Gr12 EnglishJIT P1 2020

English FAL/P1 (Struggling Learners) 1 KZN/2020 ENGLISH FAL Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 2 KZN/2020 Table of contents Page Question 3-5 1. Comprehension Text A 6 1. Comprehension Text B 7 1. Comprehension Text B 8 1. Comprehension Text B 9 2. Summary 10 3. Advert 11 - 12 4. Cartoon 13 - 16 5 Language and editing skills 17 - 26 Marking Guidelines Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 3 KZN/2020 NOTES ON TEACHING COMPREHENSION Subject ENGLISH Topic: COMPREHENSION Lesson – Being able to comprehend a text to determine its purpose and to Content: evaluate its content is a life skill that will be important to you no matter what you do in the future. In your futures, you will have to read contracts, newspaper articles, reports, literature, business letters, advertisements… you know that I could go on and on with this list. Our immediate need for you to be able to understand comprehension passages is to answer the questions that will accompany them, and so do well in your language classes and examination papers. In the Language and Comprehension Examination you will get one passage with questions to test how well you understood the text. You will also be given a piece of visual material in this section, and you will be asked questions on it. Other parts of the paper will also test your ability to understand what you are reading in context. Language aspects covered Pre-activities Vocabulary: Have a list of words you think learners might find difficult  Vocabulary  Language in the subject You should try to work out the meaning of those words. Use word  Prediction attack skills, for example:  breaking the words down to its most simple form – “relook” - the base word here is LOOK. Relook should have to do with looking again  identify the prefix and/or suffix to establish the meaning – “relook” - the prefix in the word is re- which means again..  read the words in the context of the passage provided.  Sometimes you will have to look for the origin of the word. You will now have to try any of these techniques to find the meaning of the difficult words. Before you start, make sure that you understand the following language aspects: Language aspects: Jargon - special words or expressions that are used by a profession Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 4 KZN/2020 or group and are difficult for others to understand. For example, legal jargon. Hyphen - Hyphens are used in many compound words to show that the component words have a combined meaning. Compound words - A compound word is a combination of two or more words that function as a single unit of meaning. Prefix - A prefix is added to the front of a word to change its meaning. Suffix - A suffix is a letter or a group of letters added to the end of a word to change its meaning or to ensure it fits grammatically into a sentence. Root word - A basic word to which affixes (prefixes and suffixes) are added is called a root word because it forms the basis of a new word. The root word is also a word in its own right. . Prediction: look at the heading of the passage Consider the heading of the passage. What would you predict/guess the passage would be about? The heading/title of the article is very important as it prepares you for what you are going to read in your comprehension passage. Reading for comprehension is different than reading for enjoyment, therefore your approach to reading for comprehension will be different from when you are just reading a book. The purpose of reading for comprehension is to read with a specific focusing in order to answer questions. Skimming: Before you read the actual text, try to work out what it is about. Often the title, source (where the text is from), or the author's name can provide hints about what the text will be about Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 5 KZN/2020 or what genre it is from. This is just a VERY quick glance at the contents of the text. You are just finding out what the passage is about in a brief way. During teaching After skimming the text, you will first read the questions to ensure that before you read the text in full, you know what you will need to Introduction of answer. A good strategy (especially during examinations when you topic: have limited time to re-read the passage) would be to start by reading the questions first. Read each question slowly and carefully, in its order of appearance. Focus on the question verbs and their meaning to get an idea of what the passage is about, and, most importantly, what to look out for when you start reading it. Underline significant words in the questions – if you are to answer the questions properly, you need to be thoroughly familiar with the vocabulary of questioning. Now that you have an idea of what is being asked, carefully read the extract, with the aim of discovering as many points as possible which seem related to the questions. Keep the questions in the back of your mind. As you read through the passage, answer the following questions mentally to help you to gain an overview of what the text is about. • Who wrote the text? Perhaps you are familiar with the author, or you may realise that it was written by someone famous. • For whom was the text written? Knowing who the intended audience was will help you to see how the author has written with this target group in mind. The audience is very specific in our sample text, hence the jargon (subject specific words) used. • Why has the author written this text? The writer's intention will influence his or her style of writing. In our Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 6 KZN/2020 sample, the writer wants to inform the reader about the benefits of moving away from conventional way of creating energy to using bioenergy as a flexible option. • Where does this text come from? The source of the text - for example a magazine, recipe book, newspaper, blog, scientific journal, etc. - will influence the subject matter and the style of the text. • How is the message being communicated? What style, tone and register does the author use to convey his or her ideas to the reader? While reading, you must also underline keyword or phrases that would make answering the questions easier. Assessment (consolidation) Always pay attention to the marks allocated per question. The amount of detail of your response should depend on the number of marks allocated. Answer all the questions. Do not leave any out – even if you do not know the answer. Try! You are sure to get no marks if you leave a question out, but you may get some marks if you just try! Partially accurate answers are also given credit! When asked for an opinion, substantiate your answer. Give reasons for why you say what you say. Sometimes this substantiation will come from the text, but not always. It should however ALWAYS be grounded in the text. Make sure the marker understands why you have answered as you have. When asked to quote, copy the words from the text literally as they appear in the text, and use inverted commas. Pay attention to spelling and punctuation in your answers, as spelling mistakes are unforgiveable when the words appear in the text, or in the questions. Write neatly, and check that your numbering is accurate. Certain words seem to occur frequently in comprehension Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 7 KZN/2020 questions. Different questions require distinct types of responses. Answers for questions using the following verbs can be found directly in the text, e.g. name, list, state, identify, outline, etc. These questions are called lower order questions as they require very little thinking to answer them correctly. The answers for questions using the list of verbs below, require you to take what is in the passage and to infer meaning into it or change the way in which the information is presented, e.g. explain, compare, what is the intention, why is the statement true/false, etc. These types of questions are called middle order questions as they require from you some understanding and interpretation based on what you have read. Answers are not as readily available as with lower order questions. Question: Explain the writer’s intention in the passage Answer: The writer wants to inform the reader about... The most challenging questions are called higher order questions as they require the highest level of thinking. This does not mean they are the most difficult to answer, but they do require you to think for yourself as the answer cannot be found in the passage. These questions require that you critically analyse the question to be able to answer effectively. These questions traditionally carry the highest marks, so be sure to answer them fully. Examples of question verbs for these questions are: comment critically; do you think…; in your opinion…; is the title suitable…; do you agree with…; discuss the writer’s use of…; discuss the effectiveness of the…; discuss your response to…; etc. Traditionally these answers do not have a clear right or wrong answer, the marks are awarded for your argument within the context of the passage and the question, so be very clear and concise when answering these questions. No marks are awarded for yes/no; agree/disagree. Question: In your opinion, is the title of this article suitable? Substantiate your answer.(2) Answer: Open-ended. A suitable response will be accepted, e.g. Yes. The passage focuses mainly on…; therefore, …is a suitable title as it hints at…. or No. Though the article addresses…, it does not…. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 8 KZN/2020 NOTE: NO mark will be awarded for 'Yes' or 'No'. Other suitable responses can be accepted. You can score one mark for an answer that is not well-substantiated. Other questions that may seem difficult:  What is the effect of ...? Effect means the impression created, for example: ‘buzzing’ conveys the sound made by bees.  Why is this word effective ...? Effectiveness refers to the merit or advantage of using a particular word or phrase. Does the word produce the effect it was meant to produce? Is it a good/poor choice of word to express the particular meaning? Significance is the importance of a word in its context. Why has it been used rather than another word?  What is implied by ...? Implied is used to ask what other hidden meanings a word or sentence might have in addition to its surface meaning.  What is the writer's attitude towards ...? Attitude is how the writer views a particular event, person, place and so on.  What is the writer's/reader's feeling towards ...? Feeling is the emotion the writer or reader has on a particular matter. Feeling is often made clear by the tone or ‘sound’ used to express the particular emotion. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 9 KZN/2020 COMPREHENSION ACTIVITY QUESTION 1 Read TEXT A and answer the set questions. TEXT A Many have said that change can be uncomfortable but necessary. Nhlanhla Nciza, a living example of this, shared with SOUL, and spoke about the changes she’s been through. Every girl wants to be her, and who wouldn’t? She’s beautiful, graceful and talented, and has the kind of life young women dream of. Looking at her workload and busy schedule, you would think she needs superpowers to be able to get through an ordinary day. She’s a mother, wife, businesswoman, a fashion star and she’s just released her brand new solo album titled Inguquko, which means “change”. I got to the studio where an exhausted Nhlanhla was doing a late afternoon shoot, and I could tell that she’d had one of those days, so I suggested that we postpone the interview for the following day. She graciously refused and invited me to join her at the local Mugg and Bean downstairs for a chat between her afternoon and evening schedule. The epitome of style, the elegant Nhlanhla is a far cry from the girl who grew up a shy tomboy. “I was the type who never spoke unless spoken to,” she recalls. “There’s still that bit of shyness in me. It has made it very difficult for me to make new friends or to have conversations with people I’ve met for the first time.” Thank goodness for the talent that thrust her into the limelight, because this interview was becoming quite a breeze. Nhlanhla is the only girl in her family and was very like her father. She credits him for a lot of things in her life. As a teenager, Nhlanhla joined the school choir, and participated in a number of shows, doing Boom Shaka and Toni Braxton numbers. “That prepared me for what was to come in the entertainment industry. When the time came for me to perform in front of big crowds, I was ready for it.” It’s over a decade now that she has been the lead singer in the multi-award winning group, Mafikizolo. She’s finally decided to release a solo album as well as her clothing range NN Vintage. “It’s quite scary; I know I’m going to be judged by a lot of things. Firstly, my album will be compared to Mafikizolo’s – I’m expecting that, because our band has been one of the most successful in the country. Other than that, I’m quite calm and relaxed about the whole thing. I’m under pressure, but it’s good pressure, because it’s the kind that makes me want to work even harder.” Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 10 KZN/2020 Well, here’s to you making a success of these changes in your life, Nhlanhla. May good fortune be on your side as we watch one of South Africa’s success stories grow. [ Adapted from SOUL Magazine September 2007] 1.1 What do we call the conversation between the writer and the star? (1) 1.2 Give TWO reasons why the writer wanted to find out more about Nhlanhla (2) Nciza 1.3 Refer to paragraph 1. Why is the word “SOUL” written in capital letters? (1) 1.4 Refer to paragraph 2. State whether the following statement is a fact or an opinion. (1) ‘...Every girl wants to be her...’ 1.5 What does the writer mean when she says, ‘I could tell she’d had one of (2) those days’ in paragraph 3? 1.6 Refer to paragraph 4. Explain the meaning of the following phrases in the context of the passage: a)The epitome of style (1) b)a far cry (1) (1) c) quite a breeze 1.7 Nhlanhla is described as a tomboy in paragraph 4. Quote a sentence that supports this view, she has of herself from (1) paragraph 5. 1.8 Refer to paragraph 6. Identify the word which means a period of ten years. (1) 1.9 Explain why the following statement is FALSE. Nhlanhla performed on stage with Boom Shaka and Toni Braxton (1) 1.10 Describe Nhlanhla’s greatest fear at this point in time (2) 1.11 There are references in the passage to Nhlanhla’s youth, her teenage years (2) and her present position. Describe the change in her personality over the years Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 11 KZN/2020 1.12 Explain why the word ‘but’ appears in the sentence: I’m under pressure, but it’s good pressure, (2) 1.13 Refer to paragraph 7. ‘Well, here’s to you making a success...’ How is an apostrophe used in this sentence? Choose from the following options: A possession B belonging C contraction (1) D conjunction 1.14 Having worked through the contents of this magazine article, suggest a heading which will capture the reader’s attention. Do not use more than (2) FIVE words. 1.15 In your view, is this passage effective in influencing you to pursue your (2) dream? Substantiate your answer. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 12 KZN/2020 TEXT B [Source: World Health Organisation (WHO)] 1.15. Refer to the graph above (TEXT B). The word contagious means... A. preventative. B. infectious. C. fascinated. (1) D. prolonged. 1.16. According to the graph when did the corona virus break out? (1) 1.17. What do you think the two star like symbols in the graph symbolise? (1) 1.18. What does the tallest bar in the graph suggest? (2) 1.19 According to the graph what has infected the least number of people? (1) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 13 KZN/2020 TEXT B KEY P = Played W= Wins D = Draws L = Losses Pts= Points 1.15. Refer to the graph above (TEXT B). Which team has played the least number of games? (1) 1.16. Which team has had the most draws? (1) 1.17. What, do you think, is the reason for the naming of some teams by (2) their South African cities on the Log? 1.18. Name 2 teams with the highest number of draws (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 14 KZN/2020 TEXT B 1.1.5 Refer to the graph above (TEXT B). Write only the letter (A-D) next to the question number The country that this budget is allocated for is… Choose the correct answer to complete the following sentence. (1) A. RSA B. Namibia C. Lesotho D. KwaZulu Natal 1.1.6 Which Department was allocated the most amount of money? (1) 1.17 State TWO Departments which were allocated almost the same (2) amount of funds? 1.18 Why is the department of learning and culture allocated the most (2) Money Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 15 KZN/2020 NOTES ON TEACHING SUMMARY WRITING o Introduction • Ask the learners to describe what happens when they watch or listen the reading of a news bulletin. Let them refer to: the start, actual reading and the end of the bulletin in their discussion and description. • Allow them to report back. • Educator will write notes on the chalkboard. • Main Body (Lesson presentation) • Ask learners why the news readers give a summary of the news items at the end of the bulletin. [ look for a response that indicates that it summarises the main points/ ideas of the news bulletin] • Give learners copies of the notes and Activity . Guide learners through the steps to write the Summary. • Allow learners to work individually or in pairs. • Allow at least 5 minutes for each step. • Stop after each 5 minutes to ascertain if learners are on par with the activity. • Ask learners to swop summaries during the editing step. Let the partner read and edit the summary. • Then have learners write the final draft. Learners must complete activity as home work Next session: • Revise key aspects of Summary writing • Let learners swop summaries again. Start the marking of the completed summary by looking at : * Check that they have given sufficient number of facts from the article as per the instructions. *Check if it is written in full sentences. Continue in this fashion by emphasising what is required to complete a flawless summary. • Allow for questions and discussion. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 16 KZN/2020 • Explain instructions and allow learners to do the summary. • Allow for questions. • Educator will refer to the notes and guide the learners. • Encourage the use of word attack skills and the dictionary. • Slow learners will complete activity at home. • Conclusion • Refer to the chalkboard summary, notes and summarise the lesson. • Repeat home work instructions. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 17 KZN/2020 SECTION B: SUMMARY QUESTION 2 You have selected to write a column on the DO’s and DON’T’s for first time traveler. Read the passage below (TEXT C) and list SEVEN points that you will include in the text of your column. INSTRUCTIONS 1. Your summary must be written in point form. 2. List the SEVEN points in full sentences, using not 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 total number of words you have used in brackets at the end of your summary. TEXT C TIPS FOR FIRST TIME TRAVELERS. Globetrotters advise that a person should travel to a foreign country at least once in their lifetime. While this might be an exciting prospect, travelers are advised to apply caution from as early as the planning stage of their trips. One mistake to avoid is not buying travelling insurance. Although many credit cards offer travel insurance to protect you on your trip, often you must purchase the trip with that specific card in order for the travel insurance to be valid. Visa requirements change frequently; it is therefore best to check these changes a week before departure to avoid not getting your visa for your trip. Flights are known to be unpredictable so travelers should allow enough time between connecting flights. Money is an important aspect of every trip. Travelers should deter from exchanging all their money at the airport, opting for an ATM for withdrawal purposes will help save cash. Credit card companies flag foreign transactions in case of credit card fraud, so not informing your bank about an upcoming trip might lead to blocked credit cards. Always make copies of important documents including passports, accommodation, visa and credit cards. Avoid paying unnecessary fees by ensuring that you do not mix up your pin codes. Banks charge hefty amounts to return swallowed cards. No one likes being on the wrong side of the law so research about bylaws of drinking and smoking in public in the country of your preference. Source: http://www.twitter.com/travelbunny TOTAL SECTION B: 10 Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 18 KZN/2020 OBJECTIVES Students will demonstrate an understanding of three persuasive techniques (pathos, logos, and ethos) and other advertising strategies. analyze advertisements according to their employment of these techniques. demonstrate an understanding of the concept of demographics and specific audience. synthesize this knowledge into advertisements of their own creation. SESSION ONE Introduce the lesson by engaging students in a brief discussion about their experiences with and the effects of advertising. You may want to ask students: Where do you encounter advertising? (They will likely mention television, billboards, radio, Websites, school hallways, and so on.) Which specific advertisements "stick in your head?" What makes these advertisements memorable? (They might mention music, catchy slogans, celebrity appearance, the appeal of the product itself, and so forth.) Do you think advertisements have an effect on your personal interests? You will likely find that students have little trouble naming ads with which they are familiar, but most will claim that they have little effect on their habits, interests, or behaviors. Explain to students that advertisers very carefully construct their ads to make them memorable and appealing to consumers, and that the ways in which they try to convince Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 19 KZN/2020 them to buy products are similar to the ways they have been taught to write persuasively, using certain techniques and aiming toward a particular audience. Distribute the Persuasive Techniques in Advertising handout and introduce the concepts of pathos, logos, and ethos, defined at the top of the handout. Persuasive Techniques in Advertising The persuasive strategies used by advertisers who want you to buy their product can be divided into three categories: pathos, logos, and ethos. Pathos: an appeal to emotion. An advertisement using pathos will attempt to evoke an emotional response in the consumer. Sometimes, it is a positive emotion such as happiness: an image of people enjoying themselves while drinking Pepsi. Other times, advertisers will use negative emotions such as pain: a person having back problems after buying the “wrong” mattress. Pathos can also include emotions such as fear and guilt: images of a starving child persuade you to send money. Logos: an appeal to logic or reason. An advertisement using logos will give you the evidence and statistics you need to fully understand what the product does. The logos of an advertisement will be the "straight facts" about the product: One glass of Florida orange juice contains 75% of your daily Vitamin C needs. Ethos: an appeal to credibility or character. An advertisement using ethos will try to convince you that the company is more reliable, honest, and credible; therefore, you should buy its product. Ethos often involves statistics from reliable experts, such as nine out of ten dentists agree that Crest is the better than any other brand or Americas dieters choose Lean Cuisine. Often, a celebrity endorses a product to lend it more credibility: Catherine Zeta-Jones makes us want to switch to T-Mobile. Practice labeling pathos, logos, and ethos by placing a P, L, or E in the blank : _____ A child is shown covered in bug bites after using an inferior bug spray. _____ Tiger Woods endorses Nike. _____ Sprite Zero is 100% sugar-free. _____ A 32-oz. bottle of Tide holds enough to wash 32 loads. _____ A commercial shows an image of a happy couple riding in a Corvette. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 20 KZN/2020 _____ Cardiologists recommend Ecotrin more than any other brand of aspirin. _____ Advil Liqui-Gels provide up to 8 hours of continuous pain relief. _____ Miley Cyrus appears in Oreo advertisements. _____ People who need more energy drink Red Bull Energy Drink. _____ A magazine ad shows people smiling while smoking cigarettes. Students should understand that these rhetorical strategies are similar to those used in a persuasive writing assignment, and that they will use these strategies when creating their own commercial by the end of this unit. Encourage students to make connections to examples of each of the terms they have used in persuasive writing of their own. Note: This is an appropriate time to clarify that the word logos in this context should not be confused with a brand-specific image or insignia referred to as a logo. After explaining the concepts of pathos, logos, and ethos, have students practice identifying the three techniques by placing a P, L, or E in the blank next to the examples at the bottom of this handout. Have students share their responses with a partner and check for understanding by conducting a brief discussion of the examples. Although most of these examples were designed to have one clear answer, be sure to emphasize to the students that pathos, logos, and ethos are not always separate entities and may often overlap with one another. For example, "Nine out of ten dentists choose Crest," suggests that the dentists are credible experts (ethos), and also includes a statistic (logos). Deepen students' understanding of the concepts of pathos, logos, and ethos with visual examples by sharing with them the Persuasive Techniques in Advertising online video. You may want to pause and have students explain how the television, print, and online advertisements utilize the three rhetorical strategies. The narration in the commercial further explains their use in each advertisement. There is also the Persuasive Techniques in Advertising Video Transcription. Video Title: Persuasive Techniques in Advertising Transcription by Chelsea Majors Narrator: The Art of Rhetoric: Persuasive Techniques in Advertising. . . Persuasive techniques appear in a variety of media, from a high school debate to a built-in ad on a mobile app to a brightly lit billboard on the street. Regardless of the mode of communication, the goal often remains the same: convince the audience of your point of view. That point of view may be political, informative, or simply, “Hey buy this product instead of that one!” Authors of a written Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 21 KZN/2020 persuasive essay use similar strategies. They make emotional appeals, build credibility and trust, and use logic and reason, all to convince the reader that their perspective is believable and true. Greek philosopher Aristotle used three terms to describe these rhetorical strategies: pathos, logos, and ethos. Not every advertisement will use all three of these techniques, but most use at least two to persuade the consumer to invest in a product or idea. We’ll first start by taking a look at advertisements that feature pathos. An argument using pathos will attempt to evoke an emotional response in the audience. Before we get into advertising, let’s envision this as a persuasive essay. Student: Imagine that you failed a math test because your school’s strict anti-cell phone policy kept you from using your calculator app or that your sister gives birth to your baby nephew but you have no idea because your teacher won’t let you check your text messages. . . Narrator: Notice how this essay attempts to evoke two emotions: the fear of failure and the anxiety of missing out on important news in order to persuade you. Now, let’s take a look at how this could work in advertising. Notice how the following ads want you to associate happiness or fun with their product. [Advertisements: The first ad for Dave & Buster’s shows two young men and a woman cheering while playing a video game. In the second ad, excited children enjoy a birthday party at the restaurant.] Narrator: (Moving on to a MacDonald’s ad.) In fact, with the Happy Meal, it’s right there in the name. [Advertisement: An ad for a Happy Meal shows a mother smiling at her daughter who is holding a red Happy Meal container. The ad slogan reads “Happy to the Core.”] Narrator: These food-related ads have a pretty good idea of how you can satisfy your hunger. [Advertisement: An ad for fast food shows video clips of various people enjoying fries and Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 22 KZN/2020 drinks.] [Advertisement: A Miracle Whip mayonnaise ad shows a bearded man seated in a diner. He dumps a mound of coleslaw on his burger, smiles, and starts eating while the cook looks on. Voiceover: “Have your next burger with a side of awesome, with a one of a kind creamy blend of sweet and tangy. Miracle Whip and proud of it.”] Briefly discuss the "Other Advertising Strategies" section of Persuasive Techniques in Advertising handout. Explain that these are more specific types of strategies that advertisers use and that many overlap with pathos, logos, and ethos. For example, you may mention that patriotism is a strategy meant to evoke certain emotions, and would therefore constitute a use of pathos. Close the session by explaining to students that in future sessions, they will be examining existing advertisements with their new analytical skill and applying it to creating ads of their own. Encourage students to begin looking at advertisements they encounter in terms of these three techniques. SESSION TWO Begin with a brief review of the concepts of pathos, logos, and ethos from the previous session. Ask students to demonstrate their growing understanding by providing examples of each of the techniques from advertisements they have recently seen. Now introduce the term demographics to students: the characteristics that make up a human population such as gender, age, and race. Have students discover which demographic group(s) they fit into by completing the Demographics: Who are you? handout. Demographics: Who are you? The concepts of identity and demographics will be relevant to several of our assignments during this unit. How do you define yourself? Provide the appropriate description in each Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 23 KZN/2020 category below. Examples of “other” categories include social group, economic status, religion, level of education, region of the country, and so forth. With these demographics in mind, list of specific types of media that people expect to appeal to someone like the person you described above: TV programs Music Movies 1. 1. 1. 2. 2. 2. 3. 3. 3. you race : gender: age: group: other: When creating their group commercials in a later session, students will need to consider the demographics for their product. Explain to students that this is how advertisers think of consumers: not as individuals, but as members of groups that tend to believe, behave, or purchase in certain patterns. Even when an advertisement is appealing to the idea of individuality (such as Burger King's "Have It Your Way" promotion), advertisers are appealing to the demographic group of "people who like to be thought of as individuals," not to any single consumer. Continue the discussion of demographics by distributing the Targeted Commercials handout, which will further explore the concept of demographics. Targeted Commercials Advertising isn’t a random process—commercials are often carefully chosen to match the “target audience” of a particular show. The characteristics of this “target audience” are referred to as demographics. Complete this handout as you watch clips from a television program chosen by your teacher. During the program Age range of the target audience: 0-4 5-9  10 - 12  13 - 17  18 - 24 Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 24 KZN/2020  25 – 35  36 - 49  50+ Race of the target audience:  Indian  White  Coloured  Black Other Gender of the target audience  Male  Female Other characteristics? After the program In at least one paragraph, explain whether or not the commercials matched the target audience for the show. Give specific examples of products, considering for whom the products were intended. Ask students to begin applying their understanding of demographics and targeted advertising by showing the first part of a television program of your choice. Since the purpose of this activity is to show how advertisers cater to a show's intended audience, you may want to make sure you are presenting a show with commercials that very obviously target a specific demographic. Before watching, share with students a brief description of the show they are about to see, including race/gender/class of the main characters, genre of the program, and the time/date/channel on which the program aired. Have students use these factors (and any other prior knowledge they may have of the show) to determine the probable demographics. Students should indicate their choices on the handout. While students watch the commercial break(s), have them take brief notes to remind them of the products being advertised. Have students complete the "After the program" response question at the bottom of the Targeted Commercials handout. Then discuss the degrees to which the advertisements match the demographics of the likely intended audience of the television program. This would be an appropriate time to talk about clear evidence that programming and advertising are marketed to specific groups. Lifetime: Television for Women, Spike! TV, Logo, and Black Entertainment Television all exist not only to give viewers programming they might like, but also to allow advertisers to target their audiences more specifically. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 25 KZN/2020 Distribute the Commercial Dig activity, Commercial Dig Choose a television show to watch. Keep a detailed list of eight different commercials you see during this show. These all should come from the same show: You must resist the urge to change the channel. Follow the example at the top of the chart. Name of TV program: ________________________________________ Date and time of broadcast: _______________________________ Product name Purpose of product To what extent does this product appeal to (1 = not at all; 5 = I want it!) Example:Domino’s pizza To satisfy my hunger 3 1 2 3 4 5 6 7 8 explaining to students that this is a long-term assignment that requires them to keep track of eight commercials viewed during one television program and to explain briefly the purpose of each advertised product. Remind students that the commercials they record on this chart should all come from the same show, as the completed chart will be used to re- emphasize the concepts of demographics and targeted advertising. Inform them that this assignment should be completed by Session Four and ask if there are questions before closing the session. SESSION THREE Remind students what they have learned so far in this lesson: techniques advertisers use to persuade consumers to buy their products and the concept of "targeting" certain audience demographics to make the process of persuasion more efficient and focused. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 26 KZN/2020 Explain to students that they will have the opportunity to apply this knowledge by looking at some real ads for real products. Share that the goal of this activity will be to examine how advertisers skillfully use multiple strategies to persuade their audiences. Distribute the Analyzing Ads handout and discuss the expectations and format for response. Analyzing Ads Choose six advertisements–two magazine ads, two television commercials, and two internet-based advertisements—and explain how each uses pathos, logos, and ethos. Not every advertisement will use all three, but examine the ad carefully before you decide to write “none.” Also list any other strategies used. Refer to the definitions and examples given earlier for help. Product name Use of pathos Use of logos Use of ethos Other strategies Product 1 Product 2 Product 3 Product 4 Product 5 Product 6 Students will analyze six advertisements: two print ads, two television commercials, and two Internet advertisements. The Internet advertisements should take the form of marketing Websites featuring a particular product, or pop-ups/embedded ads in Websites unrelated to the product. This activity will allow students to practice their recognition of pathos, logos, and ethos in three different modes of advertising, preparing them for the creation of their own commercials. Students should also record any of the "other strategies" explained on Persuasive Techniques in Advertising handout, also required as part of the final project. Share with students the print ads you already collected as well as the Web Resources for Finding Example Advertisements and have them look for ads. Point out to students that they may wish to access television ads on their own time, including during their work on the Commercial Dig activity. Depending on how efficiently students work through this activity, this part of the lesson will likely extend into the next session. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 27 KZN/2020 SESSION FOUR At an appropriate time in student engagement in the continuation of the analysis activity from the previous session, distribute the Commercial Assessment rubric and explain that you will use it to evaluate the commercials they will produce in an upcoming session. Ask students, in small groups, to review one of the teacher- or student-selected commercials and apply the rubric to the commercial. Students should determine whether the commercial effectively utilizes pathos, logos, and/or ethos, and note their score on the rubric. Students should also indicate the effectiveness of any of the "other strategies" on the second page of the rubric. When students are ready, check for understanding by several volunteers present one of the advertisements they analyzed, briefly discussing the effective use of persuasive techniques. Wrap up this section of the lesson by using the Advertising Advantages: Television vs. Print vs. Online to engage students in a discussion of the advantages of each mode of advertising, using the examples on the handout as a guide. This discussion will help students decide which modes of advertising they might use when creating their commercials in the next session. You may wish to use the Venn Diagram to facilitate this discussion. Remind students that they will need to have their completed Commercial Dig activity ready for discussion in the next session. SESSION FIVE Ask students to get out their completed Commercial Dig activity sheets. Give students the opportunity to solidify their understanding of the concept of demographics by working through the analysis tasks in the Commercial Dig Reflection Questions. Have students use their completed charts to answer the reflection questions. Students should talk through their responses with a partner before producing a written response. Commercial Dig Reflection Questions After completing the Commercial Dig chart, take some time to reflect on what you observed and plan a response to your findings. Use these questions as a guide. Question # 1: Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 28 KZN/2020 Does who you are have anything to do with what you choose to watch on TV? Explain your answer using specific examples. Question # 2: Think about the demographics of the show you watched—the age group, race, and gender of the people who are most likely to watch the show. Often, the commercials during a show correspond to the demographics for the TV show itself. Was this true for anything you observed on your Commercial Dig chart? Give specific examples. Question # 3: What effect do you think advertising has on you? Do you think about commercials after you have seen them? Does advertising make you more interested in products, or do you already know what products you want? Question # 4: Is advertising ever unfair? When can advertising actually be harmful to a group of people? As time permits, engage students in a discussion on fairness in advertising, following the prompt in Question #4 on the handout. Some ideas follow: Which advertisements could be viewed as harmful or unfair to a group of people? Can targeting a specific demographic sometimes encourage stereotyping? When do you see stereotyping used in advertisements? You may wish to give students access to the online articles Target me with your ads, please and Mixed Messages, which discuss how Websites use technology to target consumers and the use of billboards in impoverished and minority neighborhoods, respectively, as part of this discuss SESSION SIX Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 29 KZN/2020 Students will use this session to begin to synthesize all they have learned about advertising and begin creating a commercial for a fictional product. First ask students to form small groups and decide on a product to advertise. Next, students should determine the target audience for their product, remembering previous lessons on demographics. Depending on available time and resources, ask students to create a print, filmed, live, and/or Internet advertisement for their product. They should take into account their observations from the Advertising Advantages: Television vs. Print vs. Online. Have students use the Planning Your Advertisement sheet to plan for an advertisement that will target the previously determined demographic, and demonstrate pathos, logos, ethos, and three of the "other strategies." This may also be an appropriate time to review the expectations set forth in the Commercial Assessment rubric. Give students access to the Comic Creator and/or the Printing Press to create the print advertisement. Free software such as iMovie and Windows Movie Maker may be used to edit any filmed commercials. Web creation sites such as PBWorks and Google Sites may be used to create Internet-based advertisements. SESSION SEVEN (AFTER STUDENTS HAVE HAD TIME TO PREPARE THEIR ADVERTISEMENTS) Give students time to meet in their groups and plan the presentation of their ads. Have each group present, allowing time for discussion with the class about the effective use of persuasive techniques in each advertisement. After the presentations and discussion are complete, distribute the Persuasive Techniques in Advertising Reflection Questions and give students time to solidify their learning by responding to the four questions. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 30 KZN/2020 STUDENT ASSESSMENT/REFLECTIONS Use the lesson reflection questions to allow students to think about what they have learned about advertising and persuasion. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 31 KZN/2020 A. CONCORD  Every sentence in English must have a SUBJECT and a VERB and there must be an agreement between them. (S-V-A)  If the SUBJECT is singular, the verb must be in the singular form.  E.g. The girl sings.  If the SUBJECT is plural, the verb must be in the plural form.  E.g. The girls sing. CONCORD RULES RULE 1: A compound subject (two or more nouns linked by AND) is PLURAL and takes a PLURAL verb.  Thabiso and I are going to school.  The dirty cup and saucer were put in the dishwasher. BUT if the two words combined by AND form ONE idea, the verb will be singular.  The curry and rice was delicious.  Fish and chips is a favourite meal among teenagers. RULE 2: Words connected with EVERY-; ANY-; SOME-; NO- take the SINGULAR VERB.  Everybody was at the party.  None has been found.  Nobody is going to work today. RULE 3: Collective nouns are singular with exception of the following: Cattle, Poultry, People and Vermin (PLURAL)  The class is very noisy today.  The jury is meeting to make the decision.  The majority wins the election. BUT  The cattle need to undergo treatment for the disease.  The congregation was larger last year. BUT  The congregation were all taking among themselves. This is an EXCEPTION to the rule because the focus is on each member of the congregation! (PLURAL) RULE 4: IT always takes the SINGULAR verb. o It is raining in Durban. o It was high time to give up smoking. RULE 5: A ‘PAIR’ of anything is SINGULAR Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 32 KZN/2020  A pair of new shoes is just what I need.  A pair of new glasses was found in the bathroom. RULE 6: ‘Trousers’ and ‘glasses’ always take PLURAL verbs. (Trousers have TWO legs and Glasses have TWO eyes.  My trousers were very dirty when I came back from camp.  The new glasses I bought are just what I wanted. RULE 7: Any SUBJECT (school) takes the SINGULAR verb.  Physics is my best subject.  Mathematics is very difficult to master. RULE 8: Some words sound like they need PLURAL verbs, but they don’t. We use the SINGULAR form. Measles, News, Mumps, The Department of Home Affairs- SINGULAR verbs, because it still refers to ONE idea/concept.  Measles is very dangerous to an unborn child.  The Department of Home Affairs has offices everywhere in South Africa. RULE 9: MANY/FEW- take PLURAL verbs, because these words are used with countable nouns.  Many learners want to quit school.  Very few students finish what they start with. RULE 10: Quantities/ Measurements take the SINGULAR verb.  500 rand/ euro is a lot of money.  R500 was all I earned.  25kg has been a lot of weight to carry. BUT: A thousand horses were running in the mountains (plural) RULE 11: ‘As well as…’; ‘with’ and ‘together with’ – In sentences with these combinations, you look at the first noun in the sentence to decide whether your verb is SINGULAR or PLURAL. (The FIRST noun is the subject of the verb)  My mother with her sisters was waiting for the bus.  The man, as well as his children, is going to see the movie.  The learners, together with their teacher, were in the train. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 33 KZN/2020 RULE 12: ‘Neither…nor’; ‘Either…or’; ‘Not only…but also’ – In sentences with these combinations, you look at the noun closest to the verb to decide whether the verb will be SINGULAR or PLURAL.  Either the hen or its chickens have eaten the seeds.  John or his friends were involved in the case.  Neither the children nor their mother knows what happened. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 34 KZN/2020 B. ACTIVE AND PASSIVE VOICE  A verb may be ACTIVE or PASSIVE. That is what we mean by ACTIVE and PASSIVE VOICE.  If the SUBJECT of the sentence is doing the action= ACTIVE VOICE. For example: Thabo is driving the car. Subject} doing the action.  If the SUBJECT of the sentence is receiving the action= PASSIVE VOICE. For Example: The car is being driven by Thabo. Receiving the action. ACTIVE AND PASSIVE VOICE: TENSES TENSE ACTIVE VOICE PASSIVE VOICE Present Present Simple I play soccer Soccer is played (by me) Is /are + past participle Present Perfect I have played soccer. Soccer have been played Have/ has + been + past participle Present Continuous I am playing soccer Soccer is being played Is/are + being + Past participle Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 35 KZN/2020 Past Simple Past I played soccer Soccer was played Was/ were + past participle Past Perfect I had played soccer Soccer had been played Had+ been+ past participle Past continuous I was playing soccer Soccer was being played. Was/were + being+ past participle Future Simple Future I will play soccer Soccer will be played Will/shall + be + past participle Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 36 KZN/2020 Future Perfect I will have played soccer Soccer will have been played Shall/will + have+ been + past participle. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 37 KZN/2020 SECTION C: LANGUAGE QUESTION 3: ANALYSING AN ADVERTISEMENT Study the advertisement (TEXT D) below and answer the set questions. TEXT D [Adapted from Google Images] 3.1 What is being advertised? (1) 3.2 Who is the target audience in this advertisement? (1) 3.3 Write the slogan of McDonalds “i’m lovin’ it” in full. (1) 3.4 Why are the words “big.beefy. bliss” written in a larger font? (2) 3.5 Name any TWO ingredients that are used to make a McDonald’s burger. (2) 3.6 Choose the correct answer to complete the sentence: The word “bliss” means … A) sorrow B) shock B) joy D) misery (1) 3.7 Give a reason why people who like to eat healthy would not recommend this meal. (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 38 KZN/2020 QUESTION 4: ANALYSING A CARTOON Read the cartoon (TEXT E) below and answer the set questions. TEXT E Frame 1 Frame 2 Frame 3 Frame 4 Frame 5 Frame 6 Frame 7 NOTE: In this cartoon, the big man is Hagar and the other one is Lucky Eddie. 4.1 Refer to frame 1. 4.1.1 Why is the word ‘BIG’ written in bold? (1) 4.1.2 Describe Hagar’s body language in FRAME 1. (1) 4.2 Refer to FRAME 2. What verbal clue suggests that Hagar is very hungry? (1) 4.3 Refer to FRAME 4. Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 39 KZN/2020 The apostrophe in the word ‘IT’S’ indicates … A interjection B possession C contraction D distraction (1) 4.4 Refer to FRAME 5. Provide ONE visual clue which suggests that Lucky Eddie is excited. (1) 4.5 Comment on Hagar’s silence in FRAMES 4-6. (2) 4.6 Refer to the cartoon as a whole. Where is the conversation between Hagar and Lucky Eddie taking place? (1) 4.7 Do you feel sorry for Hagar? Explain your view. (2) [10] Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 40 KZN/2020 QUESTION 5: LANGUAGE AND EDITING SKILLS 5.1 Read the passage (TEXT F) below, which has some deliberate errors, and answer the set questions. TEXT F KWAITO BEATS 1 In the backdrop of a transforming South Africa, Kwaito took shape in the township Soweto. At the same time, Nelson Mandela took office as the first democratically elected president. The removal of the sanctions grately transformed the South African music industry. The kwaito industry is growing fast and becoming increasingly competitive. 2 Popular artists include Zola, Unathi, and the late African pop and kwaito star, 5 Brenda Fassie. Kwaito stars is seen as celebrities who influence the culture, language, and economy of the nation in ways that were impossible during the years of governmentally imposed segregation. . The globalized music industry influenced the cultural evolution that was too 3 generate kwaito. A popular import from the USA and the UK, hip hop trickled 10 through the music scene in South Africa, particularly amongst disadvantaged people, who began to identify with an American flavour of music. Arthur Mafokate said, “Local flavours and additives gradually started dominating the take on hip hop.” So kwaito started taking shape. As a result of exposure kwaito, expanded dramatically, which made it very popular. Global media corporations market it’s own music specifically to the local 15 4 youth. 5.1.1 Correct the SINGLE error in each of the following sentences. Write down ONLY the question numbers (5.1.1(a)–(d)) and the words you have corrected. (a) The removal of the sanctions grately transformed the South African music industry. (1) (b) Kwaito stars is seen as celebrities who influence the culture, language, and economy of the nation in ways that were impossible (1) during the years of governmentally imposed segregation . (c) The globalized music industry influenced the cultural evolution that was too generate kwaito. (1) (d) Global media corporations market it’s own music specifically to the local youth. (1) 5.1.2 Give the antonym of the underlined word in the following sentence: Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 41 KZN/2020 As a result of exposure kwaito, expanded dramatically, which made it very popular (1) 5.1.3 Rewrite the following sentence in the passive voice: Celebrities influenced the culture and language (2) 5.1.4 Rewrite the following sentence in the negative form: The kwaito industry is growing fast. (1) 5.1.5 Rewrite the following sentence in the future tense: Disadvantaged people began to identify with an American flavour of music, (2) 5.1.6 Rewrite the following sentence in indirect speech. Arthur Mafokate said, “Local flavours and additives gradually started dominating the local on hip hop.” (3) 5.1.6 Study the following sentence: Hip hop trickled through the music scene. Use a homonym for the word hip in a sentence of your own. (1) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 42 KZN/2020 5.2 Study the following text (TEXT G) and answer the set questions. TEXT G 11 11040 treatments available. 5.2.1 Name the parts of speech of the underlined words in the sentence below: Treat allergies before they affect your life. (2) 5.2.2 Write out the number 11040 in words. (1) 5.2.3. Complete the following tag question. Write only the missing words. Seasonal allergies are nothing to sneeze about, … ? (1) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 43 KZN/2020 5.2.4 Combine the following sentences into a single sentence: Plants cause allergies. Plants have pollen. (1) 5.2.5 Susan sneezed (loud) than Amanda. (1) [20] Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 44 KZN/2020 MARKING GUIDELINES Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 45 KZN/2020 SECTION A: COMPREHENSION QUESTION 1 QUESTION 1 1.1 Interview  (1) 1.2 She’s beautiful and talented.  (2) 1.3 It is the name of the magazine.  (1) 1.4 Opinion (1) 1.5 She had had an exhausting day with lots of pressure or when things go wrong.  (2) 1.6 The meaning of the following phrases is as follows: a) the epitome of style = she has everything that is needed to be stylish.  b) a far cry = a long way away from  c) quite a breeze = easy  (3) 1.7 “Nhlanhla is the only girl in the family and was very like her father.”  (1) 1.8 “decade”  (1) 1.9 She did not perform on stage with them. She performed dance and song numbers that had been created by these bands / “… and participated in a number of shows, doing …”  (1) 1.10 She fears that her solo album and her clothing brand will not be a success.  (2) 1.11 She was a shy girl and when she grew up she sang with a band. Now she is ready to go on her own – be independent.  (2) 1.12 The word ‘but’ shows that although she feels the pressure, she has a different view to what this pressure means. After using ‘but’ she says that it is good pressure / ‘but’ shows that there will be a change in point of view in a sentence.  (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 46 KZN/2020 1.13 C-Contraction (1) 1.14 Must capture the essence and be no more than 5 words  e.g. Nhlanhla – a success story (or something to this effect). (2) 1.15 open ended Yes , because it motivate me to do well in whatever I do in spite of challenges  OR No, because the text talks about Nhlanhla and her ups and downs and it has nothing to do with me above that there is no appealing story that I got from the passage nothing extra-ordinary therefore it has no effect.  NOTE: The above are merely examples, so accept candidate’s understanding. (2) 1.16 The graph shows the pass percentage/ rate/ performance of certain subjects; English, Maths and Science.  (1) 1.17 English.  (1) 1.18 Science.  (1) 1.19 45%.  (1) 1.20 Graphs are easily interpreted; even illiterate people can easily understand them.  (2) [30] TEXT B 1.15. B/ infectious (1) 1.16. It started in 2019.  (1) 1.17. They symbolise the virus.  (2) 1.19. Measles affect the highest percentage of people  (2) TEXT B 1.15 Wits  (1) 1.16 Polokwane  (1) 1.17. It symbolises their home grounds or city of origin  (2) 1.18. Maritzburg Utd and Cape Town City (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 47 KZN/2020 TEXT B 1.15 A (RSA) (1) 1.16 Learning and culture  (1) 1.17 Economic development / Community development  (2) 1.18 accept any reasonably substantiated response  (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 48 KZN/2020 SECTION B: SUMMARY QUESTION 2 The following points form the answer to the question: QUOTATIONS FACTS (NOTE: Candidates may phrase the facts differently.) 1. ‘One mistake to avoid is not buying 1. Ensure that you purchase travelling travelling insurance' insurance. 2. ‘Visa requirements change frequently; it is 2. Keep track of visa requirement changes, at therefore best to check these changes a week least until a week before departure. before departure to avoid not getting your visa for your trip. ’ 3. ‘Flights are known to be unpredictable so 3. Ensure adequate time amid connection travelers should allow enough time between flights. connecting flights’ 4. ‘Money is an important aspect of every trip. 4. Rather draw out funds at an ATM in order Travelers should deter from exchanging all to save money. their money at the airport, opting for an ATM for withdrawal purposes will help save cash.’ 5. ‘Credit card companies flag foreign 5. To avoid having your cards blocked, notify transactions in case of credit card fraud, so your bank about forthcoming expeditions. not informing your bank about an upcoming trip might lead to blocked credit cards. ' 6. ‘Always make copies of important 6. Always duplicate documents that are key documents including passports, for your trip. accommodation, visa and credit cards.’ 7. Avoid paying unnecessary fees by ensuring 7. Refrain from forgetting your PINs. that you do not mix up your pin codes Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 49 KZN/2020 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 candidate has not quoted verbatim: o 1–3 points correct: award 1 mark o 4–5 points correct: award 2 marks o 6–7 points correct: award 3 marks  Distribution of language marks when candidate has quoted verbatim: o 6–7 quotes: award no language mark o 1–5 quotes: award 1 language mark 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 the end of the sentence above the stipulated upper limit and ignore the rest of the summary. TOTAL SECTION B: 10 10 Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 50 KZN/2020 QUESTION 3 MEMORANDUM FOR MCDONALD’S ADVERTISEMENT 3.1 A burger / burgers / Mc Donald burgers√ (1) 3.1 People who love fast food / People who are too busy to cook. √ (1) 3.3 I am loving it. √ (1) 3.4 The big letters help to attract the reader’s attention√ They emphasize how Irresistible√ these burgers are. (2) 3.5 Cheese/buns/lettuce/beef patty/tomatoes/onion/cucumber(gherkins)/ tomato sauce/mayonnaise sauce. (Any two)√√ (2) 3.6 C/Joy √ (1) 3.7 It is unhealthy because of the unhealthy portions of red meat (beef patties) and buns that do not constitute a healthy diet.√ The burger contains a lot of bad fats like cheese, sauces and fried beef patties.√ (2) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 51 KZN/2020 QUESTION 4 4.1.1 For emphasis.  (1) 4.1.2 His is turned towards Lucky Eddie/ He is looking at Lucky Eddie.  (1) 4.2 The word lunch is written in bold font/ The use of the exclamation mark after the word lunch.  (1) 4.3 C- Contraction (1) 4.4 There are motion lines around his face which suggests that he is shouting/ His hand is raised up / His eyes are wide open. (Any of the above)  (1) 4.5 He is not interested in what Lucky Eddie is saying.  He is disappointed because there was no lunch.  (2) 4.6 On a boat / at sea/ in the Red Sea.  (1) 4.7 Yes. He was expecting lunch but got disappointed. OR No. It was stupid of him to expect lunch in the middle of the sea.  (2) [10] Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 52 KZN/2020 QUESTION 5 LANGUAGE AND EDITING SKILLS. 5.1 5.1.1 a) greatly (1) b) are c) to (1) d) its (1) (1) 5.1.2 Unpopular (1) 5.1.3 The culture and language was influenced by celebrities (2) 5.1.4 The kwaito industry is not growing fast. (1) 5.1.5 Disadvantaged people will begin to identify with an American flavour of music. (2) 5.1.6 Arthur Mafokate said that local flavours and additives had gradually started dominating take on hip hop. (1 mark awarded (3) for punctuating correctly.) 5.2 5.2.1 Before- preposition (1) Your- pronoun (1) 5.2.2 Eleven thousand and forty (1) 5.2.3 ….are they? (1) Copyright reserved Please turn over

English FAL/P1 (Struggling Learners) 53 KZN/2020 5.2.4 Plants cause allergies (as/because) they have pollen. (1) 5.2.5 Susan sneezed (louder) than Amanda. (1) Copyright reserved Please turn over