English Intergrated language Book1 hlayiso.com

GRA D E 12 E ng lis h FAL/HL SELF STUDY GUIDE BOOKLET 1 INTEGRATED LANGUAGE LEARNING Paper 1

TABLE OF CONTENTS Page 1 Introduction 3 1.1 How to use this study guide 4 2. Advertisements 5 2.1 Notes/Summaries/Key concepts 5 2.2 Practice questions 14 EFAL Task 1 – 3 14 EHL Task 4 – 6 17 2.3 Examination tips 22 3 Cartoons 25 3.1 Notes/Summaries/Key concepts 25 3.2 Practice questions 29 EFAL Task 7-9 29 EHL Task 10 33 3.3 Examination tips 35 4 Language Structures and conventions 38 4.1 Notes/Summaries/Key concepts 38 4.2 Practice questions: EFAL Task 11-14 47 4.3 Examination tips 54 5 General examination tips 55 6 Possible responses 59 7 References 72 8 Acknowledgements 74 9 Marking Rubrics 75 2

English FAL/HL Integrated Self Study Guide BOOK 1 1. Introduction The declaration of COVID-19 as a global pandemic by the World Health Organisation led to the disruption of effective teaching and learning in many schools in South Africa. The majority of learners in various grades spent less time in class due to the phased-in approach and rotational/ alternate attendance system that was implemented by various provinces. Consequently, the majority of schools were not able to complete all the relevant content designed for specific grades in accordance with the Curriculum and Assessment Policy Statements in most subjects. As part of mitigating against the impact of COVID-19 on the current Grade 12, the Department of Basic Education (DBE) worked in collaboration with subject specialists from various Provincial Education Departments (PEDs) developed this Self-Study Guide. The Study Guide covers those topics, skills and concepts that are located in Grade 12, that are critical to lay the foundation for Grade 12. The main aim is to close the pre-existing content gaps in order to strengthen the mastery of subject knowledge in Grade 12. More importantly, the Study Guide will engender the attitudes in the learners to learning independently while mastering the core cross-cutting concepts. 3

English FAL/HL Integrated Self Study Guide BOOK 1 1.2 How to use this Self Study Guide? Dear learner, Congratulations on getting hold of this Self Study Guide. I hope you find it exciting and helpful as you embark on your learning journey. The aim of this document is to equip you with the skills that you require to: A. analyse adverts and cartoons. B. integrate these Reading and Viewing texts with other language skills, such as: a) Listen and Speak (skill- Listening and Speaking) b) Write and Present (-skill- Writing and Presenting c) Language and Editing This is done through notes that have been provided and activities that will help you practise these skills. Please note that we have provided practice activities with answers. First try to respond to the questions and then go to the answer section. In case your answers are incorrect, consult notes or study guides or a teacher to find the reason why you do not have a grasp of the topic. 4

English FAL/HL Integrated Self Study Guide BOOK 1 2. Topic Advertisement 2.1 Notes/Summaries/Key Concepts A. Definition • Advertising (verb) is a means of communication designed to promote a product / service / idea. These can be done through different types of media, e.g. websites (online), radio, television, newspapers, magazines, billboards, and flyers. • Advertisements (noun) make use of emotive and persuasive means to manipulate the target audience, e.g. the youth could be targeted by companies which sell sneakers. B. Characteristics of an advertisement (informally referred to as ‘advert’) Your understanding of advertisement, and increasing your knowledge in how to analyse them, can be improved by your ability to identify the following in every advert: Adjectives: beautiful, shiny hair. Techniques used in advertising: Describe a noun. • The use of visual (what you can Pun: New Study of Obesity see) effects – eye catching Looks for Larger Test Group. headlines, pictures, photographs, It is a form of word play that interesting colours and fonts. exploits multiple meanings of • Advertisers use language a word. devices to attract readers – well- chosen adjectives, puns, figures Figures of speech: of speech. • Simile: As big as a house/ You will feel like • Advertisements appeal to a million. Comparison with as or like. • Metaphor: All the world is a stage! reader’s emotions and (Comparison that is implied. desires – e.g. self-esteem, • Personification: The powder touches the success, love, and health. baby gently. Inanimate things act, speak or talk like humans (Perrine, 1969). • AIDA principle (explained in • Hyperbole: Your hair will be healthier after detail below): using the product for only a week.(Exaggeration) 5

English FAL/HL Integrated Self Study Guide BOOK 1 ATTENTION is created by: EYE CATCHING IMAGE CLEVER USE OF LANGUAGE (PUN, HUMOUR 6

English FAL/HL Integrated Self Study Guide BOOK 1 CATCHY HEADLINE FONT TYPE LAYOUT ASKING A QUESTION INTEREST: Once the consumer’s attention has been attracted, the advert must sustain his/her interest. 7

English FAL/HL Integrated Self Study Guide BOOK 1 DESIRE: ACTION: Advertisers also appeal to basic human Not only must advertisers get the attention desires or needs and hint that of the consumer, but they also need to desires/needs will be met if their product is ensure that the consumer acts in purchased. response to the advert. CALL to ACTION EXAMPLES Call now! Click here for details Click now! Join now There is only 10 left! Start your trial now Download now Get a free… Satisfaction Guaranteed Money back guarantee.. Free shipping Reply today Call for a free… Take our …. Add to cart… Schedule an appointment 8

English FAL/HL Integrated Self Study Guide BOOK 1 AIDA PRINCIPLE IN ACTION NB: AIDA is an acronym (type of abbreviation that can be vocalised) for Action, Interest, Desire and Attention. ACTION (Easily accessible) ATTENTION (Brand awareness) INTEREST (Coke without sugar) ATTENTION Coca Cola bombards consumers with adverts in order to promote their products. This is done to create brand awareness. INTEREST Advert mentions that this beverage has zero sugar. This implies that customers will be drinking coke without calories. This will interest people who are health conscious. DESIRE People view these cool young ones drinking their coke-zero and having a good time without worrying about health issues. Coke adverts are known to be about a good lifestyle. This is what many people desire. ACTION You can get a Coke anywhere. Since Coke is easily accessible, the advert persuades the customer to take action and buy it. 9

English FAL/HL Integrated Self Study Guide BOOK 1 C. Terminology Study the following advertisement. Pharma Dynamics’ E-intervention at letstalkmh.co.za to access the: - Let’s Talk E-Community - Mood enhancing recipes - Expert advice from Mental Health Professionals - Educational Literature Integrating an Advertisement with other skills: Let’s integrate the analysis of the following advertisement with the study and revision of other skills. 10

English FAL/HL Integrated Self Study Guide BOOK 1 Punctuation marks: Apostrophe Sound Device: • (Dynamics’): (possession) with a plural noun Consonance ending on -s no need for a second (repetition of ‘f’ pharma dynamics -s sound) can also EFFECTIVE AFFORDABLE HEALTHCARE • (Let’s): be used in Short for (Let us): It replaces the Literature study omitted letter ‘u’ Hyphen (E-community) is used to (P2) and join 2 words to form one word. Language usage (P1) Pharma Dynamics’ E-intervention Advertising Technique: at letstalkmh.co.za to access the: - Let’s Talk E-Community Headline: TALKING IS - Mood enhancing recipes KEY (in bright/bold and - Expert advice from capital letters) Mental Health Professionals Linking words and the - Educational Literature visual: Talking =visual of a Brain (source for Advertising Analysis: speaking) A logo: The visual Key=visual of a padlock A slogan: Let’s talk For more product info, contact PHARMA DYNAMICS, PO Box 30958, Cape Town, 7966 About mental health Sound devices explained Tel:021 707 7000, Email info@pharmadynamics.co.za Email: You can write and Email to info@dynamics.co.za to get more information about the advertised service and to practice the skill of writing an email (30 marks) you were taught in Paper 3 Section B. 11

English FAL/HL Integrated Self Study Guide BOOK 1 D. What to look for when analysing advertisements Example 1 Language techniques: Logo: McDonalds This Ø Headline: big.beefy. bliss indicates Product advertised: Ø 3 words used to advertise 3 that the HAMBURGERS (fast hamburgers target food) Ø B- alliteration The words big and beefy and audience bliss is illustrated in the are people Slogan: I’m lovin’ it advertisement – the who are hamburgers are big: the beef easy- patties is visible Ø The word bliss guarantees going and that eating one of these love to eat hamburgers is pure fast food. enjoyment, happiness and fulfilment Ø Words not written in capital AIDA principle: letters … ATTENTION: The visual of the tantalising hamburgers and bold letters. Visual techniques: Ø Red background draws attention INTEREST: 3 different Ø Visual of 3 mouth-watering hamburgers are advertised. hamburgers Ø Beef patties looks appealing; DESIRE: Appeals to your desire crunchy and fresh lettuce, for tasty food. tomatoes and gherkins ACTION: The hamburgers look Ø Melted cheese looks delicious Ø Text written in big, white bold very appealing for the target letters – easy to read. audience to fulfil their need/ appetite for hamburgers. 12

English FAL/HL Integrated Self Study Guide BOOK 1 EXAMPLE 2 Service advertised: Language techniques: Target Mobile Banking from audience: Bank of America • Large, bold font in black. • Pun – mobile: shows that you People who own (No logo or slogan) can bank on your mobile phone phones or iPads who like to use Target audience is and that the bank is mobile technology for someone the (moving with modern times) advertiser seeks to • ‘See everything you can do on their convenience, in impress. a potential your phone/iPad’ emphasises this case buyer. how convenient online banking is. banking. • ‘Get the app’ in red, urges the AIDA principle: consumer to switch to online banking. ATTENTION: The picture of the phone as well as the bold lettering in black will draw the attention of the target audience. INTEREST: The visual steps on Visual techniques: how to install the app will sustain the readers’ interest. • Picture of phone in the centre DESIRE: Appeals to the highlights the purpose of this consumer’s desire for comfort advertisement – online banking. and convenience. • Logo of Apple iPhone and iPad shows compatibility. ACTION: ‘Get the app’ in red • ‘Get the app’ in red shows the importance of online banking. and the steps to follow will • Visually illustrate the steps to set up encourage consumers to online banking. switch to online banking. 13

English FAL/HL Integrated Self Study Guide BOOK 1 2.2 Practice Questions The questions set here are not replicas of those asked in an exam, but they will test your knowledge of advertising as well as language and vocabulary skills. Study the advertisement BELOW and answer the set questions. EFAL: TASK 1 [www.google.com] a) What product is being advertised? (1) b) Identify the target audience of this advertisement. (1) c) What does the advertiser mean by, ALTERNATIVE ENERGY SOURCE? (2) d) In your view, how does the picture add to the effectiveness of this advertisement? State TWO points. (2) 14

English FAL/HL Integrated Self Study Guide BOOK 1 e) Match the following words with the relevant part of speech: i. Alternative A. Noun ii. Source B. Pronoun iii. You C. Adjective (3) D. Adverb f) Rewrite you’re up in a formal language. (1) [10] EFAL: TASK 2 Study the advertisement BELOW and answer the set questions. Issued in public interest by a) List and explain the advertising techniques used in this advertisement. (3) b) The logo of a well- known car manufacturer appears in the body copy. The text reads: Issued in public interest by BMW. In your opinion, why did BMW issue this advertisement? (2) c) Who is the target audience of this advertisement? Give a reason for your answer. (2) d) This type of advertising is called negative advertising. Why do you think it is classified as such? (3) 15

English FAL/HL Integrated Self Study Guide BOOK 1 e) Identify the poetic device used in the slogan Don’t Drink and Drive? Discuss its effectiveness? (2) f) Rewrite the slogan in a full sentence. (1) g) Identify and explain the effectiveness of the pun in spare parts for humans. (2) h) Rewrite the sentence Spare parts for humans are not as original as those for cars. in (6) the singular form. [22] EFAL: TASK 3 Study the advertisement BELOW and answer the set questions. a) Refer to both the headline and the body copy of this advertisement. i. Identify TWO adjectives used above. (2) ii. Write synonyms for the identified adjectives. (2) 16

English FAL/HL Integrated Self Study Guide BOOK 1 b) Rewrite the following sentence in reported speech. ‘Our commitment is to work even harder,’ said the MTN boss. (3) c) Writing and Presenting Think of any product you want to advertise. Determine the target audience for the advertisement. Create an advertisement, using the techniques you have learnt. (20) Do not use any illustrations, only the power of words. d) Listening and Speaking (Prepared Speech) Prepare a speech in which you promote your advertisement. You should focus on informing customers about your product and persuading them to buy it. Your speech should be approximately 2-3 minutes long. (20) EHL: TASK 4 Study the advertisement and answer the set questions. COLOURS SPEAK LOUDER THAN WORDS… #CANSAShavathon -CANSA SHAVATHON 2021- Live in colour SHAVE| SPRAY| DONATE 17

English FAL/HL Integrated Self Study Guide BOOK 1 COVID – 19 REGULATIONS Wear a mask, Sanitise and maintain social distancing Show your support for a Cancer Survivor Donation R50 ADULTS R25 CHILDREN UNDER 12 [Adapted from https://cansa.org.za/ ] a) ‘Colours speak louder than words’. Rewrite this expression in its original form. (1) b) In the context of the advertisement, ‘SHAVATHON’ is an example of …. (1) c) ‘Wear a mask, Sanitise and maintain social distancing’. Identify the figure of speech in the underlined phrase. (2) d) A pun is used in the acronym CANSA (Cancer Association of South Africa). (2) Identify and explain the pun. [06] e) LISTENING AND SPEAKING: Prepared speech You are one of the organisers of the SHAVATHON event. You have been asked to market the event to your classmates. Write down the NOTES you will use for the speech you will present to them. (15) f) WRITING AND PRESENTING: Informal Letter After presenting your speech to your classmates, your teacher has asked you to write a letter to the principal, explaining what the SHAVATHON is all about. Use the information from the advertisement and any other relevant points in (25) your letter. 18

English FAL/HL Integrated Self Study Guide BOOK 1 EHL: TASK 5 Study the following advertisement and answer the set questions The copy text reads: We believe in preserving the delicate balance between man and nature. It’s not just about your car’s exhaust emissions. It goes beyond Toyota’s leading hybrid and clean diesel engine technologies. We apply innovative environmental solutions to every aspect of the vehicle’s life cycle: from design, manufacturing and use, right through to recycling. It’s the only way we can expect to reach our ultimate aim: zero emissions. TOYOTA www.aimzeroemissions.eu [Adapted from https://eslchestnut.files.wordpress.com ] a) ‘It’s not just about your car’s exhaust emissions’. What are the different purposes of the apostrophe used in this sentence? (2) b) ‘It goes beyond Toyota’s leading hybrid and clean diesel engine technologies’. Identify any two adjectives in this sentence. (2) 19

English FAL/HL Integrated Self Study Guide BOOK 1 c) ‘We believe in preserving the delicate balance between man and nature’. Rewrite the above sentence in the past tense. (1) [5] d) LISTENING AND SPEAKING: Unprepared Speech You work for Toyota S.A. and a colleague of yours was meant to deliver a speech on ‘Zero emissions’ but fell ill. In the last minute you are asked to (15) speak on the same topic. Present your speech. e) WRITING AND PRESENTING: Interview NB: Use the rubric for Transactional Writing to guide you for this task. • Ask open-ended questions to full answers to your questions. Include the following: o What ‘zero emissions’ mean? o How does the company hope to achieve this? (25) o What led the company to take up the campaign against exhaust emissions? o Use a valid dialogue format. 20

English FAL/HL Integrated Self Study Guide BOOK 1 EHL: TASK 6 Study the following advertisement and answer the set questions The copy text reads: Vodacom Limitless is a real word. If your network gave you any data you could Google it. power to you Limitless Limitless* adj 1. Word used to describe the limitless talk, limitless text and loads of Internet on the Vodacom Red VIP price plan, including limitless choice of any smartphone. Only with Vodacom T & Cs apply [Source: https://businesstech.co.za/news/mobile/37318/vodacom] a) Provide a synonym for ‘limitless’ (1) b) Rewrite ‘VIP’ in full. (1) 21

English FAL/HL Integrated Self Study Guide BOOK 1 c) Limitless is a real word. If your network gave you any data you could Google it. (1) What part of speech is the underlined word? d) Identify a compound noun in the advertisement. (1) e) Limitless* adj 1. Word used to describe the limitless talk. (1) Rewrite the above sentence in full. Begin your sentence: Limitless is… [5] 2.3 Examination Tips 2.3.1 How to prepare/study for the examination on advertisements • It is important that you are aware of the fact that not every advertisement promotes a specific product, but that some advertise a service, manufacturer, an idea or a lifestyle, among other possibilities. Your knowledge of all these is therefore essential. • Practise answering questions based on this section of the exam to reinforce your knowledge of advertising skills and techniques. These have been explained and summarised in 3.1 of this booklet. • Exposure to a variety of texts to enrich your understanding and enjoyment of the genre is key to passing this part of the exam. • Since this part of the exam requires your critical analysing skills, interacting with a variety of advertising texts will boost your confidence in evaluating the effectiveness of an advertisement and voicing your opinion when answering higher order questions, that is, questions which require your opinion or judgement. • It is important to understand the use of language in the context of each advertisement, as well as the layout features of given advertisements. 22

English FAL/HL Integrated Self Study Guide BOOK 1 2.3.2 Typical examination questions and expected responses Typical exam Expected response Mark question allocation 1. State what the advertiser is Identify the product/service/idea, (etc.) and promoting and give a reason provide reasons for your answer. for your answer. (2) Explain 2. how the graphic Focus on both the image and the text and supports the message of the establish how the text/image reinforces the advertiser/ Is the visual image other. suitable for this advertisement? Substantiate your response/ Discuss how the written text reinforces the illustration in the advertisement. (2) What 3. two techniques are Identify any two ways used by the used to persuade the target advertiser to entice the target audience market to buy the product? / to buy what is advertised. E.g. emotive Study the language in the text language, well-chosen adjectives, and discuss how the repetition, bandwagon, rhetorical advertiser succeeds in questions, catchy phrases, etc. persuading the target audience to buy the product. (2) What is 4. the advertiser’s Your opinion supported by evidence from intention in referring to… the advertisement is required. (2) Comment 5. on the A slogan serves the purpose of effectiveness of the slogan…. emphasising a point. Check if the slogan uses repetition, rhyming words, catchy phrases the size of the font, etc. and state what the advertiser is emphasising and why. (2) 23

English FAL/HL Integrated Self Study Guide BOOK 1 Analyse 6. the visual image and A critical response is required. Identify the written text. Critically the message first, then state to what discuss whether the text and extent the text and the image assist to the image successfully convey that message. convey the advertiser’s message. (3) What is 7. the implication of the You are expected to state what you headline…? understand from the headline used by the advertiser (conclusion/s or meaning/s drawn from the given headline). (2) Comment 8. on the repetition This is a Technical question. Repetition is of…as an advertising usually used to drive a point home or technique. emphasise a point. State the point that the advertiser is emphasising and how what this helps to achieve. (2) Comment 9. on the A critical response is required. Focus on appropriateness of the image what you see in the image, and is said in in the context of the the text. Are the two related in any way? If advertisement as a whole so, to what extent? How do the two support the message? (If they do). (3) Comment 10. on the differences You are comparing two advertisements between text D and Text F in which have something in common. You the ways in which they are required to focus on the ways in which present…to the target the two advertisers use different audience techniques to present what they have in common. Identify what is common and different techniques, then discuss how the techniques have been used. A layered response is required here. Take your time to present each aspect of the question. (4) 24

English FAL/HL Integrated Self Study Guide BOOK 1 3. Topic Cartoons 3. Topic Cartoons 3.1 Notes/Summaries/Key Concepts A. Definition A cartoon is a single drawing, often accompanied by words. A cartoon may be: • Amusing, in order to make us laugh; or • Serious, in order to draw attention to something the cartoonist wants people to think about (for example, an event in the news). A comic strip is a series of drawings where each separate drawing tells part of the story. • Each separate drawing is called a frame. • The story in a cartoon strip usually builds up to, and ends with, a punch line. • A punch line consists of the last few words of a story which make that story amusing or clever (or both). • In a cartoon strip, both the words and the drawing in the final frame contribute to the punch line. Like single cartoons, cartoon strips may also be amusing or serious (or both). Cartoons and cartoon strips may use satire. Satire makes fun of people, especially public figures such as politicians, in order to criticise them. NOTE: The difference between speech and thoughts are conveyed by either: • A solid line bubble for normal speech • A dotted line bubble for whispering: i.e. if there are two or more characters, it is called a whisper bubble, but if there is only one character, it shows focus or concentration. 25

English FAL/HL Integrated Self Study Guide BOOK 1 • A jagged line bubble for shouting: • A small circled tailed bubble for thoughts is called a thought bubble. • In some cartoons the speech bubble is not used; instead, a thin line links the speaker to the words Example 1 of how to analyse a cartoon – frames and speech bubbles Stereotype has a B. Characteristics of cartoons negative connotation. But a stereotype is When a cartoon is studied, the following aspects should be considered: simply a generalization 1. Setting/Scenario about how a group of people behaves. 26

English FAL/HL Integrated Self Study Guide BOOK 1 Where and when is the scene taking place. Take note, the scenario is provided so you can identify the names of characters. 2. Characters Are they figures in their own right, or do they represent stereotypes? Note facial expressions, body language and the relationship between characters. 3. Actions Note lines and facial expressions that are used to indicate action. 4. Language Structure: does the cartoon consist of single words, phrases or sentences. Look at the words depicting time (e.g. seldom), place (where?), qualifiers (big, fast, often). Remember, these are your adjectives and adverbs). 5. Objective Is the intention to educate, inform, entertain or satirise? • When studying cartoons, the focus is on non-verbal and verbal communication. Non-verbal communication includes facial expressions, the tone and pitch of the voice, gestures displayed through body language and the physical distance between the communicators. These non-verbal signals can give clues and additional information and meaning over and above the spoken (verbal) communication. • Non-verbal communication includes: o facial expressions. o the tone and pitch of the voice. o gestures displayed through body language. o the physical distance between the speakers. • Verbal communication includes aspects such as: 27

English FAL/HL Integrated Self Study Guide BOOK 1 o rhetorical questions o repetition o imperative o minor sentences o dialogue o punctuation marks o tone, amongst others. Example 2 of how to analyse a cartoon – visual (signs or marks that provide meaning and verbal (words used) clues. Study the cartoon below, find the examples of visual and verbal clues to understand the cartoon. The analysis follows. Note: Blocks above cartoons show visual clues; Blocks below cartoon show verbal clues. 28

English FAL/HL Integrated Self Study Guide BOOK 1 ZITS 3.2 Practice Questions The questions set here are meant to enhance and test your knowledge of cartoons they will test your knowledge of cartoons as well as language and vocabulary skills. Study the cartoon BELOW and answer the set questions. NB: This instruction confines you to the cartoon strips below. Your response to open-ended question must still be based on the cartoon strip. EFAL : TASK 7 ZITS Frame 1 Frame 2 Frame 3 Source: Google Free Comic Strips NOTE: In this cartoon the teenager’s name is Jeremy and the woman is his mother a) Refer to FRAME 1. 1 i. How does the cartoonist use a visual and a verbal cue to convey the mother's surprise in FRAME 1? (1) ii. How do we know that Jeremy does not often clean his room? (1) iii. Rewrite ‘a bunch of stuff’ in more formal language. (1) 29

English FAL/HL Integrated Self Study Guide BOOK 1 iv. Rewrite Jeremy’s words ‘YEAH AND I FOUND A BUNCH OF STUFF I DIDN’T EVEN KNOW I HAD’ in reported speech. Start (6) with, Jeremy exclaimed b) Refer to FRAME 2. 2 i. Explain what Jeremy is doing in FRAME 2. (1) ii. Choose the correct answer to complete the following sentence: Write only the number of the questions and the letter you choose for example 2.2. (A). His mother appears to be … A. disinterested. B. unhappy. (1) C. focused. D. bored. c) Refer to FRAME 3. i. Explain why Jeremy’s attitude is ironic. (2) ii. His mother’s attitude is different in Frames 1 and 3. Explain the contrast in the two frames by referring to her body language. (2) d) Do you think Jeremy’s excitement at discovering his window is justified? (2) Substantiate your answer. [18] 30

English FAL/HL Integrated Self Study Guide BOOK 1 EFAL: TASK 8 Study the comic strip BELOW and answer the set questions. THE CURTIS by RAY BILLINGSELY FRAME 1 FRAME 2 FRAME 3 FRAME 4 [www.google.com] The name of the boy in this cartoon is Curtis and the man is his father/dad. Questions: a) Refer to the appearance of the TWO characters. How can we tell that they are not of the same age group? Mention TWO contrasts. (4) b) Refer to FRAME 2. Identify TWO visual clues which indicates that the boy is sad. (2) c) Rewrite the following contractions in full. I’ve Can’t (2) d) Combine the following sentences into a single sentence: I can’t go to the movie theatre. I can’t go to the pizza parlor. Begin with: I can neither... (2) e) Rewrite the following words in South African English. theatre. parlor (2) f) Complete the following tag question. Write down only the missing (1) words. 31

English FAL/HL Integrated Self Study Guide BOOK 1 Anne Frank and her family spent two years in an attic ….? g) Rewrite the following sentence in the negative form. I expected that look. (2) [10] EFAL: TASK 9 Study the comic strip BELOW and answer the set questions. HÄGAR THE HORIBLE by DIK BROWNE FRAME 1 FRAME 2 FRAME 3 FRAME 4 FRAME 5 FRAME 6 FRAME 7 FRAME 8 [www.google.com] In this cartoon Hägar is talking to other Vikings. Questions: a) Rewrite the following sentence in singular form. Men, today we will fight the biggest battle of our lives. (4) b) Rewrite the following sentence in the reported speech. Hagar said, ‘I want to say to say something important.’ (3) 32

English FAL/HL Integrated Self Study Guide BOOK 1 c) Rewrite the following sentence in the past tense. Vikings have a unique heritage. (1) d) Study the following sentence: Remember, Vikings are brave. State the part of speech of EACH of the underlined words. (2) e) Refer to FRAME 6. Give TWO visual and TWO verbal clues that indicate that Hagar is (4) shouting. [14] EHL : TASK 10 Study the cartoon and answer the set questions. TEXT A FRAME 1 FRAME 2 FRAME 3 The boy in the checked shirt is Jeremy [Adapted from http://www.cartoonstock.com] Questions on text A a) From Frames 1 and 3, what can you deduce from Jeremy’s body (2) language? b) What do you think is the message in this cartoon? Substantiate your (3) answer. 33

English FAL/HL Integrated Self Study Guide BOOK 1 TEXT B FRAME 1 FRAME 2 FRAME 3 The boy in the checked shirt is Jeremy [Adapted from http://www.cartoonstock.com] Questions on Text B c) In FRAME 1, the cartoonist uses non-verbal communication as a different technique to those used in FRAMES 2 and 3. Discuss the effectiveness of this technique. (2) d) Discuss the humour in the cartoon by making reference to both the (3) visual and the verbal elements. [10] e) LISTENING AND SPEAKING: Prepared speech Teenagers and the Internet After studying the above cartoons, your teacher gives you the above topic to present to the class as part of your Oral tasks. Write down the notes you will use during your presentation. (15) f) WRITING AND PRESENTING: Book Review You recently read a book by a teenage author with the following title: Attached to my cell-phone; Write a review of this book. (25) 34

English FAL/HL Integrated Self Study Guide BOOK 1 3.3.1 How to prepare/study for the examination on Cartoons • Focus on the basic features of visual literacy. • Before analysing the cartoon, pay attention to the characters because in cartoons they play a major role in bringing forth meaning. • You need to know the key aspects to studying the difference between visual and verbal clues, speech and thought bubbles, etc. • Develop vocabulary which will help you to describe emotions, facial expressions, and body language because these are key to doing well in this section. • Practise answering questions based on the cartoon as much as you can. This will develop your confidence in answering any question on the cartoon. • Regular exposure to a variety of cartoons is not only an enjoyable way of learning an abundance of skills, but it is also essential in equipping you with skills for the visual literacy section of your Paper 1. 3.3.2 Typical examination questions and expected responses Typical exam Mark Expected response question allocation 1. Explain the character’s Your knowledge of vocabulary used to attitude in Frame… describe attitude and your knowledge of interpreting a character’s body language, is required here. Remember to confine your response to the given Frame. (2) 2. Discuss the Focus on what the character says and how character’s tone in this is presented in the speech bubble, for Frame… example, the punctuation and font. The 35

English FAL/HL Integrated Self Study Guide BOOK 1 character’s body language and facial expressions are also required. (2) 3. Refer to FRAME… Revise as many words as you can, which Discuss TWO describe ‘attitude’ as this is a common techniques that the aspect of cartoon analysis. This is a cartoonist uses to technical question. Indicate an attitude and depict Character A’s the two techniques. (Consider/think about attitude. the following: characterisation (caricature / stereotype) setting, punctuation, speech bubbles / thought bubbles, presence/absence of speech, facial expression and body language – state explicitly what it looks like, onomatopoeia, movement lines, etc.) (2) 4. Comment on the Focus on the written text and the image to visual and verbal cues formulate your answer. A detailed/ critical in Frame… response is required. You need to elaborate on your points and cite examples directly from the cartoon to validate your response. (4) 5. Account for the lack of This is a technical question and it requires speech bubbles in you to start by stating what you see in Frame… terms the character’s body language, then expand on this. (2) 6. Compare the Your answer should show change or characters’ verbal difference. Use adjectives to describe each responses in character’s response and add this to your Frames…and… answer. (3) 7. What does the use of This question calls for your understanding the bold lettering and of effects used for communication in punctuation reveal visual literacy and in Question 5 of paper 36

English FAL/HL Integrated Self Study Guide BOOK 1 about the character’s 1. It is important to study those to respond (2) attitude? correctly to this question. 8. Discuss the irony in Knowledge of the different types of irony will Frame… help you to answer this question. In EFAL the question is marked holistically EFAL (2) for two marks; ensure that your answer contains both aspects. EHL (3) 9. Critically discuss the Do you know what ‘stereotypes’ are? If you stereotypes found in do, this knowledge is required in this this cartoon strip question. Study the cartoon carefully and establish what or who is stereotyped, then move on to how and why it is the case. (3) 10. Comment on the How are sound effects presented in a sound effects in cartoon? State how sound is presented in Frame 3 the given frame. Go on to give a reason for this. Usually sound effects are used for emphasis. What is it that the cartoonist wants to emphasise? This will help in scaffolding your answer for the two marks. (2) 37

English FAL/HL Integrated Self Study Guide BOOK 1 3 4. Topic Language Structures and Conventions 4.1 Notes/Summaries/Key Concepts This study guide should have reminded you of the language structures and conventions that your teachers have taught you in the context of listening, speaking, reading and writing, and also as part of a systematic grammar programme. Some of the structures and conventions were introduced in earlier grades but may still need to be revised. Below are the lists of all the language structures and conventions you should revise. Language structures and conventions Concord, Degrees of comparison, Negative forms, Active and passive voice, Question form, Tag questions, Direct and indirect (reported speech), Vocabulary, Spelling, Derivations, Word meanings, Parts of speech, Punctuation, Verb tenses, Abbreviations and acronyms, Contractions, Cloze passage, Singular and plural forms, Punctuation… Vocabulary development and language use Synonyms, antonyms, paronyms, polysemes, homonyms, homophones, one word for a phrase Figures of speech (simile, metaphor, personification, oxymoron, metonymy, onomatopoeia, hyperbole, contrast, irony, sarcasm, anti-climax, symbol, euphemism, litotes, oxymoron, paradox, pun, understatement, synecdoche) idiomatic expressions/idioms/proverbs Borrowed, inherited, new words (neologisms), and etymology (origin of words) Parts of words: Prefixes, roots, and suffixes 38

English FAL/HL Integrated Self Study Guide BOOK 1 A Characteristics of some language structures and conventions 1. Language terms (These must be studied.) Synonym A word, morpheme, or phrase that means the same as another word morpheme, phrase. The words begin, start, commence, and initiate. Antonym A word that means the opposite of another word. Hot / cold Paronyms Words that are pronounced or written in a similar way but have different meanings. alternately and alternatively; collision and collusion Polyseme A symbol, word, or phrase meaning many different things. "get" can mean procure, become, or understand. Homonym The sound and spelling are the same, and only the meaning changes. "book," can mean "something to read" or "the act of making a reservation." Homophone A word that is pronounced the same as another word but differs in meaning. The two words may be spelled the same: rose (flower) and rose (past tense of rise) or differently: rain, reign, and rein. One word for a Afford an opportunity= let; at this point in time= now. phrase 2. Vocabulary: Words and phrased can be classified according to their origin. Some words or phrases are borrowed from other languages and some are idioms that have been part of the language for a long time. 39

English FAL/HL Integrated Self Study Guide BOOK 1 Neologism A neologism is a new word or expression in a language. "Webinar," "malware," "netroots," and "blogosphere" are just a few examples. Idiomatic Idiomatic expressions are a type of informal language that have expression a meaning different from the meaning of the words in the expression. Example of an idiomatic expression: Hold your tongue. This idiom does not actually mean that you should stick your fingers in your mouth and grab a hold of your tongue, but that you should keep quiet. Idiom A group of words with a meaning not deducible from those of the individual words. over the moon: to be happy; see the light: to understand Proverb A short, well-known saying, stating a general truth or piece of advice. “Early to bed and early to rise, makes a man healthy, wealthy and wise.” Meaning: Taking care of yourself leads to success and productivity. Borrowed English words with foreign origins. Anonymous (Greek); Loot (Hindi) 3. Parts of words Words are made up of different parts: prefixes, roots and suffixes. Prefixes Placed at the beginning and usually identifies some subdivision or part of the central meaning: inconceivable Roots In the middle and gives its central meaning: : inconceivable = conceive Suffixes Placed at the end and modifies the central meaning: inconceivable 4. Parts of speech It is important that you can differentiate between the different parts of speech. 40

English FAL/HL Integrated Self Study Guide BOOK 1 Part of speech Function Example words Example sentence Verb action or state (to) be, have, do, English Club is a like, work, sing, web site. I like can, must English Club. Noun thing or person pen, dog, work, This is my dog. e.g. common, music, town, He lives in my abstract, London, teacher, house. We live in collective nouns John London. amongst others. Adjective describes a noun good, big, red, My dogs are big. well, interesting I like big dogs. Determiner limits or a/an, the, some, I have a dog and "determines" a many, much, some rabbits. noun both, this amongst others Adverb describes a verb, quickly, silently, My dog eats adjective or well, badly, very, quickly. When he adverb. really is very hungry, he (manner, time, eats really frequency, quickly. probability, duration, degree, adverbial phrases Pronoun replaces a noun I, you, he, she, Tara is Indian. we, they, which, She is beautiful. who, what, amongst others Preposition links a noun, to, at, after, on, We went to adjective or place but school on or direction to Monday. another word 41

English FAL/HL Integrated Self Study Guide BOOK 1 Conjunction joins clauses or and, but, when I like cats and sentences or words dogs. I like dogs but I don't like cats. Interjection short exclamation, oh!, ouch!, hi!, well Ouch! That hurts! sometimes Hi! How are you? inserted into a Well, I don't know. sentence 5. Question Tags NOTES: Question tags Read the notes on question tags and then complete the activity. • Added to the end of a statement. • A question tag means “Is this true?” or “Do you agree?” • If the sentence is positive the tag is negative and vice versa. • They enjoy school, don’t they? • She is not lazy, is she? 6. Punctuation marks Hyphen: (-) Can be used in compound words, to link words to prefixes, and to show word breaks. The hyphen rules and examples: 1. . To indicate word breaks. o These things happened before the pre-enlightenment era. 2. Use a hyphen to join two or more words together into a compound term. o My eight-year-old boy loves reading. 3. To link prefixes to words 42

English FAL/HL Integrated Self Study Guide BOOK 1 o Unlike what some people might think, the twentieth-century was very different. Colon: (:) Can be used to introduce a quotation, an example, a series, or an explanation, to separate two independent clauses, to show emphasis. o You have two choices: finish the work today or lose the contract. Semi-colon: (;) Used to separate two independent clauses while still demonstrating that a close relationship exists between them. o My daughter is a teacher; my son is a doctor. Apostrophe: (‘) To show that certain letters have been omitted from a word, to show the possessive form of a noun, in addition to indicating the plural form of lower case letters. Rules or using the apostrophe: 1. Use an apostrophe to show contractions: o He is = He’s 2. Use an apostrophe to indicate possession: o Sam’s book; The players’ uniforms. Quotation For quotations and direct speech. marks: (” “) o “I feel I’ve really earned this,” she said, taking up her mug of tea. Parentheses: () Show additional thoughts about a statement. Brackets, dashes, commas, semi-colons can be used. o The two brothers (Richard and Sean) were learning how to play guitar. Ellipses: (…) To show that there has been an omission of some letters or words. o To be continued… 7. Direct and Indirect/Reported Speech Read through the changes to be made when changing sentences to Reported Speech. 1. Punctuation: omit the “/! / ?. Keep capital letters and full stops. 43

English FAL/HL Integrated Self Study Guide BOOK 1 2. Pronouns: I/ We change to He/ They 3. Verbs and modals: verbs move one tense into the past: is-was; were-had been 4. Time and place: • today → that day • tomorrow → the following day / the next day • yesterday → the day before / the previous day • the day before yesterday → two days before • last week → the week before / the previous week • next week → the following week • now → then • ago → before • here → there • this → that • these → those Steps to follow: 1. Underline the verb 2. Encircle the pronoun (and remember the required change) 3. Encircle words indicating time or place 4. Rewrite the sentence and add ‘that’ 5. Remember the verb moves one step back into the past: Present ? Past: Past? Past Perfect Examples: is ? was can ? could was ? had been must ? had to does ? did didn’t ? hadn’t 8. Active voice to passive voice Steps to follow: 1. Underline the verb. 2. Find the subject and object. 3. Start the sentence with the object. 44

English FAL/HL Integrated Self Study Guide BOOK 1 4. Use the past participle form of the verb. 5. Add the correct form of the verb ‘to be’. 6. End with ‘by’ and the subject. 7. Keep the tense of the original sentence. EXAMPLES: Tense Active Passive Simple present He bakes bread. Bread is baked by him. Present continuous He is baking bread. Bread is being baked by him. Simple past He baked bread. Bread was baked by him. Past continuous He was baking bread. Bread was being baked by him. Present perfect He has baked bread. Bread has been baked by him. Present perfect He has been baking Bread has been being continuous bread. baked by him. Past perfect He had baked bread. Bread had been baked by him. Simple future He will bake bread. Bread will be baked by him. Future perfect He will have baked Bread will have been bread. baked by him. 45

English FAL/HL Integrated Self Study Guide BOOK 1 Examples In the examination paper, these Language Structures will be worth more marks in Question 5. More structures will be tested in context. The first group of questions will be based on a short prose text like the one below: This prose text requires you to practice your reading skills e.g.: Analyse the topic Some deliberate errors: Identify and correct them ,e.g. preposition (off-of), spelling (safes-saves) concord (cost- costs) punctuation (elses-else’s) Read the whole text with understanding, try and identify all the language structures you have learned. 46

English FAL/HL Integrated Self Study Guide BOOK 1 4.2 Practice Questions EFAL: Task 11 LANGUAGE AND EDITING SKILLS Read the passage below which has some deliberate errors, and then answer the questions that follow. TAPIWA, AN ENGINEERING GENIUS At only 15, Tapiwa is the youngest engineering student at Wits University. ‘When People look at me, they see a young village girl, but I am more than that. I want to make a name for myself. ‘I can’t’ wait to graduate and make a difference.’ 5 Tapiwa was raised by her grandmother in the rural village of Thulamahashe in Mpumalanga. Luckily for her, Tapiwa’s grandmother always pushed her to put her education first. This resulted in her 10 achieving six distinctions on matric when she was 14. Despite being the youngest in her class, Tapiwa is very confident. ‘I get support from the people around me. I happen to fit with everyone.’ She remains optimistic about the future. She also believes that all South Africans can achieve their desired careers, regardless of their gender, race or religion. After graduating, Tapiwa plans to become a businesswoman who creates job opportunities for others. a) Correct the SINGLE error in each of the following sentences. Write down ONLY the question numbers and the words you have corrected. i. At only 15, Tapiwa is the youngest engineering student at Wits (1) University 47

English FAL/HL Integrated Self Study Guide BOOK 1 ii. When People look at me, they see a young village girl, but I am (1) more than that. iii. I can’t’ wait to graduate and make a difference. (1) iv. This resulted in her achieving six distinctions on matric when she (1) was 14. b) Rewrite the following sentence in reported speech: ‘I want to make a name for myself,’ Tapiwa said. (4) c) Rewrite the following sentence the simple present tense: Tapiwa’s grandmother always pushed her to put her education first. (1) d) Rewrite the following sentence by filling in the correct question tag: Tapiwa was raised by her grandmother, (1) e) Write down the correct form of the word in brackets as used in the following sentence: (1) Tapiwa’s (confident) can be admired. f) Rewrite the following sentence in the negative form: I get support from the people around me. (1) g) Choose the correct answer from those given below. Write down only the letter (A-D) next to the question number (5.1.7) in the answer book. An antonym for the word, 'optimistic' is … A ballistic. B pessimistic. C enthusiastic. D bombastic. (1) h) Identify the parts of speech of the underlined words: The hope is that the tour will end with a run in South Africa. (2) [15] 48

English FAL/HL Integrated Self Study Guide BOOK 1 EFAL: Task 12 LANGUAGE AND EDITING SKILLS Study the text below and answer the questions. a) i. Choose the correct word in brackets to complete the sentence below. Write only the question number (5.2.1 (a) and 5.2.1 (b) and the correct answer in the ANSWER BOOK. Madiba is regarded as 5.2.1 (a) (a/an) hero 5.2.1 (b) (global/globally). (2) ii. Choose the correct answer from those given below. Write down only the letter (A-D) next to the question number (5.2.2) in the answer book. ‘Memories and Madiba as you meander …’ is an example of… A alliteration. B assonance. C personification. D anti-climax. (1) iii. Rewrite the following sentence in the passive voice: South Africans will always remember Madiba. (1) iv. Identify the parts of speech of the underlined words in the following sentences: (a) Madiba is a legendary figure. (2) (b) Nelson Mandela was the oldest president of South Africa. [6] 49

English FAL/HL Integrated Self Study Guide BOOK 1 Practice activity EFAL: TASK 13 2 (FAL) LANGUAGE AND EDITING SKILLS Read the passage below which has some deliberate errors, and then answer the questions that follow. EMOJIS COULD LAND YOU IN HOT WATER Whoever thought that sending a smiley face or thumbs-up emoji could land you in legal trouble. Seemingly innocent emojis in a instant message or email could potentially lead to you being bound by unwanted contracts and held liable for damages. This is a warning with Johannes du Plessis‚ a legal 5 advisor. 'Many individuals negotiate lease agreements with landlords or agents‚ or make purchase and sale agreements with sellers they found in newspaper or website classifieds,' said Johannes du Plessis. ' 10 Placing an emoji like a thumbs-up or a heart which creates the impression of positivity and agreement in the mind of the receiver‚ might result in the conclusion of a legal contract.' 50

English FAL/HL Integrated Self Study Guide BOOK 1 Du Plessis explained that this could result in the sender being bound 'as if he had the will and intention to enter into the contract'. 'Should one then breach the contract‚ you may become liable to the other party 15 for possible damages.' Section 22 of the Electronic Communications and Transactions Act (ECTA), states that contracts, concluded wholly or partly by a data message, are valid in law. [Adapted from www.timeslive.co.za] 51

English FAL/HL Integrated Self Study Guide BOOK 1 a) Correct the SINGLE error in EACH of the following sentences. Write down ONLY the question numbers and the words you have corrected. i. Seemingly innocent emojis in a instant message or email could potentially lead to you being bound by unwanted contracts and held liable for damages. (1) ii. This is a warning with Johannes du Plessis‚ a legal advisor. iii. Placing an emoji like a thumbs-up or heart which creates the (1) impression of positivity and agreement in the mind of the receiver‚ might result in the conclusion of a legal contract. (1) iv. Many people uses emojis to convey messages. (1) b) Refer to paragraph 3. i. Rewrite the following sentence in the negative form: Many individuals negotiate lease agreements with landlords or agents. (1) ii. Rewrite the following sentence in reported speech: 'Many individuals negotiate lease agreements with landlords or agents‚ or make purchase and sale agreements with sellers they found in newspaper or website classifieds,' said Johannes du Plessis. (4) c) Rewrite the following sentence in the passive voice: The legal advisor warned the man not to use certain emojis when responding to messages. (1) d) Rewrite the following sentence correctly: Should one then breach the contract‚ you may become liable to the other party for possible damages (1) 52

English FAL/HL Integrated Self Study Guide BOOK 1 e) Refer to paragraph 6. i. Why is Electronic Communications and Transactions Act written 1) in italics? ii. Choose the correct word from those given in brackets. ECTA is an example of an (acronym/abbreviation) (1) f) Complete the following tag question: Contracts, concluded wholly or partly by a data message, are valid in (1) law,…?. [14] EFAL: TASK 14 Study the text below and answer the questions. a) Refer to the following sentence: The screaming toddler disturbed the audience at the concert. i. Identify the part of speech of the underlined word. (1) ii. Rewrite the sentence in the present tense. (1) b) 5.2.2 Rewrite the word 'mozzie' in formal English. (1) 53

English FAL/HL Integrated Self Study Guide BOOK 1 c) Rewrite the following sentence and provide the correct degree of comparison The sound of the screeching violin is (annoying) than the sound of the squeaky duck. (1) d) Give the correct form of the underlined word in the following sentence: The insect bite caused an irritating. (1) e) Provide an antonym for the underlined word in the sentence below: The toddler had a restless sleep. (1) [6] 4.3 Examination Tips • In past examinations, candidates have performed poorly in Question 5. Do not be one of them. At Grade 12, you are expected to know your basic grammar: punctuation, sentence structure, ambiguity, reported speech and other terminology. • You need to practise and apply these skills to retain them. • Get exposed to texts with errors and try to correct the errors. This can be done both orally and in writing. • Past question papers that are available on the DBE website (https://www.education.gov.za/Curriculum/NationalSeniorCertific ate(NSC)Examinations/NSCPastExaminationpapers.aspx) provide an excellent opportunity for you to get exposed to the typical questions asked. • Tip: First answer the questions then mark your work; if your answer is incorrect, go back to the notes to find the reason why your answer is incorrect. 54

English FAL/HL Integrated Self Study Guide BOOK 1 5. General Examination Tips Paper 1 (EFAL and EHL) Topic Marks Strategy Section A Read Text A Comprehension 24 • Adhere to instructions Test Text A Section A 6 Study Text B Comprehension • Will be a visual text. Test • Answer ALL questions by referring to the Text B visual text. Section B 10 Study Text B Summary 7 for ALWAYS WRITE A DRAFT – WRITE ON TOP facts DRAFT 3 for Read the question and UNDERLINE what your using summary must respond to own Write the topic in LARGE BOLD letters at the top words of your planning page. (Lang) FOLLOW THE FIVE STEPS: 1. DELETE: Pick out the less important or repeated ideas from the passage and delete them. 55

English FAL/HL Integrated Self Study Guide BOOK 1 2. KEEP: Highlight the important details using keywords 3. SUBSTITUTE: Remove all unnecessary words and reduce phrases to one word, where possible. Find synonyms for words and replace them. 4. LIST: List keywords in the order they appeared in the passage and trim them to topic sentences. 5. WRITE: Write a short summary in your own words. NB – you will lose Language marks if you use the words from the passage verbatim. NB For EHL – the draft is in note form but the final piece is in paragraph form. Section C: Language Question 3 10 Read Text D Analysing an Think about all the advertising techniques you Advertisement have learned and apply them in your answers. Text D Adhere to instructions. Know the following key concepts: • Headline • Punctuation marks • Slogan • Logo • Copy text • Target audience Question 4 10 Read Text E Analysing a Cartoon Think about all the visual literacy clues you have Text E learned and apply them in your answers. Adhere to instructions. 56

English FAL/HL Integrated Self Study Guide BOOK 1 Know the following key concepts: • Visual clues • Body Language • Humour REMEMBER to name visual clues and body language AND link them to a reason e.g. A wide-open mouth (visual clue) indicating she is scared/ angry depending on the message in the cartoon Question 5 14 Read Text F Language and This text will be in prose. editing Think about all the language rules you have Text F learned. Pay attention to: Tenses, verbs, parts of speech, prepositions, reported speech, passives, questions, negatives, homophones, homonyms, synonyms, antonyms. Text G 6 Read Text G This will be a visual text. Think about all the language rules you have learned. Pay attention to: Tenses, verbs, parts of speech, prepositions, reported speech, passives, questions, negatives, homophones, homonyms, synonyms, antonyms. NB For EHL the total for this question is 10. 57

English FAL/HL Integrated Self Study Guide BOOK 1 6. Possible responses 6. Possible responses EFAL: TASK 1 Answers a) Vitamin water ü (1) b) People who drink energy water. / People who enjoy (flavoured) (1) bottled water. ü c) The advertiser means that there are other sources of energyü and this drink/water can replace those sources as an alternative.ü (2) d) The picture of a lady charging a cell phone and the visual of a cell/battery which provides energy/power to the cell phone makes the advert about vitamin water that gives energy to those who drink it to be effective.ü (2) e) i. C/adjective ü ii. A/noun ü iii. B/ pronoun ü (3) f) You are up. ü (1) [10] EFAL TASK 2: ANSWERS a) It grabs your attention with the image of a young person with an artificial leg.ü It uses clever languageü; car manufacturers always insist that drivers should use original parts in their vehicles instead of pirate partsü, but humans cannot easily replace body parts with originalsü. (4) 58

English FAL/HL Integrated Self Study Guide BOOK 1 b) As part of their social responsibility as a car manufacturerü, they have joined the battle of trying to prevent drivers from driving after (2) drinkingü. c) The target audience is anybody who consumes ü alcohol and drives a vehicle.ü (2) d) Advertisers can use positive messages to motivate someone to act, üor send negative messages to scare people into actingü. In this case the advertiser hopes to scare young people to not drive while under the influence of alcohol.ü (3) e) Alliteration - the repetition of the -D. ü It is effective because the emphasis is placed on each word thus emphasising the message.ü (2) f) You/one should/must not drive after drinking. ü / You/One should/must not drink before driving. ü (1) g) Human beings cannot trade in body parts for new ones if a body part is damaged. ü The advertiser wants to emphasise the consequences of drinking and driving. ü (2) h) A üspare part üfor a humanü is notü as original as the oneü for a (6) car. ü [22] EFAL TASK 3 ANSWERS a) i. Best ü/ Mobile ü/ Monumentalü (Any two) (2) ii. Greatest ü/ Moving/flexible ü/ Top/Foremost ü(Any two) (2) 59

English FAL/HL Integrated Self Study Guide BOOK 1 b) The MTN boss said that their commitment was to work even harder. NOTE: A mark will be allocated for each underlined changes and 1 mark for correct punctuation. (3) c) Writing and Presenting • The advertisement must: o Have a catchy headline to attract the attention of the reader. o Inspire action. o Create interest in and the desire for the advertised item. o Have the following details: a description of the item, the cost involved and the contact details of the seller. • The target market should be clear. • The language may be formal or informal but not slang or colloquial. (20) (No marks will be awarded for illustrations.) NOTE: A marking rubric which indicates how your advert will be marked is attached. d) Listening and Speaking (Prepared Speech) • 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. NOTE: A marking rubric which indicates how your speech will be (20) marked is attached. 60

English FAL/HL Integrated Self Study Guide BOOK 1 EHL: TASK 4 ANSWERS a) ‘Silenceü speak louder than words’. Rewrite this expression in its original form. (1) b) In the context of the advertisement, ‘SHAVATHON’ is an example of coiningü/compound word, (shaving + marathon) ü (2) c) ‘maintain social distancing’. It is an oxymoron. ü ‘Distancing’ yourself from the others is anti-social behaviour, but in this case, it (2) is encouraged. ü d) The pun is on the word ‘cancer’. ü (2) CANSA and Cancer sound the same. ü [6] e) LISTENING AND SPEAKING: Prepared speech NB: Use the rubric for the Prepared Speech to guide you for this task. Notes • Register could be semi-formal • What is a ‘SHAVATHON’- brief explanation • What it involves • The importance of the event in supporting cancer survivors • The value of the donations (15) You will need to expand on each of the given points. f) WRITING AND PRESENTING: Informal Letter NB: Use the rubric for Transactional Writing to guide you for this task. Length: 180 to 200 words As you write your letter pay attention to the following: • Content: made up of your explanation of what the SHAVATHON is all about • Register: Formal, because the principal is your Audience (25) 61

English FAL/HL Integrated Self Study Guide BOOK 1 • Purpose: To convince the principal to realise the importance of the event in order to market it to the rest of the school. EHL TASK 5 ANSWERS a) ‘To show contraction (it is) ü and possession (the exhaust (2) emissions from the car) ü b) ‘Leading hybrid’ü and ‘clean diesel engine’ü (they describe (2) ‘technologies’) c) ‘We believedü in preserving the delicate balance between man (1) and nature. [05] d) LISTENING AND SPEAKING: Unprepared Speech Points for the Unprepared Speech • Clean environment • Save nature and human beings • The only company aware of the damage on the environment due to exhaust emissions • The company’s service to the SA population and their good health (15) e) WRITING AND PRESENTING: Interview NB: Use the rubric for Transactional Writing to guide you for this task. • Ask open ended questions to full answers to your questions. Include the following: o What does ‘zero emissions’ mean? o How does the company hope to achieve this? o What led the company to take up the campaign against exhaust emissions? o Use a valid dialogue format (25) 62

English FAL/HL Integrated Self Study Guide BOOK 1 EHL TASK 6 ANSWERS a) Endless/boundless/infiniteü (1) b) Very Important Person(s) ü (1) c) pronounü (1) d) Smartphoneü (1) e) Limitless is an adjective; a word used to describe limitless talkü. (1) [5] EFAL TASK 7 ANSWERS a) i. Visual: her mouth is wide open/her eyes are wide openü. Verbal: The exclamation marks/ short sentencesü. (2) ii. He says he found things he did not even know he had. (May quote) (1) iii. A large number of possessions. (1) iv. Jeremy exclaimed that heü had foundü a bunch of stuff heü hadn’t even knownü he ühad hadü. (6) b) Refer to FRAME 2. 2 i. He is showing his mother some of the objects he found. (1) ii. C / focused (1) c) 3iii. He triumphantly points to the window he thought he never had, but it was always there, only hidden behind the mess in his room.ü ü, (2) iv. In FRAME 1 his mother is smiling ü and her words are encouraging. In FRAME 3 she is standing upright, but she is speechless üindicating her shock at Jeremy’s wrong perception. (2) 63

English FAL/HL Integrated Self Study Guide BOOK 1 d) Open-ended. Accept a suitable response, e.g. 4 Yes Teenagers are renowned for not cleaning their rooms and they are usually self-absorbed; he might never have seen the window before, therefore his excitement is justified.üü OR No Jeremy should have more respect for himself and his parents and keep his room neat and tidy. He should therefore not feel excited about something that is his responsibility. üü NOTE: You are not awarded a mark for writing Yes or No. You are awarded a mark for explaining why you agree (Yes) or disagree (No). (2) [18] EFAL: ANSWERS TASK 8 a) The boy has black hairü the man has grey hair. ü The boy is wearing a capü while the man is not. ü The man is reading a newspaper üwhile the boy has his hands in his pockets. ü The boy is smallü and the man is big. ü (4) NOTE: Any TWO of the above answers. b) The boy’s mouth is curving down. ü His eyes are facing down. ü There is a frown on his forehead. ü (Accept any TWO) (2) c) Rewrite the following contractions in full. I have ü cannot ü (2) d) I can neither go to the movie theatre nor the pizza parlor. üü (2) e) theatre ü parlour ü (2) 64

English FAL/HL Integrated Self Study Guide BOOK 1 f) Anne Frank and her family spent two years in an attic, didn’t they? ü (1) g) I did not/ didn’t ü expect ü that look. (2) [10] EFAL: TASK 9 ANSWERS a) Man, ü today I ü will fight the biggest battle of my ü life. ü (4) b) Hagar said that he wanted to say something important. ONE mark for each underlined change and a mark for correct (3) punctuation. c) Vikings had a unique heritage.ü (1) d) Remember = Verb ü Vikings = Nounü (2) e) Verbal Words are in bold /bigger font. ü There is an exclamation mark. ü Visual Hagar’s hands are stretched out.ü (4) There are movement lines around his hands suggesting that his hands are moving.ü [14] EHL: TASK 10 ANSWERS a) He is scared/apprehensive. ü In FRAME 1, he looks cowered (bent forward) and in both FRAMES he has expressionless eyes. ü (2) b) The cartoonist is illustrating the over-reliance on the internetü and how it has led to young people failing to do simple things like homework without turning to it, to the extent of using parents’ credit cards to purchase the homework online. ü Jeremy is in trouble for having stolen his mother’s credit card to purchase homework on line, which upset his (3) mother as illustrated in Frame 1 when she screams at him.ü 65

English FAL/HL Integrated Self Study Guide BOOK 1 c) Non-verbal communication is effective in that it reveals a character’s feelings and attitude. ü For example, in Frame 1, it is clear that Jeremy is surprised by the incoming call on his cell phone. His narrowed eyes reveal (2) this. ü d) The humour is based on irony. ü It is ironic that Jeremy’s parents have to send him a text message inviting him and his phone to dinner when they all live in the same house. In Frame 1, Jeremy gets a text message alert on his cell phone, and in Frame 2, he reads it, only to realise it is from his parents who are in the kitchen. ü When Jeremy prompty responds, his parents mock him by calling him and his phone a ‘cute couple’. This is ironic as well because it would have taken Jeremy a long time to get to the dinner table if he had to leave his phone, so his parents had to invite the ‘cute couple’ and not one of them. The way Jeremy’s father looks at the ‘couple’, with his head cocked to the side as if he is admiring them in Frame 3, also brings out the humour. So does his mother’s shout of ‘here they are’ as if it is at a wedding ceremony when the bride and groom appear.Jeremy does not realise the (3) seriousness of the whole situation and sees it as ‘funny.’ ü [10] NB: Any 3 of the points mentioned here can be part of your answer. This is lengthy because it guides you in scaffolding your response to such questions. e) LISTENING AND SPEAKING: Prepared speech Notes • How teenagers use the internet. • Addicted to the screen. • Advantages and disadvantages • Safety on the internet • Relationships in the family • Impact on schoolwork (15) 66

English FAL/HL Integrated Self Study Guide BOOK 1 f) WRITING AND PRESENTING: Book Review N.B. The rubric for transactional text will guide you on completing this task. • Correct format for a book review • The title and its relevance • The author and publisher • The genre (type of writing) • Your rating of the book (25) EFAL: TASK 11 ANSWERS a) i. Universityü (1) ii. see ü (1) iii. can'tü (1) iv. in ü (1) b) Tapiwa said that she üwantedü to make a name for herself.ü NOTE: You will be awarded a mark for each of the underlined changes and 1 mark for correct punctuation. (4) c) Her grandmother always pushes her to put her education first. ü (1) d) Tapiwa was raised by her grandmother, wasn't she/was she not? ü (1) e) confidence ü (1) f) I do not/ don't get support from people around me. ü (1) g) B/pessimistic ü (1) h) definite article ü (2) noun ü [15] 67

English FAL/HL Integrated Self Study Guide BOOK 1 EFAL: TASK 12 ANSWERS a) 5.2.1 (a) aü (1) (b) globallyü (1) b) 5.2.2 A/alliteration ü (1) c) 5.2.3 Madiba will always be remembered by South Africans.ü (1) d) 5.2.4 (a) adjectiveü (1) (b) (common) nounü (1) [6] EFAL: ANSWERS TASK 13 a) i. anü (1) ii. fromü (1) iii. receiverü (1) iv. useü (1) b) a) Many individuals do not negotiate lease agreements with landlords or agents. ü (1) b) Johannes du Plessis said that many individuals negotiatedü lease agreements with landlords or agents or madeü purchase and sale agreements with sellers they had foundü in newspapers or website classifieds. NOTE: Award 1 mark for each underlined change and 1 mark for correct punctuation. (4) c) The man was warned by the legal advisor not to use certain emojis when responding to messages.ü (1) 68

English FAL/HL Integrated Self Study Guide BOOK 1 d) Should you then breach the contract, you may become liable to the other party for possible damages.ü OR Should one then breach the contract, one may become liable to the other party for possible damages.ü (1) e) i. It is the name of the act. / proper nounü (1) ii. acronymü (1) f) Contracts, concluded wholly or partly by a data message, are valid in law, aren't they?ü OR Contracts, concluded wholly or partly by a data message, are valid in law, are they not? ü (1) [14] EFAL: TASK 14 ANSWERS a) i. Adjectiveü (1) ii. The screaming toddler disturbs/is disturbing the audienceü (1) b) mosquitoü (1) c) The sound of the screeching violin is more annoying than the sound of the squeaky duck.ü (1) d) irritationü (1) e) peaceful/restfulü (1) [6] 69

English FAL/HL Integrated Self Study Guide BOOK 1 7. Reference 8. 1 https://www.google.com/search?q= 2 enZA860ZA860&sxsrf=ALeKk013q_k5bTpwIOc2hCY7TI0lSzLTbA:1619006762367&tbm =isch&source=iu&ictx=1&fir=jwo9FvEiAFVCaM%252CMIC_DnxE0Tgj8M%252C_&vet=1 &usg=AI4_-kT- 3 hNCMHlLaxym7ry4j_Xfs5YxjKg&sa=X&ved=2ahUKEwiTt9aXpo_wAhWMYcAKHSuzDh 0Q9QF6BAgdEAE&biw=1366&bih=657#imgrc=jwo9FvEiAFVCaM 4 https://www.google.com/url?sa=i&url=https%3A%2F%2Fcampaignsoftheworld.co m%2Fdigital%2Finternational-mens-day-2019- 5 ads%2F&psig=AOvVaw18JsA71SFtgxLuYPmP8UxG&ust=1619093861550000& source=images&cd=vfe&ved=0CAIQjRxqFwoTCPjlvuepj_ACFQAAAAAdAAAAA BAD 6 https://media.neliti.com/media/publications/146197-EN-the-figures-of-speech-in- voguesadvertis.pdf 7 https://www.google.com/search?q=pun&rlz=1C1GCEU_enZA903ZA903&oq=pun&aqs=c hrome..69i57j0i395i433j0i131i395i433j0i395i433l4j0i395j46i175i199i395i422i424j0i131i4 33.3826j1j15&sourceid=chrome&ie=UTF-8 8 https://examples.yourdictionary.com/examples-of-puns.html 9 KZN The Square Document 10 www.google.com 11 Gauteng SSIP 2021 12 Borgman, J. S. (2021, 04 22). Free cartoon strips. Retrieved from https://www.google.com/search?q=free+cartoon+strips&tbm=isch&ved=2ahUKEwifzozoq 70

English FAL/HL Integrated Self Study Guide BOOK 1 JHwAhUH7xoKHYqhDB8Q2- cCegQIABAA&oq=free+cartoon+strips&gs_lcp=CgNpbWcQDDoECCMQJzoECAAQQzo CCAA6BggAEAgQHlCNV1i_bmCnhgFoAHAAeACAAdMCiAHYD5IBBTItNi4ymAEAoAE BqgELZ3dzLXdpei1pbWfAAQ 13 Creative advertising ideas. (2021, 04 21). Retrieved from https://blog.creatopy.com/5- great-advertisement-ideas/ 14 Examples of advertisements. (2021, 04 21). Retrieved from https://www.google.com/search?q=advertisement+examples&rlz=1C1GCEU_enZA903Z A903&sxsrf=ALeKk02R4- 15 Examples of negative advertising. (2021, 04 21). Retrieved from https://www.dirjournal.com/blogs/negative-advertising-examples/ 16 Oxford. (2021, 04 21). Retrieved from https://languages.oup.com/google-dictionary-en/ 17 https://www.englishclub.com/grammar/parts-of-speech.htm#table 71

English FAL/HL Integrated Self Study Guide BOOK 1 8. Acknowledgement 9. The Department of Basic Education (DBE) gratefully acknowledges the following officials for giving up their valuable time and families and for contributing their knowledge and expertise to develop this resource booklet for the children of our country, under very stringent conditions of COVID-19: Writers: Nonhlanhla Mzila, Patricia Ndlovu, Nkosinathi Sithole,Renske Pieterse, Gginile Zuma, Sithembiso Magutshwa, Pila Masakane DBE Subject Specialist: Bulara Monyaki The development of the Study Guide was managed and coordinated by Ms Cheryl Weston and Dr Sandy Malapile 72

English FAL/HL Integrated Self Study Guide BOOK 1 9. MARKING RUBRICS 73

English FAL/HL Integrated Self Study Guide BOOK 1 (Below is a marking rubric that will be used to mark a speech. Look at the allocation of marks and this will help you to prepare and present a speech that will be worth the highest marks.) 74

English FAL/HL Integrated Self Study Guide BOOK 1 Below is a marking rubric that will be used to mark an advertisement. Look at the allocation of marks and this will help you to create a text that will be worth the highest marks.) ASSESSMENT RUBRIC FOR SHORTER TRANSACTIONAL TEXT – FIRST ADDITIONAL LANGUAGE [20 MARKS] Criteria Exceptional Skilful Moderate Elementary Inadequate CONTENT, 10–12 8–9 6–7 4–5 0–3 PLANNING & -Outstanding response -Very good response -Adequate response, -Basic response, -Response reveals no FORMAT beyond normal demonstrating good demonstrating demonstrating some knowledge of features expectations knowledge of features knowledge of features knowledge of features of the type of text Response and ideas; -Intelligent and mature of the type of text of the type of text of the type of text -Meaning obscure with Organisation of ideas; ideas -Maintains focus – no -Not completely -Some focus but major digressions Features/conventions -Extensive knowledge digressions focused -Some writing digresses -Not coherent in and context of features of the type -Coherent in content digressions -Not always coherent content and ideas of text and ideas, very well -Reasonably coherent in content and ideas -Very few details 12 MARKS -Writing maintains elaborated and details in content and ideas -Few details support support the topic focus support topic -Some details support the topic -Necessary rules of -Coherence in content -Appropriate format the topic -Necessary rules of format not applied and ideas with minor -Generally appropriate format vaguely applied -Highly elaborated and inaccuracies format but with some -Some critical all details support the inaccuracies oversights topic -Appropriate and accurate format 75

English FAL/HL Integrated Self Study Guide BOOK 1 LANGUAGE, STYLE 7–8 5–6 4 3 0–2 & EDITING -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style -Tone, register, style and vocabulary highly and vocabulary very and vocabulary and vocabulary less and vocabulary do not Tone, register, style, appropriate to appropriate to appropriate to appropriate to correspond to purpose, vocabulary appropriate purpose, audience and purpose, audience and purpose, audience and purpose, audience and audience and context to purpose and context context context context -Error-ridden and context; -Grammatically -Generally -Some grammatical -Inaccurate grammar confused Language use and accurate and well- grammatically accurate errors with numerous errors -Vocabulary not conventions; constructed and well-constructed -Adequate vocabulary -Limited vocabulary suitable for purpose Word choice; -Virtually error-free -Very good vocabulary -Errors do not impede -Meaning obscured -Meaning seriously Punctuation and -Mostly free of errors meaning impaired spelling 8 MARKS 76

ISBN : 978-1-4315-3485-2 High Enrolment Self Study Guide Series This publication is not for sale. © Copyright Department of Basic Education www.education.gov.za | Call Centre 0800 202 993