Macbeth Error Correction Worksheet
English
Year 9
9 questions
~18 mins
1 views0 downloads
About This Worksheet
A worksheet focusing on error correction and analysis of key passages from Macbeth, Act-by-Act, for Year 9 students.
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Macbeth Error Correction Worksheet
Subject: EnglishGrade: Year 9
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Untitled Worksheet
Grade Year 9
A
Act II, Scene I: Macbeth's Soliloquy
Is this a dagger which I see before me, / The handle towards my hand? Come, let me clutch thee. / I have thee not, and yet I see thee still. / Art thou not, fatal vision, sensible / To feeling as to sight? Or art thou but / A dagger of the mind, a false creation / Proceeding from the heat-oppressed brain? / I see thee yet, in form as palpable / As this which now I draw. / Thou marshall'st me the way that I was going; / And such an instrument I was to use. / Mine eyes are made the fools of the other senses, / Or else worth all the rest; I see thee still, / And on thy blade and dudgeon gouts of blood, / Which was not so before. / There’s no such thing: / It is the bloody business which informs / Thus to mine eyes. Now o’er the one halfworld / Nature seems dead, and wicked dreams abuse / The curtained sleep; witchcraft celebrates / Pale Hecate’s offerings, and withered murder, / Alarum'd by his sentinel the wolf, / Whose howl’s his watch, thus with his stealthy pace, / With Tarquin’s ravishing strides, towards his design / Moves like a ghost. / Thou sure and firm-set earth, / Hear not my steps, which way they walk, for fear / Thy very stones prate of my whereabouts, / And take the present horror from the time, / Which now suits with it: whiles I threat, he lives, / Words to the heat of deeds too cold breath gives."
1.
Identify the literary technique used when Macbeth describes the dagger as a 'false creation' proceeding from his 'heat-oppressed brain'.
[2 marks]2.
Explain how Shakespeare uses imagery to convey Macbeth's mental state in this passage.
[4 marks]3.
What does the mention of 'Witchcraft' and 'Hecate' suggest about Macbeth's fears at this point?
[2 marks]4.
Identify and explain the function of the caesura in the line: 'Come, let me clutch thee. / I have thee not, and yet I see thee still.'
[2 marks]5.
Discuss how Shakespeare’s use of the imperatives ‘Come’ and ‘Clutch’ reflect Macbeth’s urgency and desperation.
[4 marks]6.
Identify the stage directions implied in Macbeth’s speech and explain how they contribute to the scene’s mood.
[2 marks]7.
Describe the significance of Macbeth’s reference to ‘blood’ on the dagger in the context of the play.
[2 marks]8.
In your opinion, how does this passage reveal Macbeth’s character? Support your answer with evidence from the extract.
[4 marks]B
Creative Writing Challenge
Imagine you are Macbeth after this scene, reflecting on your actions. Write a monologue expressing your inner thoughts and feelings. Use Shakespearean language where possible.
1.
Compose a monologue (approximately 20 lines) that captures Macbeth’s inner conflict and feelings of remorse or determination. Include at least three Shakespearean stylistic features such as metaphors, iambic pentameter, or rhetorical questions.
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Details
- Created
- 12/31/2025
- Updated
- 12/31/2025
- Type
- worksheet