ANSWERS

1. (4 marks)
The woman uses several techniques to test Huck’s identity.
1. First, she asks him directly about his name, catching him off guard to see if he slips up.
2. Then, she places a heavy lump of lead in his lap, expecting a reaction that would reveal
whether he’s truly a girl or a boy. These techniques are effective because
3. they exploit Huck's lack of experience in maintaining his disguise.
4. They also reveal that the woman is observant, clever, and somewhat skeptical, capable
of seeing through his deception with subtle tests.
2. (5 marks)
When the woman presses him for his real name, Huck improvises,
1. first by acting surprised and trying to stay in character as a "poor girl."
2. When she doesn’t believe him, he quickly shifts gears and tells her a new story to gain
her sympathy.
3. This shows Huck’s quick thinking and adaptability, as he can sense when his act isn’t
working and
4. change his approach without panicking.
5. His response reflects his resourcefulness and his understanding of people’s reactions.
3. (5 marks)
Huck’s made-up story about his life as an orphan mistreated by a harsh farmer reveals his
understanding
1. that people are more sympathetic to those who seem vulnerable.
2. He chooses details like being an orphan and being forced to work under tough
conditions to stimulate the woman’s sympathy and
3. make her feel protective of him.
4. Huck uses this understanding to make her trust him and ensure that she won’t turn him
in.
5. This reflects his cleverness in using empathy to his advantage.
4. (6 marks)
1. The woman’s attitude towards Huck as a “runaway ’prentice” is compassionate and non-
judgmental.

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 2. She does not see his running away as a serious offense but rather as a result of
mistreatment,
3. she offers to help him without hesitation.
4. This attitude likely surprises Huck, who may have expected adults to be strict and
unsympathetic.
5. Her willingness to help suggests that she may have empathy for those who suffer or
resist oppression, which is significant as it introduces Huck to people who break the
societal norms he expects,
6. showing him the value of kindness and trust outside his usual experiences.
1. (4 marks)
Sebastian and Antonio find it strange
1. that the other characters have all fallen asleep so suddenly and deeply, as if by magic or
a “thunderstroke.”
2. Sebastian questions why he and Antonio aren’t affected by the drowsiness,
3. which makes the sleepiness of the others seem unnatural or mysterious.
4. This unusual sleep hints at a supernatural influence or a unique opportunity for Antonio
and Sebastian.

2. (6 marks)
1. When Antonio says he sees “a crown dropping upon [Sebastian’s] head,” he’s suggesting
that Sebastian could become king
2. if they act on this opportunity.
3. Antonio is hinting that Sebastian should consider seizing power, possibly by killing
Alonso, the current king.
4. Antonio’s words plant the idea in Sebastian’s mind, as he subtly proposes the possibility
of ruling Naples.
5. This shows Antonio’s manipulative nature and
6. his desire to tempt Sebastian with the idea of power.

3. (4 marks)
Sebastian’s initial response to Antonio’s suggestion is
1. one of disbelief and hesitation.

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 2. He is confused by Antonio’s “sleepy language” and even wonders if Antonio is speaking
“out of [his] sleep.”
3. This reaction shows that Sebastian is cautious and perhaps surprised by the idea of
taking such drastic action.
4. It suggests that he isn’t yet fully convinced, although he’s interested by the possibility.

4. (6 marks)
When Antonio tells Sebastian to “let’s thy fortune sleep,”
1. he means that Sebastian should not ignore or waste this chance for power.
2. Antonio is urging him to act while they have this rare opportunity, implying that
“fortune” or luck is on their side.
3. This reveals Antonio’s intentions to manipulate Sebastian into considering murder,
4. pushing him to act ambitiously
5. and take advantage of the situation for personal gain.
6. It shows Antonio’s cunning nature and his willingness to encourage betrayal to achieve
his goals.

1. In the first line, why does the schoolboy "creep like snail" to school? What does this suggest
about his feelings? (2 marks)
- The schoolboy "creeps like snail" because he is reluctant and slow to go to school.
- (1 marks) He doesn’t want to go, suggesting that he finds school boring or unpleasant.
- (1 marks) This metaphor of creeping like a snail shows that he feels the journey to school is
tedious and slow, which reflects his unwillingness or lack of enthusiasm.

2. What does the phrase “sighing like furnace” tell us about the lover’s emotions? How does
this image help you understand his feelings? (2 marks)
- The phrase “sighing like furnace” suggests that the lover’s emotions are intense, similar to
the heat and power of a furnace.
- (1 marks) The furnace is hot and fiery, implying that the lover’s sighs are deep and
passionate, likely stemming from longing or unfulfilled love.

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- (1 marks) This image helps us understand that the lover’s feelings are consuming and
overwhelming, filled with intense desire or sorrow.
3. Why do you think the soldier is described as “jealous in honour” and “quick in quarrel”?
What might this reveal about the personality of a soldier in this stage? (3 marks)
- (1.5 marks) The phrase “jealous in honour” suggests that the soldier is fiercely protective of
his reputation and will go to great lengths to defend his honor.
- (1.5 marks) “Quick in quarrel” indicates that the soldier is easily provoked and ready to fight
over matters of honor.
- (2 marks) This reveals that the soldier’s personality is driven by pride, aggression, and a
sense of duty, showing that he is willing to fight at a moment's notice to maintain his honor.

4. What is meant by “seeking the bubble reputation / Even in the cannon’s mouth”? What do
these words suggest about the soldier’s attitude toward danger? (6 marks)
- (2 marks) “Seeking the bubble reputation” means that the soldier is striving for glory and
recognition, even if it is fleeting or fragile like a bubble.
- (2 marks) “Even in the cannon’s mouth” suggests that the soldier is willing to face extreme
danger, even risking death, in pursuit of fame.
- (2 marks) This reveals that the soldier’s attitude toward danger is reckless, fearless, and
driven by the desire for fame and honor, even if it means putting his life at risk.
The message of The Seven Ages of Man by William Shakespeare revolves around the
inevitable and cyclical nature of human life . The poem highlights how people pass through
seven distinct stages, from childhood to old age, each with its own characteristics and
challenges. Through these stages, Shakespeare explores the transience of life and the
universality of human experience , emphasizing that every individual, regardless of their
status or achievements, ultimately faces the same progression toward old age and death.

Shakespeare also suggests that life is a performance, where each individual plays a role in the
drama of their own existence. The stages are framed with metaphors of acting, where we
play different roles at different points in life. The poem reflects on the fragility of life and
the inevitable decline that comes with age, particularly in the "second childishness" stage.
Despite this, Shakespeare emphasizes the continuity of the human experience : each stage,
even in its limitations or decline, has its own value and purpose.
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Ultimately, the message of the poem could be interpreted as one of acceptance of the
passage of time and the roles we play in the journey of life.

The theme of The Seven Ages of Man by William Shakespeare is the inevitability of aging
and the cyclical nature of human life . The poem explores the different stages of life, from
childhood to old age, presenting them as a series of roles that everyone must play.

Key themes in the poem include:

1. The Cycle of Life : Shakespeare depicts life as a continuous cycle, where individuals
progress through seven stages, each with its own distinct characteristics and challenges. This
cycle underscores the transience and inevitable passage of time .

2. The Fragility and Transience of Life : The poem reflects on how life is fleeting, especially in
the final stage, "second childishness," where the body and mind decline, highlighting the
inevitability of death and the limitations of human existence.

3. The Role of Humans in Life’s Play: Shakespeare uses the metaphor of life as a stage and
humans as actors playing different roles. This reinforces the idea that we are all performing
different parts throughout our lives, with each stage serving its purpose in the larger drama of
existence.

4. The Universality of Human Experience: The poem emphasizes that, regardless of our roles
or social status, all humans share similar experiences as they move through the stages of life,
making aging and death universal experiences.

5. The Powerlessness Over Aging: Shakespeare suggests that people have little control over
the passage of time and the physical and mental changes that come with aging. The
inevitability of the stages, particularly the "second childishness," emphasizes the helplessness
of humanity against time.
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