English FAL Grade 12 P1 Eastern Cape Mock 2019 QP

NATIONAL SENIOR CERTIFICATE GRADE 12 SEPTEMBER 2019 ENGLISH FIRST ADDITIONAL LANGUAGE P1 MARKS: 80 TIME: 2 hours This question paper consists of 12 pages.

2 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections: SECTION A: Comprehension (30) SECTION B: Summary (10) SECTION C: Language (40) 2. Answer ALL the questions. 3. Read ALL the instructions carefully. 4. Start EACH section on a NEW page. 5. Rule off after each section. 6. Number the answers correctly according to the numbering system used in this question paper. 7. Leave a line after each answer. 8. Pay special attention to spelling and sentence construction. 9. Use the following time frame as a guideline: SECTION A: 50 minutes SECTION B: 20 minutes SECTION C: 50 minutes 10. Write neatly and legibly. Copyright reserved Please turn over

(EC/SEPTEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P1 3 SECTION A: COMPREHENSION QUESTION 1 Read BOTH TEXT A and TEXT B and answer the set questions. TEXT A LANGUAGE LENDS A HEALING TOUCH 1 When Dr Morné Kahts walks into the surgical ward at Groote Schuur Hospital in Cape Town, patient Lucky Felisono’s eyes light up. 2 ‘Heita Lucky,’ says Kahts, to which the Atlantis security guard responds, ‘Heitadaar’. Then the doctor examines the surgical wound on the security guard’s neck and asks: ‘Uzivanjaningoku ... kusebuhlungu’? [‘How do you 5 feel now ... is it still sore?’] ‘Ndifunaukugodukangoku ... ndizivandingconokakhulu.’ [‘I want to go home ... I feel much better now.’] Felisono replies. 3 Even though Kahts, 29, and Felisono, 30, were raised in post-apartheid South Africa, it is unusual for a young white doctor to address his black patient this 10 way. Not only is he greeting him informally, but conversing with a patient in his mother tongue is rare. Kahts’s fluency in Xhosa is as a result of the language immersion programme at the University of Cape Town’s (UCT) medical school, which gives English-speaking students the chance to live with an Afrikaans- or Xhosa-speaking health worker for two-and-a-half weeks 15 while doing research at a community clinic. 4 During the experience they are banned from speaking a word of English unless there is an emergency. This allows them to integrate culturally and socially with their host families and community. University of Cape Town family medicine head Professor Derek Hellenberg, who helped to start the 20 programme for second-year students nine years ago, said its aim was to create better communication between health professionals and patients. 5 It is a strand of the ‘becoming a doctor’ study course, which requires medical students at the University of Cape Town to learn Afrikaans or Xhosa during their training – and which has recently been expanded to include sign 25 language. ‘Through this programme we see students taking a full view of their patients. We hope that knowing their patients’ culture and social environment will go a long way to improve intercultural relationships between these English-speaking doctors and the communities they serve,’ said Hellenberg. 30 6 It has worked for Kahts, who said: ‘Speaking with my patients in a language they understand makes my life as a doctor so much easier. It is easy to establish a bond and it just opens the gates of communication in a different way. Patients relate to you so much better when addressing them in their mother tongue and they do not feel so distant from the treating doctor. It 35 takes away those invisible barriers.’ Copyright reserved Please turn over

4 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) 7 When he arrived at the University of Cape Town, the medical intern could not speak a word of Xhosa. Today, he not only speaks with patients, but sings in vernacular, and last year his contemporary acapella band, Anecnote, won SA’s Got Talent. Their winning medley, which included Brenda Fassie’s 40 Weekend Special, Thath’isgubhu by Bongo Maffin and Xigubu by DJ Ganyani, earned a standing ovation at the final show. None of the group’s four members, three white English speakers and a Ugandan, were raised speaking a South African vernacular language. 8 Dr Ian van Rooyen, an Afrikaans convenor of the ‘becoming a doctor’ course, 45 said other programmes included Afrikaans and Xhosa grammar courses and the integration of languages into bedside teaching for fourth and fifth-year students. The bedside programme requires students to communicate with their patients for about seven weeks, take their medical history and give feedback in Xhosa or Afrikaans. 50 9 Van Rooyen said that by the time they left medical school, most students were so confident that they no longer needed interpreters, who pose a threat to doctor-patient confidentiality. ‘We are trying to produce independent language users and have self-sufficiency,’ he said. 10 Ncumisa Mafuya, a registered nurse who has worked with Kahts at Groote 55 Schuur hospital, said the young doctor was well liked by patients and staff. ‘Most doctors tend to use difficult medical terms, but it is different with him,’ she said. ‘He has a way of simplifying things and patients love him ... they always demand to speak to the ‘tall white doctor’ instead of dealing with nurses. His ability to speak the language also saves the nurses much time 60 as they are often called in to interpret.’ [Adapted from Sunday Times, December 2018] Glossary: vernacular: the everyday language spoken by ordinary people in a particular country or region acapella group or solo singing without playing an instrument 1.1 Refer to paragraph 1. 1.1.1 What is the relationship between Morné Kahts and Lucky Felisono? (2) 1.1.2 Choose the correct answer to complete the following sentence: Lucky’s eyes light up because he is … A sad and heartbroken. B excited and happy. C bored and tired. D irritated and angry. (1) 1.2 Why are some words in paragraph 2 written in italics? (1) Copyright reserved Please turn over

(EC/SEPTEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P1 5 1.3 Explain the term, ‘post-apartheid South Africa’ (lines 9–10), in your OWN words. (2) 1.4 What does the University of Cape Town expect English-speaking medical students to do during the immersion programme? State THREE facts. (3) 1.5 Why is the following statement FALSE? During the immersion programme, English-speaking medical students are not allowed to speak English at all. (1) 1.6 Why, do you think, the University of Cape Town decided to include sign language in their immersion programme? (1) 1.7 How will language improve ‘intercultural relationships’? (2) 1.8 Refer to paragraph 6. Why is Dr Kahts’ life easier now that he speaks the language of his patients? Mention TWO facts. (2) 1.9 Quote THREE consecutive words from paragraph 7 to show that Dr Kahts also sings in Xhosa. (1) 1.10 In which way can interpreters pose ‘a threat to doctor-patient confidentiality’? (2) 1.11 Mention ONE difference between Dr Kahts and other doctors. Use your OWN words. (2) 1.12 Do you agree with the idea that English-speaking medical students at the University of Cape Town should be forced to learn a new language? (2) 1.13 Is the title, ‘Language Lends a Healing Touch’, suitable for this article? Discuss your view. (2) Copyright reserved Please turn over

6 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) TEXT B PICTURE A PICTURE B Hearing Aid User If you listen to loud music with headphones for a long time, you may suffer permanent hearing loss. It is important to control the volume levels – if not; you could be forced to exchange your headphones for a hearing aid. South Africa’s 2001 census found that 20,1% of disabled people in South Africa were deaf. Ten years later, the 2011 census found that 3,6% of the population suffered serious hearing loss. These statistics include children from as young as five years old. [Adapted from The Internet] 1.14 What is the device in Picture B called? (1) 1.15 When do people normally use the abbreviation RIP? (1) 1.16 What is the difference between the 2001 census and the one done in 2011? (2) 1.17 It is a good idea to listen to loud music with headphones. Discuss your view. (2) TOTAL SECTION A: 30 Copyright reserved Please turn over

(EC/SEPTEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P1 7 SECTION B: SUMMARY QUESTION 2 Preparing for your Grade 12 final examination is important. Read TEXT C below and list SEVEN tips on how to prepare for your final examinations. INSTRUCTIONS 1. Your summary must be written in point form. 2. List your SEVEN points in full sentences using no more than 70 words. 3. Number your sentences from 1 to 7. 4. Write only ONE point per sentence. 5. Use your OWN words as far as possible. 6. Indicate the number of words you have used in brackets at the end of your summary. TEXT C TIPS FOR FINAL EXAMINATIONS With your finals looming on the horizon, you should be thinking about studying and revision. It can be difficult because everyone is different. There is no magical study method that works for everyone. There are, however, plenty of techniques. Find one that works for you. During your time away from school, resist the temptation to oversleep. Get up early and start working as early in the day as possible. Our brains are silly things – sometimes it can be difficult to stay focused on one thing for a long period of time. The best way to get around this is to revise in sessions of 45 minutes each, separated by fifteen-minute breaks. Taking breaks does not mean playing video games or chatting to friends. Stretch your legs or get some fresh air during your breaks. Form a revision group with friends to test one another and check your progress. Resist the urge to revise while propped up in bed. Sit at a desk or a table where you can keep your space orderly and avoid sleeping. Work through past papers to prepare for exams and familiarise yourself with what kind of questions to expect. Avoid people who stress too much during exams. It could affect you negatively. Revision is hard work, so drink water and eat healthily. Avoid energy drinks and unhealthy snacks. Accept that your focus needs to be on revision and passing, so no parties with friends. Be responsible and wait until you have completed your last paper. [Adapted from www.careersportal.co.za] TOTAL SECTION B: 10 Copyright reserved Please turn over

8 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) SECTION C: LANGUAGE QUESTION 3: ANALYSING AN ADVERTISEMENT Study the advertisement (TEXT D) below and answer the set questions. TEXT D Trust the Cuticura Herbal range, enriched with Tea Tree Oil and Aloe Vera. Use Herbal Camphor cream and Petroleum Jelly to help protect, DRYNESS restore and moisturise TO your skin this winter. MOISTURE Because skin is for life [Adapted from YOU Magazine, August 2018] 3.1 Identify the slogan of the advertisement. (1) 3.2 To whom would this advertisement appeal? (1) 3.3 State THREE benefits of using this product. (3) 3.4 How do you know that this product contains natural ingredients? (2) 3.5 Choose the correct answer to complete the following sentence: The word ‘trust’ in the advertisement guarantees that … A the product is affordable. B men cannot use the product. C the product definitely works. D the product does not work. (1) 3.6 Do you think the picture of the girl supports the message of the advertisement? (2) [10] Copyright reserved Please turn over

(EC/SEPTEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P1 9 QUESTION 4: ANALYSING A CARTOON TEXT E ZITS FRAME 1 FRAME 2 FRAME 3 FRAME 4 NOTE: In this cartoon, the man is Jeremy’s father and the woman is his mother. The boy is Jeremy. 4.1 Refer to FRAME 1: 4.1.1 Choose the correct answer to complete the following sentence: Jeremy’s question indicates that he feels his mother is … A unpredictable. B understanding. C unreasonable. D inconsiderate. (1) 4.1.2 Which word is used to show that Jeremy’s mother is strongly against him going on the road trip? (1) 4.2 Which TWO visual clues in FRAME 2 show that Jeremy’s mother is angry at him? (2) 4.3 The cartoonist uses verbal clues in FRAME 2 to emphasise Jeremy’s reaction to his mother’s response. Mention TWO. (2) 4.4 Why does Jeremy’s mother disagree with him going on a road trip? (1) 4.5 Rewrite the following as a full sentence. ‘Because I was me and not you.’ (Frame 4) (1) 4.6 Do you think that Jeremy’s parents are justified in refusing to let him go on a road trip? Give a reason for your answer. (2) [10] Copyright reserved Please turn over

10 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) QUESTION 5: LANGUAGE AND EDITING SKILLS 5.1 Read the following passage (TEXT F), which contains some deliberate errors, and answer the set questions. TEXT F THE POWER OF GRATITUDE 1 Gratitude is much more then just saying please and thank you. It is something you feel – a loving and positive respond acknowledging the things and people we are lucky enough to experience. 2 Every child are taught to say please and thank you from a young age, but the understanding that comes with being thankful takes more time to 5 develop. Encourage children to express gratitude. Model gratitude as an adult by taking children along when you thank people. This teaches them that people value being thanked. 3 Studies suggest that grateful teenagers are much satisfied with their lives. They do well in their schoolwork and are less envious and materialistic. 10 Grateful teenagers are thoughtful and also tend to support others emotionally. 4 Acknowledge and talk about people who have dedicated themselves to a greater good, whether they are well-known figures like Nelson Mandela, or people who do good everyday like fire fighters and social workers. [Adapted from Your Family, December 2018] 5.1.1 Correct the SINGLE error in each of the following sentences. Write down ONLY the question number and the words you have corrected. (a) Gratitude is much more then just saying please and thank you. (1) (b) It is something you feel – a loving and positive respond acknowledging the things and people we are lucky enough to experience. (1) (c) Every child are taught to say please and thank you from a young age, but the understanding that comes with being thankful takes more time to develop. (1) (d) Studies suggest that grateful teenagers are much satisfied with their lives. (1) 5.1.2 Complete the following tag question. Write down ONLY the missing words. Grateful teenagers also tend to support others emotionally, ... ...? (1) Copyright reserved Please turn over

(EC/SEPTEMBER 2019) ENGLISH FIRST ADDITIONAL LANGUAGE P1 11 5.1.3 Study the following sentence and state the part of speech of the underlined words. Acknowledge and talk about people who have dedicated themselves to a greater good, whether they are well-known figures like Nelson Mandela, or people who do good everyday like firefighters and social workers. (2) 5.1.4 Rewrite the following sentence in the negative form: A parent has to set the example by saying please and thank you. (1) 5.1.5 Rewrite the following sentence in the past continuous tense: Children can express gratitude as a routine while having dinner. (1) 5.1.6 Rewrite the following sentence in reported speech: Amy said, ‘Gratitude is a powerful catalyst for happiness and the spark that lights up my life.’ (4) 5.1.7 Provide the correct degree of comparison in the following sentence: Showing gratitude is (important) than material possessions. (1) Copyright reserved Please turn over

12 ENGLISH FIRST ADDITIONAL LANGUAGE P1 (EC/SEPTEMBER 2019) 5.2 Study the text (TEXT G) below and answer the set questions. TEXT G [Source: Your Family December 2018] 5.2.1 Rewrite the following sentence in the passive voice: Emphasise the value of showing gratitude. (1) 5.2.2 Provide a homophone for the underlined word: Children should be allowed to express thoughtfulness by donating clothes to the less fortunate. (1) 5.2.3 Rewrite the following sentence correcting the punctuation: Showing gratitude has a positive influence on peoples friendships. (1) 5.2.4 Rewrite the following sentence in the plural form: It is a good idea for us to start a gratitude journal. (1) 5.2.5 Provide the correct form of the word in brackets: Gratitude means we are ready to show (appreciate) for kindness. (1) 5.2.6 Combine the following sentences into a single sentence by using the words ‘either…or’ Start with: Either… You can express gratitude by writing a thank you letter. You can express gratitude by buying a gift. (1) [20] TOTAL SECTION C: 40 GRAND TOTAL: 80 Copyright reserved Please turn over