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SP Worksheet 16 | Grade 8 | 20 September 2023

SP WORKSHEET 16 (Suggested level: Grade 8)

In this worksheet, the focus is on reading for comprehension (answering questions; drawing conclusions; inferring meanings and
expressing opinions) and on developing critical language awareness; vocabulary development; literal and figurative language;
idiomatic expressions; direct speech; fact and opinion; summarising; sentence structure; puns; punctuation; homophones and
homonyms; interpreting cartoons and visual images. CAPS Reading and Viewing; Language Structures – Grade 8: aspects of
weeks 9–10, Term 3 and weeks 1–2, Term 4.

Refer to Text 1:
1. Refer to the headline:
a. Give the literal and figurative meanings of the word “blue”, according to what the word might
refer to in this text. (2)
b. Give a reason why inverted commas have been used with “encourage-mint”. (1)
2. Refer to paragraph 2:
a. Explain what “iconic” might show about the “green and gold” colours that the Springboks
usually wear. (2)
b. Give the meaning of the idiomatic expression “there’s more than meets the eye”. (1)
3. Refer to paragraph 3:
a. Rewrite these words in direct speech, using the correct punctuation: He explained that the
new jersey aimed to honour the Springboks’ traditions. (2)
b. “Subtle nuances” can be understood to mean “slight differences in appearance or meaning
that are not immediately obvious”. Discuss what these “subtle nuances” might be in relation to
the new Springbok kit. (2)
4. Explain whether “inclusive” and “accommodating” (paragraph 6) can be regarded as synonyms in
this context. (2)
5. Is the statement in paragraph 9 fact or opinion? Give a reason for your answer. (2)
6. Explain why in your opinion, there was a “backlash” (paragraph 10) to the new kit. In your
answer, you should make it clear that you understand the meaning of “backlash”. (2)
Refer to the visual beneath the text:
7. Describe the visual details in this image. (3)
8. Discuss how the visual details help to convey the message in the copy (the words). (2)
Refer to Text 2:
9. Explain why the word “color” is placed in brackets after “colour” (paragraph 1). (1)
10. Colour blindness can be “genetic” or “acquired” (paragraph 2). Explain the difference in these
terms from what you read in this paragraph. (2)
11. Refer to paragraphs 4–7: In two sentences write a brief summary of why the myths listed in
paragraph 4 are not true. (Refer to the general, broad issues rather than specific details.) (4)
12. Explain why the verb “is” and not “are” is used in paragraph 5. (2)
13. Refer to paragraph 9:
a. Is the sentence “However, coping strategies aren’t always reliable” a simple, complex or
compound sentence? Give a reason for your answer. (1)
b. State why “ISN’T” is written with capital letters. (1)
c. Compare the purpose (or intention) of Text 1 with that of Text 2. Explain your answer. (Hint:
use as a guide the names of the websites from which the texts were sourced.) (3)
Refer to Text 3:
14.
a. What does “hmmm” (frame 1) show about Mother Anderson’s attitude to the surprise from the
two children? (1)
b. Identify the sound device in frame 2. (1)
c. Does the pun in frame 3 make use of a homonym or a homophone? Explain. (2)
d. Who is the “comedic genius” Thandi is referring to in frame 4? (1)
[40 marks]

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