1 language mark.

VALUES Need to continuously practise this skill – when reading a newspaper, magazine, short story, etc. – write down in ONE
sentence the main point of the text.