DR R.S MOMPATI DISTRICT ENGLISH HL GRADE 11 NOTES AND ACTIVITIES TERM 2: WEEK 11-12 2020 - Graduate ...
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DR R.S MOMPATI DISTRICT
ENGLISH HL
GRADE 11
NOTES AND ACTIVITIES
TERM 2: WEEK 11-12
2020SKILL 1: LISTENING AND SPEAKING
Content: Dialogue/ interview/ speech
Features and conventions
Planning, researching, organising and presenting
and
SKILL 3: WRITING AND PRESENTING
Content: Transactional text: Dialogue/ interview/ speech
Process writing:
Planning drafting, revising, editing and presenting
Format/ features
Sentence construction
Paragraph writing
Word choice
Register, style and voice
Language conventions
NOTES
Interview
An interview is a structured dialogue between two people. One person responds to
the questions of the other, and in the process, gives relevant information.
The format will be question and answer.
The speaker's name, followed by a colon, is written on the left-hand side of the page.
As in all dialogues, direct speech is written without inverted commas.
In the introduction/ scenario, the interviewer often supplies background information
about the person he/she is interviewing.
In the body the interviewer asks relevant questions about a topic and the person
interviewed have to respond to these.
Questions and Responses
It is important for the questioner to appear knowledgeable and the questions,
therefore, need careful and intelligent preparation.
Questions should be well-structured in order to gain detailed information or
opinions from the interviewee.
It is helpful to use the questions as if they were topic sentences, and
the responses as if they were the body paragraphs.
Questions may be linked to the previous answer.
Questions and answers should appear to be spontaneous.
Responses should be substantiated with facts and/or opinions.
The tone and language will depend on the relationship between the speakers and
the topic of conversation.
Technical words/jargon may be appropriate.
[Source: www.steemit.com]
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 2 When writing an interview:
write the names of the characters on the left side of the page
use a colon after the name of the character who is speaking
use a new line to indicate each new speaker
avoid using long greetings and introductions – respond to the brief in the question
advice to characters (or readers) on how to speak or present the action must be
given in brackets before the words are spoken
sketch a scenario before you start writing
[Source: DBE, Guideline for teaching and writing essays and transactional texts, 2018]
ACTIVITY 1: LISTENING AND SPEAKING and WRITING AND PRESENTING
1.1 Use the guidelines provided and write an INTERVIEW based on the following
scenario:
A teacher at your school is retiring after serving 35 years in the Department of
Education. You have to interview him/her for your school’s newspaper.
Use the following questions to structure your dialogue:
How do you feel retiring after such a long service ?
Tell us how and where you began your career?
How do you differentiate between the teaching profession and other
professions?
What pleasant memories do you have of this school?
What changes have you experienced in the education system over your career?
What do you think about use of technology in education?
Any advice for the young teachers and students?
Finally, what are your plans after retirement?
[Source: www.englishwithmahure.blogspot.com, 2015]
It is important to do process writing.
Use the following method to revise and edit your INTERVIEW before you submit it
for marking.
Rice cake words
Words that are dull, boring,
vague and are often
overused.
Salsa words
Words used to spice up
[Source:www.pinterest.com]
writing.
For example: Instead of
using the word ‘happy’ you
may use ‘cheerful,
contented, delighted,
ecstatic, elated, glad, TOTAL ACTIVITY 1: [25]
Joyful, joyous’
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 3SKILL 2: READING AND VIEWING
Content: Poetry
NOTES
[Source: Sophia Krieger, English HL/FAL FET Teachers Facebook, January 2017]
LONDON, 1802 – William Wordsworth
William Wordsworth was born in England on April 7th,
1770. His mother died when he was 8. A deep mystical
love of nature permeated all his ideas and works, and his
poems are generally written in a simple undecorated style.
Leaving Cambridge University in 1790, he went with a
friend on a walking tour through France. He had a love
affair with a French girl, Annette Valon, who later bore him
a daughter. He returned to England depressed when
England declared war on France. Here he wrote some of
the earliest Romantic poetry. Romantic poetry celebrates
nature as a source of comfort and moral guidance. He died
on April 23 in 1850.
London, 1802 (William Wordsworth)
1 Milton! thou shouldst be living at this hour:
2 England hath need of thee: she is a fen
3 Of stagnant waters: altar, sword, and pen,
4 Fireside, the heroic wealth of hall and bower,
5 Have forfeited their ancient English dower
6 Of inward happiness. We are selfish men;
7 Oh! raise us up, return to us again;
8 And give us manners, virtue, freedom, power.
9 Thy soul was like a Star, and dwelt apart:
10 Thou hadst a voice whose sound was like the sea:
11 Pure as the naked heavens, majestic, free,
12 So didst thou travel on life's common way,
13 In cheerful godliness; and yet thy heart
14 The lowliest duties on herself did lay.
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 4 The poem begins with a plaintive call to John Milton, a much-loved and respected
English poet, and one of Wordsworth's great influences.
The speaker laments the fact that Milton isn't around anymore, since, as he sees it,
England needs a guiding voice.
The speaker flat-out condemns the state of the nation, saying that it's a stagnant
swamp (gross!), and that the English people have forgotten all the things that used
to make them so glorious, including religion, military might, and literature.
The speaker worries that the Englishmen of his day are too selfish and debased,
and wishes Milton could return and give the nation a good old-fashioned pep talk.
The poet is certain that Milton could inspire England to greatness once again, and
mould its inhabitants into more noble creatures.
The second half of the poem dwells on Milton's high points; the speaker gets all
swoony about Milton's writing, and uses celestial imagery to show us just how divine
it is. Not only is Milton's writing admirable, apparently, so was his character. The
man could do no wrong.
The speaker goes gaga over the all-around loveliness that was Milton, and ends the
poem by praising the deceased poet's humility.
"London, 1802" works on so many levels. First of all, it's an obvious call for help; the
poet, William Wordsworth, laments the state of England, and expresses his fears
about the health of the national character.
Second, it's an elegy for John Milton, a great English poet of the 17th century
(famous for the super-long and spectacular epic, Paradise Lost).
In just fourteen lines, Wordsworth manages to invoke his poetic forefather, sketch
out his view of England's character and inhabitants, and demonstrate to us just how
skilled he is with rhyme and meter by crafting a gorgeous Petrarchan sonnet.
Not only is the sonnet an accomplished and polished example of its form, it's also a
bold condemnation of the poet's nation and fellow countrymen.
This, you might think, must have taken some real guts. Well, guts and confidence.
"London, 1802" wasn't actually published until 1807, despite its misleading title.
By that time, Wordsworth was an established poet; along with Samuel Taylor
Coleridge, he had basically created what would come to be known as Romantic
poetry, which burst onto the scene in 1798 with a collaboration between the two
poets, simply titled Lyrical Ballads.
These poets and their contemporaries attempted to use poetry as a mediator
between humanity and nature; they saw verse as a way to directly express the
emotional experience of human life, ideally in spontaneous, clear language.
Wordsworth knew he was living in a flawed country, and he perceived England as a
nation that had lost sight of its past glories. In this poem, he longs to remind his
countrymen of what England used to represent.
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 5Analysis
Line 1
Milton! thou should'st be living at this hour;
The poet calls out to Milton, and wishes that he was still alive in the present day.
Lines 2-3
England hath need of thee: she is a fen
Of stagnant waters: altar, sword, and pen,
Apparently, the speaker thinks that Milton could help England on the whole out; he sees
the country as a "fen" (2) – a kind of swamp – full of gross standing water. You know,
the kind of gross marshy pond that's covered in algae and slime and warty toads…nice.
Lines 3-6
Of stagnant waters: altar, sword, and pen,
Fireside, the heroic wealth of hall and bower,
Have forfeited their ancient English dower
Of inward happiness.
The speaker is distressed by the fact that certain elements of traditional English life
have lost their magic.
To go piece by piece, he's worried about religion ("altar"), war/military concerns
("sword"), literature ("pen"), the home ("fireside"), and the economy ("the heroic wealth
of hall and bower"). So… basically everything.
He's concerned with his perception that these things are no longer tied to the "inner
happiness" of the English people; in former days, they were fundamentally linked to the
rightful success of the nation – this is the "dower" (a kind of gift) that the speaker refers
to – but now these institutions have lost their meaning.
Lines 6-7
We are selfish men;
Oh! raise us up, return to us again;
These lines are pretty clear; the speaker declares that "we" (the English people of his
time) are selfish and debased, and he begs Milton to help them get out of their slump.
Line 8
And give us manners, virtue, freedom, power.
The speaker thinks that Milton could inspire the English to be better all around – nicer,
more virtuous, and more powerful.
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 6Line 9
Thy soul was like a Star, and dwelt apart;
Milton was a very special guy (according to the speaker, at least). The poet compares
the older writer to a star, something removed from the mass of humanity, and superior
to the rest of us.
Line 10-11
Thou hadst a voice whose sound was like the sea:
Pure as the naked heavens, majestic, free,
Here, the speaker's not actually talking about Milton's speaking voice – instead, he's
referring to his poetic voice. Basically, he claims that Milton's poetry was as powerful
and amazing as the forces of the natural world, like the sea and the sky.
Line 12-13
So didst thou travel on life's common way,
In cheerful godliness;
Instead of continuing to rave about Milton's hyperbolic virtues as a poet, the speaker
takes the last few lines to let us know that Milton was a good guy, too. Instead of getting
all up on himself, he followed "life's common way" (12) just like the rest of us, and lived
his life happily and virtuously.
Line 13-14
and yet thy heart
The lowliest duties on herself did lay.
Milton, according to the speaker, didn't just rest upon his laurels and get all arrogant
about how awesome he was; the closing lines of the poem emphasize his humble
nature.
Instead of taking it easy, Milton took on "the lowliest duties" (14) – that is, he didn't
avoid unglamorous tasks.
We wonder what exactly the speaker is thinking of here. Perhaps he's referring to
Milton's intense and unflinching observations of human nature.
Summary
The speaker addresses the soul of the dead poet John Milton, saying that he should
be alive at this moment in history, for England needs him. England, the speaker
says, is stagnant and selfish, and Milton could raise her up again.
The speaker says that Milton could give England “manners, virtue, freedom, power,”
for his soul was like a star, his voice had a sound as pure as the sea, and he moved
through the world with “cheerful godliness,” laying upon himself the “lowest duties.”
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 7Form
This poem is one of the many excellent sonnets Wordsworth wrote in the early
1800s. Sonnets are fourteen-line poetic inventions written in iambic pentameter.
Commentary
The speaker of this poem, which takes the form of a dramatic outburst, literally cries
out to the soul of John Milton in anger and frustration. (The poem begins with the
cry: “Milton!”)
In the octave, the speaker articulates his wish that Milton would return to earth, and
lists the vices ruining the current era.
Every venerable institution – the altar (representing religion), the sword
(representing the military), the pen (representing literature), and the fireside
(representing the home) – has lost touch with “inward happiness,” which the speaker
identifies as a specifically English birth right, just as Milton is a specifically English
poet. (This is one of Wordsworth’s few explicitly nationalistic verses – shades,
perhaps, of the conservatism that took hold in his old age.)
In the sestet, the speaker describes Milton’s character, explaining why he thinks
Milton would be well suited to correct England’s current waywardness. His soul was
as bright as a star, and stood apart from the crowd: he did not need the approval or
company of others in order to live his life as he pleased.
His voice was as powerful and influential as the sea itself, and though he possessed
a kind of moral perfection, he never ceased to act humbly. These virtues are
precisely what Wordsworth saw as lacking in the English men and women of his
day.
It is important to remember that for all its emphasis on feeling and passion,
Wordsworth’s poetry is equally concerned with goodness and morality.
Unlike later Romantic rebels and sensualists, Wordsworth was concerned that his
ideas communicate natural morality to his readers, and he did not oppose his
philosophy to society.
Wordsworth’s ideal vision of life was such that he believed anyone could participate
in it, and that everyone would be happier for doing so. The angry moral sonnets of
1802 come from this ethical impulse, and indicate how frustrating it was for
Wordsworth to see his poems exerting more aesthetic influence than social or
psychological influence.
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 8ACTIVITY 2: POETRY – LONDON 1802
Read the poem and answer the questions
[Source: Asoka Secondary School, English HL/FAL FET Teachers Facebook]
London, 1802 (William Wordsworth)
1 Milton! thou shouldst be living at this hour:
2 England hath need of thee: she is a fen
3 Of stagnant waters: altar, sword, and pen,
4 Fireside, the heroic wealth of hall and bower,
5 Have forfeited their ancient English dower
6 Of inward happiness. We are selfish men;
7 Oh! raise us up, return to us again;
8 And give us manners, virtue, freedom, power.
9 Thy soul was like a Star, and dwelt apart:
10 Thou hadst a voice whose sound was like the sea:
11 Pure as the naked heavens, majestic, free,
12 So didst thou travel on life's common way,
13 In cheerful godliness; and yet thy heart
14 The lowliest duties on herself did lay.
2.1 Refer to line 1:
Identify the tone used by the speaker. Justify your answer. (2)
2.2 Refer to lines 2-3:
How does the metaphor in these lines affect your understanding of what has
happened to England? (2)
2.3 Refer to lines 6-8:
Explain the effect of moral degeneration in the poem as a whole. (2)
2.4 Is the speaker justified in wanting Milton to return? Elaborate your answer. (3)
TOTAL ACTIVITY 2: [10]
NALEDI SUB DISTRICT GRADE 11 TERM 2 WEEK 11 & 12 2020
Page 9SKILL 4: LANGUAGE
Content: Language structures and conventions
Sentence Structure
Punctuation
Parts of Speech
Active and Passive Voice
Direct and Indirect Speech
NOTES
Sentence Structure
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
10Punctuation
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
11Parts of Speech
Name Function Clue Example
Nouns Names of ordinary, A, the... There are desks
1. Common everyday things. and chairs in every
Noun classroom.
2. Proper Noun Names of People, Capital letter My teacher, Mrs
places etc. Jones, comes from
England.
3. Collective Names a collection Replaces ‘lots of...’ A staff of teachers.
Noun or group. A class of students.
A bouquet of
flowers.
A swarm of bees.
4. Abstract Noun Something which You can give it to John’s intelligence
is not visible or someone, but not and perseverance
tangible. in a box. won him a trophy.
You feel/ A mother’s love is
experience it. never-ending.
Pronoun Stands in the place Can replace a Mary is given
of a noun. noun. homework every
day and she does it
diligently.
Adjective Describes a noun. The talented
teacher motivated
the enthusiastic
students.
Verb Doing word. We work in the
mornings and play
in the afternoons.
Adverb Describes/ tells Ask How? Where? He ran fast at
more about the When? etc. school yesterday.
verb.
Conjunction Joining word. Joins two words; She went to school
phrases or clauses. although she was
feeling ill.
Preposition Words which The teacher sat on
usually relate two her chair behind
words or phrases the table in the
to one another. classroom.
Article A; an; the Usually found in John won a prize.
front of a noun. (Indefinite)
John ate an apple.
(Indefinite)
John opens the
door. (Definite)
Interjection Expresses Usually followed by Ouch! That hurt.
emotion. an exclamation
mark.
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
12Active and Passive Voice
Four steps to change a sentence from active voice to passive voice
1. Underline the verb in the sentence.
2. Divide the sentence into a Subject – Verb – Object.
3. Begin the new sentence with the object.
4. The verb in the passive voice consists of the past participle form with some form
of the verb ‘to be’ or, occasionally, the verb ‘got’ (for example,
‘I was stung by a bee’.)
When you are asked to change a sentence from one voice to the other, make sure that
you keep the tense of the original sentence. For example:
Present continuous tense
Active voice: The striker is scoring a goal.
Passive voice: A goal is being scored by the striker.
Perfect tense
Active voice: The striker has scored a goal.
Passive voice: A goal has been scored by the striker.
Simple future tense
Active voice: The striker will score a goal.
Passive voice: A goal will be scored by the striker.
Direct and Indirect Speech
Direct speech refers to the actual words spoken or written by someone.
When someone else uses these exact words, that person ‘quotes’ them.
The words are put in quotation marks and all other punctuation marks used in the
sentence will be captured inside these quotation marks.
When someone else reports what someone said without using the exact words,
they use indirect or reported speech.
Read the example of the same sentence written in direct speech and reported speech.
Direct speech:
Nosipho said, “My family will be going to a soccer match next Saturday.”
Indirect/Reported speech:
Nosipho said that her family would be going to a soccer match the following
Saturday.
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
13Rules for changing direct speech to indirect (reported) speech
1. In sentences that start with a present tense verb, only the pronouns change.
For example:
Direct speech: He says: ‘I am sorry.’
Reported speech: He says (that) he is sorry.
In sentences that start with a past tense verb, the tense becomes one tense ‘older’.
The pronouns and time words also change.
For example:
Direct speech: He said: ‘I am sick.’
Reported speech: He said (that) he was sick.
2. In reported speech there are no quotation marks, but you add a conjunction such as
‘that’ or ‘whether’.
For example:
Sibongile asked whether I would be going to the party.
3. The tenses ‘backshift’ (go back in time) as follows:
- The simple present tense changes to the simple past tense.
For example, go /goes becomes went; walk/walks becomes walked.
- The past simple tense changes to the past perfect tense. For example,
Went becomes had gone; walked becomes had walked.
- The present perfect tense changes to the past perfect tense.
For example, has gone becomes had gone; has walked becomes had
walked.
- The present continuous tense changes to the past continuous tense.
For example, am walking becomes was walking.
4. Some pronouns change: ‘I’ becomes ‘he’ or ‘she’; ‘we’ becomes ‘they’; ‘us’
becomes ‘them’; ‘our’ becomes ‘their’.
5. In direct speech, punctuation marks are used to show tone of voice or expression.
These are not used in reported speech.
In reported speech, tone and expression are sometimes shown through the use of
words.
For example:
Direct speech: ‘We’ve won the competition!’ the boys shouted.
Reported speech: The boys shouted that they had won the competition.
6. Time words change. For example:
- ‘now’ becomes ‘then’
- ‘today’ becomes ‘that day’
- ‘tomorrow’ becomes ‘the next day’
- ‘last week/month/year’ becomes ‘the week/month/year before’
- ‘next week/month/year’ becomes ‘the following week/month/year’.
7. The words ‘this’ and ‘that’ change to ‘these’ and ‘those’
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
14ACTIVITY 3 : LANGUAGE STRUCTURES AND CONVENTIONS
[Source: Ihsaan Girls’ College, Final Examination 2018]
Read the text, which contains some deliberate errors, and answer the set questions.
TEXT
Magic or Myth?
1 I am sure you know about the old school recipe that (allegedly) makes your hair grow
at the speed of light? Well, since I've recently lost all (and I mean ALL) of my hair
thanks to an altercation with breast cancer and chemotherapy and have become very
impatient with the slow regrowth, I've finally decided to test whether this recipe is a
magic beauty tip, or merely a myth. 5
2 I found all the ingredients at my favorite pharmacy, Dis-Chem. The recipe: pour three
ampules of NuHair Placenta, half a bottle of Bay Rum and a bottle of Bergamot
Essence into a spray bottle. Shake and apply about four spritzes to your scalp daily
and massage gently to assist absorption.
3 I do this after washing my hair, before I go to bed. I also smooth 3 drops of Argan Oil 10
into my hair every morning. I highlight my hair blonde every 7 weeks, so I measured
the length of my roots before I went to the hairdresser on Thursday. It was 1.5cm. I
applied the mixture to my freshly highlighted hair on Thursday night and the plan is to
continue to do so every night for the next 7 weeks, when I will measure my regrowth
again to report on my findings! Wish me luck!
15
[Source: http://hashtagcovet.blogspot.com/2015/03/week-4-magic-or-myth.html]
3.1 Which pair of words in line 1 do you think should be a compound word? Write down
only the compound word. 1
3.2 Name the punctuation mark which can replace the brackets in line 2. 1
3.3 Identify the main clause in the second sentence of paragraph 1. 1
3.4 Correct the spelling error in line 6. 1
3.5 Give the verbal form of “absorption” in the last line of paragraph 2 1
3.6 Supply the subject of the following clause:
‘Shake and apply about four spritzes to your scalp daily’ (line 8) 1
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
153.7 Choose one of the options below.
The word ‘blonde’ in line 11 acts as a/an:
A. verb
B. adjective
C. adverb
1
D. gerund
3.8 ‘I highlight my hair blonde every 7 weeks, so I measured the length of my roots
before I went to the hairdresser on Thursday.’ (paragraph 3)
Is the sentence above Simple, Complex or Compound? 1
3.9 Rewrite the following in the passive voice.
‘I applied the mixture to my freshly highlighted hair on Thursday night’ (lines 12-13) 1
3.10 ‘I will measure my regrowth again to report on my findings’ (lines 16-17)
Rewrite the above in reported speech. Begin with: She said
Begin your answer with: She said … 1
TOTAL ACTIVITY 3: [10]
ACTIVITY 4: ANSWERING A COMPREHENSION TEST
[Source: Ihsaan Girls’ College, Final Examination 2018]
Read TEXTS A and B below and answer the questions set.
TEXT A
1 “African hair is,
and has always
been, viewed
with fascination
among those 5
inside and
outside the
black
communities,”
said Dr
Khulekani
Madlela when
Black 10
she delivered a
lecture entitled
“Black hair
hair 15
matters:
representations
of black hair in matters
relaxer
advertisements and the extent to which it shapes black African women’s hair 20
preferences and attitudes towards hair alteration”.
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
162 She was invited to speak by the Department of Communication Science in the
College of Human Sciences. Dr Madlela said over the years while living in Dubai,
her hair and the way she styled it was often viewed with fascination and was always
a topic of discussion with colleagues and even strangers. “I’d field questions ranging 25
from ‘are cornrows done by a machine’ to ‘why doesn’t your hair unravel when you
braid it?’ and listen to observations like ‘how come your hair grows so fast,
yesterday you had short hair but today its shoulder-length’.”
3 She said the attention her hair generated piqued her interest and, as a researcher
who is interested in gender representation studies, particularly beauty and body 30
image issues among black African women, she decided to do a study on the politics
of black hair.
4 Her study focuses on how black women’s hair is represented in advertisements for
hair relaxers and the process of dehumanisation through visual representation of
hair published in True Love, a South African magazine directed at black women. 35
5 In addition, some correlations and discrepancies between advertising messages
and participants’ beliefs were explored to shed light on the extent to which True
Love texts influence the perceptions and hairstyling routine of black female readers
living in South Africa.
6 “I contend that the experiences of black women in South Africa are distinct from 40
those of their counterparts living in other parts of the world. Moreover, the
experiences of black women living in South Africa are different from those of their
white counterparts owing to the country’s history,” she said, explaining why her
presentation focused on how race, gender, culture, and economic and political
factors intersect and impact on the perceptions of black hair. 45
7 Dr Madlela said that Black hair, which is thicker and curlier than Caucasian and
Asian hair, sets Africans apart from other racial groups. But there is more to black
hair than meets the eye. When worked on by cultural practices it takes on social
meaning and value. “Hairstyles have symbolic meanings and can signify, among
other things, one’s religious beliefs, mental state, health status, age and socio- 50
economic status.”
8 Key concepts surfaced from Dr Madlela’s analysis: Black hair is difficult to manage
and needs to be tamed; Black hair is dull and ugly; Black African pride versus the
Western ideal; hair length preferences and attitudes towards hair alteration.
Findings also showed that the motivations for hair alteration are numerous and not 55
only influenced by what black women see in True Love. The results from her
research revealed that the hair altering practice can empower or disempower black
women.
9 “Since black hair serves as a signifier of race, hair relaxing – which alters the state
of black hair – can be seen as an erasure of blackness. From this perspective, hair 60
relaxer advertisements published in True Love can be perceived as disempowering
because they force black women to mimic the ‘white’ ideal,” she said.
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
1710 Dr Madlela continued: “Although the advertisements promoted the notion that a
consumer has freedom of choice, participants in the study said they are not entirely 65
free to choose their own hairstyles because there are several factors that inform
their choices. These are the challenges they have while styling their hair and
societal pressures. This makes black women adjust and redefine their look using
hair relaxers.”
11 She concluded by saying that True Love is increasing the visibility of black hair by 70
featuring it on its hair advertisements. “However, During the period of the study,
True Love promoted the long, straight hair ideal. Furthermore, all eight
advertisements for hair relaxers seem to suggest that black hair is only beautiful
when it is altered.”
12 What is encouraging to note is that participants from the study have different views 75
regarding hair alteration. It emerged that hair alteration is both empowering and
disempowering; depending on who stands to benefit from the visual change.
* Compiled by Rivonia Naidu-Hoffmeester
[Source: https://www.unisa.ac.za/sites/myunisa/default/News/Articles/Black-hair-matters]
AND
TEXT B
Lupita Nyong’o and Letitia Wright in a scene from the movie, Black Panther.
Black Panther made me more confident in my natural hair
When no one has hair that looks like yours you start to ask questions. What’s wrong with mine?
Is it ugly? How do I tame it? Why do I have to be so different from everyone else? Why can’t I just
have “normal” hair? Such are the dangers of making straight hair the default.
This is why I was so pleased when ten minutes into “Black Panther,” the first thing I noticed was
the fact that all of the characters had hair that I recognized and identified as the hair that grows
from my head: natural hair; and most importantly, a variety of natural hairstyles. Some characters
had box braids, some wore short ‘fros, some had buzz cuts, some had dreadlocks.
[Source: https://galoremag.com/black-panther-made-me-way-more-confident-in-my-natural-hair/ Accessed
25/10/2018]
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
18QUESTIONS: TEXT A
4.1 Discuss the play on the word “matters” in the title. 2
4.2 Explain why paragraph 1 is a suitable introduction to the text. 2
4.3 Account for the use of single and double inverted commas in paragraph 2. 2
4.4 What does the writer mean by, “She said the attention her hair generated piqued her
interest” in line 29 (paragraph 3)? 2
4.5 In your own words, state the aspect of Dr Madlela’s study that is mentioned in
paragraph 4. 2
4.6 A different aspect of Dr Madlela’s study is spoken of in paragraph 5. What is this aspect? 2
4.7 Explain what the writer means in each of the following sentences below, by focusing on
the difference in meaning between them (paragraph 6):
Sentence 1: “… the experiences of black women in South Africa are distinct from those
of their counterparts living in other parts of the world.” (lines 40-41)
Sentence 2: “… the experiences of black women living in South Africa are different from
those of their white counterparts owing to the country’s history.” (lines 42-43) 4
4.8 Motivate, with reference to the text, why sentence 3 is the main idea of paragraph 7. 3
4.9 Paragraph 8 lists five concepts which were presented by participants in the study. These
concepts are given below:
A. Black hair is difficult to manage and needs to be tamed.
B. Black hair is dull and ugly.
C. Black African pride versus the Western ideal.
D. Hair length preferences and attitudes towards hair alteration are influenced by media.
E. Motivations for hair alteration are numerous.
Which paragraph – 10, 11 or 12 – most closely matches concept E above? Justify your
answer. 2
4.10 Do you think that the statement made in paragraph 9 is a valid one? Give reasons
for your response. 2
QUESTIONS: TEXT B
4.11 How would you interpret the title of TEXT B? 2
4.12 Discuss the appropriateness of the photograph for the text. 2
QUESTIONS: TEXTS A AND B
4.13 In your view, does Text B support the view expressed in paragraph 9 of Text A? Explain 3
your answer.
TOTAL ACTIVITY 4: [30]
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
19ANSWERS FOR ACTIVITIES
ACTIVITY 1: INTERVIEW
Use the appropriate rubric included in the 2017 Examination Guideline.
ACTIVITY 2: POETRY – London 1802
2.1 The poem begins with a plaintive call to John Milton, a much-loved and
respected English poet, and one of Wordsworth's great influences.
The speaker laments the fact that Milton isn't around anymore, since, as he
sees it, England needs a guiding voice. (2)
2.2. The speaker flat-out condemns the state of the nation, saying that it's a stagnant
swamp (gross!), and that the English people have forgotten all the things that
used to make them so glorious, including religion, military might, and literature(2)
2.3 William Wordsworth is literally addressing the dead poet Milton. Frustrated and
disheartened he calls for Milton to return and bestow the English people
"Manners, virtue, freedom and power". In Milton, the poet sees a glorified vision
of London's past where its wealth and power was spiritual rather than its current
commercial supremacy. He also distains the manner, in which people are
growing steadily more selfish, materialistic and detached from nature. In his
opinion, England has stagnated morally in comparison to Milton's period. (3)
2.4 Yes.
Milton, for Wordsworth is the spirit of England and the embodiment of the spirit of
English liberty. Wordsworth sets a comparison between the literal death of Milton
and the symbolic death and break down of London. Hence, Milton must regain
his life in order to give London life, greatness and liberty. (3)
TOTAL ACTIVITY 2:[10]
ACTIVITY 3: LANGUAGE STRUCTURES AND CONVENTIONS
3.1 old-school 1
3.2 Dashes OR commas 1
3.3 I've finally decided to test whether this recipe is a magic beauty tip, or merely a myth. 1
3.4 favourite 1
3.5 absorb 1
3.6 You 1
3.7 Adverb 1
3.8 Complex 1
3.9 The mixture was applied to my freshly highlighted hair by me on Thursday night. 1
3.10 She said that she would measure her regrowth again to report on her findings. 1
TOTAL ACTIVITY 3:[10]
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
20ACTIVITY 4: ANSWERING A COMPREHENSION TEST
4.1 ‘Matters’ could mean ‘should be seen as important’ or ‘should be acknowledged’:
“Black hair is important”
‘Matters’ could mean ‘issues’: “Black hair issues” [or similar] 2
4.2 YES, it is suitable because it summarises the contents of the article by giving the
name of the speaker/researcher and the topic on which she spoke/studied 2
4.3 Double inverted commas - Dr Madlela’s words
Single inverted commas – the words of people who ask her about her hair 2
4.4 She became fascinated by the reactions to her hair [or similar] 2
4.5 How Black women are affected by the way Black hair is presented in
advertisements in True Love magazine. 2
4.6 It studies how much True Love magazine influences the perceptions and
hairstyling routine of black female readers 2
4.7 Sentence 1: Black women in South Africa experience things differently to
compared to Black women elsewhere in the world
Sentence 2: Black women in South Africa experience things differently to
compared to White women in South Africa 4
4.8 Sentence 3 is the main idea because it explains sentences 1 and 2, which
introduce the idea that Black hair means more than just beauty, particularly sentence
2 which says, “When worked on by cultural practices it takes on social meaning and
value”. 3
4.9 Paragraph 10 - because it says: “there are several factors that inform their
choices” of hairstyles 2
4.10 YES, IT IS VALID: Black women should be proud, and not ashamed, of their natural
hair because it is God-given, it adds to diversity amongst people and it is
beautiful.
OR
NO, IT IS NOT VALID: Black women do not relax their hair so that they can be more
like Whites: they have many reasons for relaxing, for example, making the hair
easier to manage. 2
QUESTIONS: TEXT B
4.11 Watching the movie, Black Panther, changed my view of having natural Black hair.
It made me happy and proud, not ashamed of having natural Black hair. 2
4.12 It is appropriate because it depicts characters from the Black Panther movie, as
mentioned in the text, showing their natural (un-relaxed) hair in attractive styles, 2
supporting the view that Black hair is beautiful.
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
21QUESTIONS: TEXTS A AND B
4.13 Yes, Text B does support paragraph 9, because the view in paragraph 9 is that
relaxing hair is equivalent to removing your Black identity. The view in the copy of
Text B is that straight hair should not be seen as “the default” and the picture
from Black Panther celebrates natural Black hair as beautiful and chic. 3
TOTAL ACTIVITY 4: [30]
NALEDI SUB DISTRICT Page GRADE 11 TERM 2 WEEK 11 & 12 2020
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