Department: Education PROVINCE OF KWAZULU-NATAL …kznfunda.kzndoe.gov.za/curriculumsupportmaterial/... · 2018-10-17 · Email: [email protected] Jik’iMfundo is a programme to improve

THE PROGRAMME TO IMPROVE LEARNING OUTCOMES

The StablesHollard Campus22 Oxford RoadParktown2193

Tel: +27 11 351 2430/2457

Email: [email protected]

Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

ISBN: 978-1-928320-67-8

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educationDepartment:EducationPROVINCE OF KWAZULU-NATAL

GRADE

ENDORSED BY

2018 TERM 4

ENGLISH

CAPS Planner and TrackerTEACHER TOOLKIT

First Additional Language

11

Gr 11 EFAL Tracker Term 4 2018 cover KZN p100.indd 1 5/17/2018 4:33:04 PM

Teacher Toolkit: CAPS Planner and Tracker

English First Additional Language

GRADE 11

2018 TERM 4

Published in 2016, and revised in 2017 and 2018, by Jika iMfundo.Jik’iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.

TThe Programme to Improve Learning Outcomes (PILO)The Stables, Hollard Campus, 22 Oxford Road, Parktown, 2193Tel: +27 11 351 2430/2457Email: [email protected]

© The National Education Collaboration Trust (NECT)A partnership involving business, civil society, government and labour that strives to improve education outcomes.

The National Education Collaboration TrustGround Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163Tel: +27 12 752 6200Email: [email protected]: www.nect.org.za

No part of this publication may be reproduced without prior permission from the NECT. These materials are currently being evaluated and will be improved on the basis of the evaluation.

ISBN: 978-1-928320-67-8

Materials development by the PILO team along with representatives from the districts and province.

Publishing management by The Word Horse, www.wordhorse.co.zaDesign and typesetting by COMPRESS.dsl, www.compressdsl.com

CONTENTS

A. About the Tracker and Resources 2 1. Your quick guide to using this planner and tracker 2 2. Purpose of the tracker 4 2. Time allocation and links to the CAPS document 4 3. Managing time allocated in the term 4 4. How the tracker links to approved EFAL materials and additional literature texts 4 5. Links to assessment 5 6. Resources 5 7. Extension and remediation work and support for literature teaching in each set of LTSMs 6 8. Columns in the tracker 6 9. Space for recording weekly reflections 7

B. Planning for Assessment 7

C. Broad Guidelines for Lesson Planning and Preparation 10

D. Guidelines for Teaching 10 1. Teaching Reading and Viewing 10 2. Teaching literature 11 3. Teaching Writing and Presenting 11 4. Teaching Listening and Speaking 11 5. Teaching Language Structures and Conventions 11 6. Giving feedback to learners 11

E. Trackers for Each Set of Approved LTSMs 12 1. Clever English First Additional Language (Macmillan) 13 2. Focus on English First Additional Language (Maskew Miller Longman) 21

3. Headstart English First Additional Language (Oxford University Press) 28 4. Platinum English First Additional Language (Maskew Miller Longman) 35 5. Solutions for All English First Additional Language (Macmillan) 42 6. Study and Master English First Additional Language (Cambridge University Press) 49 7. Via Afrika English First Additional Language (Via Afrika Publishers) 56

F. Assessment Resources 63 1. Information from the CAPS on cognitive levels of question types 63 2. English First Addtional Language Paper 1: Comprehension, summary, language 65 3. Memorandum for English First Addtional Language Paper 1: Comprehension, summary, language 74 4. English First Additional Language Paper 2: Literature 78 5. Memorandum for English First Additional Language Paper 2: Literature 85 6. English First Additional Language Paper 3: Writing 92 7. Memorandum for English First Additional Language Paper 3: Writing 96

This Planner and Tracker should be used with: English First Additional Language (EFAL) Learner’s Book (LB) English First Additional Language (EFAL) Teacher’s Guide (TG) Literary and popular culture texts from an extended reading programme The Curriculum and Assessment Policy Statement (CAPS)

2 Grade 11 English First Additional Language

A. ABOUT THE TRACKER AND RESOURCES

1. Your quick guide to using this planner and tracker

What is Jika iMfundo and where do I fit in?

But who will help me?

What you do matters! What you do every day as a teacher can change the life-chances of every child that you teach. Jika iMfundo is a campaign that supports teachers by providing CAPS planners and trackers so that teachers can plan to cover the curriculum, track progress, and seek help when they are falling behind.

Jika iMfundo will work with your school management team (SMT) and assist them to have supportive and professional conversations with you about curriculum coverage that will be orientated to identifying and solving problems.

I have looked at the planner and tracker. It goes too fast!

How do I use the planner and tracker?

The CAPS planner and tracker is an expanded ATP. It helps you pace yourself as if you were able to cover everything in the ATP/CAPS. When you fall behind because time has been lost, or because the learners are progressing slowly, you need to confidently discuss this with your teaching team without feeling blamed. The pace of coverage will be determined by the pace of learning. That is why coverage must be tracked by the teacher and the SMT.

See the "Quick 5-step Guide to Using theCAPS Planners and Trackers" on the opposite page.

Teacher Toolkit: CAPS Planner and Tracker 2018 Term 4 3

The CAPS planners and trackers also provide guidelines for assessment with samples, and may also have enrichment and remedial suggestions. Read the introduction pages carefully for a full explanation.

QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS

1. Find the textbook that YOU are using.

2. Use the planning page each week to plan your teaching for the week. It will help you link the CAPS content and skills to relevant material in the textbook, the teacher's guide, and other materials such as the DBE workbook.

3. Keep a record of the date when you were able to complete the topic. It may be different from the date you planned, and for different classes. Write this date in the column on the right for your records.

4. At the end of the week, reflect and check if you are up to date. Make notes in the blank space.

5. Be ready to have a professional and supportive curriculum coverage conversation with your HoD (or subject or phase head).

If this is a campaign, who is part of it?

All teacher unions in KwaZulu-Natal support Jika iMfundo because they believe it will help teachers in their work. The district director, circuit managers and subject advisers are leading Jika iMfundo in your district because they believe that we can improve learning if we improve curriculum coverage. You, as a teacher, and your colleagues on the staff and the SMT of the school are invited to join Jika iMfundo. Because what you do matters.

If you see mistakes in the planners and trackers, please send details of these to [email protected].

If you would like to be kept informed about developments in Jika iMfundo, send the following information to [email protected]:

• your cell phone number • the grade/s you teach• the subject/s you teach.

We will add you to a WhatsApp group that will operate in your circuit.

Look for Jika iMfundo on Facebook.


2. Purpose of the tracker

To be on the right/wrong track means to be doing something in a way that is likely to be successful/unsuccessful while to keep/lose track of something means to know/not know the present state or position of something. This publication is called a curriculum and assessment planner and tracker because it has been designed (i) to assist you to stay on the right track with your teaching and assessment and (ii) to help you to keep track of what you and the learners in your classes have done and should be doing in order to meet all the requirements of the CAPS for Grade 11 EFAL. The tracker should help you to:

• plan your work in advance so that you cover the CAPS content in the time specified in the CAPS;

• meet all the formal assessment requirements of the CAPS;• keep track of your progress in covering the curriculum;• reflect on your work so that you teach effectively;• engage in professional discussions with your colleagues.

It aims to do this by providing:• a programme of work that makes clear which pages of a particular LB and TG

you should use each day in order to meet the CAPS requirements;• links to the Provincial Teaching Plan;• information about when you should complete each of the formal assessment

tasks (FATs) for the term;• a space for recording the work completed each day;• a space for reflecting on each week’s lessons.

3. Time allocation and links to the CAPS document

The CAPS states that there should be four and a half hours of EFAL per week, making nine hours in a two-week cycle (CAPS p. 17). In this tracker the time is divided into five 55-minute lessons (= 275 mins = 4.58 hours per week). However, you might have to plan the time for individual lessons differently, depending on the timetable in your school.

In this tracker the curriculum is divided into the same two-week teaching blocks as in the CAPS document. Note that for Term 4 the CAPS document lists content for eight weeks of teaching. This tracker has been designed for a term that is nine weeks long. Two to three weeks are required for revision and end-of-year examinations so only six weeks have been allocated to the teaching of content. If you use the tracker in a fourth

term of a different length, you will need to adjust the programme accordingly, and should check this at the start of the term.

The CAPS specifies that learners must develop the knowledge and skills in the components shown below, spending the time indicated for each in each two-week cycle:

• Listening and Speaking (L&S) (one hour);• Reading and Viewing (R&V) (four hours); • Writing and Presenting texts in a range of genres (W&P) (three hours); • Understanding and using Language Structures and Conventions (LSC) (one hour).

4. Managing time allocated in the term

The tracker for each LTSM shows you how to work with the Learner’s Book (LB) and the Teacher’s Guide (TG), so that you meet the CAPS requirements. It gives the page numbers in the CAPS document that list the particular content that you are expected to teach in each two-week block. In many lessons you are likely to work with two or more kinds of knowledge and skills in the same lesson, particularly if your lesson lasts for longer than half an hour.

It is important to work systematically through all the content and activities specified in the tracker. Should you miss a lesson, or be unable to complete the work specified for it, next time you meet, the class continues where you left off but also find ways of making up lost time – perhaps by setting some tasks for homework or by asking learners to report to a group rather than each one taking a turn to speak to the whole class. Each day it is essential to record where each lesson has ended to ensure an efficient flow of teaching and learning.

Note: For a few learning activities, the time allocations suggested in a particular TG may not be practical in your context. You should use your judgement to decide on these time allocations.

5. How the tracker links to approved EFAL materials and additional literature texts

In most sets of LTSMs, learners have opportunities to use content and activities based on a particular theme to develop the knowledge and skills required by the CAPS.

The lesson guidelines in each Grade 11 EFAL TG describe how to use the Grade 11 EFAL LB with the learners in your classes, with some guides providing more detailed


guidance than others. Most of the TGs provide answers and assessment suggestions for all the activities, while some provide answers for some activities and general guidelines for assessing others. It is very important to consult the TG regularly.

The LBs and the TGs include information about and activities for working with literary texts that you can use to guide your teaching of particular short stories, novels, plays or poems. Reading of literary texts can be done mostly as a homework task. However, you need to give learners some support in class for the reading that they will do on their own. A few suggestions for how to do this are included in Section C (Broad Guidelines for Daily Lesson Planning and Preparation).

The trackers arrange the material from each of the seven LTSMs into manageable portions to be completed each day of the week for the whole term. For each day, the correct page of the LTSM and the TG are noted as well as the relevant page in the CAPS document. The activity number is also noted. The relevant activity is briefly described, and its link to the CAPS is written in bold. In addition, you can record in the last column on the right hand side the date when the topic has been covered. Following the tracker conscientiously enables you to cover the content of the CAPS curriculum completely each term.

Note: It would be a good idea to purchase a copy of each set of approved LTSMs, in addition to the set that your school has obtained for you/your colleagues and the learners, so that you can use these for teaching ideas or additional activities for learners. In particular, the guidance for lesson preparation and for teaching is more detailed in some TGs than in others.

The trackers are based on the latest print editions of the approved LBs. It is important to note that page numbers may differ slightly from other print runs of the same LB. If the page numbers in your edition are not exactly the same as those given in the tracker, you should use the activity/task/exercise numbers given in the tracker to guide you to the correct pages. These should only differ by a page or two from those given in the tracker.

6. Links to assessment

6.1 Informal assessment

It is important to assess your learners’ progress regularly, and to give them constructive feedback so that they can improve. The LBs all contain activities that you can use for such informal, formative assessment. Because informal assessment is tied so closely to on-going teaching and learning (i.e. it is formative), informal assessment activities

are not identified in the tracker, as you will make your own decisions for your classes. It is important to give learners informal, formative assessment tasks or activities to do before they are assessed formally and summatively.

Remember to return marked assessment tasks promptly to learners, to give them helpful feedback and to review common errors with them. Each Grade 11 EFAL TG provides some assessment rubrics for assessing both oral and written work.

6.2 Formal assessment

For Term 4 the only Formal Assessment Tasks (FATs) are the end-of-year examination papers. There is an example of each examination paper in Section F (Assessment Resources) of the tracker, together with a memorandum and some analysis of the cognitive levels of the papers. If you have a copy of a Teacher’s Guide which includes examples of Paper 1 and Paper 3 you could use these instead of the papers provided in Section F of the tracker.

Paper 2 (Literature) is based on extracts from two short stories and on two poems from the 2016 KZN set work list. However, if the learners in your classes have studied other stories or poems or have studied novels and plays, you must set your own paper, using past Grade 12 papers as a guide. Note that from 2017, short stories, poems, novels and plays must be chosen from a list prescribed by the National Department of Basic Education.

7. Resources

For most lessons in the Grade 11 EFAL curriculum, the main resources required are the following:

• a well prepared teacher;• the languages, experiences, knowledge and skills that learners already have;• the Learner’s Book, the Teacher’s Guide and literature texts;• a dictionary and, if possible, a thesaurus; • exercise books for learners to write in; • as many books, newspapers and magazines as possible for learners to read;• a clean and interesting learning space (classroom) with stimulating and varied

material on the walls.


Note: If you have old Learner’s Books that were published before the introduction of the CAPS, these can be useful for extra practice tasks, particularly for assisting learners to consolidate their knowledge of grammar and vocabulary.

As the resources listed are needed for all lessons, there is no column headed Resources in the Grade 11 EFAL tracker. Occasionally, you and the learners may need additional resources for a lesson. It is important that you plan ahead, so that you have everything you need for the lesson or that learners have been asked in good time to bring particular items to class.

If your school has computers and access to the internet, or if some learners have internet access via smartphones, encourage them to use this resource. For example, they could use the internet to access information to use when preparing a speech. Learners should also be encouraged to listen to radio programmes or watch television programmes in which English is spoken.

8. Extension and remediation work and support for literature teaching in each set of LTSMs

The publishers of books for Grade 11 EFAL have approached extension and remediation work and support for literature teaching in the different ways listed below:

Clever English First Additional Language (Macmillan)

Each two-week chapter in the LB ends with one or more suggestions for extension activities. Each chapter in the TG includes suggestions for both support and extension activities. The LB concludes with an extensive reference section that has information on aspects of grammar, writing and literature. This section is followed by a glossary of language and literary terms.

Focus on English First Additional Language (Maskew Miller Longman)

Each two-week chapter in the LB ends with revision tasks. At the back of the LB there are reference sections on language and literature and a glossary of language and literary terms. The TG includes suggestions for support and extension activities.

Headstart English First Additional Language (Oxford University Press)

Most chapters in the LB end with support and extension activities. The LB concludes with two sections titled Language Guidelines and Literature Guidelines.

Platinum English First Additional Language (Maskew Miller Longman)

Each chapter in the LB ends with revision activities and a quiz. At the back of the LB there are glossaries of grammar and literature terms.

Solutions for All English First Additional Language (Macmillan)

Each chapter in the LB ends with extra practice activities and a summary of the chapter’s content.

Study and Master English First Additional Language (Cambridge University Press)

At the end of the LB there is a list of irregular verb forms and a short glossary of words used in the TB. In the final section of the TG there are some photographs and poems for use in speaking, writing and literature lessons.

Via Afrika English First Additional Language (Via Afrika Publishers)

At the end of the LB there is a short glossary of words used in the LB. The TG includes a poster with guidelines for making a speech on one side and information on figures of speech on the other.

The DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:

• Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.

• Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for inclusive teaching and learning. Education White Paper 6. Special needs education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation.

9. Columns in the tracker

The tracker plan consists of the following columns:• Day of the week (1–5);• The CAPS content and learner activities with key words and phrases from the


curriculum in bold type and the relevant CAPS page number noted and links to the Provincial Teaching Plan in underlined type;

• LB pages;• Activity/task/exercise numbers; • TG pages;• Suggested homework with any links to the Provincial Teaching Plan also

underlined here;• Date completed.

Note: Although there is not a column for this, you must keep a record of where you end each lesson with each class that you teach.

10. Space for recording weekly reflections

Reflecting on your lessons is valuable for your professional development as a teacher and for helping the learners in your classes to learn. The tracker includes some guiding questions at the bottom of each week’s teaching plan for you to use in evaluating your lessons. Below are some general questions that you can also use:

• Was my lesson preparation inadequate/adequate/excellent? For example: Did I understand the content fully, so that I could teach both knowledge and skills effectively? Did I have all the resources I needed?

• Were the main purposes of the lesson achieved? For example: Did all/some/only a few learners demonstrate that they understood the knowledge and/or skills that were the focus of the lesson?

• Was the time allocated to particular learning activities sufficient/too long/too short?

• What additional support do underperforming learners need? • What can I do to extend the knowledge and skills of the most advanced

learners?• Next time I teach the same content, what should I do in the same way, and

what should I do differently?

The tracker helps you note where you have or have not managed to cover the sections of the curriculum specified for the week. You are also encouraged to reflect on the reasons for not covering these sections where you have not been able to do so, and to think of what you might do to get back on track.

Your reflections on the week’s lessons should help you with planning future lessons. You can also use this written record in informal conversations with your language teaching

colleagues and HOD as well as at language department meetings where everyone discusses ways of improving teaching and learning and of meeting the requirements of the curriculum.

B. PLANNING FOR ASSESSMENT

Table 1 gives a summary of the school-based assessment tasks and the examinations for the year for Grade 11 EFAL. Table 2 summarises the Formal Assessment Tasks (FATs) for each term.

Table 1: FORMAL ASSESSMENT TASKS FOR GRADE 11 ENGLISH FIRST ADDITIONAL LANGUAGE

FORMAL ASSESSMENT

DURING THE YEAR

END-OF-YEAR EXAMINATION

25% 75%

School-based assessment

End-of-year examination papers

25% 62,5% 12,5%

• 2 tests• 7 tasks• 1 mid-year

examination

Written examinationsPaper 1 (2 hours): Language in contextPaper 2 (2 hours):LiteraturePaper 3 (2.5 hours):Writing

Oral assessment tasks: Paper 4 ListeningPrepared speechPrepared reading aloud/unprepared speech/informal speaking in a groupThe oral tasks undertaken during the course of the year constitute the end-of-year assessment


Table 2: FORMAL ASSESSMENT TASKS IN MORE DETAIL

FORMAL ASSESSMENT TASKS FOR TERM 1

TASK 1: ORAL TASK 2 & 3 TASK 4: TEST

Oral: Listening for comprehension (10 marks)/prepared speech (20 marks)/ONE OF THE FOLLOWING: Prepared reading aloud/unprepared speech/informal speaking in a group (20 marks)Note: Each of these must be assessed formally during the year, but not necessarily all in Term 1

Task 2: Essay (50 marks): narrative/descriptive/discursive/argumentative/reflectiveTask 3: Longer transactional writing (30 marks): friendly/formal letters (request/complaint/application/business)/formal and informal letters to the press/curriculum vitae and covering letter/obituary/agenda and minutes of meeting/formal or informal report/review/newspaper article/magazine article/dialogue/interview

Test 1 (40 marks)Language in context: Comprehension, summary, LSC


TASK 5: ORAL TASK 6: LITERATURE TASK 7: MID-YEAR EXAMINATION


Literature (35 marks):Contextual questions

Mid-year examination (250 marks) Paper 1: Language in context (80 marks)Paper 2: Literature (70 marks)Paper 3: Writing (can be written in May/June) (100 marks)


TASK 8: ORAL TASK 9: WRITING TASK 10: TEST 2


Shorter transactional writing (20 marks): Advertisements/diary entries/postcards/invitation cards/filling in forms/directions/instructions/flyers/posters/emails

Language in context: Comprehension, summary, LSC (40 marks)ORLiterature: Contextual questions (35 marks)



TASK 11: END-OF-YEAR EXAMINATION

End-of-year examinationPaper 1: Language in context (80 marks)Paper 2: Literature (70 marks)Paper 3: Writing (100 marks)Paper 4: Orals (50 marks) (Year mark from cumulative speaking and listening and/or reading)

Table 2 shows that in Term 4 the only FAT is the examination, comprising three written papers and one oral examination. Table 3 below shows which LTSMs provide exemplar papers, and where in the material they are found. Sometimes an example examination paper is given in the Learner’s Book. While it is useful for practice, it should not be used as for formal assessment, as learners can prepare for it in advance. If this is the case in the LTSM you have chosen, you can use a paper from a different set of LTSMs, set your own or use the example papers provided in Section F (Assessment Resources).

Table 3: EXEMPLAR END-OF-YEAR EXAMINATION PAPERS IN THE LTSMs

LTSM Paper 1 Paper 3

Clever English First Additional Language TG pp. 221–230; TG pp. 235–237 TG pp. 231–234; memo and rubrics TG pp. 237–244

Focus on English First Additional Language LB pp. 234–237 (for practice); memo TG pp. 144–147 ANDTG pp. 144–155 (2 examples, with memos attached)

LB pp. 238–239 (for practice); TG p. 143; rubric TG pp. xxx–xxxii

Headstart English First Additional Language Not provided Not provided

Platinum English First Additional Language TG pp. 160–165; memo TG pp. 166–167 LB pp. 275–277 (for practice); rubrics TG pp. 168–170

Solutions for All English First Additional Language TG pp. 130–134; memo TG pp. 135–136 TG pp. 149–150; memo and rubrics TG pp. 152–154 and 158–161

Study and Master English First Additional Language LB pp. 329–338 (for practice); memo TG pp. 27–29 (formal assessment tasks)

LB pp. 340–343 (for practice); rubrics TG pp. 35–37 (formal assessment tasks)

Via Afrika English First Additional Language LB pp. 220–223 (for practice); memo TG p. 199 LB pp. 223–224 (for practice); rubrics TG pp. 200–202

Please note: The DBE occasionally makes changes to the assessment requirements published in the CAPS. If any changes are made after this document is printed, you will need to adjust the assessment programme provided here and in the trackers accordingly.


C. BROAD GUIDELINES FOR LESSON PLANNING AND PREPARATION

Planning for a lesson involves drawing up a plan of action. A good quality lesson plan should include the following:

• introduction (focus of the lesson);• sequenced content and activities for learners to work on individually or in

groups;• conclusion;• homework activities to consolidate the learning of the day or to prepare for

the next day’s lesson.

The plan is the starting point for the further work you need to do to in order to prepare a good quality lesson.

Lesson preparation involves going through your lesson plan and making sure that you are ready to teach according to the plan. Preparation for an English lesson involves:

• making sure that you understand every aspect of the content knowledge and skills addressed in the lesson – this includes reading any texts that learners will be using;

• working through each of the learner activities;• making notes on likely learner difficulties in relation to the activities;• collecting any resources you need to use in the lesson (e.g. advertisements,

magazine articles).

Note: Please consult the Teacher’s Guide for the Grade 11 EFAL Learner’s Book for guidance on the preparation of each lesson.

D. GUIDELINES FOR TEACHING

1. Teaching Reading and Viewing

You will notice that in the CAPS, R&V is described as a process. To become successful readers and viewers of a range of text types (e.g. graphs, magazine articles, advertisements, poems, short stories), learners need to engage in a reading process that involves doing pre-reading, during-reading and post-reading activities. It is important that you guide learners through each of these activities.

Note: Throughout the year learners are encouraged to read independently and widely, as is explained in the extract from the CAPS below.

A note on extended reading

The CAPS (p. 32) states the following about extended independent reading and viewing:

Extended independent reading and viewing

Learners practise the strategies modelled in intensive reading and formal text study for extra-curricular independent reading for pleasure and research. Your guidance on access and level is crucial to this part of the reading programme.

Learners are expected to:• Access libraries and know book storage conventions;• Provide evidence of extended reading and viewing in the form of speeches,

discussions and book/film/programme reviews;• Read/view a wide range of whole text – e.g. books, magazines, newspapers,

websites, films, documentaries and TV series – both during and after class.

The CAPS (p. 32) gives the following examples of question types for assessing reading:

Knowledge questions

What happened after …? Name the … Describe what happened at … . Who spoke to …? What is the meaning of …?

Comprehension questions

Who was the key character …? Provide an example of … . Explain in your own words … .

Application questions

Can you think of any other instance where …? Do you remember we were looking at metaphors – how would you explain the metaphor in this line …?

Application questions

Can you think of any other instance where …? Do you remember we were looking at metaphors – how would you explain the metaphor in this line …?

Analysis questions

How was this similar to …? How was this different to …? What was the underlying theme of …? Why do you think …?

Synthesis questions

We’ve learnt a lot of things about Romeo – can you put them all together and describe his character? What kind of person is he?

Evaluation questions

How effective is …? Can you think of a better way of …? Which of these two poems do you prefer? Why?


2. Teaching literature

This is a very important part of the Grade 11 curriculum. There are two different and equally important approaches to be used in the teaching of literature in the FET phase in Term 4:

Firstly, the CAPS Teaching Plan refers to texts for formal literary study. These have been numbered 1–14 and called ‘Literary Text 1, 2 …’ etc. In Grade 11, the CAPS allows about two hours per two-week cycle for one poem or one short story or one section of a novel or a play. These texts are not provided in the Learner’s Books. Learners will mainly read these longer texts for homework.

Two suggestions for homework tasks are given below:• Read the first chapter of a story/first five pages of a story/the first scene of the

play, and take note of the setting (where the events in this chapter/part of the story/play take place) and the characters. We will discuss these in class in the next lesson.

• Complete your reading of the novel, short story or play, and then decide which character you liked best and why, or which character you liked least and why. Be prepared to share your choice and your reasons with the class.

Although learners do much of the work on the literary texts at home, it is very important to do the following in class:

• Introduce the text to encourage learners’ interest in reading and to guide them in the right direction when they read the material independently;

• Give specific instructions for a homework task, such as those suggested above;• At the beginning of the next lesson, briefly follow up on the homework task;• When learners have read the whole text, get responses from them about what

they enjoyed in the text and why, and/or what they did not enjoy and why.

Secondly, learners read short literary texts (mainly short stories and poems but also some extracts from plays or novels) provided in the LBs, and each TG suggests how to teach these.

3. Teaching Writing and Presenting

Learners are expected to learn how to write texts in a range of genres (e.g. essays, reports, letters). For each genre, learners need to work through a writing process that involves planning, drafting, revising, editing and producing a final version of the text. Each TG and LB shows you and the learners how to work through this process. It is important to note

that revising a draft does not just mean checking on language use; it also means making decisions about extra content that may be needed or whether some of the content needs to be presented in a different order.

4. Teaching Listening and Speaking

It is important to remember that because English is an additional language for the learners, they may not be very confident in speaking it and may find some words difficult to hear. The activities in the LB provide many opportunities for learners to become more confident and competent speakers of English. It is important that you speak very clearly in class, so that learners can hear words that may be new to them. When a lesson involves you reading a text aloud for a listening comprehension activity, it is a good idea to practise reading it aloud when you prepare your lesson. The TG for some LTSMs comes with a CD on which listening texts have been recorded. If you have such a CD, it is a good idea to use it with your class, so that learners get used to listening to a voice other than yours.

5. Teaching Language Structures and Conventions

In Grade 11 you will be revising and building on what learners have already learnt in previous grades as well as introducing more complex LSC and more advanced vocabulary. It is important to teach the language described in each two-week block in the CAPS but also to take opportunities to teach language at other times as well. For example, you may wish to do some vocabulary teaching when learners are reading a poem or to revise verb tenses when learners are writing a report. It is very important to have dictionaries in your classroom, to teach learners how to use them and to encourage them to consult a dictionary regularly.

6. Giving feedback to learners

Informal assessment is a vital part of your work as an English teacher. Not only is it very important for you to take note of how learners are managing any particular learning activity, but it is also important for you to tell learners how they are progressing. For many activities you can do this orally in class and in writing when you mark written work.

Also take note of the homework activities assigned for each lesson and carefully explain to the learners what is expected of them. All homework must be discussed briefly and marked, usually by the learners themselves. You often need to do this in the first few minutes of a lesson.


It is very important to make time to give feedback on the FATs. Generally, you should mark them and return them to the learners as soon as possible with constructive feedback.

E. TRACKERS FOR EACH SET OF APPROVED LTSMs

Please note the following:• The column headed CAPS content and activities gives a page reference to

the CAPS document in bold font in the bottom right hand corner and where relevant, an underlined link to the KZN Provincial Teaching Plan.

• Terms used in the CAPS have been abbreviated as follows: L&S Listening and Speaking LSC Language Structures and Conventions R&V Reading and Viewing W&P Writing and Presenting

• Additional abbreviations used are: Act. Activity FAT Formal assessment task LB Learner’s Book Q Question TG Teacher’s Guide

• Where extra resources are necessary, or where they would enrich a lesson, they are listed under the heading for the lessons in a particular week.

• Remember that there is a separate tracker for each one of the seven sets of approved materials.


1. Clever English First Additional Language (Macmillan)

Note 1: L&S = Listening and Speaking; R&V = Reading and Viewing; W&P = Writing and Presenting; LSC = Language Structures and Conventions; Act. = Activity.Note 2: Note homework task for each day. Note 3: Links between the CAPS and the Provincial Teaching Plan are underlined. The Provincial Plan covers much of the same work as the CAPS document but not always in the same order as the CAPS.Note 4: On Day 5, be prepared to introduce the literature set work for the term (collection of poems or short stories, a play or a novel).

CLEVER ENGLISH Week 1 (Week 31)

Day CAPS content and activities LBpp.

LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to teacher’s feedback on Term 3 test (20 mins);L&S: Listen critically to two texts for bias and prejudice; make notes & use these to answer Q 1.1–1.3; discuss & mark answers (30 mins); R&V: Listen to instructions for homework task (5 mins) p. 67

161–162 Act. 1 187LB pp. 161–162

R&V: Write answers to Q 1.4–1.6

2 R&V: Discuss & mark homework (10 mins); LSC: Read notes on homonyms and homophones & find examples in the texts read on Day 1 (20 mins); R&V: Read for critical language awareness an example of biased reporting & in a small group, discuss possible answers to questions on the report & note homework task (25 mins) p. 67

161–162257–250

& 162162–163

Act. 1Act. 1

Act. 3

187

188

LB pp. 162–163 Act. 3 R&V: Write answers to

questions on biased report

3 R&V: Discuss & mark homework (20 mins); R&V & L&S: In small groups, as a critical reading issue, read & discuss an essay on emotive language (25 mins); participate in whole class reading & discussion of this essay as an example of a discursive essay (15 mins); R&V: Listen to instructions for homework task (5 mins) p. 67

162–163164

165

Act. 3Act. 4

Act. 5

188188

189

LB p. 164 Act. 4 R&V: Find examples of bias, prejudice or stereotypes in newspaper and magazine articles to bring to class on

Day 5

4 LSC: Revise active and passive voice & write answers to questions; discuss & mark answers (25 mins); LSC: Use a thesaurus/dictionary/the internet to find three synonyms for each of the words in a list; discuss & mark synonyms (30 mins) p. 67

165

165–166

Act. 6

Act. 7

189

189-190

LB p. 164 Act. 4 R&V: Find examples of bias, prejudice or stereotypes in newspaper and magazine articles to bring to class on

Day 5

5 R&V: In groups of five, share and discuss examples of biased reporting brought to class (30 mins); R&V: Literary text 11: Listen to the teacher’s introduction to literature set work for Term 4 & begin reading (25 mins) p. 67

Act. 4 164 188 R&V: Continue reading literature set work


Reflection

Think about and make a note of: Much of this week’s work focused on aspects of critical language awareness. How well did learners manage the tasks of identifying examples of bias, prejudice and stereotyping? What could you do to assist any learners who found these tasks difficult? Were you pleased with the way in which you introduced the literature set work for the term? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?

What will you change next time? Why?

HOD/Subject head: Date:

Note 1: My Clever refers to the essay on LB p. 168 as an argumentative essay. In fact it is a discursive essay as learners are expected to give both sides of an argument.Note 2: The tasks on LB pp. 169–170 are useful for revision purposes but please note that they are not FATs.



LBact.

TGpp.

Homework Class

Date completed

1 R&V: Literary text 11: Discuss literature set work (15 mins); R&V: Do intensive reading of a poem; participate in a whole class discussion of the poem (30 mins); with a partner, identify the main idea in each stanza & note homework task (10 mins) p. 67

166–167 Act. 8 190LB pp. 166–167 Act. 8

R&V & W&P: Write a four sentence summary of the

poem

2 R&V & W&P: Discuss & mark homework (10 mins); R&V: Decide on the main theme in the poem (5 mins); participate in a group discussion of the theme using lines from the poem to support choice of theme (10 mins); R&V: Do intensive reading of a comic strip & begin to answer questions on it (30 mins) p. 67

166–167167

167–168

Act. 8Act. 9

Act. 10

190190

190–191

LB pp. 167–168 Act. 10 R&V: Complete answers to questions on comic strip

3 R&V: Discuss & mark homework (15 mins); W&P: Revise text structure and language features of an ‘argumentative’ (discursive) essay; plan & begin writing first draft of (40 mins) p. 67

167–168168

Act. 10Act. 11

190–191191

LB p. 168 Act. 11 W&P: Complete first draft

of essay



LBact.

TGpp.

Homework Date completed

4 W&P: Exchange draft essay with a partner & give each other feedback (10–15 mins); revise, edit, proof read & write final version of essay (40–45 mins) p. 67

168 Act. 11 191 R&V: Continue reading literature set work

5 R&V: Literary text 11: Discuss literature set work (10 mins); R&V: Write answers to questions in Task 1 on figures of speech and poetic techniques used in a poem; discuss & mark answers (45 mins) p. 67

169 Assessment task

193LB p. 170

R&V & LSC: Write answers to questions in Task 2 on features

of a comic strip

Reflection

Think about and make a note of: Were you pleased with the way you guided learners to understand and respond to the poem? Why or why not? What did you notice about the ways in which learners worked on the essay? If some learners are still struggling with essay writing, what could you do to assist them? Did you cover all the work set for the week? If not, how will you get back on track?






LBact.

TGpp.

Homework Class

Date completed

1 R&V & LSC: Discuss & mark homework (10–15 mins); R&V & LSC: Do intensive reading of a cartoon & answer questions on language use and visual features; discuss & mark answers (40–45 mins) p. 67

170173

Task 2Act. 1

193–194197–198

R&V: Continue reading literature set work

2 R&V: Literary text 12: Discuss literature set work (15 mins); W&P: Plan & write first draft of a procedural text (set of instructions) (40 mins) p. 67

173–174 Act. 2 198W&P & L&S: Revise

instructions & plan how to present them to

a group

3 L&S: In groups of five, present instructions to each other & take notes on the procedure that is explained by each group member, listening for sequence; check the accuracy of each other’s notes (55 mins) p. 67

173–174 Act. 2 198 R&V: Continue reading literature set work

4 R&V: Literary text 12: Discuss literature set work (15 mins); R&V: Do intensive reading of a film review, focusing on the vocabulary used in it; begin to write answers to questions on it (40 mins) p. 67

174–176 Act. 3 & 5 198–199LB pp. 174–176 Act. 5

R&V: Complete answers to questions on film

review

5 R&V: Discuss & mark homework (10–15 mins);R&V & LSC: Arrange ideas in chronological order; discuss & mark answers (10 mins); R&V & W&P: Prepare & write first draft of a summary of the storyline in a film review (30–35 mins) p. 67

174–175175

174–176

Act. 5Act. 4

Act. 6

199–200199

200

LB pp. 174–176 Act. 6 R&V & W&P: Revise

summary

Reflection

Think about and make a note of: What were the strengths and weaknesses of learners’ procedural texts (both written and oral)? How could you help them to build on the strengths and to overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track?




Note: The tasks on LB p. 180 are useful for practising transactional writing but please note that they are not FATs.



LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P: Exchange summary with a partner and give each other feedback on content and grammar (remedial grammar work) (15 mins); write final version of summary (10 mins); R&V: Do intensive reading of a newspaper report; begin a point form summary of the article (30 mins) p. 67

174–176

176–177

Act. 6 & 7

Act. 8

200

200–201

LB pp. 176–177 Act. 8 R&V & W&P: Complete

point form summary

2 R&V & W&P: Discuss & mark point form summary (15 mins); W&P: Use a note-making diagram to summarise content of a newspaper article; discuss & mark diagram (40 mins) p. 67

176–177178

Act. 8Act. 9

200–201201


3 R&V: Literary text 13: Discuss literature set work (20 mins); LSC: Complete revision sentences on verbs; discuss & mark answers (35 mins)

178–179 Act. 10 201–202R&V: Continue reading

literature set work

4 R&V: Literary text 13: Discuss literature set work (15 mins); W&P: Plan & write a dialogue & illustrate with a diagram/sketch plan (40 mins) p. 67

180 Task 1 204R&V: Continue reading

literature set work

5 W&P: In groups of four, read dialogues and show diagrams/sketch plans to each other; decide which is the best and why (20 mins) W&P: Plan & write first draft of a review of a film or TV or radio drama (35 mins) p. 67

180

180

Task 1

Task 2

204

204–205

LB p. 180 Task 2 W&P: Revise and write final version of review

Reflection

Think about and make a note of: Several of this week’s activities involved summary writing. How well did learners manage? What could you do to assist any learners who still find summary writing difficult? Did you cover all the work set for the week? If not, how will you get back on track?






LBact.

TGpp.

Homework Class

Date completed

1 W&P: In groups of four, read reviews to each other & give each other feedback on them (15 mins); L&S: Listen for appreciation to an article & a poem & participate in a class discussion about the poem (30 mins); R&V: Begin to write answers to questions about the language used in the poem (10 mins) p. 67

180

182–183

Task 2

Act. 1

204–205

207

LB pp. 182–183 Act. 1 R&V: Complete answers to questions on poem

2 R&V: Discuss & mark homework (15 mins); R&V & W&P: For revision purposes, write a summary of the article related to the poem (30 mins); discuss & mark summary (10 mins) p. 67

183183

Act. 1Act. 2

207207–208


3 R&V: Literary text 14: Discuss literature set work (10 mins); R&V: For revision purposes, write answers to comprehension questions on an article (30 mins); discuss & mark answers (15 mins) p. 67


literature set work

4 W&P & LSC: Revise features of a letter of thanks, including register, plan & begin writing first draft of letter (55 mins) p. 67

184–185 Act. 4 209 LB pp. 184–185 Act. 4 W&P & LSC: Complete

first draft of letter

5 W&P & LSC: Exchange draft letter with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of letter of thanks (40 mins) p. 67


Reflection

Think about and make a note of: Learners will soon need to complete the literature set work. How have they been responding to the reading and discussion tasks that you have set them? Did you cover all the work set for the week? If not, how will you get back on track?




Note: The tasks on LB pp. 191–192 are useful for language revision work but please note that they are not FATs.



LBact.

TGpp.

Homework Class

Date completed

1 R&V: Literary text 14: Discuss literature set work (10 mins); LSC: Do language revision work based on an advertisement (30 mins); discuss & mark answers (15 mins); note homework task; p. 67

185–186 Act. 5 209–210LB pp. 186–187

LSC: Read notes on register, polite forms &

stock phrases

2 LSC: Participate in whole class discussion of homework reading (15 mins); W&P: Revise text structure and language features of a letter of application; plan & begin first draft of a letter of application p. 67

186–187188–189 Act. 6 210

LB pp. 188–189 Act. 6 W&P: Complete

first draft of letter of application

3 W&P: Exchange draft with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of letter of application (40 mins)

188–189 Act. 6 210 R&V: Complete reading of literature set work

4 R&V: Literary text 14: Participate in final discussion of literature set work (30 mins); R&V & LSC: Read a cartoon strip & begin to write answers to questions on figures of speech (25 mins)

191 Task 1 212

LB p. 191 Task 1 R&V & LSC: Complete

answers to questions on cartoon strip

5 R&V & LSC: Discuss & mark homework (10 mins);R&V & LSC: Answer revision questions based on a cartoon strip; discuss & mark answers (35 mins);R&V & W&P & LSC: Listen to information about revision and final examinations

191192

Task 1Task 2

212212

Begin preparing for final examinations

Reflection

Think about and make a note of: How well did learners manage the language revision tasks? What should you focus on if you have time to do some further revision work? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use the revision activities in Weeks 38 and 39 LB pp. 194–201, TG pp. 214–220 for examination preparation. There is an example of Paper 1 and of Paper 3 (TG pp. 221–230; TG pp. 231–234; memos TG pp. 235–237 and TG pp. 237–244 ) which could also be used for revision and examination preparation purposes, or for the examination.

CLEVER ENGLISH Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year

Think about and make a note of: 1. Have I completed all the work required by CAPS for the year? If not, why not and

what could I do to cover all of the work next year?

2. Has the tracker assisted me to complete the work required by the CAPS? If yes, how has it assisted me? If no, what would help me in the future?

3. What has pleased me most about my teaching and assessment this year?

4. What, if anything, has disappointed me about my teaching this year?

5. Has my teaching enabled learners to achieve the expected levels of work in order

to be well prepared for the next grade?

6. What do I need to communicate to the teacher who will teach this group of learners next year?

7. In future, what aspect of my teaching and assessment practices would I like to develop further?



2. Focus on English First Additional Language (Maskew Miller Longman)

Note: Be prepared to introduce the literature set work for Term 4 (poetry, short stories, novel or play) at the end of the lesson on Day 2.

FOCUS ON ENGLISH Week 1 (Week 31) Theme: Mining in the news


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to teacher’s feedback on Term 3 test (25 mins); R&V & L&S: In small groups, read a poem & take part in a discussion of questions based on it (20 mins); participate in a whole class discussion of the same questions (10 mins)

191 Act. 1 114

2 L&S: Learn about bias; listen critically to two news reports & make notes; use the notes to answer questions, including questions about biased reporting; discuss & mark answers (45 mins); R&V: Literary text 11: Listen to teacher’s introduction to the literature set work for Term 4 (10 mins) p. 67

192 Act. 2 115 Begin reading literature set work

3 R&V: Literary text 11: Discuss literature set work (15 mins); R&V: Read for critical language awareness a newspaper article & answer questions about biased reporting; discuss & mark answers (40 mins) p. 67

193–194 Act. 3 116Continue reading literature set work

4 R&V: Read for critical language awareness three reports of the same event; in a table, summarise the information in each one & write answers to questions on bias; discuss & mark answers (55 mins) p. 67

194–195 Act. 4 116–117 Continue reading literature set work

5 R&V: Literary text 11: Discuss literature set work (15 mins); R&V: Do intensive reading of an article & begin to write answers to questions on it (40 mins)

196–197 Act. 5 117LB pp. 196–197 Act. 5

R&V: Complete answers to questions on article

Reflection

Think about and make a note of: Much of this week’s work focused on aspects of critical language awareness. How well did learners manage the tasks of identifying examples of bias? What could you do to assist any learners who found these tasks difficult? Were you pleased with the way in which you introduced the literature set work for the term? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




FOCUS ON ENGLISH Week 2 (Week 32) Theme continued: Mining in the news


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss & mark homework (15 mins); L&S: Participate in a whole class discussion of bias in a news report (20 mins); LSC: Revise active and passive voice & begin to write answers to Q 1 & 2 on passive & active voice (20 mins) p. 67

196–197197

198–199

Act. 5Act. 6Act. 7

117118

118–119

LB pp. 198–199 Act. 7 LSC: Complete answers to Q 1 & 2 on active &

passive voice

2 LSC: Discuss & mark homework (10 mins); LSC: Add agents to sentences and change to active voice; discuss & mark answers (25 mins);LSC: Identify passive voice in newspaper headlines & give reasons for use of passive voice; discuss & mark answers (20 mins) p. 67

198–199198–199

Act. 7Act. 7

118–119 Continue reading literature set work

3 R&V: Literary text 11: Discuss literature set work (15 mins); W&P: Plan & begin writing first draft of an unbiased news report (40 mins) p. 67

200 Act. 8 119LB p. 200 Act. 8

W&P: Complete first draft of unbiased

news report

4 W&P: Exchange draft report with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of an unbiased news report (40 mins) p. 67

200 Act. 8 119 Continue reading literature set work

5 R&V: Literary text 11: Discuss literature set work (15 mins); LSC: Do revision activities on active and passive voice; discuss & mark answers (40 mins)

200 Revision 120Continue reading literature set work

Reflection

Think about and make a note of: Were you satisfied with the way in which you guided learners to understand how to identify and use active and passive voice? Why or why not? How well did learners manage the task of writing an unbiased news report? What could you do to assist any learners who found this task difficult? Did you cover all the work set for the week? If not, how will you get back on track?




FOCUS ON ENGLISH Week 3 (Week 33) Theme: Gadgets make the world go round


LBact.

TGpp.

Homework Class

Date completed

1 L&S: In small groups decide on the most important gadget & give reasons for choice (15 mins); join another group & share choices and reasons (15 mins); L&S: Listen to a passage that gives instructions; make notes & put the instructions in the correct sequence (25 mins) p. 67

202

203

Act. 1

Act. 2

122–123

123

LB p. 203 L&S: Re-read the notes & think about whether the advice in the instructions

is good or bad

2 L&S: Participate in a class discussion to assess the quality of the advice/instructions in the passage used on Day 1 (20 mins); R&V: Do intensive reading of a magazine article & begin to answer comprehension questions on it (35 mins) p. 67

203

204–205

Act. 3

Act. 4

123

123–124

LB pp. 204–205 Act. 4 R&V: Complete answers to questions on article

3 R&V: Discuss & mark homework (20 mins); R&V & W&P: Revise table and timeline (chronological order) summaries; summarise an article by completing a table summary; discuss & mark summary (35 mins) p. 67

204–205204–207

Act. 4Act. 5

123–124124–125

Continue reading literature set work

4 R&V: Literary text 12: Discuss literature set work (15 mins); R&V & W&P: Do a headings summary; discuss & mark summary (30 mins); R&V & W&P: Begin a timeline summary with events in chronological order (10 mins) p. 67

204–207204–207

Act. 5Act. 5

124–125124–125

LB pp. 204–207 R&V & W&P: Complete

timeline summary

5 R&V & W&P: Discuss & mark timeline summary (10–15 mins); LSC: Revise time words and verbs in instructions; complete sentences with correct time words and verbs (40–45 mins) p. 67

204–207208–209

Act. 5Act. 6 & 7

124–125125–126


Reflection

Think about and make a note of: Several of this week’s activities involved different kinds of summarising. How well did learners manage each kind? What could you do to support learners who had difficult with one or more kind of summary? Did you cover all the work set for the week? If not, how will you get back on track?




Note: There is not a great deal of content to be covered either in CAPS or in the LB so there is time this week to do work in class on the literature text or to practise writing instructions (see Days 3 & 5).

FOCUS ON ENGLISH Week 4 (Week 34) Theme continued: Gadgets make the world go round


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Literary text 13: Discuss literature set work (15 mins); W&P: Plan & write the first draft of a sequence of instructions (30 mins); exchange draft with a partner & give each other feedback (10 mins) p. 67

210 Act. 8 126LB p. 210 Act. 8

W&P: Revise, edit & write final version of a

set of instructions

2 W&P: In groups of four, read final version of instructions to each other & decide whether they are clear and in the correct order (20 mins); W&P: Learn about flow chart diagrams; complete a flow chart; discuss & mark the flow chart (35 mins) p. 67

210

211

Act. 8

Act. 9

126

126–127


3 R&V: Literary text 13: Discuss literature set work and do activities on it (55 mins) p. 67


4 R&V & W&P: Read an article & summarise it, using a timeline; discuss & mark timeline summary (55 mins) p. 67

211 Revision 127 Continue reading literature set work

5 W&P or R&V: Either practice writing instructions by choosing one of the other options in Activity 8 or continue reading and discussing the literature set work (Literary text 13) (55 mins)


Reflection

Think about and make a note of: What were the strengths and weaknesses of learners’ written instructions? What could you do to help them build on their strengths and to overcome their weaknesses? What have you noticed about learners’ responses to the literature set work? Did you cover all the work set for the week? If not, how will you get back on track?




FOCUS ON ENGLISH Week 5 (Week 35) Theme: Sport


LBact.

TGpp.

Homework Class

Date completed

1 R&V & L&S: In small groups, read photographs about sport & discuss questions on sport (20 mins); L&S: Listen for appreciation to information about a song; sing the song & participate in a whole class discussion of questions about it (35 mins) p. 67

212–217

214

Act. 1

Act. 2.1

129

130


2 R&V: Literary text 14: Discuss literature set work (15 mins); R&V & L&S: Read & then recite a poem & answer questions on it (40 mins) 214 Act 2.2 130


3 R&V: Read an article; write answers to questions on it; discuss & mark answers (55 mins)

215–216 Act. 3 130–131 LB pp. 214–215 LSC: Revise new

vocabulary

4 R&V & W&P: Read two articles giving opposite arguments; use mind maps to summarise each argument & to complete Tasks 1 & 2 in Act. 4 (55 mins)

217–218 Act. 4 131 LB pp. 217–218 Act. 4.3 R&V: Prepare answer for

class discussion

5 R&V & L&S: Participate in a class discussion about the arguments in the articles (20 mins); W&P: Learn the text structure and language features of a letter of appreciation; plan & begin first draft of a letter of appreciation (35 mins) p. 67

217–218

219 Act. 5 131

LB p. 219 Act. 5W&P: Complete first

draft of a letter of appreciation

Reflection

Think about and make a note of: Did learners enjoy the song and the poem? How do you know whether they did or did not? How well did learners manage the mind map summarising task? What could you do to assist any learners who found this task difficult? Did you cover all the work set for the week? If not, how will you get back on track?




FOCUS ON ENGLISH Week 6 (Week 36) Theme continued: Sport


LBact.

TGpp.

Homework Class

Date completed

1 W&P: Exchange first draft of letter with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of letter of appreciation (40 mins) p. 67


2 R&V: Literary text 14: Discuss literature set work (15 mins); learn polite forms and stock phrases of thanks; complete polite questions & rewrite exclamations politely; discuss & mark answers (40 mins) p. 67

220 Act. 6 & 7 132Continue reading literature set work

3 R&V: Literary text 14: Discuss literature set work (20 mins); LSC: Do activities on culturally appropriate forms of address (35 mins) p. 67

221 Act. 8 132–133Complete reading of

literature set work

4 R&V: Participate in final discussion of literature set work and do other activities related to it

LB p. 222 Rev. Task 1 LSC: Complete a table

of formal and less formal language use

5 LSC: Discuss & mark homework (5–10 mins); read a text which gives advice; summarise the text in point form; discuss & mark summary (35 mins); R&V & W&P & LSC: Listen to information about revision and final examination papers (10–15 mins)

222222

Rev. Task 1Rev. Task 2

133 Begin preparations for final examinations

Reflection

Think about and make a note of: What were the strengths and weaknesses of learners’ letters of appreciation? How could you help them to build on the strengths and to overcome the weaknesses? Cultural forms of address and cultural practices can be quite challenging to teach. Were you pleased with the way you explained some forms of address and some cultural practices? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use the revision activities in Weeks 38 and 39 LB pp. 223–233, TG pp. 134–140 for examination preparation. The Focus Control Test Book can also be used to help learners to prepare for Paper 1. There are examples of practice questions for Papers 1 and 3 on LB pp. 234–239, with memoranda on TG pp. 141–143. There are also two further sample examination papers for Paper 1, together with memoranda, TG pp. 144–155.

FOCUS ON ENGLISH Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












3. Headstart English First Additional Language (Oxford University Press)

Note: Be prepared to introduce the literature set work for Term 4 (poetry, short stories, novel or play) at the end of Day 4.

HEADSTART Week 1 (Week 31) Theme: Respect and dignity


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to the teacher’s feedback on Term 3 test (20 mins);L&S: In small groups, discuss questions on bias and prejudice (20 mins); share ideas from the group discussions in a whole class discussion (15 mins) p. 67

174 Act. 1 145

2 L&S: Listen critically for bias and prejudice in an extract from a novel; make notes & use these to begin to write answers to Q 1–7 on the extract (55 mins) p. 67

175 Act. 2 145–146 LB p. 175 Act. 2 L&S: Use notes to

complete answers to Q 1–7

3 L&S: Discuss & mark homework & participate in a whole class discussion of Q 8 (30 mins); LSC: Revise active and passive voice; write sentences in passive voice; discuss & mark sentences (25 mins); note homework task; p. 67

175

176

Act. 2

Act. 3

145–146

146

LB p. 176 Support activity

LSC: Rewrite sentences in passive voice

4 LSC: Discuss & mark homework (10 mins); L&S: In small groups, form opinions, support them with reasons & participate in a group discussion (35 mins); R&V: Listen to teacher’s introduction to literature set work (Literary text 11) (10 mins) p. 67

176177

Support activityAct. 4 146–147

R&V: Begin reading literature set work

5 R&V: Discuss literature set work (Literary text 11) (10 mins); LSC: Learn vocabulary to use when expressing and responding to opinions (10 mins); L&S: Participate in an informal discussion by expressing opinions & giving reasons for them (35 mins) p. 67

178

178 Act. 5

147

147


Reflection

Think about and make a note of: How well did learners manage the tasks of identifying bias and prejudice in texts and of expressing and supporting their opinions on various topics? Were you satisfied with what you did to assist them to complete these tasks? Did you cover all the work set for the week? If not, how will you get back on track?




Note: The CAPS includes work with a thesaurus on synonyms in Weeks 31–32 but Headstart covers this topic in Weeks 33–34.

HEADSTART Week 2 (Week 32) Theme continued: Respect and dignity


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Do intensive reading of an extract from a play & begin to write answers to questions on it, including questions on theme (55 mins) p. 67

178–180 Act. 6 147–148 LB pp. 178–180 Act. 6 R&V: Complete answers

to questions on an extract from a play

2 R&V: Discuss & mark homework (20 mins); LSC: Understand subjective & objective language; do critical language awareness work by identifying examples of subjective language in a text and rewriting the sentences in objective language; discuss & mark answers (30 mins);R&V: Read the background to an extract from a novel in preparation for homework task p. 67

178–180181

Act. 6Act. 7

147–148148

LB pp. 181–182 R&V: Read an extract

from a novel

3 R&V & LSC: Write answers to questions on an extract from a novel, including questions on bias and prejudice; discuss & mark answers (55 mins)

182–183 Act. 8 148–149 R&V: Continue reading literature set work

4 R&V: Discuss literature set work (Literary text 11) (15 mins); W&P & LSC: Plan & prepare first draft of a rewritten letter to the press, removing prejudice and bias (40 mins)

184 Act. 9 149–150W&P & LSC: Revise first

draft of letter

5 W&P & LSC: Exchange revised draft with a partner & give each other feedback (15 mins); edit, proof read & write final version (25 mins); join a small group & read final version of rewritten letter to each other (15 mins)

184 Act. 9 149–150 R&V: Continue reading literature set work

Reflection

Think about and make a note of: Were you satisfied with the way you introduced extracts from two literary texts in which there are examples of bias and prejudice? Why or why not? How well did learners manage the task of rewriting a letter to the press ‘objectively? Did you cover all the work set for the week? If not, how will you get back on track?




HEADSTART Week 3 (Week 33) Theme: Ready, set, go!


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 12) (10 mins); R&V & L&S: In small groups, read a drawing & discuss questions on it 20 mins); R&V: Do intensive reading of a short story & begin to answer questions on it (25 mins) p. 67

185

186–187

Act. 1

Act. 2

152

152–153

LB pp. 186–187 Act. 2 R&V: Complete answers

to questions on short story

2 R&V: Discuss & mark homework (15–20 mins); LSC: Revise synonyms and antonyms & use a thesaurus to answer vocabulary questions; discuss & mark answers (35–40 mins) p. 67

186–187187–188

Act. 2Act. 3

152–153153


3 R&V: Discuss literature set work (Literary text 12) (15 mins); LSC: Revise verbs & answer questions on their use; discuss & mark answers (40 mins) p. 67

189 Act. 4 154R&V: Continue reading

literature set work

4 L&S: Learn about sequencing, listen to a set of instructions, take notes & complete a chart showing the sequence of the instructions; discuss & mark answers (55 mins) p. 67


5 R&V: Discuss literature set work (Literary text 12) (15 mins); W&P: Learn about storyboards; work with a partner to decide on 4–6 scenes for a documentary & begin writing & drawing a storyboard for each scene (40 mins) p. 67

191–192 Act. 6 156LB pp. 191–192 Act. 6

W&P: Complete storyboard for

each scene

Reflection

Think about and make a note of: How well did learners manage the sequencing and story board activities? What could you do to assist any learners who found these activities difficult? Did you cover all the work set for the week? If not, how will you get back on track?




Note: Bring some examples of letters to the press for the writing practice activity on Day 5 as some learners may not be able to find these as a homework activity on Day 4.

HEADSTART Week 4 (Week 34) Theme continued: Ready, set, go!


LBact.

TGpp.

Homework Class

Date completed

1 W&P: With the same partner, compare the finished storyboards (10 mins); R&V & L&S: In small groups, do intensive reading of a series of diary entries & participate in a discussion of issues raised in them (30 mins); R&V: Begin writing answers to questions on the diary entries (15 mins) p. 67

191–192192–194

192–194

Act. 6Act. 7

Act. 8

156157

157–158


to questions on diary entries

2 R&V: Discuss & mark homework (20 mins); R&V & W&P: Read an article, plan & write first draft of a paragraph summary (35 mins) p. 67

192–194195

Act. 8Act. 9

157–158158


3 R&V: Discuss literature set work (Literary text 13) (15 mins); R&V & W&P: Exchange draft summary with a partner & give each other feedback (10 mins); write final version of paragraph summary; mark summary (30 mins) p. 67


literature set work

4 R&V: Discuss literature set work (Literary text 13) (15 mins); R&V & W&P: Analyse a cartoon & write a paragraph about it (30 mins); in groups of three, read the paragraph to each other to compare ideas about the cartoon (10 mins) p. 67

196 Support Act. 2

159LB p. 196 Support Act. 3

R&V & W&P: Find a letter to the press to which to write a reply

5 W&P: For writing practice, plan & write the first draft of a letter to the press, taking care to use appropriate text structure and language features (55 mins) p. 67

196 Support Act. 3

159 LB p. 196 Support Act. 3 W&P: Revise, edit & write final version of letter to the press

Reflection

Think about and make a note of: Have the learners improved as summary writers? If so, what improvements have you noticed? If not, what can you do to assist them? How are learners responding to this term’s literature set work? Did you cover all the work set for the week? If not, how will you get back on track?




Note: In Weeks 35–36 there are probably more activities in Headstart than the class will be able to manage. The tracker has left out writing a descriptive paragraph and listening to a song. If there is time, these could be done but it is important to make time to complete the literature set work and to prepare learners for answering contextual questions on it.

HEADSTART Week 5 (Week 35) Theme: A rainbow of “thank yous”


LBact.

TGpp.

Homework Class

Date completed

1 W&P: In groups of four, exchange letters to the press and give each other feedback (15 mins);L&S: Discuss idioms & their use (10 mins); R&V & LSC: Revise figures of speech & begin to write answers to questions on irony and sarcasm p. 67

196

197198

Support Act. 3Act. 1Act. 2

159

161161

LB p. 198 Act. 2 R&V & LSC: Complete

answers to questions on irony & sarcasm

2 R&V & LSC: Discuss & mark homework (15 mins); LSC: Do vocabulary development activity; discuss & mark answers (40 mins) p. 67

198199

Act. 2Act. 3

161161–162


3 R&V: Discuss literature set work (Literary text 14) (20 mins); L&S: Listen for appreciation to a poem & take notes on your response to it; participate in a whole class discussion of responses (35 mins) p. 67


literature set work

4 L&S & LSC: Read the comprehension & language question on the poem; listen to the poem again & write answers to these questions; discuss & mark answers (55 mins)


5 R&V: Discuss literature set work (Literary text 14) (10 mins); W&P: Revise the text structure and language features of a letter of appreciation; plan & begin first draft of letter (45 mins)

201 Act. 5 163LB p. 201 Act. 5W&P: Complete

first draft of letter of appreciation

Reflection

Think about and make a note of: Were you pleased with the guidance you gave learners in understanding figures of speech? Why or why not? How did learners respond to the poem about racist prejudice? Did you cover all the work set for the week? If not, how will you get back on track?




HEADSTART Week 6 (Week 36) Theme continued: A rainbow of “thank yous”


LBact.

TGpp.

Homework Class

Date completed

1 W&P: Exchange draft letter with a partner & give each other feedback (10 mins); revise, edit, proof read & write final version of letter of appreciation (20 mins); R&V: For revision purposes do intensive reading of an information text & begin to write answers to questions on it (25 mins) p. 67

201

202–203

Act. 5

Act. 6

163

163–164

LB pp. 202–203 R&V: Complete answers

to questions on information text

2 R&V: Discuss & mark homework (15 mins); R&V: For revision purposes do intensive reading of a poem & begin to write answers to questions on poetic devices used in it (40 mins) p. 67

202–203204–205

Act. 6Act. 7

163–164 LB pp. 204–205 Act. 7 R&V: Complete answers to questions on poem

3 R&V: Discuss & mark homework (15 mins); R&V & W&P: Read a report & revise summary writing by writing a paragraph summary of it; discuss & mark summary (40 mins) p. 67

204–205206–207

Act. 7Act. 10

164–165166

R&V: Complete reading of literature set work

4 R&V: Participate in final discussion of literature set work & practise answering contextual questions on it (Literary text 14) (55 mins);

5 LSC: Revise register & practise phrases of thanks (25 mins); R&V & W&P & LSC: Listen to information about revision and final examination papers (30 mins)

207 Act. 11 166–167

Reflection

Think about and make a note of: What were the strengths and weaknesses of learners’ letters of appreciation? What could you do to help them to build on the strengths and to overcome the weaknesses? Were you satisfied with learners’ understanding of the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use the revision activities in Weeks 38 and 39 on LB pp. 208–218 and TG pp. 168–174 for examination preparation.

HEADSTART ENGLISH Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












4. Platinum English First Additional Language (Maskew Miller Longman)


PLATINUM ENGLISH Week 1 (Week 31) Theme: Gender and work


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to the teacher’s feedback on Term 3 test (20 mins); R&V & L&S: With a partner, read a photograph & discuss questions on it (10 mins); participate in a whole class discussion of these questions (15 mins); R&V: Listen to the teacher’s introduction to literature set work (Literary text 11) (10 mins) p. 67

207–208 Introduction 120R&V: Begin reading literature set work

2 R&V: Discuss literature set work (Literary text 11) (15 mins); L&S: Listen critically to a dialogue to identify bias and prejudice; make notes while listening (20 mins); in small groups, discuss bias in the dialogue (20 mins) p. 67

208208

Act. 1Act. 2

120120–121


3 R&V: Write answers to questions on bias in dialogue (30 mins); discuss & mark answers (15 mins); R&V: Use critical language awareness to begin reading an article (10 mins) p. 67

208

210–211

Act. 2

Act. 3

120–121

121–122

LB pp. 210–211 Act. 3 R&V: Complete reading

of an article

4 R&V & LSC: Write answers to critical language awareness questions on an article; discuss & mark answers (55 mins) p. 67

210–212 Act. 3a 121–122 R&V: Continue reading literature set work

5 R&V: Discuss literature set work (Literary text 11) (10 mins); R&V & W&P: Summarise a set of instructions; discuss & mark summary (40 mins); LSC: Listen to the teacher’s instructions for thesaurus activity for homework (5 mins) p. 67

212–213

213–214

Act. 3b

Act. 4

122–123

123

LB pp. 213–214 Act. 4 LSC: Answer questions based on a thesaurus

entry

Reflection

Think about and make a note of: How well do learners understand the concepts of bias and prejudice? Were you pleased with their responses to the critical language awareness activities? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




PLATINUM ENGLISH Week 2 (Week 32) Theme continued: Gender and work


LBact.

TGpp.

Homework Class

Date completed

1 LSC: Discuss & mark homework (15 mins); LSC: Build vocabulary by matching biased terms with unbiased terms; discuss & mark answers (30 mins); R&V: Learn how to identify themes and features of humour in a literary text & note homework task (10 mins) p. 67

213–214214

215

Act. 4Act. 5

Act. 6

123123

124

LB pp. 215–216 Act. 6 R&V: Do intensive

reading of a short story

2 R&V: Write answers to questions on a short story, including questions on humour and theme; discuss & mark answers (55 mins) p. 67


3 R&V: Discuss literature set work (Literary text 11) (10 mins); LSC: Revise active and passive voice; rewrite sentences; discuss & mark rewritten sentences (30 mins); W&P: Learn how to write a text to avoid bias and/or prejudice (15 mins) p. 67

217–218

218–219

Act. 7

Act. 8

125

125


4 LSC: Rewrite sentences to remove bias & stereotypes; discuss & mark answers (30 mins); R&V: Read a text for critical language awareness & begin writing answers to Q 1–6 (25 mins), p. 67

218–219 Act. 9 126 LB pp. 220–221 Revision R&V: Complete answers

to Q 1–6

5 R&V: Discuss & mark homework (15 mins); R&V & LSC: Participate in a whole class discussion of answers to Q 7–8 (15 mins); LSC: Rewrite sentences in passive voice; discuss & mark answers (25 mins) p. 67

220–221

221

Revision

Revision

126–127

127


Reflection

Think about and make a note of: Several of this week’s activities focused on the connotations of words and phrases. Were you pleased with the ways in which you guided learners to understand how word choices construct meanings? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




PLATINUM ENGLISH Week 3 (Week 33) Theme: The language of science


LBact.

TGpp.

Homework Class

Date completed

1 R&V & L&S: With a partner, read a photograph & discuss questions related to it (10 mins); L&S: Listen to a procedure & use sequence words to assist with note taking; use the notes to complete a diagram; discuss & mark answers (45 mins) p. 67

223–224

224–225

Introduction

Act. 1

129

129–130


2 R&V: Discuss literature set work (Literary text 12) (15 mins); R&V: Do intensive reading of a set of instructions which includes visual information; begin to write answers to questions (40 mins) p. 67

225–228 Act. 2a 130–131LB pp. 225–228 Act. 2

R&V: Complete answers to questions on instructions text

3 R&V & LSC: Discuss & mark homework (20 mins);R&V & W&P: Write a set of sequenced, summarised instructions; discuss & mark summaries (35 mins) p. 67

225–228228–229

Act. 2aAct. 2b

130–131131


4 R&V: Discuss literature set work (Literary text 12) (15 mins); LSC: Revise verbs & use scientific verbs correctly; discuss & mark answers (25 mins); use stative verbs correctly; discuss & mark answers (15 mins) p. 67

229–230 Act. 3 132LB pp. 230–231

R&V: Read information about setting in science

fiction texts

5 R&V: Do intensive reading of an extract from a science fiction story & study the drawings that illustrate the story; begin to write answers to questions on the extract (55 mins) p. 67

230–233 Act. 4 133–14 LB pp. 230–233 Act. 4 R&V: Complete answers

to questions on story extract

Reflection

Think about and make a note of: How well did learners manage activities which focused on scientific language and writing summarised instructions? What could you do to assist any learners who found these tasks difficult? Did you cover all the work set for the week? If not, how will you get back on track?




Note: Bring some examples of letters to the press for the writing practice activity on Day 5 as some learners may not be able to find these as a homework activity on Day 4.

PLATINUM ENGLISH Week 4 (Week 34) Theme continued: The language of science


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss & mark homework (15 mins); LSC: In groups of four, build vocabulary using prefixes & suffixes; discuss & mark answers (30 mins); LSC & W&P: Revise sequence words & begin to put a set of instructions in chronological order (10 mins) p. 67

230–233233

234

Act. 4Act. 5

Act. 6

133–134134–135

135–136

LB p. 234 Act. 6 LSC & W&P: Put

instructions in chronological order

2 LSC & W&P: Discuss & mark homework (10 mins); W&P: With a partner, decide on a writing task related to cell phone use; plan & write the first draft of the instructions; include at least one drawing in the instructions (45 mins) p. 67

234234–235

Act. 6Act. 7

135–136136

LB pp. 234–235 Act. 7 W&P: Complete first draft of instructions, including a drawing

3 W&P: Exchange draft with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of instructions and diagram (40 mins) p. 67


4 R&V: Discuss literature set work (Literary text 13) (20 mins); R&V: Do intensive reading of an article & begin to write answers to Q 1–11 (35 mins) p. 67

236–237 Revision 137LB pp. 236–237 Revision R&V: Complete answers

to Q 1–11

5 R&V: Discuss & mark answers (15 mins); W&P: For revision purposes, write a diary entry (25 mins); in groups of three, read diary entries to each other & give each other feedback (15 mins)

236–237237

RevisionRevision

137137


Reflection

Think about and make a note of: What were the strengths and weaknesses of learners’ instructions and diagrams? What could you do to help them to build on the strengths and to overcome the weaknesses? How are learners responding to the literature set work? Did you cover all the work set for the week? If not, how will you get back on track?




PLATINUM ENGLISH Week 5 (Week 35) Theme: Design


LBact.

TGpp.

Homework Class

Date completed

1 L&S: With a partner, read a photograph & discuss questions based on it (10 mins); L&S: Listen for appreciation to a poem; in a small group ‘perform’ the poem (20 mins); R&V: Do pre-reading activities; read a magazine article & begin writing answers to Q 1–10 (25 mins) p. 67

239–240

240–241

241–244

Introduction

Act. 1

Act. 2a

139

139

140–141


to Q 1–10

2 R&V: Discuss & mark homework (15 mins); write answers to Q 11–12; discuss & mark answers (20 mins); R&V & W&P: Select information for a summary & begin writing it (20 mins) p. 67

241–244244

244–245

Act. 2aAct. 2aAct. 2b

140–141141

LB pp. 244–245 Act. 2b R&V & W&P: Complete

summary

3 R&V & W&P: Discuss & mark summaries (10–15 mins); LSC: Learn about formal register; change sentences from informal to formal register; discuss & mark answers (40–45 mins) p. 67

244–245245–246

Act. 2bAct. 3

141141–142


4 R&V: Discuss literature set work (Literary text 14) (20 mins); LSC: Build vocabulary by learning & using culturally appropriate forms of address (35 mins) p. 67

246–247 Act. 4 142R&V: Continue reading

literature set work

5 R&V: Revise setting in literary texts; read an extract from a novel & begin to write answers to questions on setting (55 mins) p. 67

247–249 Act. 5 143 LB pp. 247–249 Act. 5 R&V: Complete answers to questions on setting

Reflection

Think about and make a note of: How well did learners manage the summary task? What could you do to assist any learners who still find summarising difficult? Were you pleased with the way you taught learners about register and forms of address? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




PLATINUM ENGLISH Week 6 (Week 36) Theme continued: Design


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss & mark homework (15 mins); LSC: Learn polite forms and stock phrases & use them in completing formal letters; discuss & mark answers (40 mins) p. 67

247–249249–250

Act. 5Act. 6

143144


2 R&V: Discuss literature set work (Literary text 14) (15 mins); W&P: Learn how to write a formal letter of thanks and appreciation; plan & begin first draft of letter (40 mins) p. 67

251–252 Act. 7 145LB pp. 251–252 Act. 7

W&P: Complete first draft of letter of

appreciation

3 W&P: Exchange first draft with a partner & give each other feedback (10–15 mins); revise, edit, proof read & write final version of letter of thanks and appreciation (40–45 mins) p. 67

251–252 Act. 7 145 R&V: Complete reading of literature set work

4 R&V: Participate in final discussion of literature set work (Literary text 14) (30 mins); R&V: Read an article & begin writing answers to comprehension and formal language questions (25 mins) p. 67

253–254 Revision 145–146

LB pp. 253–254 Revision R&V: Complete answers

to comprehension questions

5 R&V: Discuss & mark homework (20 mins); listen to information about revision and final examination papers (35 mins)

253–254 Revision 145–146

Reflection

Think about and make a note of: What were the strengths and weaknesses of learners ’formal letters of thanks and appreciation? What could you do to help them to build on the strengths and to overcome the weaknesses? Were you pleased with the ways in which you assisted learners to understand and appreciate this term’s literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use some of the activities in Weeks 38 and 39 on LB pp. 258–270 and TG pp. 147–154 for examination preparation. The Platinum Control Test Book could be used to assist learners to prepare for Paper 1. There is also an example of Paper 3 on LB pp. 275–277 (rubrics TG pp. 168–170) and an example of Paper 1, together with a memorandum, on TG pp. 160–167.

PLATINUM ENGLISH Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












5. Solutions for All English First Additional Language (Maskew Miller Longman)

Note 1: In this LB Weeks 29–30 are the first two weeks of Term 4 and correspond to the CAPS Weeks 31–32.Note 2: Be prepared to introduce the literature set work for Term 4 (poetry, short stories, novel or play) at the end of the lesson on Day 1.

SOLUTIONS FOR ALL Week 1 (Week 31) Theme: Positioning in texts


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to teacher’s feedback on Term 3 test (20 mins); L&S: In small groups, participate in discussion of questions about ‘position’ (10 mins); R&V & LSC: Develop critical language awareness by learning how texts position individuals and groups (15 mins); R&V: Listen to teacher’s introduction to literature set work (10 mins) p. 67

203

204–205

Introduction 105R&V: Begin reading literature set work

2 L&S: Listen critically to a story & makes notes in order to answer comprehension questions & questions on bias, prejudice & stereotyping; use notes to write answers to questions; discuss & mark answers (55 mins) p. 67

205 Act. 1 106–108 LB p. 206 LSC: Learn vocabulary in

word bank

3 R&V & LSC: Learn more about propaganda, persuasion and critical language awareness (15–20 mins); do an activity to check knowledge of techniques of propaganda; discuss & mark answers (35–40 mins)

206–207208–209 Check

myself

R&V: Continue to read literature set work

4 R&V: Discuss literature set work (Literary text 11) (15 mins); R&V: In groups of three, do intensive reading of an extract from a novel & discuss answers to questions (30 mins); take part in a short whole class discussion of answers (10 mins) p. 67

209–210 Act. 2 108–109R&V: Continue to read

literature set work

5 R&V: Discuss literature set work (Literary text 11) (15 mins); R&V & LSC: Learn about gender stereotyping and bias; in small groups, participate in a discussion & other activities related to gender stereotyping & bias (40 mins) p. 67

211 Act. 3 110R&V & LSC: Find

examples of gender bias or stereotyping in the

media to bring to class

Reflection

Think about and make a note of: Most of this week’s activities focused on critical literacy and critical language awareness. Were you pleased with the ways in which you guided learners through the activities? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




Note: There is not a great deal of content in the LB for these two weeks. The tracker suggests setting some contextual questions on the literature set work for learners to do on Day 5.

SOLUTIONS FOR ALL Week 2 (Week 32) Theme continued: Positioning in texts


LBact.

TGpp.

Homework Class

Date completed

1 R&V & LSC: In groups of five, discuss the examples of gender bias and stereotyping in the media texts collected for homework (15 mins);LSC: Revise active and passive voice; change sentences from active to passive voice; discuss & mark sentences; discuss changes in meanings or emphasis as a result of changes from active to passive voice in the sentences (40 mins) p. 67

212–213 Act. 4 110


2 R&V: Discuss literature set work (Literary text 11) (15 mins); W&P: Rewrite a text to remove bias (first draft) p. 67 214–215 Act. 5 111

LB pp. 214–215 Act. 5 W&P: Revise first draft

of text

3 W&P: With a partner, compare the changes made to the biased text (15 mins); revise, edit, proof read & write final version of text with bias removed (40 mins)

214–215 Act. 5 111 R&V: Continue to read literature set work

4 LSC: Use a thesaurus to find synonyms for the words in the word bank; use five of the synonyms in sentences; discuss & mark answers (55 mins)

215 Extra practice

No. 5


5 R&V: Discuss literature set work and do other activities based on it (Literary text 11) (55 mins) p. 67


Reflection

Think about and make a note of: Were you satisfied with the way you introduced the literature set work for the term? Why or why not? How are learners responding to it so far? Did you cover all the work set for the week? If not, how will you get back on track?




SOLUTIONS FOR ALL Week 3 (Week 33) Theme: Procedures and sequences


LBact.

TGpp.

Homework Class

Date completed

1 R&V & L&S: In small groups, discuss a photograph, a rhyme and questions on both of these (15 mins); R&V & LSC: Learn about sequencing in texts (5–10 mins); L&S: Listen to a text & focus on sequencing; take notes & use these to answer the teacher’s questions on the text; discuss & mark answers (45–50 mins) p. 67

217

218219

Introduction

Act. 1

113

113–115



2 LSC: To prepare for a sequencing activity, use check myself to revise grammar (15 mins); learn about coherence (5 mins); R&V & LSC: In groups of three, read a text & decide on the best order for the paragraphs (20 mins); compare sequence with another group (10 mins); listen to teacher’s instructions for homework task (5 mins) p. 67

219–220

220–222

Check myselfAct. 2

115–116

115–117

LB pp. 221–222 Act. 2.5 R&V & LSC: Rearrange

sentences in the best order to form a

paragraph3 R&V & LSC: Discuss & mark homework (10 mins);

R&V: Read & discuss three procedural texts that includes visual and prose information (35 mins); W&P: Begin first draft of homework Act. 2 on creating a flow chart or sequence diagram

221–222223–225

231

Act. 2

Homework Act. 2

115–117 LB pp. 223–225, 231W&P: Complete first draft of flow chart or sequence diagram

4 W&P: Exchange draft procedural text (flow chart of diagram) with a partner & give each other feedback (10 mins); revise, edit, proof read and write final version of flow chart or diagram (20 mins); L&S & W&P: In small groups, decide on an activity for which to write procedural instructions & begin working on instructions (25 mins) p. 67

231

225–226

HomeworkAct. 2

Act. 3 117


5 R&V: Discuss literature set work (Literary text 12) (15 mins); L&S & W&P: Complete first draft of procedural instructions (10 mins); revise, edit, proof read & write final version (20 mins); join another group & read instructions to each other (10 mins) p. 67

225–226 Act. 3 117R&V: Continue to read

literature set work

Reflection

Think about and make a note of: Much of this week’s work focused on sequencing, chronological order and coherence. How well did learners manage the various tasks? Were you pleased with the guidance and support that you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




SOLUTIONS FOR ALL Week 4 (Week 34) Theme continued: Procedures and sequences


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 13) (20 mins); LSC: Revise verb forms & use check list (20 mins); begin to write correct verb forms in sentences p. 67

226–228 Check myselfAct. 4

118LB p. 228 Act. 4 LSC: Complete

sentences using correct verb form

2 LSC: Discuss & mark homework (10 mins); R&V & LSC: Learn vocabulary for film study; learn about storyboards (30 mins); W&P: In groups of four, choose a scene or sequence from the literature set work & start planning how to turn it into a film sequence (15 mins) p. 67

228228–229

230230

Act. 4

Act. 5

118

118


3 R&V: Discuss literature set work (Literary text 13) (15 mins); W&P: In groups of four, complete plan for film sequence (10 mins); prepare storyboard for the film sequence (30 mins) p. 67

230 Act. 5 118R&V: Continue to read

literature set work

4 R&V: Discuss literature set work (Literary text 13) (30 mins); W&P: Join another group and present storyboards to each other; give each other feedback (25 mins)

230 Act. 5 118LB p. 231 Extra practice 1R&V: Look for examples

of a procedure presented in writing & one presented in a

diagram to bring to class

5 R&V & L&S: In small groups, discuss the text structure and language features of procedural texts brought to class (30 mins); R&V: Continue to read & discuss literature set work (Literary text 13) (25 mins)

231 Extra practice 1


Reflection

Think about and make a note of: What impressed you about learners’ storyboards? On which aspects of storyboards could they improve? How would you help them to do so? Are you pleased with learners’ responses to the literature set work? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




SOLUTIONS FOR ALL Week 5 (Week 35) Theme: The pursuit of happiness


LBact.

TGpp.

Homework Class

Date completed

1 L&S: In small groups discuss questions on the theme of happiness (15 mins); R&V & L&S: Do intensive reading of two texts, compare & contrast the text structure, languages features & aspects of the theme expressed in two texts; discuss the comparisons with a partner & then participate in a whole class discussion of the comparisons and contrasts (40 mins) p. 67

233234–235

Introduction 120 R&V: Continue to read literature set work

2 R&V: Discuss literature set work (Literary text 14) (20 mins);L&S: Listen for appreciation to a text read by the teacher; participate in class discussion of responses to the text (35 mins); LSC: Note homework task p. 67

235–236 Act. 1 120–121LB pp. 236–237

Study the word bank for vocabulary related to the reading text for

Day 3

3 R&V: In small groups, do intensive reading of two texts about happiness & discuss the ideas in them ( 35 mins);R&V & W&P: Begin summary activity on each one (20 mins) p. 67

236–238 Act. 2.1 121 LB pp. 236–238 Act. 2.1

4 R&V & W&P: Discuss & mark summaries (15 mins); W&P: Do activities to prepare for writing a 100 word paragraph (20 mins); use information from these activities to plan & begin first draft of a paragraph p. 67

236–238238–239

239

Act. 2.1Act. 2.3–2.4

Act. 2.5

121–122 LB p. 239 Act. 2.5W&P: Complete first draft of paragraph

5 W&P: Exchange paragraph with a partner & give each other feedback (10 mins); revise, edit, proof read & write final version of paragraph (20 mins);R&V & L&S: For literature revision, participate in a small group discussion of set works, based on questions in Act. 3 (25 mins) p. 67

239

239

Act. 2.5

Act. 3 122


Reflection

Think about and make a note of: This week, learners read, listened to and wrote texts in a range of genres. Were you pleased with the support you gave them? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




SOLUTIONS FOR ALL Week 6 (Week 36) Theme continued: The pursuit of happiness


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 14) (20 mins); R&V: Do intensive reading of three texts & begin to write answers to questions in Act. 4.1 (35 mins) p. 67

240–242 Act. 4.1 122–123LB pp. 240–242 Act. 4.1 R&V: Complete answers

to questions on texts

2 R&V: Discuss & mark homework (15 mins); W&P: Revise formats and registers used for different types of letters (15 mins); LSC: Learn how culture affects forms of address (15 mins); W&P: Brainstorm ideas for a letter of appreciation/letter of thanks (10 mins) p. 67

240–242242

243

Act. 4.1Check myself

Act. 5

122

123

LB pp. 242–243 Act. 5.2 W&P: Write first draft

of letter of thanks/appreciation

3 W&P: Exchange draft letter with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of letter of thanks/appreciation (40 mins); p. 67

242–243 Act. 5.2 123 R&V: Complete reading of literature set work for

the term

4 R&V: Participate in final whole class discussions of literature set work (30 mins); listen to information about revision and final examination papers & note homework task (25 mins)

R&V & W&P & LSC: Review LB to prepare

questions on any aspect of it to revise in class

5 R&V & W&P & LSC: Participate in revision activities as directed by teacher (55 mins)

Reflection

Think about and make a note of: How did learners respond to the literature set work? In future would you teach this book in a similar or a different way? Why? What were the strengths and weaknesses of learners’ letters of thanks/appreciation? How could you help them to build on the strengths and to overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use some of the activities in the final chapter of the LB (LB pp. 245–259) for examination preparation. Guidelines for the content and activities in this chapter can be found on TG pp. 125–129. There are examples of questions for Papers 1 and 3, together with memoranda in the TG which could also be used for revision and examination preparation purposes. (Paper 1: pp. 130–134, pp. 135–136; Paper 3: TG pp. 149–151, pp. 153–154, pp. 158–161).

SOLUTIONS FOR ALL Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












6. Study and Master English First Additional Language (Cambridge University Press)

STUDY AND MASTER Week 1 (Week 31) Theme: Dealing with bias and prejudice


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to teacher’s feedback on Term 3 test (20 mins); L&S: Learn about critical listening for bias and prejudice (15 mins); listen critically to a text & discuss questions on bias and prejudice (20 mins) p. 67

261260 Act. 124

198198–203

LB pp. 262–263 Act. 125 R&V: Scan & skim an

article to answer Q 2a & b

2 R&V: Discuss & mark homework (15 mins); do intensive reading of an article for critical language awareness & begin to write answers to questions on it (40 mins) p. 67

262–263262–265

Act. 125 203–204 LB pp. 262–264 Act. 125 R&V: Complete answers

to Q 3a–j

3 R&V: Discuss & mark homework (15 mins); R&V & W&P: Identify bias in a paragraph & rewrite the text to remove prejudice and bias; discuss & mark paragraph (40 mins); note homework task; p. 67

262–264265–266

Act. 125Act. 126

203–204205–208

LB pp. 266–268 Act. 126 W&P: Choose a topic for an argumentative essay

& write a plan for it

4 W&P: Revise text structure and language features of an argumentative essay (15 mins); begin first draft of argumentative essay; (40 mins) p. 67

266–268 Act. 126 205–208 LB pp. 266–268 Act. 126

W&P: Complete first draft of argumentative

essay

5 LSC: Revise active and passive voice (15 mins); rewrite sentences in active voice; discuss & mark answers (25 mins); begin to answer Q 3 & 4a–j

268–271268269

Act. 127Act. 127Act. 127

208–209208–209208–209

LB p. 269 Act. 127 LSC: Complete answers

to Q 3 & 4a–j

Reflection

Think about and make a note of: How well did learners manage the critical listening, reading and writing activities? What could you do to assist any learners who found these activities difficult? Did you cover all the work set for the week? If not, how will you get back on track?





STUDY AND MASTER Week 2 (Week 32) Theme continued: Dealing with bias and prejudice


LBact.

TGpp.

Homework Class

Date completed

1 LSC: Discuss & mark homework (20 mins); L&S: Participate in a group discussion (25 mins);R&V: Listen to teacher’s introduction to literature set work (Literary text 11) (10 mins) p. 67

269272

Act. 127 Q 3 & 4Act. 128

208–209212–214

R&V: Begin reading literature set work

2 R&V: Discuss literature set work (Literary text 11) (10 mins);R&V: Do intensive reading & explore a theme in a poem; begin writing answers to questions on the poem (45 mins) p. 67

273–275 Act. 129 215–217LB pp. 273–275 Act. 129 R&V: Complete answers to questions on poem

3 R&V: Discuss & mark homework (15 mins); LSC: Use a thesaurus for vocabulary activities, including finding & using synonyms; discuss & mark answers (40 mins) p. 67

273–275275–276

Act. 129Act. 130

215–217217–219


4 R&V: Discuss literature set work (Literary text 11) (20 mins);W&P & LSC: Return to draft argumentative essay & revise it, paying attention to the use of logical connectors (35 mins)

277 Act. 131 219–221R&V: Continue reading

literature set work

5 R&V: Discuss literature set work (Literary text 11) (20 mins);W&P & LSC: Edit, proof read & write final version of argumentative essay (35 mins) p. 67


literature set work

Reflection

Think about and make a note of: Were you pleased with the way in which you introduced the literature set work? Why or why not? How well did learners manage the thesaurus activities? Did you cover all the work set for the week? If not, how will you get back on track?




STUDY AND MASTER Week 3 (Week 33) Theme: Taking notes


LBact.

TGpp.

Homework Class

Date completed

1 L&S: Revise how to take notes (15 mins); listen to a text read by teacher & take notes (25 mins); in groups of four, share & compare notes (15 mins) p. 67

278–280278

Act. 132Act. 132

222–223 R&V: Continue reading literature set work

2 R&V: Discuss literature set work (Literary text 12) (15 mins);R&V: With a partner, do intensive reading of a procedural text & answer questions about it (25 mins); participate in a whole class discussions of answers (15 mins) p. 67


literature set work

3 R&V: Do intensive reading of an extract from a literary text (play) & write answers to questions on it; discuss & mark answers (55 mins) p. 67


4 R&V: Discuss literature set work (Literary text 12) (10 mins);LSC: Learn about chronological order, sequence & time expressions (15 mins); read a text; put events in the correct order & use sequence words correctly; discuss & mark text (30 mins) p. 67

284–285 Act. 135 225–226LB pp. 286–287

W&P: Study text structure and language features of procedural

texts

5 W&P: Choose a topic, plan & write first draft of a procedural text (35 mins); exchange text with a partner & give each other feedback (10 mins); begin to revise text (10 mins) p. 67

286–287 Act. 136 226–228 LB pp. 286–287 Act. 136 W&P: Complete

revisions to text, edit, proof read & write final version of procedural

text

Reflection

Think about and make a note of: This week learners wrote notes; rewrote a text in correct sequence and wrote a procedural text. What strengths and weaknesses did you notice in their writing? How could you help them to build on the strengths and to overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track?




STUDY AND MASTER Week 4 (Week 34) Theme continued: Taking notes


LBact.

TGpp.

Homework Class

Date completed

1 L&S: While listening to a set of instructions, take notes & use them to complete a table; discuss & mark table (30 mins); R&V: Scan & skim a short story & then begin intensive reading of it (25 mins) p. 67

287

287–291

Act. 137

Act. 138

229–230

230–232

LB pp. 287–291 Act. 138R&V: Complete intensive reading of a short story

2 R&V: For literature revision, write answers to questions on setting, characters, plot and language use; discuss & mark answers (55 mins)


3 R&V: Discuss literature set work (Literary text 13) (15 mins);R&V & W&P: Revise summary writing & use notes to write a summary; discuss & mark summary (40 mins) p. 67


literature set work

4 R&V: Discuss literature set work (Literary text 13) (15 mins); LSC: Do grammar revision tasks 2 & 3; discuss & mark answers (40 mins) p. 67


literature set work

5 R&V: Discuss literature set work (Literary text 13) (15 mins); LSC: Do grammar revision tasks 4 & 5; discuss & mark answers (40 mins) 293–294 Act. 140 233–234


Reflection

Think about and make a note of: What did you notice about learners’ answers to the grammar revision questions? How will you respond to these answers? Do learners’ responses to the literature set work suggest that you should make any changes to the ways in which you are guiding their reading? Did you cover all the work set for the week? If not, how will you get back on track?




STUDY AND MASTER Week 5 (Week 35) Theme: Appreciation


LBact.

TGpp.

Homework Class

Date completed

1 L&S: Learn about listening for appreciation; listen to two texts; make notes & use the notes to answer questions about the texts (55 mins) p. 67

295–296296–297

Act. 141Act. 141

235–237 LB pp. 297–298R&V: Revise how to read

for comprehension

2 R&V: Revise reading comprehension strategies; read an extract from a book; work with a partner to answer questions on it; discuss & mark answers (55 mins) p. 67


3 R&V: Discuss literature set work (Literary text 14) (15 mins); LSC: Study polite forms and stock phrases of thanks; in small groups do Act. 1 & 2 based on these (40 mins); note homework task; p. 67

300–302 Act. 1431 & 2

239–240LB p. 301 Act. 143 Q 3 W&P: Write one short

dialogue which involves saying thank you

4 W&P: In groups of four, read dialogues to each other & give each other feedback (15 mins);W&P: Revise text structure and language features of an informal letter; plan & begin first draft of an informal letter of thanks (40 mins) p. 67

301

302–303

Act. 143Q 3

Act. 144

239–240

240

LB pp. 302–303 Act. 144 W&P: Complete first

draft of informal letter of thanks

5 W&P: Exchange draft letter with a partner & give each other feedback (10 mins); revise, edit, proof read & write final version of informal letter of thanks (45 mins) p. 67


Reflection

Think about and make a note of: Were you pleased with the way you assisted learners to revise reading comprehension strategies? Why or why not? How well did they manage the reading comprehension task? How well did they manage the register of the informal letter of thanks? Did you cover all the work set for the week? If not, how will you get back on track?




STUDY AND MASTER Week 6 (Week 36) Theme continued: Appreciation


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 14) (15 mins); L&S: Study information on musical appreciation; listen for appreciation to a song; complete a table about response to it; discuss answers (40 mins); note homework task; p. 67

304–305 Act. 145 240–241 LB pp. 305–307 Act. 146 R&V: Do pre-reading scanning & skimming

tasks on a text

2 R&V: Do intensive reading of a text & write answers to questions on it; discuss & mark answers (55 mins); note homework task; p. 67

305–307 Act. 146 241–243 LB p. 308 Act. 147LSC: Do vocabulary

activities 1, 2 & 3 related to reading text

3 LSC: Discuss & mark homework (15 mins);R&V & W&P: Revise summary writing strategies & write a summary (40 mins) p. 67

308309–310

Act. 147Act. 148

243–244244–245

R&V: Complete reading of literature set work

4 R&V: Participate in final discussion of literature set work (Literary text 14) (30 mins); W&P: Revise approaches to writing narrative and descriptive essays; plan an essay on one of five topics (25 mins) p. 67

310–311 Act. 149 245R&V & W&P & LSC:

Review LB to prepare questions on any aspect

of it to revise in class

5 W&P: In groups of four, share essay plans & give each other feedback on them (15 mins); discuss preparation for final examination papers (40 mins)

310–311 Act. 149 245

Reflection

Think about and make a note of: This week’s work included revision of strategies for summary and essay writing. Were you pleased with the guidance you gave learners and with their responses? How did learners respond to the literature set work? In future would you teach this book in similar or different way? Why? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use some of the activities in the final chapter of the LB (LB pp. 312–327) for examination preparation. Guidelines for the content and activities in this chapter can be found on TG pp. 246–256. There is an example of Papers 1 and 3 on LB pp. 329–338; pp. 340–343 with memoranda in the assessment section of the TG (TG pp. 27–29; pp. 35–37).

STUDY AND MASTER Weeks 7–9 (Weeks 37–39) Revision and end-of-year examination


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












7. Via Afrika English First Additional Language (Via Afrika)

Note 1: Be prepared to introduce the literature set work in the final part of the lesson on Day 3. Note 2: In order to give all learners an opportunity to participate in the debate, time has been allocated in both Week 1 and Week 2. If you have more than 42 learners in your class, adjust the time for other activities in Week 2 so that all teams can participate.

VIA AFRIKA Week 1 (Week 31) Theme: Bias and prejudice


LBact.

TGpp.

Homework Class

Date completed

1 R&V & W&P & LSC: Listen to teacher’s feedback on Term 3 test (20 mins); R&V: Revise understanding of bias and prejudice; read a speech for critical language awareness & begin to answer questions on it (35 mins) p. 67

180–181181–182 Act. 1

167168–169

LB pp. 181–182 Act. 1 R&V & LSC: Complete answers to questions

2 R&V & LSC: Discuss & mark homework (20 mins); R&V: Do intensive reading of an extract from a short story & discuss issues of bias & prejudice in it (35 mins) p. 67

183–184 169LB pp. 183–184

LSC: Revise vocabulary related to reading text

3 L&S: Listen critically to a text read by teacher; discuss questions related to bias & prejudice in it (35 mins); R&V: Listen to teacher’s introduction to literature set work and begin reading (20 mins) p. 67


4 R&V: Discuss literature set work (Literary text 11) (20 mins); L&S: In groups of seven (two teams of three, plus a chairperson); decide who will support and oppose a motion & who will prepare which arguments (20 mins); W&P: Revise the text structure and language features of an argumentative essay (15 mins) p. 67

185

185–186

Act. 3 170–171

171–172

LB p. 185 Act. 3 L&S: Prepare speeches

for debate

5 L&S: In groups of seven, make final preparations for debate (10 mins); three groups of seven takes turns to present a 15 minute debate to the class (45 mins) p. 67


Reflection

Think about and make a note of: How well do learners understand the concepts of bias and prejudice? Were you pleased with their responses to the critical language awareness activities? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




VIA AFRIKA Week 2 (Week 32) Theme continued: Bias and prejudice


LBact.

TGpp.

Homework Class

Date completed

1 L&S: Three more groups of seven takes turns to present a 15 minute debate to the class (45 mins); sum up learning from the debate (10 mins) p. 67


2 R&V: Discuss literature set work (Literary text 11) (20 mins); W&P: Plan & begin first draft of an argumentative essay (35 mins) p. 67 186 Act. 4 171–172

LB p. 186 Act. 4W&P: Complete first

draft of argumentative essay

3 W&P: Exchange draft essay with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of argumentative essay (40 mins) p. 67


4 R&V: Discuss literature set work (Literary text 11) (20 mins); LSC: Revise active and passive voice; complete a table using active & passive voice; discuss 7 mark answers (35 mins) p. 67


literature set work

5 LSC: Use a thesaurus or dictionary to find synonyms for vocabulary items; discuss & mark answers (55 mins)


Reflection

Think about and make a note of: What impressed you about learners’ debating abilities? What were the strengths and weaknesses of learners’ argumentative essays? How could you help them to build on the strengths and overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track?




VIA AFRIKA Week 3 (Week 33) Theme: Following procedures


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 12) (15 mins); R&V: Do intensive reading of an extract from a short story; write answers to questions on it; discuss & mark answers (40 mins) p. 67

188–190 Act. 1 177LB pp. 188–189 LSC: Learn new

vocabulary from reading text

2 R&V: Continue to do intensive reading of extracts from a short story; in small groups discuss the questions about the story included in the essay question (Act. 2); contribute to a whole class discussion of these questions (55 mins); note a literary essay is no longer part of the EFAL literature exam; p. 67


3 L&S: Learn about text structure and language and visual features of a procedural text (20 mins); listen to a procedural text & take notes in order to answer questions (25 mins); discuss answers to questions (10 mins) p. 67

193–194

194 Act. 3

179–180178


4 R&V: Discuss literature set work (Literary text 12) (15 mins); W&P: Plan & begin writing first draft of a procedural text (40 mins) p. 67 194–196 Act. 4 179–180

LB pp. 194–196 Act. 4 W&P: Complete first

draft of procedural text

5 W&P: Exchange draft procedural text with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of procedural text (40 mins); note homework task; p. 67

194–196 Act. 4 179–180 LB pp. 195–196 Act. 4 W&P: Prepare a

storyboard to illustrate the procedural text

Reflection

Think about and make a note of: Were you pleased with the way in which you helped learners to understand how to listen to and write a procedural text? Why or why not? Did you cover all the work set for the week? If not, how will you get back on track?




VIA AFRIKA Week 4 (Week 34) Theme continued: Following procedures


LBact.

TGpp.

Homework Class

Date completed

1 W&P: In groups of four, read procedural text to each other and show the storyboard that illustrates the text; discuss the strengths and weaknesses of each written text and each storyboard (30 mins) p. 67


2 R&V: Discuss literature set work (Literary text 13) (20 mins); R&V & W&P: Read an article & plan a summary of it in the form of a procedural text; begin writing draft summary (35 mins) p. 67

196–197 Act. 5 180–181LB pp. 196–197

R&V & W&P: Complete first draft of summary

3 R&V & W&P: Exchange draft summary with a partner & give each other feedback (10 mins); revise, edit, proof read & write final version of procedural summary (45 mins) p. 67


4 R&V: Discuss literature set work (Literary text 13) (20 mins); LSC: With a partner, revise the past participle forms of irregular verbs; find more examples; learn all of them (35 mins) p. 67


literature set work

5 R&V: Discuss literature set work (Literary text 13) (30 mins); LSC: Learn about chronological order and sequencing & words to indicate sequence and chronology (25 mins)

199R&V: Continue reading

literature set work

Reflection

Think about and make a note of: Did you cover all the work set for the week? If not, how will you get back on track?




VIA AFRIKA Week 5 (Week 35) Theme: Appreciation and gratitude


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Revise characterisation in a short story; do intensive reading of extracts from a short story; in small groups discuss the questions about the story included in the essay question (Act. 1); contribute to a whole class discussion of these questions (55 mins); note a literary essay is no longer part of the EFAL literature exam; p. 67

200–203 Act. 1 184–185 LB pp. 200–203 LSC: Learn vocabulary

related to reading text

2 R&V & W&P: For revision purposes, plan & write a summary of the short story (40 mins); discuss & mark summary (15 mins) p. 67


3 R&V: Discuss literature set work (Literary text 14) (20 mins); L&S: Listen to music for appreciation & participate in a discussion of responses to it (20 mins); W&P: Learn about gratitude, thanks, appreciation, and how to express these responses (15 mins)

204–205

205–206

Act. 2 186

186–187


4 W&P: Revise text structure and language features of a letter of appreciation and enjoyment (15 mins); choose a topic, plan & begin to write first draft of a letter of thanks, appreciation and enjoyment (40 mins) p. 67

204–206 Act. 3 186–187 LB p. 206 Act. 3W&P: Complete first

draft of letter

5 W&P: Exchange draft letter with a partner & give each other feedback (15 mins); revise, edit, proof read & write final version of letter of appreciation (45 mins) p. 67


Reflection

Think about and make a note of: How well did learners manage the comprehension and summary activities based on a short story? What were the strengths and weaknesses of their letters of appreciation and thanks? What could you do to help them build on the strengths and overcome the weaknesses? Did you cover all the work set for the week? If not, how will you get back on track?




VIA AFRIKA Week 6 (Week 36) Theme continued: Appreciation and gratitude


LBact.

TGpp.

Homework Class

Date completed

1 R&V: Discuss literature set work (Literary text 14) (20 mins); W&P: Plan two other letters of thanks & decide on the correct register to use for them (20 mins); participate in whole class discussion of plans and decisions about register (15 mins) p. 67

206–207 Act. 4 187R&V: Continue reading

literature set work

2 L&S: Learn about polite forms and stock phrases of thanks & about culturally appropriate ways of interacting with others (15 mins); in pairs, choose one of the role play scenarios and prepare to present it; in groups of six, take turns to present the role play in pairs (25–30 mins); give each other feedback on the role plays (10–15 mins) p. 67


3 R&V: Revise terms used to speak and write about literary texts (30 mins); use these terms to discuss literature set work (Literary text 14) (25 mins) p. 67

209 R&V: Complete reading of literature set work

4 R&V: Participate in final discussion of literature set work and of preparation for Paper 2: Literature for the final examination

R&V & W&P & LSC: Review LB to prepare

questions on any aspect of it to discuss in class for revision purposes

5 R&V & W&P & LSC: Review the year’s work and discuss preparation for Papers 1 and 3

Reflection

Think about and make a note of: How did learners respond to the literature set work? In future would you teach this book in similar or different way? Why? Did you cover all the work set for the week? If not, how will you get back on track?




Note: If there is time before the examinations begin, use some of the activities in the final chapter of the LB (LB pp. 210–219) for examination preparation. Guidelines to the content and activities in this chapter can be found on TG pp. 190–198. There is an example of Paper 1 and of Paper 3 in the LB (LB pp. 220–223, pp. 223–224), together with memoranda and rubrics in the TG (TG p. 199, pp. 200–202) and these can also be used for revision and examination preparation.

VIA AFRIKA Weeks 7–9 (Weeks 37–39) Revision and end-of-year examinations


LBact.

TGpp.

Homework Class

Date completed

1

2

3

4

5

Reflect on the year












F. ASSESSMENT RESOURCES

1. Information from the CAPS on cognitive levels of question types

In all subjects, FATs (both tests and examinations) must include questions that are set at a range of cognitive levels. For EFAL, questions can be set at various levels for the comprehension section of Paper 1 and for the literature questions in Paper 2.

In the CAPS for EFAL Grades 10–12 (pp. 79–80) there is very useful information about

cognitive levels and the kinds of questions that match each level. Notice that the percentage of questions in a test or examination paper is specified for each level, although it is not always possible to follow this exactly. For example, visual literacy questions (such as analysis of a cartoon or advertisement) may include a higher percentage of inferential questions than is the case for a prose passage. The information from the CAPS is reproduced, in a slightly adapted form, in the table below. You may find it useful as a guide when you are setting questions.

Table 4: OVERVIEW OF ASSESSMENT REQUIREMENTS FOR GRADE 11 (CAPS p. 79)

COGNITIVE LEVEL ACTIVITY PERCENTAGE OF TASK

Literal (Level 1)

Reorganisation(Level 2)

Questions that deal with information explicitly stated in the text. The following are examples:• Name the things/people/places/elements …• State the facts/reasons/points/ideas …• Identify the reasons/persons/causes …• List the points/facts/names/reasons …• Describe the place/person/character …• Relate the incident/episode/experience …Questions that require analysis, synthesis or organisation of information explicitly stated in the text. The following are examples:• Summarise the main points/ideas/pros/cons …• Group the common elements/factors …• State the similarities/differences …• Give an outline of …

Levels 1 & 2: 40%

Inference (Level 3)

Questions that require learners to interpret messages that are not explicitly stated by linking information from different parts of a text or relating clues in a text to their prior knowledge or experience and drawing conclusions. The following are examples:• Suggest why X (a character in a story) acted in this way.• What is the likely outcome of X’s actions?• What do X’s comments reveal about her attitude to …?• Is the situation described in the text similar to or different from what people experience in South Africa?

Level 3: 40%

Evaluation(Level 4)

These questions deal with judgements concerning value and worth. These include judgements regarding reality, credibility, facts and opinions, validity, logic and reasoning, and issues such as the desirability and acceptability of decisions and actions in terms of moral values. The following are a few of many possible examples:• Do you think that what happens is realistic/likely/possible?• Is the character’s attitude/behaviour/action justifiable or acceptable to you? Give reasons for your answer.• Is the writer justified in suggesting that …? Give a reason for your answer.• Does the writer provide a coherent argument to support her views?• Through his choice of words what does the writer want you to believe/do? Are you persuaded by these words? Give a

reason for your answer.

Levels 4 & 5: 20%


Table 4: OVERVIEW OF ASSESSMENT REQUIREMENTS FOR GRADE 11 (CAPS p. 79)

COGNITIVE LEVEL ACTIVITY PERCENTAGE OF TASK

Appreciation(Level 5)

These questions focus on a candidate’s personal response (including emotional and aesthetic responses) to a text. The following are a few of many possible examples:• Discuss/comment on the writer’s use of language/imagery/metaphors …• Discuss your response to the incident/situation/conflict/dilemma …• Do you empathise with character X? What action/decision would you have taken if you had been in the same situation?

Levels 4 & 5: 20%

On the following pages there is one example of each of the following mid-year examination papers:

Paper 1: Comprehension, summary, language

Paper 2: Literature

Paper 3: Writing


2.

Eng

lish

Firs

t A

dd

itio

nal L

ang

uag

e P

aper

1: C

om

pre

hens

ion,

sum

mar

y,

lang

uag

e

Tim

e: 2

hou

rs

Mar

ks: 8

0

Inst

ruct

ions

and

info

rmat

ion

1.

This

que

stio

n p

aper

co

nsis

ts o

f TH

RE

E s

ectio

ns:

SE

CTI

ON

A: C

om

pre

hens

ion

(30)

SE

CTI

ON

B: S

umm

ary

(10)

SE

CTI

ON

C: L

ang

uag

e (4

0)

2.

Ans

wer

ALL

the

que

stio

ns.

3.

Num

ber

the

ans

wer

s co

rrec

tly a

cco

rdin

g t

o t

he n

umb

erin

g s

yste

m u

sed

in t

he

que

stio

n p

aper

.


SEC

TIO

N A

: CO

MPR

EH

EN

SIO

N

(30

mar

ks)

QU

EST

ION

1

Rea

d T

exts

A a

nd B

and

ans

wer

the

que

stio

ns o

n ea

ch t

ext.

TEX

T A

Dre

ssed

fo

r b

attl

e

A n

umb

er o

f lar

ge,

med

ium

-siz

ed a

nd s

mal

l cre

atur

es fo

und

in t

he A

fric

an b

ush

have

b

een

giv

en t

he la

bel

‘nat

ure’

s se

lf-d

efen

ce e

xper

ts’ b

ecau

se t

hey

are

able

to

pro

tect

th

emse

lves

so

wel

l fro

m a

ttac

k b

y p

red

ato

rs.

The

mo

st r

arel

y se

en o

f the

se s

elf-

def

ence

exp

erts

is t

he p

ang

olin

, a s

mal

l to

med

ium

-si

zed

mam

mal

whi

ch is

no

ctur

nal a

nd h

ighl

y se

cret

ive

in it

s b

ehav

iour

. Its

bo

dy

is

cove

red

in o

verla

pp

ing

sca

les

mad

e fr

om

ker

atin

. Ker

atin

is t

he s

ame

pro

tein

tha

t fo

rms

hum

an h

air

and

fing

erna

ils a

nd li

ke h

uman

hai

r an

d n

ails

, the

sca

les

gro

w t

hro

ugho

ut

the

pan

go

lin’s

life.

The

ed

ges

of t

he s

cale

s g

et fi

led

do

wn

whe

n it

dig

s b

urro

ws

and

tu

nnel

s th

roug

h th

e so

il in

sea

rch

of a

nts

or

term

ites.

If a

pan

go

lin fe

els

thre

aten

ed it

w

ill ro

ll its

elf i

nto

a t

ight

bal

l so

tha

t th

e sc

ales

pro

tect

all

the

soft

par

ts o

f the

bo

dy.

A

lio

n tr

ying

to

cho

mp

thr

oug

h th

is h

ard

cas

ing

wo

uld

suc

ceed

onl

y in

get

ting

a

too

thac

he.

Ano

ther

cre

atur

e w

ith a

har

d c

asin

g is

the

leo

par

d t

ort

ois

e w

hose

she

ll is

bo

th a

ho

use

and

an

in-b

uilt

secu

rity

syst

em. A

t an

y hi

nt o

f dan

ger

the

to

rto

ise

dra

ws

its h

ead

insi

de

its s

hell.

To

rto

ises

als

o u

se t

heir

thic

k, h

eavy

she

lls d

urin

g t

he m

atin

g s

easo

n w

hen

mal

es b

attle

for

fem

ales

by

ram

min

g t

heir

com

pet

itors

and

flip

pin

g t

hem

ont

o t

heir

bac

ks. A

to

rto

ise’

s sh

ell g

ives

clu

es t

o it

s ag

e: t

he b

igg

er t

he p

yram

id-s

hap

ed b

ump

s o

n its

‘ro

of’,

the

old

er t

he in

hab

itant

.

The

smal

l gird

led

liza

rd is

co

vere

d fr

om

its

head

to

the

tip

of i

ts t

ail w

ith s

pik

y sc

ales

th

at a

re s

o s

harp

tha

t th

ey c

an d

raw

blo

od

. It

lives

mai

nly

in d

eser

t ar

eas

and

to

pro

tect

its

elf s

tays

with

in d

ashi

ng d

ista

nce

of i

ts s

and

y b

urro

w. I

f a p

red

ato

r p

ursu

es it

, the

liz

ard

will

sit

insi

de

the

entr

ance

to

its

hole

, stic

k o

ut it

s b

arb

ed t

ail a

nd t

hras

h it

aro

und

lik

e a

spik

ed c

lub

.

Ano

ther

cre

atur

e w

ith s

pik

es is

the

po

rcup

ine,

a ro

den

t th

at w

ears

an

ove

rco

at o

f qui

lls

whi

ch c

an b

e up

to

50

cent

imet

res

long

. Whe

n it

is b

orn

, the

qui

lls a

re s

oft

but

as

it g

row

s th

ey h

ard

en t

o fo

rm s

harp

sp

ikes

. Whe

n it

sens

es t

hat

it is

ab

out

to

be

atta

cked

, th

e p

orc

upin

e us

es m

uscl

es in

its

skin

to

rai

se it

s sp

iky

qui

lls a

nd t

hen

runs

bac

kwar

ds

into

the

face

of i

ts a

ttac

ker.

The

qui

lls a

re d

ifficu

lt fo

r th

e at

tack

ing

ani

mal

to

rem

ove

b

ecau

se t

hey

have

bar

bs

on

them

. Fo

rtun

atel

y fo

r th

e p

orc

upin

e, if

it lo

ses

som

e o

f its

q

uills

, it

is a

ble

to

gro

w n

ew o

nes

to re

pla

ce t

hem

.

The

larg

est

of t

he s

elf-

def

ence

exp

erts

is t

he N

ile c

roco

dile

whi

ch c

an re

ach

a le

ngth

o

f six

met

res

and

a m

ass

of 7

30 k

ilog

ram

mes

. Its

siz

e, t

oug

h sc

aly

skin

and

sha

rp t

eeth

p

rote

ct t

he c

roco

dile

fro

m a

ttac

k an

d in

fact

it is

muc

h m

ore

like

ly t

o a

ttac

k o

ther

cr

eatu

res,

incl

udin

g h

uman

s. T

he b

ump

s o

n its

sca

ly s

kin

are

fille

d w

ith s

enso

rs t

hat

help

the

cro

cod

ile t

o d

etec

t ev

en t

he s

mal

lest

rip

ple

in w

ater

. Whi

le it

is a

fero

cio

us

crea

ture

, it

has

its g

entle

sid

e. C

roco

dile

s ar

e ca

ring

par

ents

who

gua

rd t

heir

nest

s o

f eg

gs

and

whe

n th

e eg

gs

are

abo

ut t

o h

atch

the

y o

ften

roll

them

gen

tly in

the

ir m

out

hs

to h

elp

the

hat

chin

g p

roce

ss.

1 2 3 4 5 6

(Ad

apte

d fr

om

an

artic

le b

y E

mm

a B

ryce

in W

ild, A

utum

n 20

16)

noct

urna

lA

ctiv

e at

nig

ht; a

slee

p d

urin

g t

he d

ay


1.1

Exp

lain

why

so

me

crea

ture

s ha

ve b

een

lab

elle

d ‘s

elf-

def

ence

exp

erts

’.

(2)

1.2

Giv

e tw

o re

aso

ns w

hy p

ang

olin

s ar

e ra

rely

see

n.

(2)

1.3

Usi

ng y

our

ow

n w

ord

s as

far

as p

oss

ible

, des

crib

e w

hat

hum

ans

and

pan

go

lins

have

in c

om

mo

n.

(2)

1.4

‘The

pan

go

lin g

roo

ms

its s

cale

s w

hile

it s

earc

hes

for

foo

d’.

W

rite

TRU

E o

r FA

LSE

and

quo

te a

sen

tenc

e fr

om

the

pas

sag

e to

sup

po

rt y

our

ans

wer

. (1

)

1.5

D

escr

ibe

two

feat

ures

of i

ts s

hell

that

co

uld

hel

p y

ou

to id

entif

y a

leo

par

d t

ort

ois

e.

(2)

1.6

Th

e g

irdle

d li

zard

usu

ally

sta

ys w

ithin

‘das

hing

dis

tanc

e’ o

f its

san

dy

bur

row

.

1.

6.1

Wo

uld

a ‘d

ashi

ng d

ista

nce’

be

a lo

ng o

r a

sho

rt d

ista

nce?

(1

)

1.

6.2

G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(1)

1.7

Wha

t tw

o t

hing

s m

ake

the

gird

led

liza

rd’s

tail

dan

ger

ous

?

(2)

1.8

Exp

lain

the

co

nnec

tion

bet

wee

n th

e d

escr

iptio

n ‘w

ears

an

ove

rco

at o

f qui

lls’ (

par

agra

ph

5)

an

d t

he t

itle

of t

he a

rtic

le.

(2)

1.9

E

xpla

in w

hy a

n o

lder

po

rcup

ine

wo

uld

be

bet

ter

able

to

def

end

itse

lf th

an a

yo

ung

one

. (1

)

1.10

A

fter

read

ing

the

des

crip

tion

of t

he c

roco

dile

, sug

ges

t w

hat

wo

uld

hap

pen

if t

his

crea

ture

d

id n

ot

roll

the

egg

s ‘g

ently

’ in

its m

out

h.

(2)

1.11

In

yo

ur o

pin

ion,

ho

w d

oes

the

writ

er o

f the

art

icle

wan

t re

ader

s to

feel

ab

out

the

cre

atur

es s

he

d

escr

ibes

? G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

(2

0 m

arks

)


TEX

T B

Rea

d t

he p

ie c

hart

and

ans

wer

the

que

stio

ns b

elo

w it

.

Top

Cat

ego

ries

of

New

Yea

r’s

Res

olu

tio

ns*

* Pr

ote

cted

So

urce

: m

ygo

als.

com

Hea

lth &

Fitn

ess

Rec

reat

ion

& L

eisu

re

Fam

ily &

Rel

atio

nshi

ps

Tim

e M

anag

emen

t &

Org

anis

atio

n

Ho

me

Imp

rove

men

t &

Rea

l Est

ate

Ed

ucat

ion

& T

rain

ing

Car

eer

Pers

ona

l Gro

wth

&

Inte

rest

s

Pers

ona

l Fin

ance

15%

15%

12%

9%7%

6%5%

5%

27%

1.12

O

ne m

eani

ng o

f res

olu

tion

is ‘a

pro

mis

e to

yo

urse

lf to

do

so

met

hing

’.

R

ead

the

cat

ego

ries

and

sta

te w

heth

er y

ou

thin

k th

is p

ie c

hart

sum

s up

cat

ego

ries

of

re

solu

tions

mad

e b

y ad

ults

or

by

child

ren.

W

rite

adul

ts o

r ch

ildre

n (1

) and

giv

e a

reas

on

for

your

ans

wer

. (1)

(2

)

1.13

C

om

ple

te t

hese

tw

o s

ente

nces

:

Th

e se

cond

hig

hest

cat

ego

ries

are

____

____

__ (1

) and

___

____

__ .

(1)

Th

e tw

o lo

wes

t ca

teg

orie

s ar

e __

____

____

___

(1) a

nd _

____

____

____

.(1)

(4

)

1.14

R

eso

lutio

ns t

o d

o w

ith h

ealth

and

fitn

ess

are

the

hig

hest

cat

ego

ry. W

hat

do

es t

his

hig

h

p

erce

ntag

e su

gg

est

abo

ut p

eop

le in

the

co

mm

unity

in w

hich

the

reso

lutio

ns w

ere

mad

e?

(2)

1.15

If

the

pie

cha

rt w

as b

ased

on

the

reso

lutio

ns o

f peo

ple

in y

our

co

mm

unity

, do

yo

u th

ink

the

p

erce

ntag

es in

the

var

ious

cat

ego

ries

wo

uld

be

sim

ilar

or

diff

eren

t.

G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

(1

0 m

arks

)


SEC

TIO

N B

: SU

MM

ARY

(1

0 m

arks

)

QU

EST

ION

2

In t

he a

rtic

le b

elo

w p

harm

acis

ts g

ive

advi

ce o

n ho

w t

o a

void

get

ting

flu

and

ho

w t

o t

reat

it if

yo

u d

o g

et it

. Su

mm

aris

e th

eir

advi

ce b

y w

ritin

g s

even

inst

ruct

ions

to

the

gen

eral

pub

lic. N

ote

tha

t th

e p

harm

acis

ts g

ive

mo

re t

han

seve

n p

iece

s o

f ad

vice

so

yo

u ar

e fr

ee t

o c

hoo

se a

ny s

even

.

Inst

ruct

ions

1.

Writ

e SE

VE

N in

stru

ctio

ns in

full

sent

ence

s us

ing

no

mo

re t

han

70 w

ord

s.

2.

Num

ber

yo

ur s

ente

nces

fro

m 1

to

7.

3.

Writ

e o

nly

ON

E p

oin

t p

er s

ente

nce.

4.

Ind

icat

e th

e to

tal n

umb

er o

f wo

rds

you

have

use

d in

bra

cket

s at

the

end

of y

our

sum

mar

y.

Bea

ting

influ

enza

2015

was

a p

artic

ular

ly b

ad y

ear

for

influ

enza

– fl

u fo

r sh

ort

– in

So

uth

Afr

ica.

Tho

usan

ds

of

men

, wo

men

and

chi

ldre

n w

ere

laid

low

as

a na

sty

stra

in o

f the

Influ

enza

A v

irus,

pre

vio

usly

kn

ow

n as

sw

ine

flu, h

it o

ur c

oun

try.

A g

roup

of p

harm

acis

ts w

ho w

ere

aske

d w

hat

peo

ple

co

uld

do

to

avo

id g

ettin

g fl

u ca

me

up w

ith a

num

ber

of s

ugg

estio

ns. F

irstly

, it

is a

go

od

idea

to

be

vacc

inat

ed a

gai

nst

flu. T

his

is e

spec

ially

imp

ort

ant

for

tho

se w

ho a

re li

kely

to

be

wo

rst

affe

cted

by

flu, i

nclu

din

g t

he e

lder

ly a

nd p

eop

le w

ho a

re H

IV-p

osi

tive.

It is

als

o a

go

od

idea

to

bo

ost

one

’s im

mun

e sy

stem

by

eatin

g h

ealth

ily a

nd b

y ta

king

mul

tivita

min

tab

lets

. A d

iet

hig

h in

vita

min

C is

reco

mm

end

ed a

nd s

ugar

y, fa

tty

foo

ds

sho

uld

be

avo

ided

bec

ause

the

se

can

sup

pre

ss t

he im

mun

e sy

stem

. Oth

er re

com

men

ded

life

styl

e ch

oic

es in

volv

e m

akin

g t

ime

to e

xerc

ise

reg

ular

ly a

nd g

ettin

g p

lent

y o

f sle

ep. P

ayin

g a

tten

tion

to b

asic

hyg

iene

pra

ctic

es

such

as

was

hing

one

’s ha

nds

reg

ular

ly –

par

ticul

arly

bef

ore

pre

par

ing

or

eatin

g fo

od

– is

als

o

imp

ort

ant.

Oth

er g

oo

d h

ygie

ne p

ract

ices

incl

ude

put

ting

all

used

tis

sues

into

a c

lose

d b

in,

cove

ring

the

no

se a

nd m

out

h w

hen

snee

zing

or

coug

hing

and

no

t sh

arin

g e

atin

g u

tens

ils.

Uns

urp

risin

gly

, the

pha

rmac

ists

sug

ges

t th

at if

one

sta

rts

to fe

el fl

u sy

mp

tom

s, it

is a

go

od

idea

to

pur

chas

e m

edic

atio

n to

relie

ve fe

ver

and

red

uce

pai

n.

(Ad

apte

d fr

om

an

artic

le in

Clic

ks C

lub

Car

d M

agaz

ine,

Issu

e 2,

201

6)

(1

0 m

arks

)


SEC

TIO

N C

: LA

NG

UA

GE

AN

D E

DIT

ING

SK

ILLS

AN

D G

RA

PHIC

LIT

ER

AC

Y

(40

mar

ks)

QU

EST

ION

3: A

naly

sis

of

a ca

rto

on

Rea

d t

he c

arto

on

bel

ow

and

ans

wer

the

que

stio

ns t

hat

follo

w it

.

Sour

ce :

ewn.

co.z

a/20

16/0

3/02

/CA

RTO

ON

-Esk

om

s-Sh

ock

ing

-Inc

reas

e

3.1

ESK

OM

’s sl

og

an ‘P

ow

erin

g y

our

wo

rld’ c

oul

d h

ave

seve

ral d

iffer

ent

mea

ning

s.

G

ive

two

of t

hese

mea

ning

s.

(1+

1)

3.2

The

cart

oo

nist

sho

ws

the

cust

om

er li

tera

lly g

ettin

g a

n el

ectr

ic s

hock

.

Li

st t

hree

feat

ures

of t

he d

raw

ing

tha

t in

dic

ate

this

. (3

)

3.3

D

escr

ibe

a fe

atur

e o

f the

dra

win

g t

hat

tells

read

ers

that

the

ele

ctric

sho

ck is

bei

ng

d

eliv

ered

by

ESK

OM

. (2

)

3.4

C

ons

umer

s ha

ve t

o p

ay fo

r el

ectr

icity

.

Su

gg

est

ano

ther

kin

d o

f sho

ck t

hey

coul

d b

e g

ettin

g fr

om

ESK

OM

. (2

)

3.5

W

hat

is t

he c

arto

oni

st’s

attit

ude

tow

ard

s E

SKO

M?

G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

(1

1 m

arks

)


QU

EST

ION

4: A

naly

sis

of

a b

ar g

rap

h

Use

of

Den

tist

s b

y Yo

ung

Peo

ple

in a

Yea

r

Ag

e in

Yea

rs

Percentage of Age Group

Mal

e 10

–14

Mal

e 15

–19

Mal

e 20

–24

Fem

ale

10–1

4Fe

mal

e 15

–19

Fem

ale

20–2

4

80 70 60 50 40 30 20 10 0

No

t at

all

Onc

e M

ore

tha

n O

nce

4.1

Whi

ch g

roup

of p

eop

le v

isits

the

den

tist

leas

t o

ften

?

(1)

4.2

W

hat

per

cent

age

of m

ales

ag

ed 1

0–14

go

to

the

den

tist

onc

e a

year

?

(1)

4.3

Li

st t

hree

pie

ces

of i

nfo

rmat

ion

that

the

gra

ph

giv

es a

bo

ut v

isits

to

the

den

tist

by

fe

mal

es a

ged

10–

14.

(3)

4.4

W

hat

do

es t

he g

rap

h sh

ow

ab

out

the

num

ber

of v

isits

tha

t yo

ung

peo

ple

mak

e to

the

d

entis

t as

the

y g

et o

lder

? (2

)

4.5

G

ive

a p

oss

ible

reas

on

for

youn

g p

eop

le v

isiti

ng t

he d

entis

t in

thi

s w

ay a

s th

ey g

et o

lder

. (2

)

(9

mar

ks)


QU

EST

ION

5: L

ang

uag

e an

d e

dit

ing

ski

lls

Rea

d t

he fo

llow

ing

pas

sag

e ad

apte

d fr

om

a S

und

ay T

imes

art

icle

by

Cha

rlott

e R

unci

e an

d a

nsw

er t

he

que

stio

ns b

ased

on

it. N

ote

tha

t th

e p

assa

ge

cont

ains

so

me

del

iber

ate

erro

rs.

Eve

ry d

ay, m

ore

fo

ol y

ou,

yo

u ar

e q

uoti

ng S

hake

spea

re

In A

pril

201

6 th

e fo

ur h

und

red

ann

iver

sary

of t

he d

eath

of W

illia

m S

hake

spea

re w

as

com

mem

ora

ted

at

spec

ial e

vent

s he

ld a

ll o

ver

the

wo

rld. E

very

day

, man

y o

f us

quo

te

Shak

esp

eare

eve

n if

we’

ve n

ever

read

a w

ord

of h

is p

lays

. And

we

do

’nt

even

kno

w w

e’re

d

oin

g it

. Phr

ases

tha

t he

eith

er c

oin

ed o

r p

op

ular

ised

has

bee

n w

ove

n in

to e

very

day

Eng

lish

voca

bul

ary.

The

se p

hras

es r

ang

e fr

om

the

ob

vio

usly

po

etic

to

the

see

min

gly

ban

al b

ut if

it

wer

en’t

for

Shak

esp

eare

we

wo

uld

n’t

be

use

them

at

all.

Hea

r ar

e so

me

that

are

wid

ely

used

in

ever

y d

ay s

pee

ch:

‘Sen

d h

im p

acki

ng’ (

Hen

ry IV

, Par

t 1)

‘Nei

ther

her

e no

r th

ere’

(Oth

ello

and

The

Mer

ry W

ives

of W

ind

sor)

‘The

gre

en-e

yed

mo

nste

r’ (O

thel

lo)

‘Wild

go

ose

cha

se’ (

Rom

eo a

nd J

ulie

t)

‘The

be-

all a

nd e

nd-a

ll’ (M

acb

eth)

‘All

that

glit

ters

is n

ot

go

ld’ (

The

Mer

chan

t of V

enic

e)

‘Hea

rt o

f go

ld’ (

Hen

ry V

)

Som

e te

ache

rs a

rgue

tha

t Sh

akes

pea

re’s

pla

ys s

houl

d c

ont

inue

to

be

pre

scrib

ed fo

r st

udy

at s

cho

ol b

ecau

se o

f his

eno

rmo

us c

ont

ribut

ion

to t

he E

nglis

h la

ngua

ge.

Oth

ers

arg

ue t

hat

muc

h o

f the

lang

uag

e he

use

d is

diffi

cult

for

tod

ay’s

lear

ners

to

und

erst

and

. The

y su

gg

est

that

le

arne

rs s

houl

d s

tud

y p

lays

tha

t ar

e w

ritte

n in

co

ntem

po

rary

lang

uag

e. W

hat

do

yo

u th

ink?

(Bas

ed o

n an

art

icle

in t

he S

und

ay T

imes

, 17

Ap

ril 2

016)

5.1

‘In A

pril

201

6 th

e fo

ur h

und

red

ann

iver

sary

of t

he d

eath

of W

illia

m S

hake

spea

re w

as

co

mm

emo

rate

d a

t sp

ecia

l eve

nts

held

all

ove

r th

e w

orld

.’

5.

1.1

W

rite

the

corr

ect

form

of t

he o

ne w

ord

tha

t is

writ

ten

inco

rrec

tly in

thi

s se

nten

ce.

(1)

5.

1.2

R

ewrit

e th

is s

ente

nce

in a

ctiv

e vo

ice

beg

inni

ng w

ith ‘I

n A

pril

201

6 p

eop

le …

’ (2

)

5.2

Th

ere

is a

n er

ror

in o

ne o

f the

co

ntra

ctio

ns u

sed

in t

he in

tro

duc

tion

to t

he li

st o

f pla

ys.

Fi

nd t

he e

rro

r an

d w

rite

the

corr

ect

form

of t

he c

ont

ract

ion.

(1

)

5.3

‘P

hras

es t

hat

he e

ither

co

ined

or

po

pul

aris

ed h

as b

een

wo

ven

into

eve

ryd

ay E

nglis

h vo

cab

ular

y.’

W

rite

the

corr

ect

form

of t

he o

ne w

ord

in t

his

stat

emen

t th

at h

as b

een

writ

ten

inco

rrec

tly.

(1)

5.4

‘…

but

if it

wer

en’t

for

Shak

esp

eare

we

wo

uld

n’t

be

use

them

at

all.’

W

rite

the

corr

ect

form

of t

he o

ne w

ord

in t

his

stat

emen

t th

at h

as b

een

writ

ten

inco

rrec

tly

(1)


5.5

‘H

ear

are

som

e th

at a

re w

idel

y us

ed in

eve

ry d

ay s

pee

ch:…

’

O

ne w

ord

has

bee

n sp

elt

inco

rrec

tly. F

ind

the

err

or

and

writ

e th

e w

ord

with

the

co

rrec

t sp

ellin

g.

(1)

5.6.

W

rite

the

noun

form

of e

ach

of t

hese

wo

rds

used

in t

he p

assa

ge:

5.

6.1

co

mm

emo

rate

(1

)

5.

6.2

p

op

ular

ise

(1

)

5.7

W

rite

the

verb

form

of e

ach

of t

hese

tw

o n

oun

s us

ed in

the

pas

sag

e:

5.

7.1

b

reat

h (1

)

5.

7.2

ch

ase

(1)

5.8

5.8.

1 In

the

sen

tenc

e ‘P

hras

es t

hat

he e

ither

co

ined

or

po

pul

aris

ed h

ave

bee

n w

ove

n in

to

ever

yday

Eng

lish

voca

bul

ary’

is t

he w

ord

‘wo

ven’

bei

ng u

sed

lite

rate

ly o

r fig

urat

ivel

y?

(1)

5.

8.2

G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(1)

5.9

E

xpla

in t

he d

iffer

ence

in m

eani

ng b

etw

een

‘Sha

kesp

eare

’s p

lays

sho

uld

be

pre

scrib

ed’ a

nd

‘S

hake

spea

re’s

pla

ys m

ust

be

pre

scrib

ed’.

(1

)

5.10

In

the

hea

dlin

e th

e w

riter

use

s th

e w

ord

‘yo

u’ a

nd in

the

art

icle

refe

rs t

o ‘u

s’ a

nd ‘w

e’.

5.

10.1

Sug

ges

t w

hy s

he d

id t

his.

(1

)

5.

10.2

Exp

lain

why

yo

u ag

ree

with

her

cho

ice

or

why

yo

u w

oul

d h

ave

pre

ferr

ed h

er t

o w

rite

‘Eve

ry d

ay, m

ore

foo

l the

m, p

eop

le a

re q

uotin

g S

hake

spea

re’ a

nd ‘E

very

day

man

y

peo

ple

quo

te S

hake

spea

re e

ven

if th

ey’v

e ne

ver

read

a w

ord

of h

is p

lays

.’

(1)

5.11

E

xpla

in t

he m

eani

ng o

f any

tw

o o

f the

exp

ress

ions

in t

he li

st w

hich

beg

ins

with

‘S

end

him

pac

king

’ and

end

s w

ith ‘H

eart

of g

old

’. It

is re

pro

duc

ed b

elo

w fo

r yo

u.

(2+

2)

‘Sen

d h

im p

acki

ng’ (

Hen

ry IV

, Par

t 1)

‘Nei

ther

her

e no

r th

ere’

(Oth

ello

and

The

Mer

ry W

ives

of W

ind

sor)

‘The

gre

en-e

yed

mo

nste

r’ (O

thel

lo)

‘Wild

go

ose

cha

se’ (

Rom

eo a

nd J

ulie

t)

‘The

be-

all a

nd e

nd-a

ll’ (M

acb

eth)

‘All

that

glit

ters

is n

ot

go

ld’ (

The

Mer

chan

t of V

enic

e)

‘Hea

rt o

f go

ld’ (

Hen

ry V

)

(2

0 m

arks

)


3. Memorandum for English First Additional Language Paper 1: Comprehension, summary, language

SECTION A: COMPREHENSION (30 marks)

QUESTION 1

No Question and mark allocation Answer Cognitivelevel

Analysis of cognitive level

1.1 Explain why some creatures have been labelled ‘self-defence experts’. (2)

These creatures are very good at/highly skilled in protecting themselves from attack by other creatures. (2)

2Reorganisation

The answer is in the text but requires some reorganisation of information.

1.2 Give two reasons why pangolins are rarely seen. (2)

They are nocturnal (1) (they come out at night) and their behaviour is highly secretive (1) (they hide from other creatures, including humans).

3Inference

While the answer can be taken directly from the text it has to be inferred as the answer to the question asked.

1.3 Using your own words as far as possible, describe what humans and pangolins have in common. (2)

Both humans and pangolins have the protein keratin in their bodies and so the pangolin’s scales grow throughout its life just as human hair and nails do.

2Reorganisation


1.4 ‘The pangolin grooms its scales while it searches for food’. Write TRUE or FALSE and quote a sentence from the passage to support your answer. (1)

TRUE ‘The edges of the scales get filed down when it digs, burrows and tunnels through the soil in search of ants or termites.’

3Inference

The answer must be taken directly from the text but has to be inferred as the answer to the question asked.

1.5 Describe two features of its shell that could help you to identify a leopard tortoise. (2)

The shell has patterns on it (1) and also raised bumps. (1)

1Literal

The answer can be taken directly from the text.

1.6 The girdled lizard usually stays within ‘dashing distance’ of its sandy burrow. 1.6.1 Would a ‘dashing distance’ be a long or a

short distance? (1) 1.6.2 Give a reason for your answer. (1)

Short. (1) A dash is a short run so the lizard is not likely to move far from its burrow. (1)

3Inference

Learners need to infer the answer.

1.7 What two things make the girdled lizard’s tail dangerous? (2)

The tail has barbs in it (1) and the lizard can thrash its tail around like a spiked club. (1)

1Literal

The answer can be taken directly from the text.

1.8 Explain the connection between the description ‘wears an overcoat of quills’ (paragraph 5) and the title of the article. (2)

Both the title and ‘wears an overcoat of quills’ are examples of personification in which animals are given the human quality of wearing clothes. This idea could be expressed in several different ways and learners do not have to use the word personification. OR The sharp quills can protect the porcupine if it has to go into battle with an attacking animal. (2)

3Inference

Learners have to infer the connection.


No Question and mark allocation Answer Cognitivelevel


1.9 Explain why an older porcupine would be better able to defend itself than a young one. (1)

A young porcupine has short, soft quills and so it would not be able to defend itself as well as an adult porcupine which has long, stiff quills.

2Reorganisation


1.10 After reading the description of the crocodile, suggest what would happen if this creature did not roll the eggs ‘gently’ in its mouth. (2)

As a crocodile has very sharp teeth, these teeth could crush the egg unless it was rolled very gently in the crocodile’s mouth. (2)

3Inference

Learners need to infer the answer.

1.11 In your opinion, how does the writer of the article want readers to feel about the creatures she describes? Give a reason for your answer. (2)

Most likely answer: She wants readers to be impressed by the physical features and ways of behaving that enable these creatures to protect themselves because she describes them in detail. (Other words could be used to express this idea.)

5Appreciation

This is a personal response question which involves evaluation of the writing.

1.12 One meaning of resolution is ‘a promise to yourself to do something’. Read the categories and state whether you think this pie chart sums up categories of resolutions made by adults or by children. Write adults or children (1) and give a reason for your answer. (1)

Adults. Children would be unlikely to give high category status to categories such as Personal Finance.

4Evaluation

This is a Level 4 questions because answering it involves evaluation.

1.13 Complete these two sentences:The second highest categories are _________ (1) and _________ . (1) The two lowest categories are _____________ (1) and _____________ . (1)

The second highest are Personal Finance (1) and Personal Growth and Interest. (1) The two lowest categories are Recreation and Lifestyle (1) and Family and Relationships. (1)

1Literal

The answers can be taken directly from the text.

1.14 Resolutions to do with health and fitness were the highest category. What does the high percentage of this choice of resolutions suggest about the community in which the resolutions were made? (2)

It suggests that people in the community are able to satisfy their basic needs and that they have time and money to take care of their health.

3Inference

Learners need to infer the answer by examining all the information in the pie chart.

1.15 If the pie chart was based on the resolutions of people in your community, do you think the percentages in the various categories would be similar or different? Give a reason for your answer. (2)

5Appreciation

This is a personal response question in which learners relate their own experiences to the information in the pie chart.


SECTION B: SUMMARY (10 marks)

QUESTION 2

The candidate must write seven of the following 12 pieces of advice, in the form of instructions.

QUOTATIONS FACTS (Note: Candidates may phrase the facts differently)

1 ‘…it is a good idea to be vaccinated against flu.’

1 Get a flu vaccination.

2 ‘It is also a good idea to boost one’s immune system by eating healthily…’

2 Eat healthily.

3 ‘… and by taking multivitamin tablets.’ 3 Take multivitamin tablets.4 ‘A diet high in vitamin C is

recommended…’4 Eat food that is high in vitamin C.

5 ‘… sugary, fatty foods should be avoided because these can suppress the immune system.’

5 Avoid/Don’t eat sugary, fatty foods.

6 ‘Other recommended lifestyle choices involve making time to exercise regularly…’

6 Exercise regularly.

7 ‘… and getting plenty of sleep.’ 7 Get plenty of sleep.

8‘Paying attention to basic hygiene practices such as washing one’s hands regularly – particularly before preparing or eating food – is also important.’

8 Wash your hands regularly, especially before preparing or eating food.

9 ‘Other good hygiene practices include putting all used tissues into a closed bin…’

9 Put used tissues in a covered bin.

10 ‘… covering the nose and mouth when sneezing or coughing…’

10 Cover your nose and mouth when sneezing or coughing.

11 ‘… and not sharing eating utensils.’ 11 Don’t share eating utensils. (OR Don’t share cutlery OR don’t share knives, forks and spoons.)

12 ‘Unsurprisingly, the pharmacists suggest that if one starts to feel flu symptoms, it is a good idea to purchase medication to relieve fever and reduce pain.’

12 If you feel you’re getting flu, buy medication to relieve fever and reduce pain.

The summary should be marked as follows:• Mark allocation:

7 marks for 7 points (1 mark per main point) 3 marks for language Total marks: 10

• Distribution of language marks when candidate has not quoted verbatim: 1–3 points correct: award 1 mark 4–5 points correct: award 2 marks 6–7 points correct: award 3 marks

• Distribution of language marks when candidate has quoted verbatim: 6–7 quotes: no language mark 2–5 quotes: award 1 language mark

• The word limit is 70. If a candidate uses more than 75 words read up to this number and ignore the rest of the summary. This is not a difficult passage but weak candidates are likely to include irrelevant details.

(10 marks)


SECTION C: LANGUAGE AND EDITING SKILLS AND GRAPHIC LITERACY (40 marks)

QUESTION 3: Analysis of a cartoon3.1 The literal meaning is that ESKOM provides electric power to people. (1) A

second meaning is that because people have electricity they can use it to earn money, live comfortably, etc. and so they are likely to feel empowered. (1) Give credit for other plausible answers given by learners.

3.2 There are a lightning strike and stars around his bottom. The customer’s eyes are bulging out of his head. His hair is standing on end. A FZZT noise is coming out of his mouth. His shoes have been knocked off his feet. (Any three of these points.) (3)

3.3 The lightning is coming from ESKOM’s logo to strike the consumer. (2)3.4 The shock could be the high cost of electricity. (2)3.5 The cartoonist appears to be critical of ESKOM for making life difficult for

consumers by charging them shockingly high prices. (1) By drawing the consumer as someone who is suffering, he expects readers to feel sympathy for the consumer. (1)

(11 marks)

QUESTION 4: Analysis of a bar graph4.1 Males aged 20–24. (1)4.2 51% (1)4.3 Approximately 16% of girls aged 10–14 did not visit a dentist at all. (1)

Approximately 52% of girls aged 10–14 visited a dentist once during the year. (1) Approximately 32% of girls aged 10–14 visited a dentist more than once during the year. (1)

4.4 As young people get older, they make fewer visits to the dentist. (2)4.5 When they are young, many children are taken to the dentist by their parents

but as they get older they make their own decisions and may choose not to go to a dentist. (2) OR As they get older, young people’s teeth may need less attention than when they are young. (2)

Note: Other plausible answers could be accepted. (9 marks)

QUESTION 5: Language and editing skills 5.1 5.1.1 hundredth (1) 5.1.2 In April 2016 people all over the world commemorated the four

hundredth anniversary of the death of William Shakespeare at special

events held all over the world. (2) Note: If learners do not change hundred to hundredth they should not be penalised.

5.2 don’t (1)5.3 have (1)5.4 using (1)5.5 Here (1)5.6 5.6.1 commemoration (1) 5.6.2 popularity (1)5.7 5.7.1 breathe (1) 5.7.2 chase (1)5.8 5.8.1 figuratively (1) 5.8.2 Only thread, wool or cloth can literally be woven. (1) Learners could

express this idea in different ways. For example: Words cannot be literally woven so the expression is figurative. (1)

5.9 In the first sentence the speaker or writer is giving advice or offering an opinion by using the word ‘should’. In the second the speaker or writer is being much more definite: Shakespeare’s plays have to be prescribed. (1)

5.10 In the headline the writer uses the word ‘you’ and in the article refers to ‘us’ and ‘we’.

5.10.1 When she uses ‘you’ she wants readers to think they are included in the people who use some of Shakespeare’s words and she uses ‘we’ and ‘us’ to show that both readers of the article and herself are included. (1)

5.10.2 Learners must explain why they would prefer to be included or excluded. (1)

5. 11 Explain the meaning of any two of these expressions: Send him packing: send someone away, telling that person not to come back. Neither here nor there: not of any importance. The green-eyed monster: jealousy. Wild goose chase: doing something that will be for nothing/that will not

succeed. The be-all and end-all: the most important element or part of something. All that glitters is not gold: sometimes what seems special or beautiful/

valuable but it is not really and will turn out to be worthless. Heart of gold: a person with a heart of gold is very caring, loving, helpful and

generous. (2+2) (20 marks)


4.

Eng

lish

Firs

t A

dd

itio

nal L

ang

uag

e P

aper

2: L

iter

atur

e

As

stat

ed in

the

firs

t se

ctio

n o

f the

tra

cker

, thi

s p

aper

is s

et o

n tw

o s

hort

sto

ry e

xtra

cts

and

tw

o p

oem

s. If

the

lear

ners

in y

our

cla

ss h

ave

stud

ied

oth

er s

torie

s an

d p

oem

s o

r ha

ve s

tud

ied

no

vels

and

pla

ys, y

ou

will

nee

d t

o s

et y

our

ow

n p

aper

, usi

ng p

ast

Gra

de

12 p

aper

s as

a g

uid

e.

Tim

e: 2

hou

rs

Tota

l mar

ks: 7

0

SEC

TIO

N A

: PO

ETR

Y

(35

mar

ks)

Ans

wer

all

que

stio

ns o

n b

oth

po

ems.

QU

EST

ION

1

My

Nam

e

No

mg

qib

elo

Nca

mis

ile M

nqhi

bis

a b

y M

ago

leng

wa

Sele

pe

Loo

k w

hat

they

hav

e d

one

to

my

nam

e ...

the

wo

nder

ful n

ame

of m

y g

reat

-gre

at-g

rand

mo

ther

s

Nom

gq

ibel

o N

cam

isile

Mnq

hib

isa

The

bur

ly b

urea

ucra

t w

as s

urp

rised

.

5

W

hat

he h

eard

was

mus

ic t

o h

is e

ars

‘Wat

is d

aai,

sê n

ou

wee

r?’

‘I am

fro

m C

hief

Dal

uxo

lo V

elay

igo

dle

of e

maM

ond

wen

i

And

my

nam

e is

No

mg

qib

elo

Nca

mis

ile M

nqhi

bis

a.’

10

M

essi

a, h

elp

me!

My

nam

e is

so

sim

ple

And

yet

so

mea

ning

ful,

but

to

thi

s m

an it

is t

rash

...

He

giv

es m

e a

nam

e

15

C

onv

enie

nt e

noug

h to

ans

wer

his

whi

m:

I end

up

bei

ng

Mar

ia ..

.

I ...

Nom

gq

ibel

o N

cam

isile

Mnq

hib

isa.


1.1

1.1.

1 In

line

1, w

ho a

re ‘t

hey’

? (2

)

1.

1.2

Quo

te t

wo

wo

rds

fro

m t

he p

oem

tha

t d

escr

ibe

the

per

son

who

rep

rese

nts

thes

e p

eop

le.

(1)

1.

1.3

Des

crib

e th

e m

oo

d o

f lin

e 1.

(2

)

1.2

Exp

lain

ho

w y

ou

kno

w t

hat

the

spea

ker’s

nam

e ha

d b

een

used

in h

er fa

mily

for

a lo

ng t

ime.

(1

)

1.3

In t

he s

eco

nd s

tanz

a th

e b

urea

ucra

t as

ks t

he s

pea

ker

to re

pea

t he

rsel

f.

1.

3.1

Stat

e tw

o t

hing

s th

at s

he h

as ju

st t

old

him

.

Do

no

t q

uote

dire

ctly

fro

m t

he p

oem

but

inst

ead

use

yo

ur o

wn

wo

rds.

(2

)

1.

3.2

Exp

lain

why

the

se t

hing

s ar

e ‘m

usic

to

his

ear

s’.

(2)

1.4

Acc

ord

ing

to

the

sp

eake

r, w

hat

was

the

bur

eauc

rat’s

resp

ons

e to

her

nam

e?

(1)

1.5

Exp

lain

why

he

nam

es h

er M

aria

. (2

)

1.6

1.6.

1

The

situ

atio

n d

escr

ibed

in t

his

po

em is

an

exam

ple

of t

he r

acis

m e

xper

ienc

ed

by

man

y So

uth

Afr

ican

s un

der

ap

arth

eid

. Exp

lain

the

nat

ure

of t

he r

acis

m d

escr

ibed

in t

he p

oem

. (2

)

1.

6.2

In y

our

vie

w, c

oul

d p

eop

le in

So

uth

Afr

ica

still

be

trea

ted

in t

he s

ame

way

as

the

spea

ker

in t

he p

oem

? G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

17

mar

ks


QU

EST

ION

2

D

affo

dils

by

Will

iam

Wo

rdsw

ort

h

I wan

der

ed lo

nely

as

a cl

oud

That

flo

ats

on

hig

h o

’er

vale

s an

d h

ills,

Whe

n al

l at

onc

e I s

aw a

cro

wd

,

A h

ost

, of g

old

en d

affo

dils

;

5

B

esid

e th

e la

ke, b

enea

th t

he t

rees

,

Flut

terin

g a

nd d

anci

ng in

the

bre

eze.

Co

ntin

uous

as

the

star

s th

at s

hine

And

tw

inkl

e o

n th

e M

ilky

Way

,

They

str

etch

ed in

nev

er-e

ndin

g li

ne

10

A

long

the

mar

gin

of a

bay

:

Ten

tho

usan

d s

aw I

at a

gla

nce,

Toss

ing

the

ir he

ads

in s

prig

htly

dan

ce.

The

wav

es b

esid

e th

em d

ance

d, b

ut t

hey

Out

-did

the

sp

arkl

ing

wav

es in

gle

e:

15

A

Po

et c

oul

d n

ot

but

be

gay

,

In s

uch

a jo

cund

co

mp

any:

I gaz

ed –

and

gaz

ed –

but

litt

le t

houg

ht

Wha

t w

ealth

the

sho

w t

o m

e ha

d b

roug

ht:

For

oft

, whe

n o

n m

y co

uch

I lie

20

In

vac

ant

or

in p

ensi

ve m

oo

d,

They

flas

h up

on

that

inw

ard

eye

Whi

ch is

the

blis

s o

f so

litud

e;

And

the

n m

y he

art

with

ple

asur

e fil

ls,

And

dan

ces

with

the

daf

fod

ils.


2.1

2.1.

1 In

the

firs

t tw

o li

nes

of t

he p

oem

, to

wha

t d

oes

the

nar

rato

r co

mp

are

him

self?

(1

)

2.

1.2

N

ame

the

figur

e o

f sp

eech

tha

t th

e p

oet

use

s in

the

se li

nes.

(1

)

2.2

2.2.

1 W

hat

do

the

follo

win

g w

ord

s fr

om

the

po

em t

ell r

ead

ers

abo

ut t

he d

affo

dils

:

‘cro

wd

’, ‘h

ost

’, ‘n

ever

-end

ing

line

’, ‘t

en t

hous

and

saw

I at

a g

lanc

e’.

(1)

2.

2.2

Su

gg

est

why

the

po

et e

xpre

sses

one

idea

so

man

y tim

es.

(1)

2.3

2.3.

1 W

ith w

hat

do

es t

he n

arra

tor

com

par

e th

e d

affo

dils

?

(1)

2.

3.2

In

yo

ur o

pin

ion,

is t

his

an e

ffect

ive

com

par

iso

n? G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

2.4

Acc

ord

ing

to

the

nar

rato

r, w

hich

wer

e ha

pp

ier:

the

daf

fod

ils o

r th

e w

aves

of t

he s

ea?

Q

uote

fro

m t

he p

oem

in g

ivin

g a

reas

on

for

your

ans

wer

. (2

)

2.5

D

escr

ibe

the

rhyt

hm o

f the

firs

t th

ree

stan

zas

and

exp

lain

ho

w it

co

ntrib

utes

to

the

m

oo

d o

f the

se s

tanz

as.

(2)

2.6

‘A

t th

e tim

e w

hen

he s

aw t

he d

affo

dils

the

nar

rato

r re

alis

ed t

hat

they

had

affe

cted

him

gre

atly

.’

W

rite

TRU

E o

r FA

LSE

and

giv

e a

reas

on

for

your

ans

wer

. (1

)

2.7

Q

uote

one

exa

mp

le o

f per

soni

ficat

ion

used

in t

he p

oem

and

exp

lain

why

it is

an

exam

ple

o

f per

soni

ficat

ion.

(2

)

2.8

W

hen

do

es t

he n

arra

tor

rem

emb

er t

he d

affo

dils

? (1

).

U

se y

our

ow

n w

ord

s in

giv

ing

yo

ur a

nsw

er. (

1)

(1+

1)

2.9

D

escr

ibe

the

them

e o

f the

po

em.

(2)

1

8 m

arks


SEC

TIO

N B

: SH

ORT

STO

RIE

S (3

5 m

arks

)

Rea

d e

xtra

cts

fro

m t

wo

sho

rt s

torie

s an

d a

nsw

er a

ll th

e q

uest

ions

set

on

each

ext

ract

. The

num

ber

of m

arks

al

loca

ted

to

eac

h q

uest

ion

serv

es a

s a

gui

de

to t

he e

xpec

ted

leng

th o

f the

ans

wer

.

QU

EST

ION

3

Ha’

pen

ny

b

y A

lan

Pato

n

Nex

t tim

e I h

ad H

a’p

enny

out

in t

he c

ar I

que

stio

ned

him

ag

ain

abo

ut h

is fa

mily

. And

he

told

m

e th

e sa

me

as b

efo

re, h

is m

oth

er, R

icha

rd a

nd D

icki

e, A

nna

and

Min

a. B

ut h

e so

ften

ed t

he

‘D’ o

f Dic

kie,

so

tha

t it

soun

ded

no

w li

ke T

icki

e.

‘I th

oug

ht y

ou

said

Dic

kie,

’ I s

aid

.

‘I sa

id T

icki

e,’ h

e sa

id.

He

wat

ched

me

with

co

ncea

led

ap

pre

hens

ion,

and

I ca

me

to t

he c

onc

lusi

on

that

thi

s w

aif o

f B

loem

font

ein

was

a c

leve

r b

oy,

who

had

to

ld m

e a

sto

ry t

hat

was

all

imag

inat

ion,

and

had

ch

ang

ed o

ne s

ing

le le

tter

of i

t to

mak

e it

safe

fro

m a

ny q

uest

ion.

…Th

en t

he le

tter

cam

e fr

om

th

e So

cial

Wel

fare

Offi

cer

in B

loem

font

ein,

say

ing

tha

t M

rs B

etty

Maa

rman

of 4

8 V

lak

Stre

et

was

a re

al p

erso

n, a

nd t

hat

she

had

four

chi

ldre

n, R

icha

rd a

nd D

icki

e, A

nna

and

Min

a, b

ut t

hat

Ha’

pen

ny w

as n

o c

hild

of h

ers,

and

she

kne

w h

im o

nly

as a

der

elic

t o

f the

str

eets

. She

had

ne

ver

answ

ered

his

lett

ers,

bec

ause

he

wro

te t

o h

er a

s ‘M

oth

er’,

and

she

was

no

mo

ther

of

his,

no

r d

id s

he w

ish

to p

lay

any

such

role

. She

was

a d

ecen

t w

om

an, a

faith

ful m

emb

er o

f the

ch

urch

, and

she

had

no

tho

ught

of c

orr

uptin

g h

er fa

mily

by

lett

ing

the

m h

ave

anyt

hing

to

do

w

ith s

uch

a ch

ild.

… I

aske

d h

im a

bo

ut h

is ‘m

oth

er’.

He

coul

d n

ot

spea

k en

oug

h o

f her

, no

r w

ith t

oo

hig

h p

rais

e. S

he w

as lo

ving

, ho

nest

, and

str

ict.

H

er h

om

e w

as c

lean

. She

had

affe

ctio

n fo

r al

l her

chi

ldre

n. It

was

cle

ar t

hat

the

hom

eles

s ch

ild,

even

as

he h

ad a

ttac

hed

him

self

to m

e, w

oul

d h

ave

atta

ched

him

self

to h

er; h

e ha

d o

bse

rved

he

r ev

en a

s he

had

ob

serv

ed m

e, b

ut d

id n

ot

kno

w t

he s

ecre

t o

f ho

w t

o o

pen

her

hea

rt, s

o

that

she

wo

uld

tak

e hi

m in

, and

sav

e hi

m fr

om

the

lone

ly li

fe t

hat

he le

d.

‘Why

did

yo

u st

eal w

hen

you

had

suc

h a

mo

ther

?’ I

aske

d. H

e co

uld

no

t an

swer

tha

t; n

ot

all h

is

bra

ins

nor

his

cour

age

coul

d fi

nd a

n an

swer

to

suc

h a

que

stio

n, fo

r he

kne

w t

hat

with

suc

h a

mo

ther

he

wo

uld

no

t ha

ve s

tole

n at

all.

‘The

bo

y’s

nam

e is

Dic

kie,

’ I s

aid

, ‘no

t T

icki

e.’

And

the

n he

kne

w t

he d

ecep

tion

was

reve

aled

.


3.1

W

here

is t

his

sto

ry s

et?

(1)

3.2

E

xpla

in h

ow

the

mai

n ch

arac

ter,

Ha’

pen

ny, c

ame

to b

e in

the

pla

ce w

here

the

sto

ry is

set

. (2

)

3.3

W

hat

is t

he jo

b/p

osi

tion

of t

he n

arra

tor?

(1

)

3.4

3.4.

1

Quo

te w

ord

s fr

om

the

ext

ract

whi

ch in

dic

ate

that

the

nar

rato

r d

id n

ot

bel

ieve

the

sto

ry t

hat

Ha’

pen

ny t

old

him

ab

out

his

fam

ily.

(1)

3.

4.2

W

hen

the

narr

ato

r ch

alle

nged

Ha’

pen

ny a

bo

ut t

he n

ame

of a

fam

ily m

emb

er, t

he b

oy

loo

ked

fear

ful b

ut t

ried

to

hid

e hi

s fe

ar (c

onc

eale

d a

pp

rehe

nsio

n).

3.4.

2.1

Sug

ges

t w

hy h

e w

oul

d h

ave

bee

n fe

arfu

l.

(1)

3.4.

2.2

Sug

ges

t w

hy h

e w

oul

d h

ave

trie

d t

o h

ide

his

fear

. (1

)

3.5

3.5.

1

Usi

ng y

our

ow

n w

ord

s, e

xpla

in w

hy M

rs M

aarm

an w

ante

d n

oth

ing

to

do

with

Ha’

pen

ny.

(1)

3.

5.2

In

yo

ur v

iew

was

she

rig

ht o

r w

rong

to

igno

re h

is le

tter

s?

Giv

e a

reas

on

for

your

ans

wer

. (2

)

3.6.

D

escr

ibe

wha

t ha

pp

ened

aft

er H

a’p

enny

real

ised

tha

t th

e na

rrat

or

knew

the

bo

y ha

d b

een

ly

ing

ab

out

his

fam

ily.

(3)

3.7

H

ow

do

es t

he a

utho

r w

ant

read

ers

to fe

el a

bo

ut H

a’p

enny

?

In

clud

e at

leas

t tw

o q

uota

tions

(3

)

3.8

Th

is s

tory

was

pub

lishe

d in

196

1. C

oul

d a

sim

ilar

sto

ry b

e w

ritte

n ab

out

yo

ung

bo

ys t

od

ay?

G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

(1

8 m

arks

)


QU

EST

ION

4

Kid

Pla

ybo

y

by

Cas

ey M

ots

isi

Eve

ry t

ime

a hi

ck jo

b c

om

es a

roun

d in

the

offi

ce I

get

sad

dle

d w

ith it

. No

w t

he e

dito

r p

ushe

s th

is fo

lded

whi

te c

ard

at

me

and

say

s to

find

out

wha

t I c

an g

et o

ut o

f thi

s he

re in

vite

. I w

alk

out

of t

he o

ffice

and

read

the

car

d o

nce

mo

re. A

cco

rdin

g t

o t

he g

old

lett

ered

wo

rds

a ce

rtai

n K

id M

abo

tho

bo

tho

, sta

ys o

ut D

ube,

is g

ettin

g h

itche

d t

o a

n A

lexa

ndra

che

rrie

.

On

Satu

rday

the

wed

din

g w

ill t

ake

pla

ce a

t th

e ch

errie

’s p

lace

in A

lex.

I d

ecid

e I’d

rat

her

wai

t fo

r it

to c

om

e ar

oun

d t

o D

ube

on

Sund

ay b

ecau

se I’

m s

om

ewha

t sc

ared

of h

op

pin

g o

ff to

A

lex,

esp

ecia

lly o

n w

eeke

nds

on

acco

unt

the

brig

ht b

oys

ove

r th

ere

have

tur

ned

the

pla

ce

into

a g

unsm

oke

and

kni

fe h

app

y to

wns

hip

.

On

Sund

ay I

haul

out

my

top

hat

and

tai

ls t

o m

ake

read

y to

go

to

Dub

e. I

exp

ect

it to

be

one

o

f tho

se h

igh

soci

ety

shin

din

gs,

as

you

kno

w h

ow

ho

ity-t

oity

the

se D

ubeh

eim

ers

can

get

whe

n th

ey w

ant

to. I

get

a g

oo

d lo

ok

at m

ysel

f in

my

land

lord

’s so

n’s

war

dro

be

mirr

or

as I

put

on

the

tie h

e le

nt m

e, a

nd I

see

that

my

eyes

are

unu

sual

ly c

lear

– s

ure

sig

n am

ong

the

bo

ozi

ng

frat

erni

ty t

hat

I’ve

bee

n ke

epin

g s

heb

een

que

ens,

esp

ecia

lly A

unt

Peg

gy,

wai

ting

.

I get

to

Dub

e an

d d

on’

t ha

ve a

ny d

ifficu

lty s

po

ttin

g t

he p

lace

whe

re t

his

wed

din

g is

tak

ing

p

lace

on

acco

unt

of t

he h

alf-

a-d

oze

n b

erib

bo

ned

co

nver

tible

car

s p

arke

d in

fro

nt o

f th

e ho

use.

A g

uy w

ho m

eets

me

at t

he d

oo

r lo

oks

sco

rnfu

lly a

t m

y no

t-to

o-w

ell p

ress

ed

tro

user

s, w

here

upo

n he

giv

es m

e th

e V

IP t

reat

men

t. O

nly

he re

cko

ns t

he ‘I

’ in

VIP

sta

nds

for

‘Inco

nseq

uent

ial’.

He

tells

me

to g

o a

nd s

it in

the

ten

t at

the

bac

k o

f the

ho

use.

I te

ll hi

m w

ho I

am, w

here

upo

n he

sm

iles

and

ush

ers

me

into

the

roo

m.

This

girl

thi

s g

uy’s

get

ting

mar

ried

to

is s

o b

eaut

iful t

hat

I can

’t ta

ke m

y ey

es o

ff he

r fo

r a

pre

tty

long

tim

e. A

fter

a w

hile

I m

anag

e to

pul

l my

eyes

aw

ay fr

om

her

to

loo

k at

the

gro

om

. Crip

es!

It’s

none

oth

er t

han

Kid

Pla

ybo

y. I

feel

the

blo

od

revo

lting

in m

y ve

ins.

Thi

s is

the

sam

e K

id

Play

bo

y w

ho t

oo

k aw

ay fr

om

me

som

e tim

e b

ack

the

onl

y g

irl I

ever

love

d. H

e p

rom

ised

thi

s g

irl o

f min

e ev

eryt

hing

in t

he w

orld

and

cro

wne

d t

he lo

ng li

st o

f pro

mis

es b

y te

lling

her

tha

t he

wo

uld

bui

ld a

fire

und

er t

he o

cean

just

so

’s sh

e ca

n sw

im in

win

ter.

4.1

4.1.

1

Wha

t is

the

nar

rato

r’s jo

b?

(1)

4.

1.2

In

the

sto

ry, w

hat

is h

e ex

pec

ted

to

do

as

a re

sult

of h

is jo

b?

(1

)

4. 2

H

ow

wo

uld

yo

u d

escr

ibe

the

narr

ato

r’s u

se o

f lan

gua

ge?

Q

uote

tw

o e

xam

ple

s to

sup

po

rt y

our

ans

wer

. (3

)

4.3

U

sing

yo

ur o

wn

wo

rds,

exp

lain

why

the

nar

rato

r d

oes

no

t w

ant

to g

o t

o A

lexa

ndra

to

wns

hip

. (2

)

4.4

‘T

op

hat

and

tai

ls’ w

oul

d b

e ve

ry fo

rmal

clo

thes

. Do

es t

he n

arra

tor

have

the

se c

loth

es t

o w

ear

to

the

wed

din

g?

Use

info

rmat

ion

fro

m t

he e

xtra

ct in

giv

ing

yo

ur a

nsw

er.

(2)

4.5

W

hen

he a

rriv

es a

t th

e w

edd

ing

, the

nar

rato

r is

firs

t tr

eate

d a

s ‘in

cons

eque

ntia

l’.

Su

gg

est

wha

t ca

uses

the

per

son

who

wan

ted

to

sho

w h

im t

o t

he t

ent

to c

hang

e hi

s m

ind

. (1

)

4.6

In

yo

ur o

wn

wo

rds

exp

lain

ho

w t

he n

arra

tor

feel

s ab

out

Kid

Pla

ybo

y (2

) and

why

. (1)

(3

)

4.7

Th

e w

edd

ing

cer

emo

ny d

oes

no

t in

fact

tak

e p

lace

. Exp

lain

why

no

t.

(2)

4.8

W

hat

is y

our

att

itud

e to

the

nar

rato

r o

f thi

s st

ory

? G

ive

a re

aso

n fo

r yo

ur a

nsw

er.

(2)

(1

7 m

arks

)


5. Memorandum for English First Additional Language Paper 2: Literature

QUESTION 1 (17 marks)

No. Question and mark allocation Answer Cognitivelevel


1.1.1 In line 1, who are ‘they’? (2) Learners could use several terms: bureaucrats/civil servants/government officials/the authorities/apartheid officials/racist officials. (1) The answer must be in plural form. (1)

2Reorganisation

3Inference

The level could either be considered 2 (Reorganisation) or 3 (Inferential). A burly bureaucrat (singular) is mentioned later in the poem and so the answer could be ‘reorganised’ from that reference OR it could be argued that the level is 3 (Inferential) because learners have to infer the answer from what the speaker in the poem describes.

1.1.2 Quote two words from the poem that describe the person who represents these people. (1)

‘burly bureaucrat’ 1Literal

The answer can be taken directly from the poem.

1.1.3 Describe the mood of line 1. (2) The mood is best described as one of anger or frustration because the speaker is telling people to share her anger/frustration.

3Inference

The answer must be inferred from the words used.

1.2 Explain how you know that the speaker’s name had been used in her family for a long time. (1)

The speaker says that her name is the same as her great, great grandmother’s so that means the name has been used in the family for five generations.

2Reorganisation

Information in the poem needs to be reorganised for the answer.

1.3.1 State two things that she has just told him. Do not quote directly from the poem but use your own words. (2)

She has told him who her family is/told him about her ancestors (1); she has told him her name. (1)

2Reorganisation

Information in the poem needs to be summarised and expressed in the learner’s own words.

1.3.2 Explain why these things are ‘music to his ears’. (2)

The bureaucrat is very pleased to be able to make fun of the speaker (1) and to pretend that her name and the names of her ancestors are too difficult to pronounce. (1) These ideas can be expressed in different ways.

3Inference

The answer is not in the text but must be inferred from the story that the speaker tells and from the name that the bureaucrat gives her.

1.4 According to the speaker, what was the bureaucrat’s response to her name? (1)

He was surprised by it. 1Literal


1.5 Explain why he gives her the name Maria. (2) It is a short name that is easy for him to pronounce (1) and by ignoring her family and cultural heritage he demonstrates his power over her. (1) These ideas can be expressed in different ways.

3Inference

The answer is not in the text but must be inferred from the bureaucrat’s response to her long name with its beautiful sounds.




1.6.1 The situation described in this poem is an example of the racism experienced by many South Africans under apartheid. Explain the nature of the racism in the poem. (2)

The white official is racist because he does not listen to the narrator or show any respect for her heritage and culture. (2) This idea could be expressed in several different ways.

3Inference

4Evaluation

This question requires inferencing, from what the bureaucrat says and does, that he is behaving as a racist (an evaluation).

1.6.2 In your view, could people in South Africa still be treated in the same way as the speaker in the poem. Give a reason for your answer. (2)

The answer given is likely to depend on the learners’ life experiences. To be awarded 2 marks they must give a clearly expressed reason.

4Evaluation

This answer involves personal judgement and learners can answer Yes or No, provided they offer a clearly expressed reason.





2.1.1 In the opening lines of the poem to what does the narrator compare himself? (1)

He compares himself to a cloud. 1Literal


2.1.2 What is the name for the figure of speech that the poet uses in these lines? (1)

simile 1Literal

Learners should have learned that a comparison beginning with ‘as’ is a simile and so this is a ‘recall’ Level 1 question.

2.2.1 What do the following words from the poem tell readers about the daffodils: ‘crowd’, ‘host’, ‘never-ending line’, ‘ten thousand saw I at a glance’. (1)

These words tell readers that there is an enormous number of daffodils.

2Reorganisation

Learners need to ‘group together’ the various descriptions to give their answer.

2.2.2 Suggest why the poet expresses one idea so many times. (1)

He wants to be sure that readers build up an image in their minds of an unusually large number of flowers. Note: This idea could be expressed in different ways.

3Inference

The answer is not in the text so learners have to appreciate the poem as a whole and infer the importance of the large number of daffodils.

2.3.1 With what does the narrator compare the daffodils? (1)

He compares them to the stars in the Milky Way. 1Literal

2Reorganisation

The answer is in the poem but learners need to read carefully because the comparison comes before the ‘they’ which refers to daffodils so some reorganisation of information is required.

2.3.2 In your opinion, is this an effective comparison? Give a reason for your answer. (2)

Learners are more likely to answer Yes than No but any plausible reason for either Yes or No should be accepted.For example: Yes, it is effective because there is a huge number of stars in the Milky Way and the poet wants readers to understand that he is seeing a huge number of daffodils. OR No, it is not effective because ...

5Appreciation

This is an appreciation question with marks given for clear expression of the learner’s opinion.

2.4 According to the narrator, which were happier: the daffodils or the waves of the sea? Quote from the poem in giving a reason for your answer. (2)

The daffodils (1) because ‘they Out-did the sparkling waves in glee’. This means that they were happier (more gleeful) than the waves of the sea. (1) Learners could express their reason in different ways but they must include the quotation.

2Reorganisation

The answer is in the text but learners need to interpret the lines in order to give their reason.

2.5 Describe the rhythm of the first three stanzas and explain how it contributes to the mood of these stanzas. (2)

The rhythm is like a song to which the daffodils might dance. (1) It contributes to the joyful/happy mood of these stanzas. (1)

3Inference

Learners need to infer the answer from their careful reading of the poem.




2.6 ‘At the time when he saw the daffodils the narrator realised that they had affected him greatly.’ Write TRUE or FALSE and give a reason for your answer. (1)

FALSE. The narrator states that he gave ‘little thought’ to the value of what he was seeing. (1)

2Reorganisation

The answer is in the text but learners need to interpret the lines in order to give their reason.

2.7 Quote one example of personification used in the poem and explain why it is an example of personification. (2)

‘daffodils … Fluttering and dancing in the breeze’. (1)OR‘Tossing their heads in sprightly dance’. (1) OR‘The waves beside them danced’. (1)In each of these examples either the daffodils or the sea are given the human quality of being able to dance. (1)

1Literal

2Reorganisation

Learners need to know what personification means, to identify an example and give a reason for their choice.

2.8 When does the poet remember the daffodils? (1) Use your own words in giving your answer. (1)

When he is on his own (in solitude) the poet pictures the daffodils again.

2Reorganisation

The answer is in the text but learners need to express the idea in their own words.

2.9 Describe the theme of the poem. (2) The poem celebrates the beauty of the natural world. (2) OR The beauty of the natural world can change sadness to joy. (2) As long as there is reference to celebrating nature, the theme can be expressed in a number of ways.

5Appreciation

In order to answer this question learners need to respond aesthetically to the poem.





3.1 Where is this story set? The story is set in a reformatory to which young boys who have committed crimes are sent. (1)

1Literal

The answer is in the text though not in the extract on the exam paper.

3.2 Explain how the main character, Ha’penny, came to be in the place where the story is set. (2)

He had been caught stealing and as a result had been sent to the reformatory. (1)

2Reorganisation

The answer is in the text but is not directly stated and thus some reorganisation is required.

3.3 What is the job/position of the narrator? (1) He is one of the officials at the reformatory who looks after the boys.

1Literal

The answer is in the text though not in the extract on the exam paper.

3.4.1 Quote words from the extract which indicate that the narrator did not believe the story that Ha’penny told him about his family. (1)

’had told me a story that was all imagination’ 1Literal

3Inference

The answer is in the text but learners need to understand what is inferred by the words in the quotation.

3.4.2 When the narrator challenged Ha’penny about the name of a family member, the boy looked fearful but tried to hide his fear (concealed apprehension). Suggest why he would have been fearful (1) and why he would have tried to hide his fear. (1)

He was afraid that the reformatory official would realise that he had been lying (1) and he would have tried to hide his fear to avoid drawing the official’s attention to him. (1) Note: These ideas could be expressed in different ways.

3Inference

Learners must infer the answer from the events in the story.

3.5.1 Using your own words, explain why Mrs Maarman wanted nothing to do with Ha’penny. (1)

She felt he would be a bad influence on her children. (1)

1Literal

2Reorganisation

The answer is in the text but learners need to express it in their own words and this involves some reorganisation of information.

3.5.2 In your view was she right or wrong to ignore his letters? Give a reason for your answer. (2)

This is a free response question but learners must give a clearly expressed reason. For example: She was right because she was protecting her family. (2) OR She was wrong because this boy needed someone to help him otherwise he could become a serious criminal. (2)

4Evaluation

Learners need to make a judgement, based on events and characters in the story, in order to give their answer.

3.6 Describe what happened after Ha’penny realised that the narrator knew the boy had been lying about his family. (3)

Ha’penny became seriously ill and despite being visited by Mrs Maarman he died. (2)

2Reorganisation

This question requires learners to summarise events in the latter part of the story (beyond the extract).




3.7 How does the author want readers to feel about Ha’penny? Include at least two quotations from the extract in your answer. (3)

He wants readers to feel sympathetic towards/sorry for Ha’penny. He describes him as a ‘waif’ who was ‘fatherless and motherless’ and as a boy for whom ‘no-one in the world cared whether he was alive or dead’; a boy who was ‘homeless’; ‘a clever boy’; a boy with ‘brains and courage’. Learners have a number of choices of quotation.

5Appreciation

This is an appreciation question. Learners need to understand how the writer’s choice of words positions them as readers to respond sympathetically to Ha’penny (though of course they may resist the positioning).

3.8 This story was published in 1961. Could a similar story be written about young boys today? Give a reason for your answer. (2)

The most likely answer is Yes because unfortunately today there are child-headed households as a result of HIV-AIDS and other social problems and there are children who have run away from abusive situations in their homes.

4Evaluation

This question requires learners to use their own experience to make a judgement about the conditions in which young people live in South Africa today.





4.1.1 What is the narrator’s job? (1) He is a journalist. 1Literal

The answer is not directly stated in the story but can be inferred quite easily from the reference to the editor.

4.1.2 In the story, what is he expected to do as a result of his job? (1)

He is expected to attend a wedding and to write about for the newspaper or magazine for which he works.

1Literal

As with the previous question, the answer is not directly stated in the story but can be inferred quite easily from the reference to the editor.

4.2 How would you describe the narrator’s use of language? Quote two examples to support your answer. (3)

He uses informal language including township slang. (1) Some examples: ‘the cherrie’s place in Alex’; ‘Dubeheimers’; ‘getting hitched’; ‘stays out Dube’; ‘shindigs’. (2)

3Inference

5Appreciation

The answer requires language experience/ knowledge of registers and appreciation of how the language is used in the story.

4.3 Using your own words, explain why the narrator does not want to go to Alexandra township. (2)

He is afraid that he might get hurt because Alex has a reputation for being a place of gang violence. (2) Note: The answer can be expressed in different ways.

2Reorganisation

The answer is in the text but requires some reorganisation to be expressed in learners’ own words.

4.4 ‘Top hat and tails’ would be very formal clothes. Does the narrator have such clothes to wear to the wedding? Use information from the extract in giving your answer. (2)

No, he does not. He has to borrow a tie and he wears ‘not-to-well pressed trousers to the wedding. (2)

3Inference

The answer needs to be inferred from information that is in the text.

4.5 When the narrator arrives at the wedding, he is first treated as ‘inconsequential’. Suggest what information causes the person who wanted to show him to the tent to change his mind. (1)

The narrator probably told the person that he was a journalist who worked for a particular publication. (1)

3Inference

The answer is not in the text and must be inferred from learners’ understanding of the story and from their general knowledge.

4.6 In your own words explain how the narrator feels about Kid Playboy (1) and why. (2)

He feels very angry with Kid Playboy (1) because this young man stole his girlfriend from him and then dumped her. (2)

2Reorganisation

The answer is in the text but requires some reorganisation to be expressed in learners’ own words.

4.7 The wedding ceremony does not in fact take place. Explain why not. (2)

One of the guests presents her baby to Kid Playboy as a present, claiming that he is the baby’s father. The bride then refuses to marry Kid Playboy and threatens him with legal action.

1Literal

2Reorganisation

The answer is not in the extract but as long as learners have studied the whole story it is a straight forward summary of the final part of the story.

4.8 What is your attitude to the narrator of this story? Give a reason for your answer. (2)

This is a free response question but learners must give a plausible reason. For example: I disapprove of the narrator because he seems to be a person who drinks too much and who can be rude to people. (2) OR I really like the narrator because he understands township life and behaves in a cool way. (2) There are many possibilities.

4Evaluation

5Appreciation

The answer requires making a judgement and the judgement is linked to appreciation of the way in which the story has been written.


6.

Eng

lish

Firs

t A

dd

itio

nal L

ang

uag

e P

aper

3: W

riti

ng

Tim

e: 2

.5 h

ours

M

arks

: 100

Inst

ruct

ions

and

info

rmat

ion

1.

This

que

stio

n p

aper

co

nsis

ts o

f TH

RE

E s

ectio

ns. A

nsw

er o

ne q

uest

ion

fro

m e

ach

sect

ion.

SE

CTI

ON

A: C

reat

ive

writ

ing

(50

mar

ks)

SE

CTI

ON

B: L

ong

er t

rans

actio

nal t

exts

(30

mar

ks)

SE

CTI

ON

C: S

hort

er t

rans

actio

nal t

exts

(20

mar

ks)

2.

Star

t ea

ch s

ectio

n o

n a

new

pag

e.

3.

Num

ber

the

ans

wer

s ac

cord

ing

to

the

num

ber

ing

sys

tem

use

d in

thi

s q

uest

ion

pap

er.

4.

You

mus

t p

lan

(e.g

. a m

ind

map

/dia

gra

m/fl

ow

cha

rt/k

ey w

ord

s), e

dit

and

pro

of r

ead

yo

ur

wo

rk. T

he p

lan

mus

t ap

pea

r B

EFO

RE

the

ess

ay.

5.

Plan

yo

ur re

spo

nses

and

mak

e ro

ugh

dra

fts

bef

ore

writ

ing

the

fina

l ver

sio

ns o

f yo

ur

answ

ers.

6.

All

pla

nnin

g m

ust

be

clea

rly in

dic

ated

as

such

. Nea

tly c

ross

out

all

pla

ns a

nd ro

ugh

dra

fts.

7.

Re-

read

yo

ur w

ork

car

eful

ly a

nd c

orr

ect

any

erro

rs b

efo

re y

ou

hand

in y

our

ans

wer

bo

ok.

8.

Do

NO

T us

e m

emo

rised

resp

ons

es.

9.

Pay

atte

ntio

n to

sp

ellin

g, c

hoic

e o

f wo

rds,

gra

mm

ar, p

unct

uatio

n an

d p

arag

rap

hing

.

10.

Writ

e le

gib

ly a

nd c

lear

ly.

11.

Writ

e in

the

lang

uag

e in

whi

ch y

ou

are

bei

ng a

sses

sed

.


SEC

TIO

N A

: ESS

AY

(5

0 m

arks

)

Writ

e an

ess

ay o

f 200

–250

wo

rds

(ap

pro

xim

atel

y 1–

1.5

pag

es) o

n O

NE

of t

he fo

llow

ing

to

pic

s.

Num

ber

yo

ur e

ssay

co

rrec

tly a

nd g

ive

it a

title

.

1.1

W

rite

an e

ssay

tha

t in

clud

es t

he fo

llow

ing

wo

rds:

‘If I

had

no

t m

et …

1.2.

W

rite

an e

ssay

ab

out

a p

erso

n w

hom

yo

u ad

mire

gre

atly

.

1.3.

‘U

nive

rsity

ed

ucat

ion

mus

t b

e fr

ee fo

r ev

eryo

ne.’

W

rite

an e

ssay

in w

hich

yo

u ex

pre

ss y

our

vie

ws

on

this

sta

tem

ent.

1.4.

A

wo

rld w

itho

ut c

ell p

hone

s. W

rite

an e

ssay

on

this

to

pic

.

1.5

Cho

ose

one

of t

he t

wo

pho

tog

rap

hs.

W

rite

an e

ssay

on

any

top

ic t

hat

com

es t

o m

ind

whe

n yo

u lo

ok

at t

he p

hoto

gra

ph.

W

rite

the

que

stio

n nu

mb

er a

nd g

ive

your

ess

ay a

titl

e.


SEC

TIO

N B

: LO

NG

ER

TR

AN

SAC

TIO

NA

L W

RIT

ING

(3

0 m

arks

)

Cho

ose

ON

E o

f the

follo

win

g t

op

ics.

Yo

ur re

spo

nse

sho

uld

be

bet

wee

n 12

0 an

d 1

50 w

ord

s.

2.1

Your

sch

oo

l is

tryi

ng t

o d

raw

up

a s

et o

f rul

es a

bo

ut c

ell p

hone

use

at

scho

ol.

So

me

of y

our

frie

nds

are

arg

uing

ab

out

wha

t th

ese

rule

s sh

oul

d b

e.

W

rite

a d

ialo

gue

bet

wee

n tw

o o

f yo

ur fr

iend

s w

ho h

ave

diff

eren

t id

eas

abo

ut t

he

ru

les

for

cell

pho

ne u

se a

t sc

hoo

l.

2.2

Wat

er is

bei

ng w

aste

d b

y p

eop

le w

ho a

re n

ot

usin

g t

his

pre

cio

us re

sour

ce re

spo

nsib

ly.

W

rite

a le

tter

to

the

ed

ito

r o

f yo

ur lo

cal n

ewsp

aper

in w

hich

yo

u d

escr

ibe

how

p

eop

le a

re w

astin

g w

ater

and

sug

ges

t w

hat

coul

d b

e d

one

to

so

lve

this

pro

ble

m.

2.3

Yo

u re

cent

ly w

on

a co

mp

etiti

on

in w

hich

the

priz

e w

as o

ne o

f the

follo

win

g:

a

tele

visi

on

set;

a la

pto

p; a

n ex

erci

se b

ike;

a g

uita

r.

C

hoo

se o

ne o

f the

se it

ems

and

writ

e th

ree

dia

ry e

ntri

es in

whi

ch y

ou

des

crib

e

an

d c

om

men

t o

n ho

w y

ou

are

usin

g y

our

priz

e an

d h

ow

yo

u ar

e fe

elin

g a

bo

ut it

.


SEC

TIO

N C

: SH

ORT

ER

TR

AN

SAC

TIO

NA

L W

RIT

ING

(2

0 m

arks

)

Cho

ose

ON

E o

f the

follo

win

g t

op

ics.

Yo

ur re

spo

nse

sho

uld

be

bet

wee

n 80

and

120

wo

rds.

3.1

Yo

u ha

ve b

een

aske

d t

o m

ake

a sh

ort

ora

l pre

sent

atio

n to

a y

out

h g

roup

on

how

to

lead

a

heal

thy,

bal

ance

d li

fe s

tyle

.

W

rite

a lis

t o

f 6–

7 ti

ps

that

yo

u w

oul

d in

clud

e in

yo

ur p

rese

ntat

ion.

N

ote

: The

tip

s co

uld

be

in t

he fo

rm o

f ins

truc

tions

but

the

y d

o n

ot

have

to

be.

3.2

You

are

the

secr

etar

y o

f a c

om

mun

ity o

rgan

isat

ion

that

is p

lann

ing

a s

pec

ial e

vent

for

M

and

ela

Day

. The

org

anis

atio

n is

to

ho

ld a

mee

ting

sho

rtly

.

A

s se

cret

ary,

writ

e o

ut t

he n

oti

ce o

f th

e m

eeti

ng t

hat

you

will

sen

d t

o m

emb

ers

of

th

e o

rgan

isat

ion.

3.3

You

are

a m

emb

er o

f a g

roup

/ban

d t

hat

will

be

per

form

ing

at

a co

ncer

t in

yo

ur a

rea.

W

rite

a fly

er t

o t

ell p

eop

le a

bo

ut y

our

gro

up/b

and

and

the

mus

ic t

hat

you

pla

y.


7. Memorandum for English First Additional Language Paper 3: Writing

MARKING GUIDELINES

Use the rubrics for essays, longer and shorter transactional writing found in the Learner’s Book and Teacher’s Guide that you use in class. In addition, note the following:

SECTION A: ESSAY (50)

1.1 The essay must tell a story.

1.2 The essay must provide a detailed description of this person and an explanation of why the writer admires him or her.

1.3 Ideally this should be a discursive essay in which learners consider both sides of the argument but it is also acceptable for them to make a strong case ‘for or against’ free university education for all.

1.4 If learners choose this topic they have to show that they can imagine a number of serious or amusing situations or a combination of both that might happen in a world without cell phones.

1.5 Learners must demonstrate a connection between the photograph and their essay.

SECTION B: LONGER TRANSACTIONAL TEXTS (30)

2.1 Correct dialogue format must be used. Give extra credit for lively teenage conversation. Informal language is appropriate.

2.2 The correct format for a letter to the editor must be used and the language should be quite formal. The letter must include both a description of water wastage and suggestions for what can be done about the situation described.

2.3 The writing must be personal and informal; there must be three entries and the writer must describe and comment on how he or she is using the prize and how he or she is feeling about it.

SECTION C: SHORTER TRANSACTIONAL TEXTS (20)

3.1 The tips in the list must relate to aspects of a balanced and healthy life style. They can be written as points and may or may not be in the form of instructions.

3.2 The notice needs to include the name of the organisation, the purpose of the meeting, the date, time and venue.

3.3 The information blurb should tell readers the name of the group/band who plays/sings in it, what instruments they use and what kind of music they play.

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Department: Education PROVINCE OF KWAZULU-NATAL …kznfunda.kzndoe.gov.za/curriculumsupportmaterial/... · 2018-10-17 · Email: [email protected] Jik’iMfundo is a programme to improve