# English FAL Grade 12 Paper 3 Eastern Cape Prelim 2024 Memo > Grade 12 English FAL Paper 3 memorandum from the Eastern Cape Prelim Exam 2024, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/eng-fal-p3-grade12-memo-sept-2024/44135000-fbe0-48aa-b0ee-1fc4ab3e1c24 - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Document type: Memorandum - Year: 2024 - Exam period: Eastern Cape Prelim Exam - Paper: 3 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [English FAL](https://www.hlayiso.com/library/grade-12/english-fal) › [English FAL Grade 12 Paper 3 Eastern Cape Prelim 2024 Memo](https://www.hlayiso.com/library/eng-fal-p3-grade12-memo-sept-2024/44135000-fbe0-48aa-b0ee-1fc4ab3e1c24) ## About this document English Fal · Grade 12 · Eastern Cape Prelim Exam · 2024. Memorandum, 12 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2024 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MARKING GUIDELINE MARKS: 100 This marking guideline consists of 12 pages. Hosted by www.ecexams.co.za. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) INSTRUCTIONS AND INFORMATION This marking guideline must be used in conjunction with the attached English FAL assessment rubrics for SECTIONS A, B and C. NOTE: All pieces of writing should be read at least TWICE during assessment, once for content and once for language respectively. Errors have to be indicated in your second reading. SECTION A: ESSAY QUESTION 1 INSTRUCTIONS TO MARKERS: • Candidates are required to write on ONE topic only. • The ideas listed below the topics are only some ways in which the topics can be interpreted. • Full credit must be given for the candidates’ own interpretation. • Marking must be objective. Give credit for relevant ideas. • Use the 50-mark grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria: o Content and planning (30 marks) o Language, style and editing (15 marks) o Structure (5 marks) NOTE: • Adhere to the length of 250–300 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence, refer to the First Additional Language Examination Guidelines, Grade 12, 2021. • No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 An eye-opening event 1. Narrative/Descriptive/Reflective/Discursive/Argumentative • If narrative, the essay must have a strong storyline and an interesting ending. • If descriptive, the writer should create a picture in words using as many senses as possible to make the description clear. • If reflective, the essay should convey emotional reactions and feelings the candidate experiences/experienced. • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear, and convincing statement of the writer’s opinion. NOTE: A candidate may write an essay that contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 3 Downloaded from hlayiso.com (EC/SEPTEMBER 2024 ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.2 A funny memory Descriptive/Reflective/Narrative/Discursive/Argumentative • If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear. • If narrative, the essay must have a strong storyline and an interesting ending. • If reflective, the essay should convey emotional reactions and feelings the candidate’s experiences/experienced. • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear, and convincing statement of the writer’s opinion. NOTE: A candidate may write an essay that contains elements of more than one type of essay/any other essay type. [50] 1.3 If only time was on my side … Reflective/Descriptive/Narrative/Discursive/Argumentative • If reflective the essay should convey the emotional reactions and feelings the candidate experiences/experienced. • If descriptive, the writer should create a picture in words using as many senses as possible to make the description clear. • If narrative, the essay must have a strong storyline and an interesting ending. • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion. NOTE: A candidate may write an essay that contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) 1.4 Social media damages people’s self-esteem Discursive/Reflective/Narrative/Descriptive/Argumentative • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If reflective the essay should convey the emotional reactions and feelings the candidate experiences/experienced. • If narrative, the essay must have a strong storyline and an interesting ending. • If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion. NOTE: A candidate may write an essay that contains elements of more than one type of essay/any other essay type. [50] 1.5 “Step out of the history that is holding you back. Step into the new story you are willing to create.” – Oprah Winfrey Reflective/Narrative/Descriptive/Discursive/Argumentative • If reflective the essay should convey the emotional reactions and feelings the candidate experiences/experienced. • If narrative, the essay must have a strong storyline and an interesting ending. • If descriptive, the candidate should create a picture in words using as many senses as possible to make the description clear. • If discursive, the arguments for and against must be well-balanced and clearly analysed in the essay. The candidate may come to a particular conclusion at the end of the essay, which should include recommendations. • If argumentative, the essay must reflect a specific argument or viewpoint for or against the topic. The candidate should give a range of arguments to support his/her view. The conclusion should be a strong, clear and convincing statement of the writer’s opinion. NOTE: A candidate may write an essay that contains elements of more than one type of essay/any other essay type. [50] Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 5 Downloaded from hlayiso.com (EC/SEPTEMBER 2024 ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 Interpretation of pictures The candidate: • Must give the essay a suitable title • May interpret the pictures in any way, relevant to the picture. • May choose to write any type of essay, relevant to the picture. • Must link the interpretation to the picture. 1.6 Picture: Locked gate Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: being locked out, security, being safe, the end of a chapter, etc. • Figurative interpretations: prison, change, closing a bad experience, being excluded, etc. [50] 17 Picture: Person packing a suitcase Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: going on a journey, packing your suitcase, leaving, going on a holiday, etc. • Figurative interpretations: beginning a new journey, starting afresh/anew, being kicked out, divorcing someone, ending an old lifestyle, etc. [50] 1.8 Picture: Chest with broken heart Narrative/Descriptive/Reflective/Argumentative/Discursive • Literal interpretations: broken heartedness, people experiencing broken relationships, disappointment, being in love, being romantic, etc. • Figurative interpretations: lost relationships, love secrets, remembering past relationships, thinking back on love, etc. [50] TOTAL SECTION A: 50 Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 INSTRUCTIONS TO MARKERS: • Candidates are required to answer ONE question. • Marking must be objective. Give credit for relevant ideas. • Use the 30-mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (18 marks) o Language, style and editing (12 marks) NOTE: • Adhere to the length of 120–150 words as prescribed in the CAPS document. However, should the maximum word count be reached mid-sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER A letter to a friend • The letter should have an introduction, body and conclusion. • The tone and register of the letter should be friendly and informal. • The following aspects of format must be included: o Address of the sender o Date o Greeting/Salutation o Suitable ending • The letter must include details congratulating your friend on his achievement in athletics, and inspiration to continue and to do better in the future. [30] 2.2 DIALOGUE A conversation between you and your friend: • The tone must be formal. o A brief scenario (context) must be sketched before the speakers start speaking. o The names of speakers must appear on the left-hand side of the page. o A colon must appear after the name of each speaker. o A new line must be used to indicate each speaker. o Stage directions (tone of voice, actions etc.) must be written in brackets, if applicable. • The following ideas must be explored, among others: o The posting of the humorous/funny picture on WhatsApp. o Explanation of why it was posted and reconciliation. [30] Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 7 Downloaded from hlayiso.com (EC/SEPTEMBER 2024 ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.3 E-MAIL An e-mail to the online sales company. • Allow for acceptable variations of format. • The e-mail should be addressed to the online sales company. • The tone and register of the e-mail should be formal. • The following aspects of format must be included: o The recipients e-mail address o Subject o Salutation o Message o Conclusion o Suitable ending o Sender’s name • The following information may be included: o CC/BCC: an e-mail address of another recipient whose attention is called the e-mail. o Other alternative contact details at the end. • The e-mail must include information about the item ordered, the open box, and the dissatisfaction of the customer/recipient. NOTE: Do not award marks for illustrations or drawings. [30] 2.4 SPEECH A speech to congratulate and inspire learners who have excelled in the spelling and reading competition. • The speech should be written using a suitable salutation/greeting. • The tone and register should be appropriate for the audience. • The speech must include the following: o An introduction that captures the listener’s attention. o Well-developed points. o A suitable conclusion. • The speech must congratulate and inspire the learners who have excelled. [30] TOTAL SECTION B: 30 Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) SECTION C: SHORTER TRANSACTIONAL TEXT QUESTION 3 INSTRUCTIONS TO MARKERS: • Candidates are required to answer ONE question. • Marking be objective. Give credit for relevant ideas. • Use the 20- must mark assessment rubric to mark the responses in this section. The texts produced by candidates must be assessed according to the following criteria as set out in the assessment rubric: o Content, planning and format (12 marks) o Language, style and editing (8 marks) NOTE: • Adhere to the length of 80–100 words as prescribed in the CAPS document. However, should the maximum word count be reached mid- sentence, read to the end of that sentence. • No additional penalties may be imposed as the rubric itself imposes penalties. 3.1 DIARY ENTRY The candidate’s feelings BEFORE and AFTER meeting with the grandmother • There must be two diary entries with two different times and dates. • The entries must express the candidate’s feelings before and after meeting the grandmother for the first time. • The diary entries must be written in the first person. • The language should be simple and informal. • The tone must reflect suitable emotions. • The language may be formal or informal but not slang or colloquialism. [20] 3.2 FLYER Advertising babysitting service(s) The following aspects should be included in the flyer, among others: • Eye-catching headline or slogan • Catchy words and phrases • Sufficient details of services offered • Contact details of the person offering the service • The language may be formal or informal but not slang or colloquial. NOTE: No marks are awarded for drawings or illustrations. [20] Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 9 Downloaded from hlayiso.com (EC/SEPTEMBER 2024 ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 3.3 DIRECTIONS Directions from the entry point to the venue: • The directions may either be in point or paragraph form. • Complete sentences are not necessary. • Directions must be in the correct chronological order. • Landmarks, approximate distances and specific directions must be included. NOTE: No marks are awarded for drawings or illustrations. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 10 Downloaded from hlayiso.com 10 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) SECTION A: RUBRIC FOR ASSESSING ESSAY – ADDITIONAL LANGUAGE [50 MARKS] O Always use the rubric when marking the creative essay (Paper 3, SECTION A). O The marks from 0–50 have been divided into 5 major level descriptors. O In the Content, Language and Style criteria, each of the five level descriptors is divided into an upper and a lower level sub-category with the applicable mark range and descriptors. O Structure is not affected by the upper level and lower level division. Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT AND PLANNING 28–30 22–24 16–18 10–12 4–6 (Response and ideas) - Outstanding/Striking response beyond normal - Very well-crafted response. - Satisfactory response - Inconsistently coherent - Totally irrelevant response. Organisation of ideas for expectations. - Fully relevant and interesting. - Ideas are reasonably coherent response - Confused and unfocused ideas. - Intelligent, thought-provoking and mature - Ideas with evidence of maturity and convincing. - Unclear ideas and unoriginal - Vague and repetitive. Upper level planning ideas - Very well organised and coherent - Reasonably organised and - Little evidence of - Unorganised and incoherent. Awareness of purpose, - Exceptionally well organised and coherent (connected) including introduction, body coherent including introduction, organisation and coherence. audience and context (connected) including introduction, body and and conclusion/ending. body and conclusion/ending 30 MARKS conclusion/ending. 25–27 19–21 13–15 7–9 0–3 - Excellent response but lacks the exceptionally - Well-crafted response. - Satisfactory response but some - Largely irrelevant response. - No attempt to respond to the topic striking qualities of the outstanding essay - Relevant and interesting ideas. lapses in clarity. - Ideas tend to be - Completely irrelevant and - Mature and intelligent ideas - Well organised and coherent (connected) - Ideas are fairly coherent and disconnected and confusing. inappropriate Lower level - Skilfully organised and coherent (connected) including introduction, body and convincing. - Hardly any evidence of - Unfocused and muddled including introduction, body and conclusion. - Some degree of organisation and organisation and coherence. conclusion/ending. coherence including introduction, body and conclusion. LANGUAGE, STYLE AND 14–15 11–12 8–9 5–6 0–3 EDITING - Tone, register, style, vocabulary highly - Tone, register, style and vocabulary very - Tone, register, style and - Tone, register, style and - Language incomprehensible appropriate to purpose, audience and context appropriate to purpose, audience and vocabulary appropriate to vocabulary not appropriate to - Tone, register, style and vocabulary - Language confident, exceptionally impressive context. purpose, audience and context. purpose, audience and less appropriate to purpose, Tone, register, style, – compelling and rhetorically effective in tone. - Language is effective and a consistently - Appropriate use of language to context. audience and context Upper level vocabulary appropriate to - Virtually error-free in grammar and spelling. appropriate tone is used. convey meaning. - Very basic use of language. - Vocabulary limitations so extreme as purpose/effect and context - Highly skilfully crafted. - Largely error-free in grammar and - Tone is appropriate. - Tone and diction are to make comprehension impossible Word choice spelling. - Rhetorical devices used to inappropriate. Language use and - Very well crafted. enhance content. - Very limited vocabulary. conventions, punctuation, 13 10 7 4 grammar, spelling - Language excellent and rhetorically effective - Language engaging and generally - Adequate use of language with - Inadequate use of language. 15 MARKS in tone. effective some inconsistencies. - Little or no variety in Lower level - Virtually error-free in grammar and spelling. - Appropriate and effective tone. - Tone generally appropriate and sentence. - Skilfully crafted. - Few errors in grammar and spelling. limited use of rhetorical devices. - Exceptionally limited - Well-crafted vocabulary. 5 4 3 2 0–1 STRUCTURE Features of text - Excellent development of topic - Logical development of details - Relevant details developed - Some valid points - Necessary points lacking Paragraph development and - Exceptional detail - Coherent - Sentences, paragraphs well- - Sentences and paragraphs - Sentences and paragraphs faulty sentence construction - Sentences, paragraphs exceptionally well- - Sentences, paragraphs logical, varied constructed faulty constructed - Essay still makes some sense - Essay still makes sense 5 MARKS despite flaws. Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 11 Downloaded from hlayiso.com (EC/SEPTEMBER 2024) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: ASSESSMENT RUBRIC FOR LONGER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [30 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 15–18 11–14 8–10 5–7 0-–4 CONTENT PLANNING - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no AND FORMAT normal expectations demonstrating good demonstrating demonstrating some knowledge of features - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text (Response and ideas ) - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure Organisation of ideas of the type of text - Maintains focus – no - Not completely focused of text. with major for planning - Writing maintains focus digressions. – some digressions. - Some focus but digressions. Purpose, audience and - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. - Not coherent in features/conventions - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in content and ideas. and context support the topic elaborated and details - Some details support content and ideas. - Very few details - Appropriate and accurate format support topic. the topic - Few details support support the topic. 18 MARKS - Appropriate format with - Generally appropriate the topic. - Has not applied minor inaccuracies. format but with some - Has vaguely applied necessary rules of inaccuracies. necessary rules of format. format - Some critical oversights. 10–12 8–9 6–7 4–5 0–3 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style and AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to purpose, correspond to purpose, Tone, register, style, - Grammatically accurate and well- audience and context audience and context. audience and context audience and context. purpose/effect, constructed - Generally grammatically - Some grammatical -Inaccurate grammar - Error-ridden and audience and context - Virtually error-free. accurate and well- errors with numerous errors confused Language use and constructed - Adequate vocabulary -Limited vocabulary - Vocabulary not suitable conventions. - Very good vocabulary - Errors do not impede -Meaning is obscured. for purpose Word choice - Mostly free of errors meaning - Meaning seriously Punctuation, spelling impaired 12 MARKS Copyright reserved Please turn over Hosted by www.ecexams.co.za. ### Page 12 Downloaded from hlayiso.com 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (EC/SEPTEMBER 2024) SECTION C: ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – ADDITIONAL LANGUAGE [20 marks] Criteria Exceptional Skilful Moderate Elementary Inadequate 10–12 8–9 6–7 4–5 0–3 - Outstanding response beyond - Very good response - Adequate response - Basic response - Response reveals no normal expectations demonstrating good demonstrating demonstrating some knowledge of features CONTENT PLANNING - Intelligent and mature ideas knowledge of features of knowledge of features knowledge of of the type of text AND FORMAT - -Extensive knowledge of features the type of text. of the type of text. features of the type - Meaning is obscure of the type of text - Maintains focus – no - Not completely focused of text. with major digressions. (Response and ideas) - Writing maintains focus digressions. – some digressions. - Some focus but - Not coherent in Organisation of ideas - Coherence in content and ideas. - Coherent in content and - Reasonably coherent writing digresses. content and ideas. for planning - Highly elaborated and all details ideas, very well in content and ideas - Not always coherent in Very few details Purpose, audience and support the topic elaborated and details - Some details support content and ideas. support the topic. features/conventions - Appropriate and accurate format support topic. the topic - Few details support - Has not applied and context - Appropriate format with - Generally appropriate the topic. necessary rules of minor inaccuracies. format but with some - -Has vaguely applied format. 12 MARKS inaccuracies. necessary rules of format - -Some critical oversights. 7–8 5–6 4 3 0–2 LANGUAGE, STYLE - Tone, register, style, vocabulary - Tone, register, style and - Tone, register, style - Tone, register, style - Tone, register, style AND EDITING highly appropriate to purpose, vocabulary very and vocabulary and vocabulary less and vocabulary do not audience and context. appropriate to purpose, appropriate to purpose, appropriate to correspond to Tone, register, style, - Grammatically accurate and well- audience and context audience and context. purpose, audience and purpose, audience and purpose/effect, constructed - Generally grammatically - Some grammatical context context. audience and context - Virtually error-free. accurate and well- errors - Inaccurate grammar - Error-ridden and Language use and constructed - Adequate vocabulary with numerous errors confused conventions. - Very good vocabulary - Errors do not impede - Limited vocabulary - Vocabulary not Word choice - Mostly free of errors. meaning. - -Meaning is obscured. suitable for purpose Punctuation, spelling - -Meaning seriously obscured 8 MARKS Copyright reserved Please turn over Hosted by www.ecexams.co.za. ## Related documents - [ENGLISH FAL P1 QP GR12 SEPT 2024](https://www.hlayiso.com/library/english-fal-p1-qp-gr12-sept-2024/6df1d527-74da-4ba5-936c-24fe345cc208) — English FAL · QP · 2024 · Eng - [ENGLISH FAL P2 QP SEPT 2024](https://www.hlayiso.com/library/english-fal-p2-qp-sept-2024/fce356dd-1efa-410d-8030-c33f52ee5c42) — English FAL · QP · 2024 · Eng - [ENGFAL P3 GR12 MEMO SEPTEMBER 2022](https://www.hlayiso.com/library/engfal-p3-gr12-memo-september-2022/1b1c0e71-9825-40d2-9f94-ab92354c6d1a) — English FAL · Memo · 2022 - [ENGFAL P3 GR12 MEMO SEPT2021](https://www.hlayiso.com/library/engfal-p3-gr12-memo-sept2021/12744b83-901f-450d-9b53-a3f8ef23ac81) — English FAL · Memo · 2021 - [English FAL P3 Nov 2020 Memo](https://www.hlayiso.com/library/english-fal-p3-nov-2020-memo/4f4fba72-fa43-414c-9c35-38295b464929) — English FAL · Memo · 2020 · Eng - [English FAL P3 May June 2018 Memo](https://www.hlayiso.com/library/english-fal-p3-may-june-2018-memo/5514f39c-70c0-4d2e-8ce3-601c303abd97) — English FAL · Memo · 2018 · Eng ## More from Grade 12 English FAL - [MTG English FAL P1](https://www.hlayiso.com/library/mtg-english-fal-p1/c03a3a13-0b56-41ba-9bf5-3dc3b766be83) — Guide · Eng - [Gr 12 English P1 (FAL) June 2024 Question Paper](https://www.hlayiso.com/library/gr-12-english-p1-fal-june-2024-question-paper/59886984-5682-4cb4-98a3-4dea02133051) — QP · 2024 · Eng - [English FAL P2 Nov 2024](https://www.hlayiso.com/library/english-fal-p2-nov-2024/b455bd02-cb45-4fb2-a54e-dedbd1d733eb) — QP · 2024 · Eng - [ENGLISH FAL P3 GR12 QP SEPT2023](https://www.hlayiso.com/library/english-fal-p3-gr12-qp-sept2023/52206458-bf55-40fe-b59e-e2955da99916) — QP · 2023 · Eng - [English FAL P1 Nov 2023](https://www.hlayiso.com/library/english-fal-p1-nov-2023/1b49dee3-655e-4123-9cfb-d7e522de4e42) — QP · 2023 · Eng - [English FAL P3 Nov 2023](https://www.hlayiso.com/library/english-fal-p3-nov-2023/162a625f-1553-4430-b2d7-3a3df65cf301) — QP · 2023 · Eng ## Collection - [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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