NELSON MANDELA:A LONG WALK TO FREEDOM

free when my freedom is taken from me. The oppressed and the oppressor alike are robbed of their humanity. prejudice a strong dislike without any good reason Noun Verb rebellion rebel constitution constitute Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him? Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

How did Mandela’s understanding of freedom change with age and experience? . How did Mandela’s ‘hunger for freedom’ change his life? I.

There are nouns in the text ( formation , government ) which are formed from the corresponding verbs ( form, govern ) by suffixing -( at ) ion or ment . There may be a change in the spelling of some verb – noun pairs: such as rebel , rebellion ; constitute , constitution . Make a list of such pairs of nouns and verbs in the text. Oral Comprehension Check What “twin obligations” does Mandela mention?

What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”? Does Mandela think the oppressor is free? Why/Why not?

Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets. Martin Luther King’s (contribute) to our history as an outstanding leader began when he came to the (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs.

To break these laws would mean (subjugate) and (humiliate) by the police and the legal system. Beatings, (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent (resist) to racial injustice. II.

Using the Definite Article with Names You know that the definite article ‘the’ is not normally used before proper nouns. Nor do proper nouns usually occur in the plural. (We do not say: * The Nelson Mandela , or * Nelson Mandelas .) But now look at this sentence from the text: … the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time. Used in this way with the and/or in the plural, a proper noun carries a special meaning.

For example, what do you think the names above mean? Choose the right answer. (a) for example Oliver Tambo, Walter Sisulu, … (b) many other men like Oliver Tambo, Walter Sisulu …/ many men of their type or kind, whose names may not be as well known. Did you choose option (b)?

Then you have the right answer! Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish.

Look at the entry for ‘the’.) Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties. Many people think that Madhuri Dixit is the Madhubala of our times. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well. B (i) had not forgotten; was aware of the fact (ii) was not careful about the fact (iii) forgot or was not aware of the fact (i) pushed by the guards to the wall (ii) took more than our share of beatings (iii) felt that we could not endure the suffering any longer (i) make me go on walking (ii) help me continue to live in hope in this very difficult situation (iii) make me remain without complaining (i) earning enough money to live on (ii) keeping what I earned (iii) getting a good salary A .

I was not unmindful of the fact . when my comrades and I were pushed to our limits . to reassure me and keep me going . the basic and honourable freedoms of… earning my keep ,… In groups, discuss the issues suggested in the box below.

Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.) True liberty is freedom from poverty, deprivation and all forms of discrimination. • causes of poverty and means of overcoming it • discrimination based on gender, religion, class, etc. • constitutionally guaranteed human rights I.

Looking at Contrasts Nelson Mandela’s writing is marked by balance : many sentences have two parts in balance. III. Idiomatic Expressions Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. ( Hint : First look for the sentence in the text in which the phrase in Column A occurs.) Use the following phrases to complete the sentences given below.

(i) they can be taught to love. (ii) I was born free. (iii) but the triumph over it. (iv) but he who conquers that fear.

(v) to create such heights of character. It requires such depths of oppression Courage was not the absence of fear The brave man is not he who does not feel afraid If people can learn to hate . I was not born with a hunger to be free. II.

This text repeatedly contrasts the past with the present or the future. We can use coordinated clauses to contrast two views, for emphasis or effect. Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item.

Identify the words which signal the contrast. This has been done for you in the first item. For decades the Union Buildings had been the seat of white supremacy, and now ... Only moments before, the highest generals of the South African defence force and police ...

saluted me and pledged their loyalty. ... not so many years before they would not have saluted Although that day neither group knew the lyrics of the anthem ..., they would soon My country is rich in the minerals and gems that lie beneath its soil, . The Air Show was not only a display of pinpoint precision and military force, but .

It was this desire for the freedom of my people ... that transformed into a bold one, that drove to become a criminal, that turned into a man without a home. III. Expressing Your Opinion Do you think there is colour prejudice in our own country?

Discuss this with your friend and write a paragraph of about to words about this. You have the option of making your paragraph a humorous one. (Read the short verse given below.) When you were born you were pink When you grew up you became white When you are in the sun you are red When you are sick you are yellow When you are angry you are purple When you are shocked you are grey And you have the cheek to call me ‘coloured’. W HAT W E H AVE D ONE Shared Nelson Mandela’s moving description of his inauguration as South Africa’s first black President, and his thoughts on freedom.

W HAT Y OU C AN D O Divide your class into three groups and give each group one of the following topics to research: (i) black Americans, and their fight against discrimination, (ii) women, and their fight for equality, (iii) the Vietnamese, and their fight for independence. Choose a student from each group to present a short summary of each topic to the class. Homophones Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings? Check their pronunciation and meaning in a dictionary.

• The bandage was wound around the wound. • The soldier decided to desert his dessert in the desert.