# English HL Grade 10 P1 November Mock Exam 2 2026 Memo (English) > Grade 10 English HL Paper 1 memorandum from the November Mock Exam 2 2026 (English), 10 pages. Read online or get the free PDF download, question paper linked when available. - Page: https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-2-memorandum-paper-1-english/e8e65436-c0d4-4892-a73c-7eab0be6be1d - Updated: 2026-10-23 - Subject: English HL - Grade: Grade 10 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: November Mock Exam 2 - Paper: 1 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 10 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 10](https://www.hlayiso.com/library/grade-10) › [English HL](https://www.hlayiso.com/library/grade-10/english-hl) › [English HL Grade 10 P1 November Mock Exam 2 2026 Memo (English)](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-2-memorandum-paper-1-english/e8e65436-c0d4-4892-a73c-7eab0be6be1d) ## About this document English HL · Grade 10 · November Mock Exam 2 · 2026. Memorandum, 10 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [Grade 10 English HL P1 November 2026 Mock 2](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-2-question-paper-paper-1-english/de9fc029-2c35-4dd9-b102-cd622c8dd4c1) — QP · 2026 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 ENGLISH HOME LANGUAGE P1 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 70 These marking guidelines consist of 10 pages. ### Page 2 English Home Language/P1 2 NSC – Marking Guidelines Hlayiso/Mock 2026 NOTE: • These marking guidelines are intended as a guide for markers. • They are by no means prescriptive or exhaustive. • Candidates' responses should be considered on merit. • Answers should be assessed holistically and marks awarded where applicable in terms of decisions taken at the standardisation meeting. • The marking guidelines will be discussed before the commencement of marking. INSTRUCTIONS TO MARKERS Marking the comprehension: • Because the focus is on understanding, incorrect spelling and language errors in longer responses should not be penalised unless such errors change the meaning/ understanding. (Errors must still be indicated.) • If a candidate uses words from a language other than the one being examined, disregard those words, and if the answer still makes sense, do not penalise. However, if a word from another language is used in a text and required in an answer, this will be acceptable. • For open-ended questions, no marks should be awarded for YES/NO or I AGREE/I DISAGREE. The reason/substantiation/motivation is what should be considered. • No marks should be awarded for TRUE/FALSE or FACT/OPINION. The reason/ substantiation/motivation is what should be considered. • When one-word answers are required and the candidate gives a whole sentence, mark correct provided that the correct word is underlined/highlighted. • When two/three facts/points are required and a range is given, mark only the first two/ three. • Accept dialectal variations. • For multiple-choice questions, accept BOTH the letter corresponding to the correct answer AND/OR the answer written out in full. Copyright reserved Please turn over ### Page 3 English Home Language/P1 3 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING 1.1 A 'frequency' is the channel/wavelength on which a radio station broadcasts, so the title links directly to the school radio station. (1) It also suggests that the learners are 'finding their frequency' in life: they are discovering their voices/ talents/confidence and where they belong (e.g. Tsakani as a leader, Kgothatso as a debater). (1) [Award 2 marks only if BOTH the literal and the figurative meaning are explained.] (2) 1.2 The 'studio' is so small/cramped and basic that it is really a cupboard/storeroom rather than a proper studio. (1) The phrase emphasises how humble/makeshift the station's facilities are (egg boxes on the walls, a cracked laptop, an old amplifier), which makes the learners' achievement more impressive. (1) (2) 1.3 B – doubtful. (1) 1.4 Any TWO of the following: • Fewer learners arrive late (because they do not want to miss the morning broadcast/daily quiz). • Learners learn about careers from the professionals who are interviewed. • Shy/quiet learners have become more confident/have found their voices. [Accept the candidate's own words. Do not award marks for 'the station has changed the school' alone.] (2) 1.5 1.5.1 Personification [Accept onomatopoeia ('spluttered'/'howled'). Accept 'metaphor' only if explained correctly in 1.5.2.] (1) 1.5.2 The amplifier is given the qualities of a sick/old person or an animal that coughs, splutters and howls. (1) This vividly conveys the unpleasant, unreliable noises that the old equipment made and shows how embarrassing/chaotic and unsuccessful the first broadcast was; it also creates a humorous image. (1) (2) 1.6 Amused/light-hearted/proud/triumphant/satisfied. (1) She laughs at how embarrassing the first broadcast was, and she is proud that the same learners who once mocked them now queue for song requests – the station has become popular. (1) [Award 1 mark for the tone and 1 mark for a reason that is linked to the tone.] (2) 1.7 YES. A 60% minimum is suitable. The teachers feared that the station would distract learners from their studies; the requirement makes sure that schoolwork comes first, because presenters lose their place if their average drops. It motivates presenters to keep up their marks, as they value their time on air, and 60% is a reasonable standard that a hard-working learner can Copyright reserved Please turn over ### Page 4 English Home Language/P1 4 NSC – Marking Guidelines Hlayiso/Mock 2026 reach. The fact that 'nobody has had to step down' suggests that the level is achievable. OR NO/PARTLY. 60% is too high/unfair for some learners. A learner who struggles academically but works hard may never reach it, yet may benefit most from the confidence that radio gives; removing him or her could lower marks further. A lower minimum, or a rule based on improvement/effort, might be fairer. [Credit valid alternative/mixed responses. Award 3 marks for a well-substantiated response that comments on the 60% requirement itself. A 'yes/no' alone earns no marks.] (3) 1.8 The writer first describes the quad as 'strangely silent', which creates suspense/ anticipation. Then the station's opening is described with energetic words such as a 'burst of music' and a 'drumroll', which suggest excitement and noise. The verb 'erupts' compares the quad to a volcano, which suggests a sudden explosion of joy and noise. Action verbs such as 'clap', 'drum' and 'dance' show that learners are actively and happily taking part, creating a festive, energetic mood. [Award 3 marks for TWO well-discussed examples that are linked to the lively atmosphere. Award a maximum of 2 marks if only ONE example is discussed, and 1 mark for examples that are merely quoted without discussion.] (3) 1.9 The conclusion is effective. Tsakani's words sum up the main message of the article: the radio station did not create the learners' talent/confidence; it simply gave them a chance to show who they already are (e.g. Kgothatso). This links back to the title ('Finding their frequency') and to the idea that 'quiet learners have found their voices'. The contrast between what 'people think' and the truth ('It doesn't') makes the ending thought-provoking and memorable, and ending with the bell and the microphone being switched off rounds off the school day, just as the article began at lunchtime. OR The conclusion is less effective because it does not tell the reader what will happen to the station in future. [Credit valid responses. Award 3 marks for a critical discussion that links the conclusion to the article as a whole. Award a maximum of 1 mark for a mere statement that the conclusion is effective.] (3) 1.10 FALSE. 'The presenters switch easily between Xitsonga, Sepedi and English'. [No mark for FALSE alone. Award 1 mark for the correct quotation. Accept 'so that every learner can follow' only together with the languages.] (1) 1.11 On DAY 1 she sits hunched, sweats and her hands shake as she holds her script, whereas on DAY 100 she sits upright, grins and punches the air. (1) This shows that she has changed from being nervous/insecure/afraid to being confident/enthusiastic/at ease as a presenter; she has grown with experience. (1) (2) 1.12 On DAY 1 the stuttered words ('H-h-hello', 'a-anyone', 'l-listening') and the Copyright reserved Please turn over ### Page 5 English Home Language/P1 5 NSC – Marking Guidelines Hlayiso/Mock 2026 ellipses show that she is nervous/hesitant and unsure whether anyone is even listening. (1) On DAY 100 the bold capital letters and the three exclamation marks ('SCHOOL!!!') show that she speaks loudly, confidently and enthusiastically, and her words show that she now has a large audience ('Keep those requests coming!'). (1) (2) 1.13 TEXT B reflects Tsakani's experience to a great extent. In TEXT A, Tsakani's first broadcast was a disaster: her 'voice shook so badly that she could hardly read the news' and learners 'covered their ears' when the amplifier howled. In TEXT B, the presenter on DAY 1 stutters, sweats and shakes, and the learner outside covers his ears. Tsakani says that the learners now 'queue outside the door with song requests'; on DAY 100 learners crowd at the window holding up 'REQUEST' notes and the presenter confidently asks for more requests. Both texts show that confidence grows with time and practice and that a school radio station can become popular. HOWEVER, TEXT B shows only the presenter's personal growth; it does not show the other benefits mentioned in TEXT A (e.g. punctuality, careers, revision lessons, the use of three languages) or the humble equipment and the teachers' concerns. [Award 4 marks only if BOTH texts are referred to. Award a maximum of 2 marks if only ONE text is discussed. Credit valid alternative responses, e.g. 'to a limited extent', if well substantiated.] (4) TOTAL SECTION A: 30 Copyright reserved Please turn over ### Page 6 English Home Language/P1 6 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS Use the following main points that the candidate should include in the summary as a guideline. Any 7 valid points are to be credited in paragraph form. (Sentences and/or sentence fragments must be coherent.) NO. QUOTATIONS NO. POINTS 1 'Volunteers learn practical skills that no textbook can teach.' 1 Volunteers learn practical skills (e.g. first aid, cooking). 2 'Many also discover that they can lead others and work as part of a team' 2 They develop leadership and teamwork skills. 3 'Universities, bursary committees and employers like to see that an applicant has done more than study, and voluntary work is a valuable addition to any CV.' 3 It strengthens applications for study, bursaries and jobs/ improves a CV. 4 'A supervisor who has seen you work hard is often willing to write a reference letter.' 4 Supervisors can provide references. 5 'Volunteers meet people of different ages and from different backgrounds, and many make lifelong friends.' 5 They meet different people and make friends. 6 'Completing a difficult task builds self-confidence' 6 It builds self-confidence. 7 'helping others has been shown to lower stress and improve a person's mood' 7 It reduces stress and improves mood. 8 'teaches young people to understand and care about the problems of others' 8 They learn empathy/compassion for others. 9 'a few hours a week at an animal shelter or a clinic reveals the career that they want to follow' 9 They may discover a future career. 10 'their free time is better spent helping than scrolling through social media' 10 They use their free time productively. 11 'volunteers feel that they belong to their community and that their efforts make a real difference to it' 11 They feel that they belong and make a difference in the community. PARAGRAPH FORM NOTE: What follows is merely an example. It is not prescriptive and must be used very carefully. Volunteering teaches teenagers practical skills and develops their leadership and teamwork abilities. It strengthens applications for university, bursaries and jobs, and supervisors can provide references. Volunteers meet a variety of people and make friends. Their self-confidence grows, while helping others reduces stress and lifts their mood. They also learn to understand and care about other people's problems. Some discover the career they want to follow, and their free time is used productively. Above all, they feel that they belong to their community and make a difference. [86 words] [Do not credit the examples of places that need volunteers (paragraph 6) or the anecdote about Amahle as points.] Copyright reserved Please turn over ### Page 7 English Home Language/P1 7 NSC – Marking Guidelines Hlayiso/Mock 2026 Marking the summary: Marking is on the basis of the inclusion of valid material and the exclusion of invalid material. The summary should be marked as follows: • Mark allocation: – 7 marks for 7 points (1 mark per main point) – 3 marks for language – Total marks: 10 • Distribution of language marks when candidate has not quoted verbatim: – 1–3 points correct: award 1 mark – 4–5 points correct: award 2 marks – 6–7 points correct: award 3 marks • Distribution of language marks when candidate has quoted verbatim: – 6–7 quotations: award no language mark – 4–5 quotations: award 1 language mark – 2–3 quotations: award 2 language marks NOTE: • Word count: Markers are required to verify the number of words used. • 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. If the word limit is exceeded, read up to the last sentence above the stipulated upper limit and ignore the rest of the summary. TOTAL SECTION B: 10 Copyright reserved Please turn over ### Page 8 English Home Language/P1 8 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION C: LANGUAGE IN CONTEXT Marking SECTION C: • Spelling: One-word answers must be marked correct even if the spelling is incorrect, unless the error changes the meaning of the word. In full-sentence answers, incorrect spelling should be penalised if the error is in the language structure being tested. Where an abbreviation is tested, the answer must be punctuated correctly. • Sentence structures must be grammatically correct and given in full sentences/as per instruction. • For multiple-choice questions, accept BOTH the letter corresponding to the correct answer AND/OR the answer written out in full as correct. QUESTION 3: ANALYSING ADVERTISING 3.1 'They' refers to drivers: the headline warns pedestrians that a driver cannot stop for/avoid someone whom he or she cannot see. (1) It places the responsibility on learners to make themselves visible, and the repetition/parallel structure of 'can't' makes the warning short, blunt and memorable. (1) (2) 3.2 The learner in dark clothes blends into the darkness and is hard to see/almost invisible, while the learner with reflective strips shines brightly and stands out. (1) This shows the claim visually: a driver would be able to see/stop for the second learner but not the first. The distances (about 25 m compared with about 150 m) reinforce the point. (1) (2) 3.3 Any ONE technique with a suitable quotation: • Emotive language/appeal to parents' fear and love: 'Because every parent deserves to hear the front door open at the end of the day.' • Hyperbole/exaggeration: 'GIVE YOUR CHILD A SUPERPOWER.'/'in the heaviest storm'. • Convenience/ease of use: 'slips over any school bag in seconds'. • Affordability/price appeal: 'Only R149.' • Triad/rule of three in the slogan: 'Seen. Safe. Home.' [Award 1 mark for the technique and 1 mark for a quotation that matches it.] (2) 3.4 Parents/guardians of school-going children. [Do not accept 'learners' or 'children'.] (1) 3.5 TEXT D is more likely to persuade learners. It speaks directly to learners who walk home ('you') and its dark, dramatic image shows the danger of being invisible in a way that shocks/frightens learners. The comparison between 25 m and 150 m gives a clear reason to wear reflective clothing, and its advice is free and practical ('something reflective'). TEXT E is aimed at parents, who must buy the product (R149); its 'superhero' idea may appeal to young children rather than teenagers, and it is mainly trying to sell a product. OR Copyright reserved Please turn over ### Page 9 English Home Language/P1 9 NSC – Marking Guidelines Hlayiso/Mock 2026 TEXT E is more effective. The superhero shadow makes being visible seem 'cool' and exciting rather than frightening, which may appeal to younger learners. It offers a ready-made, convenient product that fits any school bag and is also waterproof, whereas TEXT D only gives general advice. [Award 3 marks only if BOTH advertisements are referred to. Award a maximum of 2 marks if only ONE advertisement is discussed. Credit valid alternative responses.] (3) [10] QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1 Thabo clutches his head with both hands, his eyes are wide/staring, his mouth is open and he is sweating. (1) This shows that he is panicking/stressed/anxious/ overwhelmed because he realises that he has left the essay too late and cannot finish it in time. (1) [Award 1 mark for TWO details of body language and 1 mark for the feeling that they reveal.] (2) 4.2 The capital letters emphasise 'BEST': Thabo boasts/insists that pressure brings out his very best work, which shows his (over)confidence. [Accept: to show that he stresses the word/speaks it more loudly.] (1) 4.3 In FRAME 1, Thabo confidently claims that he works BEST under pressure and ignores the deadline. (1) However, in FRAME 2, when he is under pressure the night before the deadline, he panics and has not written anything – the opposite of what he claimed. (1) (2) 4.4 Thabo said that he would never finish that/the essay (1) by the next/following day. (1) [Award 1 mark for 'he would never finish that/the essay' and 1 mark for 'by the next/following day'. Do not award the second mark if 'tomorrow' is kept. Do not award the first mark if 'this' is kept. Deduct 1 mark for inverted commas or an exclamation mark.] (2) 4.5 FRAME 4 is almost an exact repeat of FRAME 1: Thabo is back on the couch with his phone, smiling, and he repeats the same boast, 'I work BEST under pressure!'. This is funny because the reader has just seen in FRAME 2 that he panicked under pressure, so he has learnt nothing. The extension in FRAME 3 means that his panic was unnecessary, yet instead of being relieved that he finished early, he sees the extra week as more time to do nothing. The calendar ('Essay due NEXT FRIDAY') shows that the cycle is about to repeat, and Ayanda's hand on her forehead and closed eyes show her exasperation, which mirrors the reader's reaction. [Award 3 marks for a critical discussion that refers to FRAME 4 AND to the earlier frames. Award a maximum of 2 marks if only FRAME 4 is discussed.] (3) [10] QUESTION 5: USING LANGUAGE CORRECTLY Copyright reserved Please turn over ### Page 10 English Home Language/P1 10 NSC – Marking Guidelines Hlayiso/Mock 2026 5.1 carry – carries (One of them always carries a plastic bucket …) (1) 5.2 neccessary – necessary (1) 5.3 elected – erected (1) 5.4 To show that it is a nickname/an unusual or coined (invented) term that the learners use for the buckets. [Accept: to show that the words are not used literally/that it is a special name.] (1) 5.5 non-governmental organisation [Accept 'non-government organisation'.] (1) 5.6 The learners have rescued more than two hundred tortoises this year. [The tense (present perfect) must be retained.] (1) 5.7 valuable/prized/treasured [Accept 'important/vital' in context. Do not accept 'scarce'.] (1) 5.8 survival (1) 5.9 C – complex sentence. (1) 5.10 back (return back – 'return' already means 'go back') (1) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 Copyright reserved ## Related documents - [Grade 10 English HL P2 November 2026 Mock 2](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-2-question-paper-paper-2-english/4cd31e21-6562-4efd-bc26-02095c17c1c6) — English HL · QP · 2026 · Eng - [Grade 10 English HL P3 November 2026 Mock 2](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-2-question-paper-paper-3-english/3cb72b9d-d633-4ef3-98c1-4089a9d0ff40) — English HL · QP · 2026 · Eng - [Grade 10 English HL P1 November 2026 Mock](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-question-paper-paper-1-english/a61c8e7e-d584-47ca-b3bb-5700b131ced1) — English HL · QP · 2026 · Eng - [English-GR-10-HL-MEMO-Paper-1 -1](https://www.hlayiso.com/library/english-gr-10-hl-memo-paper-1-1/29c8117a-d83a-4dbd-b415-f79d31c2446a) — English HL · Memo · 2018 · Eng - [Grade 10 English HL P2 November 2026 Mock](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-question-paper-paper-2-english/a05a7262-aadc-459f-bd18-0e9d9a1db776) — English HL · QP · 2026 · Eng - [Grade 10 English HL P3 November 2026 Mock](https://www.hlayiso.com/library/grade-10-english-hl-2026-november-mock-exam-question-paper-paper-3-english/071afc9d-9949-40b0-a4d2-7417d89c8356) — English HL · QP · 2026 · Eng ## More from Grade 10 English HL - [Gr 10 English HL ATP 2023-24](https://www.hlayiso.com/library/gr-10-english-hl-atp-2023-24/e6d13029-09ef-4218-aebb-227199cb4c52) — ATP · Eng - [EHL Gr10 March 2022 QP and Memo](https://www.hlayiso.com/library/ehl-gr10-march-2022-qp-and-memo/46ab14e3-1f05-475f-9bb2-3641b457b93f) — QP + Memo · 2022 - [English GR 10 HL Paper 1](https://www.hlayiso.com/library/english-gr-10-hl-paper-1/b350238b-fd60-4901-8230-e0ca213b7f11) — QP · 2019 · Eng - [ENG-March-QP Only-2018-Gr10](https://www.hlayiso.com/library/eng-march-qp-only-2018-gr10/04d660cd-91a9-4cec-9ec2-07b2d8383d1e) — QP · 2018 · Eng - [English-GR-10-HL-Paper-1 -1](https://www.hlayiso.com/library/english-gr-10-hl-paper-1-1/14153991-de2b-421e-8835-72416696e9a1) — QP · 2018 · Eng - [ENG-Sept-QP Only-2018-Gr10](https://www.hlayiso.com/library/eng-sept-qp-only-2018-gr10/5d4a11db-90fe-4139-918f-c4df13f7ea6c) — QP · 2018 · Eng ## Collection - [Grade 10 past papers](https://www.hlayiso.com/grade-10/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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