# English FAL Grade 12 Paper 1 NSC Supplementary 2013 Memo > Grade 12 English FAL Paper 1 memorandum from the NSC Supplementary 2013, 10 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/english-fal-p1-feb-march-2013-memo/b1a2f53e-ac9b-4901-ab56-b184be20e2a3 - Updated: 2026-09-27 - Subject: English FAL - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2013 - Exam period: NSC Supplementary - Paper: 1 - Curriculum: CAPS - Pages: 10 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 1 NSC Supplementary 2013 Memo](https://www.hlayiso.com/library/english-fal-p1-feb-march-2013-memo/b1a2f53e-ac9b-4901-ab56-b184be20e2a3) ## About this document English Fal · Grade 12 · NSC Supplementary · 2013 · English. Memorandum, 10 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [English FAL P1 Feb-March 2013](https://www.hlayiso.com/library/english-fal-p1-feb-march-2013/ec9d16ac-8d2c-4f62-ac4f-2d3f57f77559) — QP · 2013 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from hlayiso.com GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 ENGLISH FIRST ADDITIONAL LANGUAGE P1 FEBRUARY/MARCH 2013 MEMORANDUM MARKS: 80 This memorandum consists of 10 pages. Copyright reserved Please turn over ### Page 2 Downloaded from hlayiso.com English First Additional Language/P1 2 DBE/Feb.–Mar. 2013 NSC – Memorandum INSTRUCTIONS TO MARKERS 1. Candidates are required to answer ALL the questions. 2. This memorandum serves as a guide to markers. Some responses may require a marker's discretion, while others may be expanded at the national marking guideline discussion. 3. Candidates' responses should be assessed as objectively as possible. Copyright reserved Please turn over ### Page 3 Downloaded from hlayiso.com English First Additional Language/P1 3 DBE/Feb.–Mar. 2013 NSC – Memorandum SECTION A: COMPREHENSION NOTE: Incorrect spelling and language errors should not be penalised, because the focus is on understanding. QUESTION 1 1.1 1.1.1 'current and former school children' NOTE: Do not penalise candidates for omitting the quotation marks. However, the quotation must be correct. (1) 1.1.2 He mentions a variety of backgrounds from which teachers in these stories come./He mentions a range of teachers that is included in this book./They come from rich and poor, white and black backgrounds. (2) 1.2 1.2.1 Teachers who are: • masters of their subjects/experts in their field/who enrich minds with subject knowledge.  • who prepare youth for life.  • who care for their learners/are substitute parents.  (3) 1.2.2 They taught things they were not allowed to/that were not prescribed./They taught beyond the official syllabus. (1) 1.3 1.3.1 Readers of The Sunday Times were invited to submit stories about teachers.  (2) 1.3.2 The teachers had changed their lives so much/made such a great impact  that people could not wait to share their memories. (2) 1.4 1.4.1 The beliefs about apartheid education which are challenged are that: • There was no productive teaching in black schools during apartheid times.  • Children were losing out academically.  • Teachers were not dedicated.  • Education was not considered as important as politics./Education was ignored or sidelined for liberation or freedom.  (2) NOTE: Accept any TWO of the above answers. 1.4.2 B/limited view (1) Copyright reserved Please turn over ### Page 4 Downloaded from hlayiso.com English First Additional Language/P1 4 DBE/Feb.–Mar. 2013 NSC – Memorandum 1.4.3 Open-ended. Accept a suitable response, e.g. Yes. If a person does not study while young, it is unlikely to happen later. OR No. It is impossible to study if one is not free. NOTE: Do not award a mark for YES/NO. Consider the answer as a whole and award a mark accordingly. (2) 1.5 1.5.1 The signs that all is not well are: • Children are unable to read and write at expected levels.  • Many drop out of school.  • The government is overspending on education while results are poor.  NOTE: Accept any TWO of the above answers. (2) 1.5.2 False  "…though learning materials matter, dedicated teachers matter more"/"...teachers are our most important learning resource".  NOTE: Award 1 mark for the reason/motivation only if the first part of the answer (False) is correct. Award 1 mark only if 'False' is given without a motivation/if the motivation is incorrect. Do not penalise candidates for omitting the quotation marks. (2) 1.6 'Material benefits' include money/salaries and benefits while 'social benefits' include serving the community/developing principles (of democracy and decency).  (2) 1.7 Accept a suitable response, e.g. • It would make readers curious to read the positive stories.  • Misconceptions about teaching have been cleared.  (2) 1.8 He says they are heroes./He does not mention any negative stories. (1) 1.9 The black rhino has a longer/sharper horn.  OR The white rhino has a blunter snout than the black rhino.  NOTE: Accept any ONE of the above answers. (1) Copyright reserved Please turn over ### Page 5 Downloaded from hlayiso.com English First Additional Language/P1 5 DBE/Feb.–Mar. 2013 NSC – Memorandum 1.10 The repetition emphasises the large number of rhino that are killed every year. (1) 1.11 The weight of a rhino is equal to the weight of 2 medium cars or 28 people. (1) 1.12 Rhino horn can make one younger/cure one of certain illnesses. (1) 1.13 It is effective because the rhino is becoming extinct/on its way out. (1) TOTAL SECTION A: 30 Copyright reserved Please turn over ### Page 6 Downloaded from hlayiso.com English First Additional Language/P1 6 DBE/Feb.–Mar. 2013 NSC – Memorandum SECTION B: SUMMARY QUESTION 2 The following points form the answer to the question: QUOTATIONS FACTS (NOTE: Candidates may phrase the facts differently.) 1 'Many people believe that drinking large Drinking lots of water does not quantities of water improves the skin.' necessarily improve your skin. 2 'There is also no basis for the common You should just drink enough water to belief that you need eight glasses of quench your thirst. water a day to be healthy.' 3 'Some people believe that a water filter A filter does not necessarily remove all clears water from all harmful bacteria from water. substances.' 4 'Bottled mineral water is also not Mineral/bottled water is not always necessarily safer than tap water.' cleaner/safer than tap water. 5 'It is untrue that drinking water prevents Drinking water does not prevent heat heat stroke. A very high body stroke. temperature causes heat stroke, and not the lack of water.' 6 'Drinking too much water can even kill Drinking too much water can be you because it dilutes the sodium or salt dangerous/fatal as it dilutes the sodium concentration in your body.' in your body. 7 'Water makes up 50% of a woman's Water makes up a large percentage of body weight and 60% of a man's.' body weight. 8 'The body loses water regularly, but not Water in the body is lost in many ways only through sweating. It can also be other than sweating and should be lost through breathing and other bodily replaced regularly. functions, so it must be replaced daily.' Copyright reserved Please turn over ### Page 7 Downloaded from hlayiso.com English First Additional Language/P1 7 DBE/Feb.–Mar. 2013 NSC – Memorandum Marking the summary: The summary should be marked as follows: • Mark allocation: o 7 marks for 7 points (1 mark per main point) o 3 marks for language o Total marks: 10 • Distribution of language marks when candidates have used their own words: o 1–3 points correct: award 1 mark o 4–5 points correct: award 2 marks o 6–7 points correct: award 3 marks NOTE: • Format: Even if the summary is presented in the incorrect format, it must be assessed. • Word count: o Markers are required to verify the number of words used. o Do not deduct any marks if the candidate fails to indicate the number of words used or if the number of words used is indicated incorrectly. o If the word limit is exceeded, read up to a maximum of 5 words above the stipulated upper limit and ignore the rest of the summary. o Summaries that are short but contain all the required main points should not be penalised. TOTAL SECTION B: 10 Copyright reserved Please turn over ### Page 8 Downloaded from hlayiso.com English First Additional Language/P1 8 DBE/Feb.–Mar. 2013 NSC – Memorandum SECTION C: LANGUAGE NOTE: • One-word answers must be marked wrong if the spelling is incorrect. • In full-sentence answers incorrect spelling should be penalised if the error is the language structure being tested. • Sentence structures must be grammatically correct. QUESTION 3: ANALYSING AN ADVERTISEMENT 3.1 multivitamins and minerals  (2) 3.2 The advertiser uses a big picture. He uses humour – the boy is going to step into the pool/pond/ going to fall. Different font sizes in the text He uses a pun/play on the word 'Bettaway'/'better way'. NOTE: Accept any TWO of the above. (2) 3.3 Yes. Students need products like this to boost their energy.  OR No. Students should rather follow a healthy diet than drink pills or supplements.  NOTE: The above are only examples. Allow for the candidates' own interpretation. Do NOT award a mark for YES or NO only. (1) 3.4 The pair in the background is rushing, indicating time pressure/a busy schedule. They all have heavy books/academic pressure. NOTE: Accept any ONE of the above. (1) 3.5 It works slowly/over a long period of time. (1) 3.6 'no artificial preservatives, colours or flavours' NOTE: Do not penalise if quotation marks are omitted. (1) 3.7 The boy in front  because he is not concentrating properly. OR The boys in the background  because they look stressed/rushed. OR The girls because they are not focusing. NOTE: Accept any ONE of the above. (2) [10] Copyright reserved Please turn over ### Page 9 Downloaded from hlayiso.com English First Additional Language/P1 9 DBE/Feb.–Mar. 2013 NSC – Memorandum QUESTION 4: ANALYSING A CARTOON 4.1 4.1.1 A/it is his nickname for her. (1) 4.1.2 He is carrying a ball/wearing sports attire/refers to a match. (1) 4.2 4.2.1 (a) She looks angry/upset/furious. (1) (b) Andy dirties the floor that Flo had just mopped. (1) 4.2.2 (a) He scored two goals. (1) (b) No, he is messing all over the floor. (1) 4.3 He feels hurt/upset/disappointed/sad. AND He expected to be praised, but instead he was punished. OR He really did not think that his wife would be angry. OR His actions were not intentional. NOTE: Award ONE mark for the feeling and ONE mark for the reason. (2) 4.4 Open-ended. Accept a suitable response, e.g. Yes. He deserves the treatment he gets, because he is selfish. She has been working hard and he does not consider her hard work. OR No. She is being abusive. Nobody deserves to be treated so disrespectfully. NOTE: The above are merely examples. (2) [10] Copyright reserved Please turn over ### Page 10 Downloaded from hlayiso.com English First Additional Language/P1 10 DBE/Feb.–Mar. 2013 NSC – Memorandum QUESTION 5: LANGUAGE AND EDITING SKILLS NOTE: Spelling in this question must be correct. 5.1 5.1.1 (a) child's (1) (b) diaries (1) (c) are (1) (d) more accurate (1) 5.1.2 (a) practice (1) (b) an (1) 5.1.3 on (1) 5.1.4 don't we (1) 5.1.5 Since e-mail, fax, SMS and phone are faster, we use these methods to communicate. OR Since it is faster to communicate by e-mail, fax, SMS and phone, we use these methods. (1) 5.1.6 My grandmother does not/doesn't write thank-you notes. (1) 5.1.7 The ballpoint pen was preceded by the fountain pen. (1) 5.1.8 Steven Miller said that they did not know how long it would survive. (3) 5.2 5.2.1 (a) polluted (1) (b) tragedy (1) 5.2.2 (a) Always (1) (b) clean (1) 5.2.3 The children can also assist in these efforts. (2) [20] TOTAL SECTION C: 40 GRAND TOTAL: 80 Copyright reserved ## Related documents - [English FAL P3 Feb-March 2013 Memo](https://www.hlayiso.com/library/english-fal-p3-feb-march-2013-memo/5450eae9-b9dd-4432-bcf2-4c167ad52dd9) — English FAL · Memo · 2013 · Eng - [ENGLISH FAL P1 MEMO SEPT2013](https://www.hlayiso.com/library/english-fal-p1-memo-sept2013/57e382a5-4298-44c0-aa44-5be38cac37ba) — English FAL · Memo · 2013 · Eng - [English P1 SAL SG 2013 Memo](https://www.hlayiso.com/library/english-p1-sal-sg-2013-memo/c2b93175-f52b-4684-b599-fab63c428c1d) — English FAL · Memo · 2013 · Eng - [English FAL P1 Feb-March 2017 Memo](https://www.hlayiso.com/library/english-fal-p1-feb-march-2017-memo/7db18a2f-4bc5-454d-bcca-54eb77ce30b5) — English FAL · Memo · 2017 · Eng - [English FAL P1 Feb-March 2016 Memo](https://www.hlayiso.com/library/english-fal-p1-feb-march-2016-memo/4b5e3d9e-8af6-4841-ae16-f4849d33f4a7) — English FAL · Memo · 2016 · Eng - [English FAL P3 Feb-March 2013](https://www.hlayiso.com/library/english-fal-p3-feb-march-2013/e81ec746-48f7-4c55-a07d-b93ee3173667) — English FAL · QP · 2013 · 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 - [ENGLISH FAL P1 QP GR12 SEPT 2024](https://www.hlayiso.com/library/english-fal-p1-qp-gr12-sept-2024/6df1d527-74da-4ba5-936c-24fe345cc208) — 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) — QP · 2024 · 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 ## 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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