English HL Grade 10 Paper 1 November Mock 2026 Memo (English)

Copyright reserved Please turn over 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.

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

English Home Language/P1 3 NSC – Marking Guidelines Hlayiso/Mock 2026 SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING 1.1 People think that farms are found only in the countryside/rural areas, not in the middle of a busy city/on a city rooftop (and they do not expect a schoolgirl to be a farmer). (1) 1.2 The roof was neglected/useless/unused/dirty/abandoned; nothing good or productive could happen there. (1) 1.3 The teenagers are resourceful/creative/inventive/environmentally aware. (1) They reused/recycled old, unwanted objects (bathtubs, tyres, crates) instead of buying new materials; they made the most of what they had with very little money. (1) (2) 1.4 The teenagers did not know how to farm properly/did not understand how plants grow/lacked practical farming knowledge, (1) which is why their crops were scorched by the sun and eaten by pigeons. Mkhulu, who grew up on a farm, could see that their methods were those of inexperienced townspeople. (1) (2) 1.5 B – the money that is left after costs have been paid. (1) 1.6 Any TWO of the following: • Plants keep buildings cooler in hot weather. • The soil soaks up rainwater, which prevents flooding in the streets. • People can buy fresh/healthy food close to home. • Locally grown food is often cheaper (it does not have to be transported over long distances). [Award 1 mark for lifting. Accept the candidate's own words.] (2) 1.7 The most important benefits of the garden are not the vegetables, which can be measured/weighed, (1) but the personal changes in the young people, e.g. discipline, responsibility, patience, a love of learning and new goals for the future. (1) (2) 1.8 Sipho has learnt that a plant responds honestly to the care it receives: if it is neglected, it dies, so one cannot pretend to care. He has also learnt that growth takes time and patience. These lessons could help him at school (e.g. if he does not study consistently, his marks will show it; success in examinations requires regular effort over time), in relationships (friendships need care) and in his future career. His punctuality now shows that he has already applied this lesson. [Award 3 marks for a discussion of what Sipho has learnt AND how it may help him in other areas of his life. Award a maximum of 2 marks if only one aspect is discussed.] (3) 1.9 YES. They dealt wisely with their critics. Instead of arguing or ignoring the complaints, they invited the caretaker and neighbours to see the garden for themselves and shared food with them. This showed respect, built friendships Copyright reserved Please turn over

English Home Language/P1 4 NSC – Marking Guidelines Hlayiso/Mock 2026 and allowed the critics to experience the benefits of the garden first-hand. The strategy worked: most critics left with spinach and 'a changed opinion'. OR NO/PARTLY. The tour and the meal did not address the real concerns: the caretaker's fear that the roof could be damaged and the smell of the compost. The teenagers should also have consulted an expert about the roof and found a way to reduce the smell. [Credit valid alternative/mixed responses. Award 3 marks for a well-substantiated response. A 'yes/no' alone earns no marks.] (3) 1.10 1.10.1 Metaphor (1) 1.10.2 The garden is compared to a small green island surrounded by a sea of grey buildings, traffic and noise. (1) The image emphasises how different/peaceful/natural and unexpected the garden is in the middle of the busy city; like an island, it is a place of safety/refuge, separate from the chaos around it. (1) (2) 1.11 The conclusion is effective. Lindiwe's words turn a common saying ('young people are the future') into a call to action: young people should not wait for others to improve their lives, but should act now. (1) The word 'planting' links cleverly to the gardening theme of the article (pun/play on words), and the conclusion leaves the reader with an inspiring, memorable message. (1) (2) 1.12 The headline consists of two short, direct commands (imperatives) that grab the reader's attention. (1) It challenges readers not to be passive consumers of food but to take action and produce their own food. The contrast between 'EAT' and 'GROW' makes the message simple and memorable. (1) (2) 1.13 The seedling is small and grows in an ordinary bucket, which represents the 'small seeds' – simple, small actions that anyone can take. (1) The tall buildings behind it show that even in a large, crowded city, small plants (and the people who grow them) can make a 'big change' to food supply, the environment and the community. The healthy seedling suggests growth and hope. (1) (2) 1.14 TEXT B supports TEXT A because both texts show that young people can grow food even in the city, where there is no garden. TEXT A tells the true-to-life story of the teenagers who turned a neglected roof into a productive garden using old bathtubs, tyres and crates; TEXT B shows a seedling in a bucket on a rooftop and tells readers that they can grow vegetables 'in old buckets, tyres and bottles'. TEXT A mentions compost and water tanks; TEXT B offers workshops on compost and saving water. Both texts suggest that small actions lead to big change ('Small seeds. Big change.'/'We are planting it now'). TEXT A is more inspiring because it uses a real-life example of teenagers who overcame failure and whose lives were changed. OR TEXT B is more inspiring because it is short and visual, and it gives readers a practical way to start immediately (free workshops). Copyright reserved Please turn over

English Home Language/P1 5 NSC – Marking Guidelines Hlayiso/Mock 2026 [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.] (4) TOTAL SECTION A: 30 Copyright reserved Please turn over

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 'Study a map of the route before you leave and make sure that it suits the fitness of everyone in your group.' 1 Plan a route that suits the group's fitness. 2 'Check the weather forecast, too' 2 Check the weather forecast. 3 'Leave a copy of your route and the time at which you expect to return with a friend or family member' 3 Tell someone your route and return time. 4 'do not hike alone at all' 4 Hike in a group/never hike alone. 5 'Pack more water than you think you will need, as well as snacks that give you energy' 5 Take enough water and energy-giving food. 6 'Wear comfortable boots that support your ankles, and take a warm, waterproof jacket' 6 Wear suitable boots and take warm, waterproof clothing. 7 'A fully charged cellphone, a torch and a small first-aid kit' 7 Carry a charged phone, torch and first-aid kit. 8 'stick to the marked paths' 8 Stay on marked paths; avoid short cuts. 9 'If the weather turns or you are running late, turn back.' 9 Turn back if the weather changes or it is getting late. 10 'Watch them from a distance and never try to feed them.' 10 Keep away from wild animals and do not feed them. PARAGRAPH FORM NOTE: What follows is merely an example. It is not prescriptive and must be used very carefully. Choose a route that suits everyone's fitness and check the weather forecast. Tell someone where you are going and when you will return, and never hike alone. Pack enough water and energy-giving snacks, wear supportive boots and take warm, waterproof clothing. Carry a charged cellphone, a torch and a first-aid kit. Stay on marked paths, and turn back if the weather changes or it is getting late. Keep your distance from wild animals and never feed them. [77 words] Copyright reserved Please turn over

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

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 Environmentally conscious people/people who care about the environment/ people who buy bottled water or drinks regularly (e.g. young people, sports enthusiasts, hikers, office workers). (1) The advertisement focuses on plastic pollution on beaches and on a reusable product that keeps drinks hot or cold. (1) (2) 3.2 The headline suggests that buying this one bottle is a decision that the buyer will never regret, because it will last a lifetime and replace many plastic bottles. (1) It also suggests that buyers will feel no guilt about harming the environment. The short, balanced phrases and the contrast between 'ONE' and 'ZERO' make the claim punchy and memorable. (1) (2) 3.3 The many plastic bottles are scattered untidily over the beach, which shows the pollution caused by single-use plastic ('thousands of … bottles wash up on our beaches'). (1) The single steel bottle stands upright, shiny and clean in the centre, which makes it the focus of the advertisement and presents it as the solution/the hero. (1) The contrast between many/one, dirty/clean and disposable/lasting reinforces the written claims: 'One bottle, a lifetime of refills' and 'ZERO REGRETS'. (1) (3) 3.4 Repetition/parallelism/tricolon (triad/rule of three)/alliteration ('Refill … Reuse', 'Love … life') [Accept any ONE.] (1) 3.5 'Drink responsibly' is usually a warning in alcohol advertisements; (1) here it means to drink in a way that does not harm the environment (by not using single-use plastic). 'Live lightly' means to live in a way that has little impact on the earth/a small footprint, and may also refer to the bottle that is light to carry. (1) (2) [10] Copyright reserved Please turn over

English Home Language/P1 9 NSC – Marking Guidelines Hlayiso/Mock 2026 QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA 4.1 Lerato is confident/self-assured/eager/cheerful (she smiles broadly). (1) She assumes that teaching Gogo will be quick and simple ('It's SO easy!'), which suggests that she underestimates how difficult new technology can be for older people. (1) (2) 4.2 Gogo frowns and holds the phone away from her, and three question marks float above her head, which show her confusion. (1) She asks whether the 'send' button is 'The little aeroplane', which shows that she does not understand the symbols/icons on the screen. (Lerato's sweat drops also show that the lesson is difficult.) (1) (2) 4.3 It is very early in the morning (05:02), which shows that Gogo is now sending messages at all hours/very early, waking or disturbing Lerato. (1) 4.4 In FRAME 1, Lerato thinks that teaching Gogo will be easy and is eager to help, and Gogo appears to need help. (1) In FRAME 4, Gogo has become an enthusiastic, confident user who floods Lerato with messages, and it is Lerato who is exhausted and overwhelmed. The teacher has become the victim of her own success. (1) (2) 4.5 YES. The cartoon is fair: many older people find new technology confusing at first (FRAME 2), but once they have learnt, they enjoy staying in touch with family and often send many messages and pictures, as Gogo does. The cartoon shows this in a humorous and affectionate way. OR NO. The cartoon relies on a stereotype that older people are slow to learn and that they overuse technology once they know how to use it. Many older people use technology confidently and sensibly, and many young people also overuse their phones. [Credit valid alternative/mixed responses. Award 3 marks for a well-substantiated discussion that refers to the cartoon.] (3) [10] QUESTION 5: USING LANGUAGE CORRECTLY 5.1 carries – carry (others carry broken chains in their hands.) (1) 5.2 beleives – believes (1) 5.3 He explained that a bicycle was not a toy (1) and that it was a child's ticket to school. (1) [Award 1 mark for each correct change of tense ('was') in a correctly constructed sentence without quotation marks.] (2) 5.4 it's – its (1) 5.5 The children are taught (by Mr Mahlangu) to fix their own bicycles. (1) Copyright reserved Please turn over

English Home Language/P1 10 NSC – Marking Guidelines Hlayiso/Mock 2026 5.6 then – than (1) 5.7 He always does more than is expected of him/makes an extra effort to help. (1) 5.8 Adverb (of manner) (1) 5.9 Just as a doctor heals sick people, Mr Mahlangu 'heals'/repairs broken bicycles. (Metaphor) [Accept any valid explanation of the comparison.] (1) [10] TOTAL SECTION C: 30 GRAND TOTAL: 70 Copyright reserved