2023 KZN English Fal Short Stories Learner Booklet May 2023

CURRICULUM GRADE 10 -12 DIRECTORATE
NCS (CAPS)
TEACHER SUPPORT DOCUMENT
GRADE 12
ENGLISH FAL
LITERATURE SUPPORT DOCUMENT
SHORT STORIES
MAY 2023
English First Additional Language KZN Short Stories May 2023
PREFACE
This support document serves to assist English FAL teachers on how to deal with the
new short stories and poems as a result of the changes from DBE. It also captures the
challenging language aspects in the Grade 12 work. The document provides a question
bank with answers to strengthen class activities and to guide teachers on how to set
their own questions based on these texts.
ACKNOWLEDGEMENTS
We acknowledge the KZN-Provincial Co–ordinator, the Provincial Subject Advisory
Committee from the Twelve Districts: Amajuba, Ilembe, Harry Gwala, King Cetshwayo,
Pinetown, Ugu Umgungunglovu, Umkhanyakude, Umlazi, Umzinyathi, Uthukela and
Zululand for their contributions. Their co-operation, dedication and support are much
appreciated.
We further acknowledge, with appreciation, the hard work and dedication displayed by
top teachers from the TWELVE districts. These teachers contributed and participated
fully in the development and discussion of the support documents for Short Stories and
Poetry.
SHORT STORIES’ TEAM

Name School District
1. Bacela BC Mlonde Sec School Ugu
2. Dimba NP Thelamuva High School Harry Gwala
3. Jiyane AS Imbilane High School Zululand
4. Khumalo LP Muden Secondary School Umzinyathi
5. Madondo CZ Silethukukhanya High School Umkhanyakude
6. Makhunga BC Welabasha High School King Cetshwayo
7. Mkhize S Inanda Compr High School Pinetown
8. Mngadi NS Hamilton Makhanya Sec School Umlazi
9. Mthembu NB Dlangezwa High School King Cetshwayo
10. Ngema SC Amatigulu High School Ilembe
11. Tsoako LC Dingeka High School Harry Gwala
12. Xaba VN Ngcongcosi High School Uthukela
13. Xabendlini M Bheki Secondary School Ugu
14. Zondi BG Edendale Tech High School Umgungundlovu
POETRY TEAM
Name School District
1. Mabuza BS Tshutshutshu Sec School Ilembe
2. Makhanya MC Emthulasizwe Sec School Zululand
3. Mchunu NI Mabaso Sec School Umzinyathi
4. Mkhize Z Hlahlindlela High School Pinetown
5. Ncube RM Masijabule High School Umgungundlovu
6. Nene ML Ndeya Zenex Sec School Umlazi
7. Nkabinde WM Sesiyabonga Tech High School Amajuba
8. Nkosi BP Ziphakamiseni High School Amajuba
9. Nkuna NP Drakensberg Comprehensive Uthukela
10. Zulu VS Kwabhanya Sec School Zululand
11. Klopper D Suid Natal Ugu
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This support Booklet will help you to prepare for November NCS, Supplementary and
Amended NCS Examinations Grade 12 in English First Additional Language (EFAL). The
booklet is designed to assist teachers and learners in the classroom and even during
individual preparation for the First Additional Language: Paper 2: Assessment. This study
guide focuses on the skills and knowledge you will need to prepare for:
TABLE OF CONTENTS
Title
i Notes to the teacher/learner
1. CLASS ACT by Namhla Tshisana
2. THE GIRL WHO CAN by Ama Ata Aidoo
3. TRIUMPH IN THE FACE OF ADVERSITY by Kedibone Seku
4. EVELINE by James Joyce
5. FORBIDDEN LOVE by Can Themba
6. A BAG OF SWEETS by Agnes Sam
7. THE WIND AND A BOY by Bessie Head
8. REJECTION by Mariama Ba
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Notes to the teacher and learners:

The prescribed anthology is called ‘Changes’ and it is a worthwhile exercise for you and
your learners to discuss, in each story, who or what changes, and whether the change is
for the best or not.
READING THE STORIES:
Learners less skilled at reading often cope better with a shorter piece of writing and many
of them will be able to read these stories alone in class or at home. However, we
recommend that the longer stories are read together in class. [you could divide the class
into three groups with each group responsible for a prepared reading of one of the stories.
Give them some time to discuss how they will divide up the story amongst themselves
and what tone of voice to use (particularly where there is a dialogue).]
ENGAGING WITH THE STORIES:
After learners have read each story, we recommend that they complete this useful Shot
Story Template that is included in this document. Doing this will ensure that learners
engage in the storyline and focus on any traditional short story elements or literary
techniques the writer may have used. Many questions in a test or exam focus on an
aspect of the short story. By completing the template, learners have all the crucial
elements in front of them, giving them an excellent revision tool.
Summary of the Short Story

BASIC FEATURES:
⮚ It is usually short enough to be read in one session
⮚ It deals with only one event
⮚ It usually highlights a single character and features only a few.
⮚ At the end of the story it becomes clear what the writer wanted to say.
BASIC STRUCTURE:
⮚ Setting= the circumstances in which the story takes place
⮚ Characters=who are the generally faced with a problem to solve
⮚ Development of the plot=what actually happens in the story
⮚ Crisis=which often gives the reason for success or failure
⮚ Climax=the most tense or dramatic point of the story
⮚ Conclusion=the point where the unknown details are revealed
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BASIC TECHNIQUES THAT ARE USED:
⮚ Description, narration, dialogue, imagery, figures of speech, repetition, the use of

colour, contrast, comparison, symbolism.
⮚ The style (use of words in bracket) of a short story is determined by the writer’s
intention, the atmosphere he wishes to establish and a tone, mood and feelings he
wishes to convey.
Short Story Template

NOTE: The modern short story may exclude the elements of exposition, and begin in the
middle of the course of action. The ending may be abrupt and without a definite
conclusion and the story may or may not have a moral for the reader.
TITLE:
⮚ How does it relate to the story?

SETTING:
⮚ Where does the action take place?
⮚ Does the setting influence the characters?

THEMES:
⮚ What is the overall message?
⮚ What is the author saying about life?

CHARACTERISATION:
⮚ Who is the protagonist? (main character)
⮚ Name the antagonist/s? (if any)
⮚ What do we learn about the main character/s?
⮚ Are the characters flat or round i.e. do they develop or grow in any way?
⮚ Do they learn from their mistakes or experiences?

PLOT:
⮚ What happens in the story?
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STRUCTURE:
⮚ Exposition: Ae we given any background information about the setting or people?
⮚ Development: What complications develop? What conflict emerges?
⮚ Climax: Where is the crisis point?
⮚ Denouement: How is the situation resolved?
⮚ Style: How does the style contribute to the tone of voice, mood, atmosphere,
images, or meaning in the text?
⮚ How does the writer use words? Consider: diction (choice of words), sentence
structure, sentence arrangement, figurative language and symbols.
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SECTION C: SHORT STORIES
QUESTION 5: CLASS ACT by Namhla Tshisane
Read the extracts below and answer the set questions set on each. The number of
marks allocated to each question serves as a guide to the expected length of your
answer.
NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 5.1 AND
QUESTION 5.2.
5.1 EXTRACT I
[The narrator expresses her dislike about her new school]
I hate high school. Really, I do. And I haven’t even been there a week but
already I can’t wait until I get out.
It is not only because everyone expects me to be able to speak Afrikaans,
but I hate everything about the school. It’s worse now that my classmates
have started calling me Sister Mary Clarence. Just the other day Aunt Connie 5
came to visit after her check-up with at the hospital. I have not seen her since
I was small because she had lived in Jo’burg and had come home only a
few times – first for Makhulu’s funeral, and then for Malum’ Enoch’s when I
was in Standard 2.
Sitting on my sister’s bed in her room, Aunt Connie asked: ‘Ukwateleni’ 10
Obviously, I didn’t know what she was talking about. What do you mean,
Aunty?
“You are starting at a coloured school next week but you can’t speak
Afrikaans? Uqumbele ntoni ke? Why do you look so upset?”
“I am not angry. I’m just quiet, that’s all.” 15
I didn’t understand why she didn’t say that in the first place because no one
here speaks like that. Maybe that’s how they speak in Jo’burg. “Ukwatele” –
the word didn’t even sound like Afrikaans to me. It only clicked later that the
Afrikaans word she was talking about was “Kwaad”.
5.1.1 Choose a description from COLUMN B that matches the name in

COLUMN A. Write only the letter (A–D) next to the question number
(5.1.1(a) – ….5.1.1(d)) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) Mr Sauls A takes yearly trips to Nigeria
(b) Aunt Connie B lets learners do as they please
(c) Renato C bullies her niece
(d) Aunt Nozi D is a bully
(4 x 1) (4)
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5.1.2 Name the person who calls the narrator Sister Mary Clarence? (1)
5.1.3 Refer to lines line 4 (‘I hate everything about school.’)
(a) What tone has been used by the narrator in this line? (1)
(b) Why does the narrator use this tone in this line? (2)
5.1.4 Refer to lines 18 and 19 (‘It only clicked … about was “kwaad”’)
(a) Identify the figure of speech used in this line. (1)
(b) Explain why the figure of speech is relevant in this extract. (2)
5.1.5 Refer to lines 1-2 (‘And I haven’t … I get out’.)
Explain the irony in these lines. (2)
5.1.6 In which TWO ways was the narrator bullied at school. (2)
5.1.7 One of the themes in this story is conflict.

Discuss this theme. (3)
AND
5.2 EXTRACT 2
[The narrator needs her uniform fixed]
That was a week ago. I wanted a skirt instead of a tunic, and then Mama
insisted on one that was one size too big.
“You are still growing. I don’t want to have to buy another tunic when you
are in Standard 7 or 8. Uniforms are too expensive these days. You are still
going to grow breasts.” 5
“Let me see the uniform. And bring cotton and a needle,” Aunt Connie
says. She shifted uncomfortably on the bed. “It’s good that she wears long
dresses. I get embarrassed when she sits with her legs open and she does it
all the time.” I rummage for the tools amid surgical blades, bandages, cotton
wool and boxes of Elastoplast in Mama’s dressing table drawer. 10
Sitting on Mama’s bed, facing the light from the window, I put the end of
thread in my mouth to wet it. I squint my eyes while pushing the end into the
hook of the needle, waiting for it to go through. I try at least three times before
it catches, sliding through the eye of the needle. Aunt Connie has to see how
much cotton she is going to need before putting the cotton between her teeth 15
to break it. Because Mama wears spectacles I have done this many times so
that she could sew loose buttons on Tata’s shirts.
“Here it is,” I say, laying out the blue tunic on my chest.
5.2.1 Describe the setting in this extract. (2)
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5.2.2 What does this extract reveal about the narrator’s mother?
Substantiate your answer. (2)
5.2.3 Why is the following statement FALSE?
The narrator can speak Afrikaans well. (1)
5.2.4 Refer to lines 9 and 10 (‘I rummage … dressing table drawer’)
What does the word ‘rummage’ reveal about the manner in which
the narrator is searching? (1)
5.2.5 Refer to line 14 (‘… sliding through the eye of the needle.’)
(a) Identify a figure of speech in these lines (1)
5.2.6 What is the English meaning of ‘Ukwateleni’? (1)
5.2.7 Whose husband is uncle George? (1)
5.2.8 Choose the correct answer from those given below. Write down
only the letter (A-D) next to the question number (5.2.8) in the
ANSWER BOOK.
Ciskei Uniforms is the name of a …
A country.
B school.
C shop
D book. (1)
5.2.9 Aunt Connie can be admired as a fashion designer.

Discuss your view. (3)
5.2.10 One of the themes in the story is defeat.
TOTAL [35]
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QUESTION 5: THE GIRL WHO CAN by Ama Ata Aidoo
answer.
QUESTION 5.2.
5.1 EXTRACT 1:
When I think back on it now, those two, Nana and my mother, must have
been discussing my legs from the day I was born. What I am sure of is that
when I came out of the land of sweet and soft silence into the world of noise
and comprehension, the first topic I met was my legs.
That discussion was repeated very regularly. 5
Nana: ‘Ah, ah, you know, I thank my God That your very first child is female.
But Kaya, I’m not sure about her legs. Hm...hm...hm...”
And Nana would shake her head.
Maami: “Mother, why are you always complaining about Adjoa’s legs? ... If
you ask me ...” 10
Nana: “They are too thin. And I am not asking you!”
Nana has many voices. Tere is a special one she uses to shut everyone
up.
“Some people have no legs at all,” my mother would try again with her
small courage. 15
But Adjoa has legs,” Nana would insist; “except that they are too thin. And
also too long for a woman. Kaya, listen. Once in a while, but only once in a
very long while, somebody decides nature, a child’s spirit mother, an accident
happens, and somebody gets born without arms, or legs, or both sets of
limbs. And then let me touch wood: it is a sad business. And you know, such 20
things are not for talking about every day. But if any female child decides to
come into this world with legs, then they might as well be legs.’
5.1.1 Refer to lines 1-3 (‘When I think ... I was born’).
(a) To whom does the pronoun ‘I’ refer? (1)
(b) Choose the correct answer to complete the following

sentence.
Write ONLY the letter (A-D) next to the question number
(5.1.1b) in the answer books.
‘…the land of sweet soft silence...’ (line 3) is an example of…
A alliteration.
B assonance.
C euphemism
D onomatopoeia. (1)
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5.1.2 Refer to line 4 (‘...the first topic I met was my legs.’)
(a) Identify the figure of speech in this line. (1)
(b) Explain why this figure of speech is relevant in this extract. (2)
5.1.3 Why does Adjoa’s grandmother always complain about Adjoa’s

legs?
Give TWO reasons. (2)
5.1.4 Refer to lines 9-10 (‘Mother, why are...about Adjoa’s legs?)
(a) What tone would Maami use in these lines? (1)
(b) Why would Maami use this tone? (2)
5.1.5 Refer to line 12 (‘There is a … shut everyone up.’)
What does this extract reveal about the character of Nana?

5.1.6 One of the themes in this short story is gender stereotype.
5.1.7 Adjoa’s grandmother is insensitive.
TOTAL 18
AND
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5.2 EXTRACT 2:
‘Legs that have meat on them with good calves to support solid hips ... to be
able to have children.’
So I wished that one day I would see, for myself, the legs of any woman
who had children. But in our village, that is not easy. The older women wear
long wrap-arounds all the time. Perhaps if they let me go bathe in the river in 5
the evening, I could have checked. But I never had the chance. It took a lot of
begging just to get my mother and Nana to let me go splash around in the
shallow end of the river with my friends, who were little girls like me. For proper
baths, we used the small bath-house behind our hut. Therefore, the only
naked female legs I have ever really seen are those of other little girls like me, 10
or older girls in the school. And those of my mother and Nana: two pairs of
legs which must surely belong to the approved kind: because Nana gave birth
to my mother and my mother gave birth to me. In my eyes all my friends have
got legs that look like legs: but whether the legs have got meat on them to
support the kind of hips that ... that I don’t know.
5.2.1. Choose a description from COLUMN B that matches the name in

COLUMN A. Write only the letter (A–E) next to the question number
(5.2.1(a)–5.2.1(d)) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) Nana A the narrator’s teacher.
(b) Kaya B the narrator’s mother.
(c) Adjoa C the narrator’s grandmother.
(d) Mensah D the protagonist.
E the neighbour. (4)
Maami has two children, a boy and a girl. (1)
5.2.3 Quote TWO consecutive words to show that Adjoa is not allowed to
bath deeper in the river. (1)
5.2.4 Refer to lines... (‘So I wished that one day...’)
How is the narrator’s curiosity important? (2)
5.2.5 Refer to the whole story.
What kind of lives do you think many women in Ghana are

expected to lead? (2)
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5.2.6 Refer to lines11 and 12 (‘two pairs of ... the approved:’)
According to the narrator, what are ‘the approved’ kind of legs? (2)
5.2.7 Nana is proud of Adjoa’s achievement.
5.2.9 Discuss the appropriateness of the title of this short story. (3)
TOTAL 17
TOTAL SECTION 35
GRAND TOTAL:
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QUESTION 5: TRIUMPH IN THE FACE OF ADVERSITY by Kedibone Seku
answer.
QUESTION 5.2.
EXTRACT 1:
5.1 [Thulisile at the grave site.]
When my father died, I shed no tears for him, but I cried at my mother’s
funeral, not because losing her saddens me, but because I felt sorry for her
after the empty life she had led. Like us, her children, she was a victim, a
victim of the man who saw her as an object to be controlled
and used as a punching bag depending on the mood he was in. My mother 5
never fought back. Instead she gave up hope, forgot to live
her life, and forgot to live for her own children. This affected us badly,
especially my young brother and sister. This affected us badly, especially my
young brother and sister who at the time still needed to be
loved and nurtured. I as the older sister had to step in and take control. 10
As I watched her coffin go down, I mourned for the waste of life.
Standing there by her grave brought back a lot of grim memories;
memories that I swore would never ever resurface in my life, memories
that belonged where they had been for the past twelve years.
I was very young when we moved from my grandmother’s place to live in 15
Phambili Squatter Camp. The move was rather abrupt, because
my grandmother made my mother’s life so unbearable that she could not take
it anymore
5.1.1. Refer to lines 1–3: 'When my father died … life she had'
(a) What emotion is the narrator experiencing when she speaks of

her parents’ death? (1)
(b) Give a reason why the narrator shows this emotion. (1)
5.1.2 State TWO reasons why MaDlamini did not approve of Thembekile
as a perfect suitor for her son Jabulani (2)
5.1.3 What does line 10 (‘As I watched…waste of life'), tell you about
Thulisile's character? State TWO points. (2)
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5.1.4 Consider the story as a whole.
What makes MaDlamini react the way she does towards her son’s
announcement of finding a wife from Johannesburg? (2)
Explain why the following statement is TRUE.
Thembekile is loyal to her marriage. (1)
5.1.6 One of the themes in this story is poverty.

5.1.7 Refer to line 1-3, (‘When my father…had led’)
What tone would Thuli use in these lines? (2)
5.1.8 Thembekile has a good relationship with her husband.
AND
EXTRACT 2
5.2 [Thulisile buys a house.]
‘He is my husband,’ she said. I guess there was nothing I could really
do or say, she had after all pledged to stick with him for better for worse.
At the time of his death my father and I treated each other like
strangers. I would go home to give them groceries but my mother was the
only person that I spoke to. Every time I would beg and plead with her to 5
come with me and she refused. The only time she came to stay with us was
after his funeral. She was very sick and fragile; no amount of care and
doctor’s visits made her better. It was clear that she was not even attempting
to fight back. Before we had a chance to make amends she died. Instead of
feeling my grief I let anger get in the way. It was at her funeral that I realised 10
that she was also an injured party. The man who had made endless promises
to her of a happy life had in fact let her down, and instead of getting herself
out of the situation she decided to stay, because she did not want to appear a
failure. That was a costly mistake, an error that nearly scarred us for life.
As I poured soil into her grave I decided it was time to heal, bury the 15
past and open a door to the future
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5.2.1 Complete the following sentences by using the words in the list below. Write
ONLY the word next to the question number [5.1.1 (a) – 5.1.1 (d) in the answer
book.
auditions, Thembekile, horse, Thulisile, practice, car, house, soccer player,

T.V presenter
A young lady called (a)_____ went for (b)______and became a (c)_______

therefore decided to buy a (d)________ for her family. (4)
5.2.2 Explain why the following statement is FALSE.
When Thuli bought a house, her father agreed to let the whole
family move in with her. (2 )
5.2.3 Refer to line 1: 'He is my husband'
(a) Explain the irony in this statement. (2)
(b) What tone would Thembekile use in this line? (1)
5.2.4 Quote FIVE consecutive words which support that Thuli did not have
a relationship with her father. (1)
Thulisile believes that time heals everything. Discuss you view. (3)
TOTAL SECTION C: 32
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QUESTION 5: EVELINE by James Joyce
answer.
NOTE: Answer the questions set on BOTH extracts, i.e., QUESTION 5.1 AND
QUESTION 5.2.
5.1 EXTRACT I
Home! She looked round the room, reviewing all its familiar objects which she
had dusted once a week for so many years, wondering where on earth all the
dust came from. Perhaps she would never see again those familiar objects from
which she had never dreamed of being divided.
And yet during all those years she had never found out the name of the priest 5
whose yellowing photograph hung on the wall above the broken harmonium
beside the coloured prints of the promises made to Blessed Margaret Mary
Alacoque. He had been a school friend of her father.
Whenever he showed the photograph to a visitor her father used to pass it with
a casual word: 10
- He is in Melbourne now.
She had consented to go away, to leave her home. Was it wise? She tried
to weigh each side of the question. In her home anyway she had shelter and
food; she had those whom she had known all her life about her. Of course, she
had to work very hard, both in the house and at the business. 15
What would they say of her in the Stores when they found out that she had run
away with the fellow? Say she was a fool, perhaps; and her place would be
filled up by advertisement. Miss Gavan would be glad. She always had an edge
on her, especially when there were people listening.
5.1.1 Refer to line 1 (Home! She looked … its familiar objects)
Who does ‘she’ refer to in this line? (1)
5.1.2 In reference to the extract, briefly describe TWO objects in the

room that are symbols of stagnation. (2)
5.1.3 Refer to lines 12-13 (She tried to … of the question.’)
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5.1.4 Refer to line 11(‘He is in Melbourne now.’)

Explain the irony of in this line. (2)
5.1.5 What does the short story, EVELINE reveal about the character
Eveline’s father.?
5.1.6 Briefly explain how music from the street organ influences
Eveline’s decision not to leave Dublin. (2)
5.1.7 One of the themes in this story is paralysis.
5.1.8 Refer to the short story as a whole.

Eveline takes a wise decision not to leave with Frank.
[17]
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5.2 EXTRACT 2
Through the wide doors of the sheds, she caught a glimpse of the black mass
of the boat, lying in beside the quay wall, with illumined portholes. She
answered nothing. She felt her cheek pale and cold, and, out of a maze of
distress, she prayed to God to direct her, to show her what was her duty.
The boat blew a long mournful whistle into the mist. If she went, tomorrow 5
she would be on the sea with Frank, steaming towards Buenos Ayres. Their
passage had been booked. Could she still draw back after all he had done for
her? Her distress awoke a nausea in her body, and she kept moving her lips in
silent fervent prayer.
A bell changed upon her heart. She felt him seize her hand: 10
Come!
All the seas of the world tumbled about her heart. He was drawing her into
them: he would drown her. She gripped with both hands at the iron railing.
-Come!
No! No! No! it was impossible. Her hands clutched the iron in frenzy. Amid the 15
seas she sent a cry of anguish!
Eveline! Evvy!
Her rushed beyond the barrier and called to her to follow. He was shouted at to
go on, but he still called to her. She set her white face to him, passive, like a
helpless animal. Her eyes gave him no sign of love or farewell or recognition. 20

COLUMN A COLUMN B
(a) The priest A Naturalised citizenship
(b) Miss Gavan B Eveline’s late brother
(c) Frank C Conflicted and indecisive
(d) Ernest D Eveline’s employer

E Stays in Melbourne
(4 x 1) (4)
5.2.2 Describe the setting of this extract. (2)
5.2.3 Refer to lines 3-4 ('She felt her …, was her duty’).
What do these lines tell us about Eveline’s state of mind?

Frank has taken a decision to leave with Eveline to Melbourne,

Australia. (1)
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5.2.5 Refer to line 5 ('The boat blew … into the mist’).
(a) Identify the figure of speech. (1)
5.2.6 One of the themes in ‘Eveline’ is different forms of death.
5.2.7 Refer to the short story as a whole.
Eveline’s father is an irresponsible man.

[18]
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QUESTION 5: FORBIDDEN LOVE by Can Themba
Read the extracts below and answer questions set on each. The number of marks
allocated to each question serves as a guide to the expected length of your answer.
QUESTION 5.2.
5.1 [A squabble breaks out at school.]
Meanwhile Freddie Williams, the sandy haired, smart looking youngsters, sped
across the playground to the history classroom. Freddie was not going to miss
that morning’s session of their little tease club. But gee! They got Bobby
Randolph at last. Freddie had met Dick Peters that morning on their way to
school, and that eternal victim of Bobby Randolph’s tease tongue had 5
intimidated to Freddie that he had a bombshell with which he was going to blow
Bobby to bits and blazers. That is why, as he went flying over the playground,
Freddie had shouted to the gang already assembled, ‘Wait for me!’ Dick
Peters did wait for Freddie. He wanted a full audience, and he wanted to make
sure that his friend Freddie was present in case of any fighting. Freddie was 10
still gasping for breath when Dick stood up, faced Bobby, and exploded his
bombshell without finesse or ceremony. ‘Your sissy goes with a Naytif!’. ‘’You
lie!” ‘Yes, it’s true. I seen her by the bioscope on Saturday. Your sissy goes with
a Naytif! The gang burst into laughter. Bobby broke loose with such a fierce
barrage of blows upon Dick that they both tumbled over onto the ground. Dick 15
did not sand a chance. Bobby’s arms were flailing into his face and the blood
was spurting out. Dick yelled out with sudden fear and pain.
5.1.1. Choose a description from COLUMN B that matches the name in

COLUMN A. Write only the letter (A–E) next to the question number
COLUMN A COLUMN B
(a) Meneer Carelse A falls in love with a native.
(b) Mr van Vuuren B wishes to alert Dora’s family of her

bad deeds
(c) Dick Peters
C advises the Randolph children
(d) Dora Randolph against the natives.
D teases Bobby on the affairs of his

sister.
E has a child out of the wedlock.

(4 x 1) (4)
21 | P a g e
5.1.3 Refer to line 7 (‘… he went flying… wait for Freddie.’)
(b) Explain why the figure of speech is relevant in this line. (2)
Dora Randolph rejected Meneer Carelse because he was

unemployed. (1)
5.1.5 Explain why Bobby was annoyed by what Dick had to say about his
sister. (2)
5.1.6 One of the themes in the short story is hypocrisy.

5.1.7 Dick Peters is an admirable character.

[18]
AND
EXTRACT 2
[Salome reveals the father of her child.]
Davie went pale when he saw the threesome walk in. Before they could say
anything Salome took over.
‘Hello, Davie,’ she began. ‘Remember me? You beat up my brother because he
is in love with your sister. Okay, now I’ve brought my brother to beat you up
because you were in love with his sister. Fair enough?’ 5
‘You lie!’ Davie said hoarsely.
‘I thought you’d say that, so I brought some proof. Where do you suppose I got
this handsome picture of yours, Davie? And just in case you deny that one too,
I’d like your father to read these flaming letters you once wrote to me.
She pushed a neatly-tied bundle of letters to the old man, saying tartly, ‘And 10
to think I treasured these letters because they came from the only man I ever
loved.’
The old man seemed only then to be suddenly galvanized into life. ‘Get out! Get
out of my house!’ he shrieked. Salome kept cool.
‘Oh no, you don’t. if you get tough, I’ll take your son to court for not supporting 15
his child for the last three years.’ She turned to her brother. ‘Mike, you’ve been
asking me all the time who the father of my child was and I’ve been silent.
22 | P a g e
5.2.1 State TWO similarities between Salome and Davie. (2)
5.2.2 Explain why Mr Van Vuuren is always at the Randolph household.
State TWO points. (2)
5.2.3 Explain the irony in Davie’s actions of being violent towards Michael. (2)
5.2.4 Refer to lines 3-5 (‘Hello, Davie,’ she ... sister. Fair enough?’).
(a) What tone would Salome use in these lines? (1)
(b) Why would Salome use this tone in these lines? (1)
5.2.5 Choose the correct answer to complete the following sentence.

Write only the letter (A–D) next to the question number (5.2.5) in the
ANSWER BOOK.
Davie mobilised his coloured friends to beat up Michael at the ….
A Odie Cinema.
B Rhyming Cinema.
C Rhythmic Cinema.
D Sophiatown Cinema. (1)
5.2.6 Explain why Salome and Davie hid the paternity of their child for
three years. (2)
5.2.7 What does this extract reveal about Davie’s character? Substantiate
your answer. (2)
5.2.8 Refer to the story as a whole.
Salome’s actions reveal bravery. Discuss your view (3)
[17]
23 | P a g e
QUESTION 5: A BAG OF SWEETS by Agnes Sam
answer.
QUESTION 5.2.
5.1 [EXTRACT I.]
When I realised that she was coming regularly to the shop while I was on duty; I
in turn developed my own style of defence. With meticulous attention to detail I
dusted the counter; swept the floor; polished the glass case; weighed out bags of
sugar, rice and flour; while she conversed out loud with herself in her light-hearted,
superbly acted way. 5
I ignored her for varying moments of time until I reached for the window blinds,
the light switch and the keys. At this stage I would lock up the shop. But one day,
as if in a trance, I reached for a fistful of sweets, placed it in a paper bag and
shoved it into her arms as they lay folded across the counter. Khadija stopped
speaking. Her face softened. Quietly she closed her hands around the bag of 10
sweets and left the shop.
It was several weeks before I could bring myself to tell the family. They were
astonished, my brother Abdul especially. ‘A bag of sweets?’ they asked
incredulously. ‘Cheap sweets! I replied in an off-hand way, my voice sounding flat,
final, while I was cruelly delighting in the effect I was having on the others. They* 15
questioned me, registering disbelief. ‘Yet she comes back?’ ‘Every Friday!’ I said
emphatically.
They did not know how to interpret this turn of events and I saw the beginning
of a sense of wrong among some of them.
NOTE: In the anthology the line is written as ‘The questioned me, …’ instead of
‘They questioned me…’
5.1 Choose a description from COLUMN B that matches the name in

(‘5.1.1(a) – ….5.1.1(c)) in the ANSWER BOOK.
COLUMN A COLUMN B
(a) Mosque A married a Christian
(b) Kaltoum B father to the siblings
(c) Khadija Meneer C does not forgive the sister at first.
D an Islamic place of worship

(3 x 1) (3)
24 | P a g e
5.1.2 Refer to lines 8-10 (‘But one day … across the counter ').
(a) Identify the figure of speech in these lines. (1)
(b) Explain why the figure of speech is effective in this extract. (2)
The siblings reject Khadija because she is married to a Rastafarian

family. (1)
5.1.4 How do Khadija’s visits affect the brothers? (2)
5.1.5 What does the following line reveal about the character of Khadija?
‘Yet she comes back?’ Mention TWO points. (2)
5.1.6 One of the themes in this story is lack of tolerance.
5.1.7 Refer to the extract.
Khadija is a respectable character.

Discuss your view (3)
AND
25 | P a g e
5.2 EXTRACT 2
Without thinking, I side stepped, moving out of her reach. She knew I was never
any good at pretending to be civil or courteous. Social niceties were never
important to me. Khadija knew that. Safely behind the counter I made a pretext*
of flipping idly through a magazine, the way I would have done if there was no-
one in the shop with me. 5
I have to say this for Khadija, she was blessed with humility. She stepped up
to the counter, folded her arms across the top, and began speaking
spontaneously about how wonderful a man her husband was, how beautiful their
baby looked, how homesick she was for our New Year’s picnic at the beach, how
she missed the things we took for granted, and how she missed me more than 10
anyone else. It failed to move me.
I felt as cold towards her as the last kiss I gave to anyone. Her hands
resting easily on the cold glass counter were like a bird’s wings, relaxed, yet with
the potential for unimaginable flight. I could see those hands running across the
keyboard, typing, playing the piano. Those hands had given her freedom. In 15
doing so they destroyed the people we loved.
These feelings Khadija seemed not to share. She was insensible to the
hurt I felt. She rambled on. The details of what she said I do not even recall. I
was determined to meet her lack of sensitivity with a show of disinterest. Out of
boredom I repeatedly glanced at my watch. This did not ruffle her. 20
Glossary: Pretext *- pretence
5.2.2 Refer to lines 3-5 (‘Safely behind the …shop with me’).
Why does Kaltoum behave this way? (2)
5.2.3 Refer to lines 6-11 ‘She was blessed… to move me’
Explain why this statement by Khadija failed to move the narrator. (2)

ANSWER BOOK.
‘Her hands resting easily on the cold glass counter were like a bird’s
wings…’, is an example of…
A alliteration.
B simile.
C personification.
D oxymoron. (1)
26 | P a g e
5.2.5 Refer to lines 16-17 (‘Those hands had… people we loved’).
Explain the irony as evident in this line. (2)
5.2.6 Refer to lines 18- 19 (‘She was insensible … hurt I felt’).
(a) What tone does the narrator use in this line? (1)
(b) Why would the narrator use this tone? State TWO points (2)
5.2.7 One of the themes in this extract is pretence.
5.2.8 Refer to the title of the story, 'A bag of sweets’.
Discuss the significance of this title in the story. (3)
27 | P a g e
QUESTION 5: THE WIND AND A BOY by Bessie Head
answer.
QUESTION 5.2.
EXTRACT 1:
[The beginning.]
Like all the village boys, Friedman had a long wind blowing for him, but
perhaps the enchanted wind that blew for him filled the whole world with
magic.
Until they became ordinary, dull grown men, who drank beer and made
babies, the little boys were a special set all on their own. They were kings whom 5
no one ruled. They wandered where they willed from dawn to dusk and only
condescended to come home at dusk because they were afraid of the horrible
things in the dark that might pounce on them. Unlike the little girls who adored
household chores and drawing water. It was only now and then that the boys
showed themselves as useful attachments to any household. When the first 10
hard rains of summer fell, small dark shapes, quite naked except for their
loincloths, sped out of the village into the bush. They knew that the first
downpour had drowned all the wild rabbits, moles and porcupines in their
burrows in the earth. As they crouched down near the entrances to the burrows,
they would see a small drowned nose of an animal peeping out; they knew it 15
had struggled to emerge from its burrow, flooded by a sudden rush of storm
water as they pulled out the animal, they would say, pityingly: ‘Birds have more
sense than rabbits, moles and porcupines. They build their nests in trees.’
5.1.1 Complete the following sentences by using the words in the list
below. Write only the word next to the question number
(5.1.1(a) to 5.1.1(c)) in the ANSWER BOOK.
hated; grandson; close;

troublesome; intelligence; grandmother
Sejosenye is the (a) _________ to the young boy, Friedman. The

two are quite (b) ___________, with the boy becoming (c)
_________ sometimes. Friedman is, however loved by many for
his intelligence and pretty face. (3)
28 | P a g e
The boys of this area find it extremely difficult to hunt after heavy
rains. (1)
5.1.3 Describe the setting at the beginning of the story. (2)
5.1.4 Refer to line 5, (‘They were kings whom no one ruled’?)
(b) Explain the comparison in this figure of speech. (2)
5.1.5 Refer to lines 14-15, (‘…down near the entrances … animal peeping
out;’)
Quote ONE word which shows that they were in a bent position. (1)

ANSWER BOOK.
Refer to lines 17–18: 'Birds have more sense than rabbits, …, They
build their homes in trees.'
The boys’ tone in these lines can be described as ...
A gentle.
B concerned.
C mocking.
D regretful. (1)
5.1.7 One of the themes in this story is GENDER ROLES.

5.1.8 From your knowledge of the story, is the community justified in

expecting the worst from the new drivers?
[17]
29 | P a g e
EXTRACT 2
5.2 [The death of Friedman]
‘Can’t you return those words back?’

She turned away from them, either to collect her wits or the few possessions
she had brought with her. Her feet and buttocks quivered anxiously as she
stumbled towards her hut. Then her feet tripped her up and she fell to the
ground like a stunned log. 5
The people of Ga-Sefete-Molemo buried the boy Friedman but none of
them would go near the hospital where Sejosenye lay. The stories, brought to
them by way of nurses were too terrible for words. They said the old woman
sang and laughed and talked to herself all the time. So they merely asked each
other: ‘Have you been to see Ma-Sejosenye?’ ‘I’m afraid I cannot. It would kill 10
my heart.’ Two weeks later, they buried her.
It was a village habit, the incident was discussed thoroughly from all sides
till it was understood. In this timeless, sleepy village, the goats stood and
suckled their young ones on the main road or lay down and took their afternoon
nap there. The motorists either stopped for them or gave way. But it appeared 15
that the driver of the truck had neither brakes on his car nor a driving licence.

Write only the letter (A–D) next to the question number [5.2.1(a)] in
the ANSWER BOOK.
Refer to line 1, ‘Can’t you return those words back?’
(a) In this line, the speaker is talking to ...
A Friedman.
B the police.
C herself.
D her grandson. (1)
(b) Explain what this line tells us about Sejosenye’s state of mind. (2)
(c) What does this line reveal about Sejosenye and Friedman’s
relationship? Give a reason for your answer. (2)
5.2.2 Refer to lines 4-5, ('Then her feet … a stunned log’)
(a) Identify the figure of speech used in these lines. (1)
(b) Explain why the figure of speech is effective in this extract. (2)
30 | P a g e
5.2.3 Refer to lines 8-9, (‘They said the … all the time.’)
Why is the old woman doing all these things? (2)
5.2.4 Refer to line 15, (‘The motorists either … or gave way.’)
Explain the irony in the above statement, considering how

Friedman dies.
(2)
5.2.5 One of the themes in this story is change and modernity.

5.2.6 Refer to the story as a whole.
The story of Robinson Crusoe makes Friedman a better person.

(17 MARKS)
31 | P a g e
QUESTION 5: REJECTION by Mariama Ba
answer.
QUESTION 5.2.
5.1 EXTRACT 1:
[Tamsir, Mawdo Ba and the Imam visit the narrator.]
Where had they come from , looking so awkward in their starched boubous?
Doubtless, they had come looking for Modou to carry out an important task that
one of them had been charged with. I told them that Modou had been out since
morning. They entered laughing, deliberately sniffing the fragrant odour of incense
that was floating on the air. I sat in front of them, laughing with them. The Imam 5
attacked:
“There is nothing one can do when Allah the almighty puts two people side by
side.”
“True,true,” said the other two in support.
A pause. He took a breath and continued: “There is nothing new in this world.” 10
“True,true,” Tamsir and Mawdo chimed in again.
“Some things we may find to be sad are much less so than others…”
I followed the movement of the haughty lips that let fall all these axioms, which can
precede the announcement of either a happy event or an
unhappy one. What was he leading up to with these preliminaries that rather 15
announced a storm? So their visit was obviously planned.
Does one announce bad news dressed up like that in one’s Sunday best? Or did
they want to inspire confidence with their impeccable dress?
I thought of the absent one. I asked with the cry of a hunted beast: “Modou?”

COLUMN A. Write only the letter (A-D) next to the question number
5.1.1 (a) – 5.1.1 (d).
COLUMN A COLUMN B
(a) Tamsir A Islamic holiday.
(b) Imam B Modou’s second wife.
(c) Binetou C Modou’s brother
(d) Modou D Islamic spiritual leader.
E Polygamist
(4 x 1) (4)
32 | P a g e
5.1.3 Refer to line 19 (I asked … hunted beast”).
(a) Identify the figure of speech in this line. (1)
The narrator is aware that the three men are visiting her, not her
husband. (2)
5.1.5 Refer to line 16 (‘Does one announce…Sunday best?’).
What bad news has the three men come to announce? (1)
5.1.6 One of the themes in this story is rejection.

5.1.7 In this story, Modou can be regarded as being selfish.

(18 )
5.2 EXTRACT 2
[ The narrator feels betrayed.]

‘Binetou, a child the same age as my daughter Daba, promoted to the rank of co-
wife, whom I must face up to. Shy Binetou! The old man who brought her the new
off-the-peg dresses to replace the old faded ones was none other than Modou. She
had innocently confided her secrets to her rival’s daughter because she thought
that this dream , sprung from a brain growing old, would never become reality. She 5
had told everything : the villa, the monthly allowance, the offer of a future trip to
Mecca for her parents. She thought she was stronger than the man she was
dealing with. She did not know Modou’s stronger strong will, his tenacity before an
obstacle, the pride he invests in winning, the resistance that inspires new attempts
at each failure. 10
Daba was furious, her pride wounded. She repeated all the nicknames Binetou
had given her father: old man, pot-belly, sugar-daddy!- the person who gave her life
had been daily ridiculed and he accepted it. An overwhelming anger raged inside
Daba. She knew that her best friend was sincere in what she said. But what can a
child do, faced with a furious mother shouting about her hunger and thirst to live?
Binetou, like many others, was a lamb slaughtered on the altar of affluence. 15
Daba’s anger increased as she analysed the situation:
33 | P a g e
5.2.1 Complete the following sentences by filling in the missing words.

Write only the answer next to the question numbers 5.2.1 (a) to
5.2.1(c).
Daughter age gold-digger lifestyle home
Binetou’s mother is a (a) …… who uses her (b)……… to improve

her (c)….. (3)
5.2.2 How does the narrator feel about Modou, in this extract?
5.2.3 Refer to lines 2-3 (“Shy Binetou … other than Modou.”
(a) What tone would the narrator use in these lines (1)
(b) Why would she use this tone? (2)
5.2.4 Consider the story as a whole.

Explain what will happen to Bitenou if she rejects this marriage. (2)
5.2.5 Refer to lines 16-17 (“Binetou, like many … altar of influence” .
Binetou told Daba everything about her sugar-daddy relationship. (1)
5.2.7 One of the themes in this story is broken relationships.
Discuss how this theme is reflected in this extract. (3)
(17)
34 | P a g e
5.3 EXTRACT 3 :
[The narrator feels betrayed.]
I made peace with his family. Despite his desertion of our home, his father and
mother and Tasmir, his brother, still continued to visit me often, as did his sisters. My
children too grew up without much ado. Their success at school was my pride, just
like laurels thrown at the feet of my lord and master.
And Modou was no prisoner. He spent his time as he wished. I well understood his 5
desire to let off steam. He fulfilled himself outside as he wished in his trade union
activities
I am trying to pinpoint any weakness in the way I conducted myelf. My social life
may have been stormy and perhaps injured Modou’s trade union career. Can a man,
deceived and flouted by his family , impose himself on others? Can a man whose 10
wife does not do her job well honestly demand a fair reward for labour? Aggression
and condescension in a woman arose contempt and hatred for her husband. If she
is gracious, even without appealing to any ideology, she can summon support for
any action . In a word , a man’s success depends on feminine support.
And I ask myself. I ask myself, why? Why did Modou detach himself? 15
Why did he put Benetou between us?
5.3.2 Refer to line 1 ( ‘I made peace … ‘)
To whom does the pronoun ‘I’ refer? (1)
5.3.3 Refer to line 4 (“Just like laurels … and master “).
(a) Identify the figure of speech used in these lines. (1)
Modou and the narrator were married for ten years. (1)
Write only the letter (A-D) next to the question number (5.3.5).
An Imam is a …
A traditional healer.
B brother to Modou.
C spiritual leader.
D councillor. (1)
35 | P a g e
5.3.6 What does this extract reveal about Modou’s character?

5.3.7 One of the themes in this story is betrayal.

5.3.8 Do you think Tamsir is justified in declaring his intention to marry

his late brother’s wife? Discuss your view. (3)
(17)
36 | P a g e

2023 KZN English Fal Short Stories Learner Booklet May 2023

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CURRICULUM GRADE 10 -12 DIRECTORATE

TEACHER SUPPORT DOCUMENT

SHORT STORIES’ TEAM

Notes to the teacher and learners:

Summary of the Short Story

⮚ It is usually short enough to be read in one session

⮚ It deals with only one event

⮚ It usually highlights a single character and features only a few.

⮚ Setting= the circumstances in which the story takes place

⮚ Characters=who are the generally faced with a problem to solve

⮚ Development of the plot=what actually happens in the story

⮚ Crisis=which often gives the reason for success or failure

⮚ Climax=the most tense or dramatic point of the story

⮚ Conclusion=the point where the unknown details are revealed

⮚ Description, narration, dialogue, imagery, figures of speech, repetition, the use of

Short Story Template

⮚ How does it relate to the story?

⮚ Where does the action take place?

⮚ Does the setting influence the characters?

⮚ What is the overall message?

⮚ What is the author saying about life?

⮚ Who is the protagonist? (main character)

⮚ Name the antagonist/s? (if any)

⮚ What do we learn about the main character/s?

⮚ Do they learn from their mistakes or experiences?

⮚ What happens in the story?

⮚ Exposition: Ae we given any background information about the setting or people?

⮚ Development: What complications develop? What conflict emerges?

⮚ Climax: Where is the crisis point?

⮚ Denouement: How is the situation resolved?

SECTION C: SHORT STORIES

QUESTION 5: CLASS ACT by Namhla Tshisane

[The narrator expresses her dislike about her new school]

5.1.1 Choose a description from COLUMN B that matches the name in

(b) Aunt Connie B lets learners do as they please

(c) Renato C bullies her niece

(d) Aunt Nozi D is a bully

5.1.3 Refer to lines line 4 (‘I hate everything about school.’)

(a) Identify the figure of speech used in this line. (1)

5.1.5 Refer to lines 1-2 (‘And I haven’t … I get out’.)

Explain the irony in these lines. (2)

5.1.7 One of the themes in this story is conflict.

[The narrator needs her uniform fixed]

5.2.1 Describe the setting in this extract. (2)

5.2.3 Why is the following statement FALSE?

The narrator can speak Afrikaans well. (1)

5.2.4 Refer to lines 9 and 10 (‘I rummage … dressing table drawer’)

(a) Identify a figure of speech in these lines (1)

5.2.6 What is the English meaning of ‘Ukwateleni’? (1)

5.2.7 Whose husband is uncle George? (1)

Ciskei Uniforms is the name of a …

5.2.9 Aunt Connie can be admired as a fashion designer.

5.2.10 One of the themes in the story is defeat.

Discuss your view. (3)

SECTION C: SHORT STORIES

QUESTION 5: THE GIRL WHO CAN by Ama Ata Aidoo

5.1.1 Refer to lines 1-3 (‘When I think ... I was born’).

(a) To whom does the pronoun ‘I’ refer? (1)

(b) Choose the correct answer to complete the following

5.1.2 Refer to line 4 (‘...the first topic I met was my legs.’)

(a) Identify the figure of speech in this line. (1)

5.1.3 Why does Adjoa’s grandmother always complain about Adjoa’s

Give TWO reasons. (2)

A young lady called (a)_ went for (b)and became a (c)_____