# English FAL Grade 11 Paper 3 Eastern Cape November 2013 Memo > Grade 11 English FAL Paper 3 memorandum from the Eastern Cape November 2013, 12 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/engfa-p3-memo-eng-nov-2013/4ff3c5b7-abba-44b0-8bfc-abebb2b516b5 - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 11 - Document type: Memorandum - Year: 2013 - Exam period: Eastern Cape November - Paper: 3 - Curriculum: CAPS - Pages: 12 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [English FAL](https://www.hlayiso.com/library/grade-11/english-fal) › [English FAL Grade 11 Paper 3 Eastern Cape November 2013 Memo](https://www.hlayiso.com/library/engfa-p3-memo-eng-nov-2013/4ff3c5b7-abba-44b0-8bfc-abebb2b516b5) ## About this document English Fal · Grade 11 · Eastern Cape November · 2013. 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 11 NOVEMBER 2013 ENGLISH FIRST ADDITIONAL LANGUAGE P3 MEMORANDUM MARKS: 100 This memorandum consists of 12 pages. ### Page 2 Downloaded from hlayiso.com 2 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) INSTRUCTIONS AND INFORMATION This memorandum 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 (EDUCATORS)  Candidates are required to write on ONE topic only.  The ideas listed below the topics are only some of the ways in which the topics can be interpreted. Full credit must be given for the candidates’ own interpretation.  Marking must be objective. Consider the background of the candidates and give credit for relevant ideas, even if they are not listed below the topics.  Use the 50 mark grid to mark the essays. The texts produced by candidates must be assessed according to the following criteria:  Content and planning = 32 marks  Language, style and editing = 12 marks  Structure = 6 marks NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 1.1 EMPTY PROMISES  Narrative/Descriptive/Reflective essay  The following must be considered: o If narrative, a story with a strong storyline must be evident in which a series of events leads to empty promises. o If descriptive, there must be a vivid description of an experience(s)/incident(s) involving empty promises. o If reflective, there must be a personal account of thought processes and feelings connected to empty promises. [50] OR ### Page 3 Downloaded from hlayiso.com (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL LANGUAGE P3 3 1.2 “OH! WHAT A DAY”  NOTE: The words in the topic MUST be included somewhere in the essay.  Narrative/Descriptive/Reflective essay  The following must be included: o If narrative, a story with a strong story line must be evident in which a series of events leads to a successful/disastrous/ wonderful/sorrowful day. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of events/ situations which prompted the interjection. o If reflective, there must be a personal account of thought processes and feelings/emotions culminating in the interjection. [50] OR 1.3 HAPPINESS IS A STATE OF MIND. DO YOU AGREE?  Argumentative essay.  The following must be considered: o Essay must offer one distinct opinion; therefore the essay must either be for or against the topic given. o Candidates may argue that happiness is a state of mind or that it is not the case. o The idea of happiness being a state of mind or the opposite must be evident. o There should be a clear defence/motivation/argument of the position taken. [50] OR 1.4 “SIT DOWN, WE HAVE SOMETHING VERY IMPORTANT TO TELL YOU.” I SAT DOWN AND LISTENED TO MY PARENTS/GUARDIANS. WRITE AN ESSAY ON WHAT YOUR PARENTS/GUARDIANS TOLD YOU. GIVE YOUR ESSAY A SUITABLE TITLE.  Narrative/Descriptive essay  The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events leads to candidate’s parents/guardians talking to him/her. o If descriptive, there must be a vivid description of an experience/ incident connected to what the candidate may have been told my his/her parents/guardians.  Essay must be written in the first person/have a first person reference. [50] OR ### Page 4 Downloaded from hlayiso.com 4 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) 1.5 AS I LOOKED AT HIS/HER COFFIN ...  Narrative/Descriptive/Reflective essay  The following must be considered: o If narrative, a story with a strong story line must be evident in which a series of events culminate in the topic. There must be a logical sequence of tense. o If descriptive, there must be a vivid description of how the candidate felt as he/she looked at a parent/relative/friend’s etc. coffin. o If reflective, there must be a personal account of thought processes and feelings/emotions as evoked by the death of a parent/relative/friend etc. [50] OR 1.6 SOUTH AFRICA – A COUNTRY OF MANY OPPORTUNITIES, A COUNTRY TO BE PROUD OF. DISCUSS YOUR VIEWS.  Discursive essay  The following must be considered: o The essay must offer a balanced view of both sides of argument. Opposing views must be presented impartially. [50] OR 1.7 ESSAY BASED ON PICTURE.  Candidates may interpret the pictures in any way.  The interpretation should be linked to the pictures.  Candidates should give the essay a suitable title.  Candidates may write in any appropriate tense.  The following ideas may be explored in response to the pictures, among others: 1.7.1 Can be literal or figurative interpretation. o Social interpretations: e.g. poor environment/poor living conditions, poverty and dirty places/squalor. o Literal interpretations may include the usefulness of dumping sites, recycling etc. o Economic interpretations: poor socio-economic conditions/ deprivation/service delivery problems, etc. o Figurative interpretations: impurity/manifestation of evil etc. o Personal interpretation: poor economic background, one’s destitution etc. [50] ### Page 5 Downloaded from hlayiso.com (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL LANGUAGE P3 5 1.7.2 o Social interpretations, e.g. religion/religious diversity/beautiful buildings, nature/aesthetic appreciation etc. o Economic interpretations: expensive buildings, government’s lavish expenditure on buildings etc. o A more literal interpretation might include: beautiful churches/places of worship/places to visit. [50] TOTAL SECTION A: 50 ### Page 6 Downloaded from hlayiso.com 6 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) SECTION B: LONGER TRANSACTIONAL TEXT QUESTION 2 INSTRUCTIONS TO MARKERS (EDUCATORS)  Candidates are required to answer ONE question only.  Marking must be objective. Consider the background of candidates and give credit for relevant ideas, even if they are not listed below the topics.  Use the 30 mark rubric to mark longer transactional pieces. The pieces produced by candidates must be assessed according to the following criteria: o Content, planning and format = 20 marks o Language, style and editing = 10 marks NOTE: No additional penalties may be imposed as the rubric itself imposes penalties. 2.1 FRIENDLY LETTER  Letter should be addressed to a friend.  Tone and register of the letter may be informal.  The following aspects of format should be included: o Address of sender o Date o Greeting/salutation o Suitable ending  The following should be included in the letter, among others: o The type of lost opportunity must be stated. o The candidate should comfort his/her friend. o The candidate must also advise the friend about other options to consider to develop his/her talents. [30] OR 2.2 FORMAL LETTER NOTE:  Letter should be addressed to the RCL.  Tone and register should be formal.  The following aspects of format should be included: o Address of sender. o Date o Address of recipient. o Greeting/salutation. o Subject line. o Suitable ending.  The following should be included in the letter, among others: o Expression of dissatisfaction with Sports Committee not organising enough sports activities. o Explanation on how such activities would have benefited learners. [30] OR ### Page 7 Downloaded from hlayiso.com (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL LANGUAGE P3 7 2.3 DIALOGUE NOTE:  The correct dialogue format must be used: o The names of characters on the left-hand side of the page. o A colon after the name of the speaker. o A new line to indicate each new speaker. o Stage directions (tone of voice, actions, etc.) in brackets before the spoken words, if applicable. o No inverted commas should be used.  The following ideas may be explored, among others: o An expression of teacher’s unhappiness with learner’s lack of commitment. o Learner’s defence/explanation. o Positive or negative outcome of the conversation. [30] OR 2.4 NEWSPAPER ARTICLE  The heading must be interesting/eye-catching.  The style should be personal, speaking directly to the reader.  The article should stimulate interest.  Paragraphs should not be too long, encouraging easy reading.  Consider the following: o Candidates should write about a visit by a sports personality/singer/ television star to their school o Information about the person o Reaction of learners to the personality [30] TOTAL SECTION B: 30 ### Page 8 Downloaded from hlayiso.com 8 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) SECTION C: SHORTER TEXT (TRANSACTIONAL/REFERTIAL/ INFORMATIONAL) QUESTION 3 INSTRUCTIONS TO MARKERS (EDUCATORS)  Candidates are required to answer ONE question only.  Marking must be objective. Consider the background of the candidates and give credit for relevant ideas, even if they are not listed below the topics.  Use the 20 mark rubric to mark the texts. The texts produced by the candidates must comply with the following criteria:  Content, planning and format = 13 marks  Language, style and editing = 7 marks NOTE: No additional penalties may be imposed as the marking grid itself imposes penalties. 3.1 FACSIMILE (FAX)  Tone and register should be formal.  Candidates should use the fax form provided in ANNEXURE A.  The fax should be addressed to the bus company.  Candidate must provide a description of the bag and its contents.  The date and time of the journey should be mentioned.  Candidate must include his/her contact details. [20] OR 3.2 INSTRUCTIONS  The contents of the instructions should relate to giving tips (pieces of advice) on exercising good and sound leadership skills to promote team spirit in a particular sport.  The instructions may be in point or paragraph form.  Numbers or bullets may be used to indicate each new instruction.  The language should be clear and informative.  Complete sentences are not necessary. [20] OR ### Page 9 Downloaded from hlayiso.com (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL LANGUAGE P3 9 3.3 DIARY ENTRY  Tone and register may be informal and colloquial.  Candidate does not have to write in full sentences.  The following should be included: o Reflection on wonderful holiday experiences. o Date of day of entry. [20] TOTAL SECTION C: 20 GRAND TOTAL: 100 ### Page 10 10 Downloaded from hlayiso.com ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) SECTION A: RUBRIC FOR ASSESSING AN ESSAY – FIRST ADDITIONAL LANGUAGE (50 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 26-32 22½-25½ 19½-22 16-19 13-15½ 10-12½ 0-9½ CONTENT -Content shows -Content shows -Content shows a -Content an adequate -Content ordinary. -Content not always -Content irrelevant. impressive insight thorough sound interpretation interpretation of topic. Gaps in coherence. clear, lacks No coherence. AND into topic. interpretation of topic. of the topic. -Ideas ordinary, -Ideas mostly coherence. -Ideas repetitive. PLANNING -Ideas thought- -Ideas imaginative, -Ideas interesting, lacking depth. relevant. Repetitive. -Few ideas, often -Non-existent provoking, mature. interesting. convincing. - Planning and /or - Planning and /or repetitive. planning/drafting. -Planning and/or - Planning and /or - Planning and /or drafting has produced drafting has produced -Inadequate evidence Poorly presented 32 MARKS drafting has produced drafting has produced drafting has produced a satisfactorily a moderately of planning/drafting. essay. a virtually flawless, a well-crafted and a presentable and presented essay. presentable and Essay not well presentable essay. presentable essay. very good essay. coherent essay. presented. 10-12 8½-9½ 7½-8 6-7 5-5½ 4-4½ 0-3½ -Critical awareness of -Critical awareness of -Critical awareness of -Some awareness of -Limited critical -Language and -Language and impact of language. impact of language. language evident. impact of language. language awareness. punctuation flawed. punctuation seriously -Language, -Language, -Language and -Language simplistic, -Language ordinary -Choice of words flawed. punctuation punctuation correct; punctuation mostly punctuation and punctuation often limited. -Choice of words LANGUAGE, effectively used. able to include correct. adequate. inaccurately used. -Style, tone, register inappropriate. STYLE AND Uses figurative figurative language -Choice of words -Choice of words -Choice of words inappropriate. -Style, tone, register language. correctly. suited to text. adequate. basic. -Error-ridden despite flawed in all aspects. EDITING -Choice of words -Choice of words -Style, tone, register -Style, tone, register -Style, tone register proof-reading, -Error-ridden and highly appropriate. varied and correctly suited to topic in most generally consistent lacking in coherence. editing. confused following 12 MARKS -Style, tone, register used. of the essay. with topic -Contains several proof-reading, highly suited to topic. -Style, tone, register -By and large error- requirements. errors following proof- editing. -Virtually error-free appropriately suited free following proof- -Still contains errors reading, editing. following proof- to topic. reading, editing. following proof- reading and editing. -Largely error-free reading, editing. following proof- reading, editing. 5-6 4½ 4 3-3½ 2½ 2 0-1½ -Coherent -Logical development -Several relevant -Some points, -Some necessary -Sometimes off topic. -Off topic. development of topic. of details. Coherent. details developed. necessary details points evident. General line of -Sentences, STRUCTURE Vivid detail. -Sentences, -Sentences, developed. -Sentences, thought difficult to paragraphs muddled, -Sentences, paragraphs logical, paragraphs well- -Sentences, paragraphs faulty but follow. inconsistent. paragraphs varied. constructed. paragraphing might ideas can be -Sentences, Length - far too 6 MARKS coherently -Length correct. -Length almost be faulty in places but understood. paragraphs long/short. constructed. correct. essay still makes -Length - too constructed at an -Length in sense. long/short. elementary level. accordance with -Length correct. -Length - too requirements of topic. long/short. ### Page 11 Downloaded from hlayiso.com (NOVEMBER 2013) ENGLISH FIRST ADDITIONAL LANGUAGE P3 11 SECTION B: RUBRIC FOR AS SESSING LONGER TRANSACTIONAL TEXTS - FIRST ADDITIONAL LANGUAGE (30 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 16-20 14-15½ 12-13½ 10-11½ 8-9½ 6-7½ 0-5½ -Specialized -Good knowledge of -Fair knowledge of -Adequate knowledge -Moderate knowledge -Elementary -No knowledge of knowledge of requirements of the requirements of the of requirements of of requirements of knowledge of requirements of the requirements of the text. text. the text. the text. Response to requirements of the text. text. -Disciplined writing – -Writing – learner -Writing – learner writing task reveals a text. Response to -Writing – learner -Disciplined writing – learner maintains maintains focus, with digresses from topic narrow focus. writing task reveals a digresses, meaning is maintains thorough focus, hardly any minor digressions. but does not impede -Writing – learner limited focus. obscure in places. focus, no digressions. digressions. -Text is coherent in overall meaning. digresses, meaning is -Writing – learner -Text not coherent in CONTENT, -Text fully coherent in -Text is coherent in content and ideas, -Text adequately vague in places. digresses, meaning is content and ideas, content and ideas content and ideas, and details support coherent in content -Text moderately obscure in places. too few details to PLANNING and all detail support with all details the topic. and ideas and some coherent in content -Text not always support topic. AND FORMAT the topic. supporting the topic. -Evidence of planning details support the and ideas and has coherent in content -Planning/ drafting -Evidence of planning -Evidence of planning and/or drafting has topic. basic details which and ideas, and has non-existent. Poorly and /or drafting has and /or drafting has produced a -Evidence of planning support the topic. few details which presented text. 20 MARKS produced a virtually produced a well- presentable & good and/or drafting has -Evidence of planning support the topic. -Has not applied the flawlessly crafted, presentable text. produced a &/or drafting has -Inadequate planning necessary rules of presentable text. text. -Has applied most of satisfactorily produced a and/or drafting. Text format. -Has applied all the -Has applied the the necessary rules presented text. moderately not well presented, necessary rules of necessary rules of of format/substantial. -Has applied an presentable and -Has vaguely applied format/outstanding. format/meritorious. adequate idea of the coherent text. the necessary rules requirements of -Has a moderate idea of format. format. of requirements of format – some critical oversights. 8-10 7- 7½ 6-6½ 5-5½ 4-4½ 3-3½ 0- 2½ -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed and constructed and easy constructed. Errors constructed. Several constructed constructed and accurate & well- accurate. to read. do not impede flow. errors. and difficult to follow. muddled. constructed. -Vocabulary is mostly -Vocabulary is -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires LANGUAGE, -Vocabulary is very appropriate to appropriate to adequate for the and not very suitable remediation and not serious remediation STYLE AND appropriate to purpose, audience purpose, audience purpose, audience for the purpose, suitable for purpose, and not suitable for purpose, audience and context. and context. and context. audience and audience & context. purpose. EDITING and context. -Style, tone and -Style, tone, register -Style, tone, register context. -Style, tone & register -Style, tone and -Style, tone, register register mostly generally appropriate. adequately -Lapses in style, inappropriate. register do not 10 MARKS very appropriate. appropriate -Text mostly error- appropriate. -Text contains -Text error-ridden correspond with topic -Text virtually error- -Text largely error- free following proof- -Text still contains a several errors despite proof- -Text error-ridden free following proof- free following proof- reading, editing. few errors following following proof- reading, editing. and confused reading, editing. reading, editing. -Length correct. proof-reading, reading, editing. -Length – too following proof- -Length correct. -Length correct. editing. -Length – too long/short. reading, editing. -Length almost long/short. -Length – far too correct. long/short. ### Page 12 Downloaded from hlayiso.com 12 ENGLISH FIRST ADDITIONAL LANGUAGE P3 (NOVEMBER 2013) SECTION C: RUBRIC FOR ASSESSING SHORTER TRANSACTIONAL/REFERENCE/INFORMATIONAL TEXTS - FIRST ADDITIONAL LANGUAGE (20 marks) Code 7: Code 6: Code 5: Code 4: Code 3: Code 2: Code 1: Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 10½-13 9½-10 8-9 6½-7½ 5½-6 4-5 0-3½ -Specialized -Good knowledge of -Fair knowledge of -Adequate knowledge -Moderate knowledge -Elementary -No knowledge of knowledge of requirements of text. requirements of the of requirements of of requirements of knowledge of requirements of the requirements of text. -Disciplined writing – text. text. the text. Response to requirements of the text. -Disciplined writing – learner maintains -Writing – learner -Writing – learner writing task reveals a text. Response to -Writing – learner learner maintains focus, hardly any maintains focus, with digresses but does narrow focus. writing task reveals a digresses, meaning is thorough focus, no digressions. minor digressions. not impede overall -Writing – learner limited focus. obscure in places. digressions. -Text is coherent in -Text is coherent in meaning. digresses, meaning -Writing – learner -Text not coherent in -Text fully coherent in content and ideas content and ideas, -Text adequately vague in places. digresses, meaning content and ideas CONTENT, content and ideas, with all details and details support coherent in content -Text moderately obscure in places. and too few details to PLANNING and all details supporting the topic. topic. and ideas and some coherent in content -Text not always support the topic. support topic. -Evidence of planning -Evidence of planning details support topic. and ideas and has coherent in content -Planning and AND FORMAT -Evidence of planning and/or drafting has and/or drafting has -Evidence of planning basic details which and ideas, and has drafting non-existent. and/or drafting has produced a well- produced a and/or drafting has support the topic. few details which Poorly presented 13 MARKS produced a virtually crafted and presentable and good produced a -Evidence of planning support topic. text. flawless, presentable presentable text. text. satisfactorily and/or drafting that -Planning/drafting -Has not applied the text. -Has applied the -Has applied most of presented text. has produced a inadequate. Text not necessary rules of -Has applied all the necessary rules of the necessary rules -Has applied an moderately well presented, format. necessary rules of format. of format. adequate idea of the presentable and -Has vaguely applied format. requirements of coherent text. the necessary rules format. -Has a moderate idea of format. of requirements of the format – some critical oversights. 6-7 5-5½ 4½ 3½-4 3 2½ 0- 2 -Text is -Text is well -Text is well -Text is adequately -Text is basically -Text is poorly -Text is poorly grammatically constructed and constructed and easy constructed. Errors constructed. Several constructed and constructed and accurate and well- accurate. to read. do not impede flow. errors. difficult to follow. muddled. constructed. -Vocabulary is mostly -Vocabulary is very -Vocabulary is -Vocabulary is limited -Vocabulary requires -Vocabulary requires LANGUAGE, -Vocabulary is very appropriate to appropriate to adequate for and not very suitable some remediation serious remediation appropriate to purpose, audience purpose, audience purpose, audience for purpose, audience and not suitable for and not suitable for STYLE AND purpose, audience and context. and context. and context. and context. purpose, audience purpose. EDITING and context. -Style, tone and -Style, tone, register -Style, tone and -Lapses in style, and context. -Style, tone and -Style, tone, register register mostly generally appropriate. register adequately tone and register. -Style, tone and register do not very appropriate. appropriate. -Text mostly error- appropriate. -Text contains register correspond with topic 7 MARKS -Text virtually error- -Text largely error- free following proof- -Text still contains several errors inappropriate. -Text error-ridden free following proof- free following proof- reading, editing. few errors following following proof- -Text error-ridden and confused reading and editing. reading, editing. -Length correct. proof-reading, reading, editing. despite proof- following proof- -Length correct. -Length correct. editing. -Length – too reading, editing. reading, editing. -Length almost long/short. -Length – too -Length – far too correct. long/short. long/short. ## Related documents - [ENGFA-P3-QP-ENG-NOV 2013](https://www.hlayiso.com/library/engfa-p3-qp-eng-nov-2013/b19641a8-4181-4b4f-8fe3-fb6f818bcd6c) — English FAL · QP · 2013 · Eng - [ENGLISH FAL P1 MEMO NOV 2013](https://www.hlayiso.com/library/english-fal-p1-memo-nov-2013/d65e04c0-5d3f-4a19-b104-283ae151df3e) — English FAL · Memo · 2013 · Eng - [ENGFAL P3 MEMO GR11 NOV 2020](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020/91e58e5b-0945-4a9e-976b-9687dcb0469f) — English FAL · Memo · 2020 - [ENGFAL P3 MEMO GR11 NOV 2020 D](https://www.hlayiso.com/library/engfal-p3-memo-gr11-nov-2020-d/d44e2431-b012-472c-9cfd-b02e26f1c1a5) — English FAL · Memo · 2020 - [ENGFAL P3 QP MEMO GR11 NOV 2020 D](https://www.hlayiso.com/library/engfal-p3-qp-memo-gr11-nov-2020-d/33ce6e6d-78aa-4aa9-a229-a2f0e323e783) — English FAL · Memo · 2020 - [ENGFAL P3 GR11 MEMO NOVEMBER 2019 final](https://www.hlayiso.com/library/engfal-p3-gr11-memo-november-2019-final/9d59168f-80e9-4644-9fc5-9dcc4d0b187d) — English FAL · Memo · 2019 ## More from Grade 11 English FAL - [CREATIVE WRITING ENGLISH FINAL1](https://www.hlayiso.com/library/creative-writing-english-final1/2ca896d6-bc7a-4585-a0e4-171f365ecda5) — Guide · Eng - [Gr 11 Eng(FAL) 11 Preparing for Paper 1](https://www.hlayiso.com/library/gr-11-eng-fal-11-preparing-for-paper-1/1e3a4224-c3e3-4186-9bbb-65bfb5e088f6) — Guide · Eng - [Gr11-Eng-FAL-Study-guide LR](https://www.hlayiso.com/library/gr11-eng-fal-study-guide-lr/459c139d-32ab-406f-b178-05a219ed0e75) — Guide · Eng - [Grade 11 English FAL P1 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-1-english/b52c2fb7-90a1-4f8e-95dc-15f80a063c2f) — QP · 2026 · Eng - [Grade 11 English FAL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-2-english/05353c1f-0de7-44e2-bf0f-86fc1c4fbef7) — QP · 2026 · Eng - [Grade 11 English FAL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-11-english-fal-2026-november-mock-exam-question-paper-paper-3-english/892df97d-d44c-433e-84da-e342539366e1) — QP · 2026 · Eng ## Collection - [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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