English Hl Grade 9 ANA Exemplars 2014 Memo (English)

Downloaded from hlayiso.com ANNUAL NATIONAL ASSESSMENT 2014 GRADE 9 ENGLISH HOME LANGUAGE EXEMPLAR QUESTIONS MEMORANDUM This memo consists of 7 pages. NOTE:  This marking memorandum is intended as a guide for markers.  It is by no means prescriptive or exhaustive.  Learners’ responses should be considered on merit.  Answers should be assessed holistically and marks awarded. INSTRUCTIONS TO MARKERS  Incorrect spelling in one-word answers should not be marked wrong, unless the spelling changes the meaning of the word.  Incorrect spelling and language errors in longer responses should not be penalised, because the focus is on understanding.  For open-ended questions, no mark should be awarded for YES/NO or I AGREE/ I DISAGREE. The reason/substantiation/motivation is what should be considered.  For FACT/OPINION questions, the mark should be split, i.e. 1 mark for FACT/OPINION and a mark for the reason/substantiation/motivation. The mark for the reason/substantiation/motivation should only be awarded if the FACT/OPINION part of the question is correct. One cannot award a mark for substantiation or an interpretation (FACT/OPINION) that was wrong in the first place.  For questions which require quotations from the text, do not penalise learners for omitting the quotation marks or for an incorrect spelling within the quotation.  When one-word answers are required and the learner 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.  For multiple choice questions, accept BOTH the letter corresponding with the correct answer AND the answer written out in full. Only give one mark. Grade 9 English Home Language Memo 1

Downloaded from hlayiso.com EXPECTED ANSWERS SECTION Reading MARK/S Comprehen A sion 1.1.1 C. (To encourage parents and schools to promote healthy eating habits)  1 1.1.2 C. (To encourage parents and schools to promote healthy eating habits)  1 1.1.3 The purpose of the article is to encourage parents and schools to promote 1 healthy eating habits.  1.2.1 D (Physical and psychological problems associated with being overweight)  1 1.2.2 D (Schools profit from junk food.) 1.2.3 A (The school adopted a programme to improve healthy living) 1.3.1 To show that it is the name of a published report.  1 1.3.2 To provide extra information or an explanation (parenthesis).  1 1.3.3 It joins the two words to create a compound word.  1 1.4.1 D (General Practitioner)  1 1.4.2 B (and)  1 1.4.3 B (vegetables)  1 No marks should be awarded for YES/NO/ or I AGREE/I DISAGREE. The reason/substantiation/motivation is what should be considered for 2 marks. A substantial or well-motivated answer is awarded TWO marks. A mediocre, yet relevant response is awarded ONE mark. 1.5.1 Yes, as all children love junk food OR No, not all children love junk food or Tuck shops sell junk food because it is easy to make, quick to prepare, does not cost a lot. 2 1.5.2 Yes, being overweight makes them stand out from the crowd and “different” and this is what causes them to be targeted by bullies. OR No, overweight children are just as sociable as all other children and just because they are overweight does not mean that they will be bullied. 2 1.5.3 Yes, the profits generated by a school tuck shop can help the school in many ways and are an added source of income which will benefit the school. Or No, the school should not rely on the tuck shop for extra income. In some schools most children will bring their own lunch or perhaps cannot afford to bring tuck 2 money to school every day. Grade 9 English Home Language Memo 2

Downloaded from hlayiso.com 1.6.1 D (When children get a healthy meal, they thrive.)  1 1.6.2 When children get a healthy meal, they thrive.  1 1.6.3 You can now buy a tuna and homemade mayo tramezzino, low-GI muffins, a 1 grilled chicken burger, and fruit juices. 1.7.1 C (inability)  1 1.7.2 A (malnutrition)  1 1.7.3 C (valueless)  1 1.8.1 A fact. The percentages quoted are from an official report.  2 1.8.2 Yes, the percentages quoted are from an official report. We are provided with the name of the report and the year in which it was published.  2 1.9.1 Agree or Yes  “Why on earth then are so many South African schools – places 1 promising the growth and development of children – offering junk food at their 1 tuck shops?”  1 1.9.2 No ” Scandinavia has some of the best schooling outcomes in the world, a fact those in the know credit to nutrition.” OR “When children get a healthy meal, they thrive.” 1.10.1 D (selling)  1 1.10.2 C (a lack or a shortage of something)  1 1.10.3 D (extra)  1 1.11.1 The school encourages parents to pack healthier lunch boxes and rewards. OR They reward children with a sticker per healthy lunchbox.  1 1.11.2 I always order hot chips because they’re my favourite.  1 1.11.3 I like chicken but not fish.  1 1.12.1 Food / foodstuff / provisions / nourishment  1 1.12.2 Nourishment / food / diet / sustenance  1 1.12.3 Lack / shortage / absence / insufficiency  1 1.13.1 Yes (only if there is an appropriate reason) Healthier learners will study better 1 1.13.2 Yes (only if there is an appropriate reason) If they are hungry they will buy and 1 eat healthy food. 1.13.3 Yes (only if there is an appropriate reason) Tuck shops will still sell enough food. 1.14.1 Health article because the content is about healthy eating at schools.  1 Grade 9 English Home Language Memo 3

Downloaded from hlayiso.com 1.14.2 It is an internet article because it says it is adapted from http://www.health24 etc 1 2.1. John Berry said that they were passionate about changing the culture of eating. 1 A mark for they and another for no inverted commas. 1 2.2.1 A clause: The snack gives them a much-needed energy boost. 1 2.2.2 A phrase: - consisting of a drink of water and piece of fresh fruit, veg or nuts- 1 2.3.1 people: noun  1 2.3.2 constantly: adverb  1 2.3.3 for: preposition  1 2.4.1 knives  1 2.4.2 tomatoes  1 2.4.3 food  2.4.4 quality  2.4.5 sandwiches  2.4.6 water  2.5.1 is  1 2.5.2 gives  1 doesn’t  2.5.3 1 2.6.1 Too – To  1 2.6.2 need – needs  1 2.6.3 there – their  1 2.6.4 snax – snacks  1 2.6.5 shall – should  1 2.7.1 specially  1 2.7.2 rarely  1 2.7.3 reasonably  1 2.8.1 The teachers notice the children become listless between breakfast and first 1 break. (1 mark for changing both noticed and became) 2.9.1 C (to)  1 2.9.2 C (as)  Grade 9 English Home Language Memo 4

Downloaded from hlayiso.com 2.9.3 B (of)  2.10.1 Eat healthy food such as fruit, vegetables, fish and grains for concentration.  2.10.2 Eat a balanced diet of protective nutrients whilst exercising out of the sun.  2.10.3 Eating a good breakfast helps manage weight and hunger.  2.10.4 Tomatoes and apples fight cancer and reduce asthma and lung diseases.  2.10.5 Regular small healthy meals rich in fruit vegetables and nuts fight stress  3.1.1 C. (Seafood sushi)  1 3.1.2 B. (Get people to eat at Ocean basket.)  1 3.2 Use of “da” slang makes you smile/relax,we all want the friendliest service√, 2 we smile at the incorrect spelling so we relax, the pun on sole the fish and soul the atmosphere and humanity attracts us. .Any two would be acceptable. 3.3 Alliteration (famously known for fresh seafood cuisine) . 1 3.4 Younger people. People with a sense of fun and humour  OR People who 2 enjoy seafood/sushi . 3.5 Yes and a reason such as I think it will cater for my type of people/age group etc 2 OR No I do not like fish/ sushi, etc 3.6 Informal slang use of da for the, cos for because appeals to a younger sms 2 generation. .The humour of sole as only and provider of sole fish as well as soul pun helps you remember the advertisement . 4.1.1- A (Struggling to diet )  1 4.1.3 4.1.4- B (Despair)  1 4.1.6 4.2.1- The poet sees dieting as an enemy OR a terrible thing OR the poet is at war with 1 4.2.3 diets 4.3.1.1 Personification 4.3.1.2 Simile 1 4.3.1.3 Alliteration 4.3.1.4 Euphemism  to give up as in boxing where a towel is through into the ring 4.3.1.5 Simile 1 Grade 9 English Home Language Memo 5

Downloaded from hlayiso.com 4.3.1.6 Simile 4.3.1.7 Alliteration 1 4.3.1.8 Personificationof hunger given human characteristics as in an enemy 2 4.4.1 Literally it means the back of one’s heel.  1 Figuratively it means one’s weakness as in the weakness the strong Achilles 1 had in his heel, hence Achilles’ heel. 4.4.2 Literally it means as in boxing when the loser gives up a fight and throws his/her 2 towel into the ring.  Figuratively it means you give up at a task  4.4.3 Literally it means the one who wins a competition or a battle here the one who 2 eats healthily i.e. healthy food.  Figuratively it means one is a winner if one is losing weight when that is your purpose!  5.1 To make the reader smile and realise a donut is not healthy.  OR Although 1 people are aware that certain foods are not healthy, people still eat it.  OR It is ironic 5.2.1 They are office workers / professionals / public servants (Any one)  1 5.2.2 Office canteen / tea room / coffee break area. (Any one)  1 5.3.1 (Marks awarded for NO inverted commas. AND capital letter for beginning of 1 sentence 1 5.3.2 It is steam rising from her cup of tea/coffee. It shows that her drink is hot 1 /steaming.  5.4.1 His mouth is open / he has taken a big bite out of the doughnut / there are crumbs falling as he is eating/ he eats the unhealthy bits to get to the middle 1 which is the empty area! 5.4.2 A (surprise)  1 5.5 The man is dressed formally with a jacket and tie. The lady is also dressed 2 smartly/formally. 5.6 No, as the man is still eating unhealthy food. OR Yes, the woman is not having 1 a doughnut and she is slender/thin.  1 5.7 C (irony)  1 6. Use the marking rubric to mark the essay. Grade 9 English Home Language Memo 6

Downloaded from hlayiso.com 20 CODE 7 CODE 6 CODE 5 CODE 4 CODE 3 CODE 2 CODE 1 MARKS Excellent Meritorious Substantial Adequate Average Basic Unacceptable 80 – 100% 70 – 79% 60 – 69% 50 – 59% 40 – 49% 30 – 39% 0 – 29% 8 – 10 7 – 7½ 6 – 6½ 5 – 5½ 4 – 4½ 3 – 3½ 0 – 2½ • Impressive insight • Thorough • Good interpretation of • Adequate interpretation • Average content, • Content often • Irrelevant content, Content & Planning into the subject. interpretation of subject. the subject. of the subject. lacking coherence. incomprehensible, no coherence. • Challenging and • Interesting and • Interesting and • Average ideas, lacking • Ideas are mostly lacking coherence. • Repetitive ideas. mature ideas. imaginative ideas. persuasive ideas. depth. relevant but repetitive. • Few ideas and • No evidence of • Evidence of planning • Evidence of planning • Evidence of • Evidence of planning • Evidence of often repeated. planning .Very results in an almost results in a very well planning results in a well results in a satisfactory planning results in a • Evidence of poor presentation. (10 marks) error-free, appropriate constructed and constructed and and suitable moderately adequate planning results in a presentation. appropriate suitable presentation. presentation. presentation. poor presentation. presentation. 4 -5 3½ 3 2½ 2 1½ 0-1 •Evidence of • Evidence of critical •Evidence of critical •Indication of •Limited critical • No critical •No critical critical language language awareness. language critical language awareness. language language awareness. • Correct use of awareness. awareness. • Average awareness. awareness. Language, Style & Editing (5 marks) • Effective use of language and • Language and • Simple language language use and • Poor language use • Very poor language and punctuation. punctuation and adequate punctuation and use of language use punctuation. • Able to use figurative mostly correct. punctuation. often used punctuation. and use of • Evidence of language in the correct • Word choice • Adequate word incorrectly. • Limited word punctuation. figurative context. appropriate for choice • Basic word choice. • Inappropriate language. • Variation in word essay. • Style, tone and choice. • Inappropriate word choice. • Excellent word choice and correct • Style tone and register reasonably • Style, tone and style, tone and • Highly choice, highly usage of vocabulary. register mostly appropriate. register lacks coherence. register. inappropriate style, appropriate. • Style, tone and appropriate. • Some errors after • Several errors • Text error-ridden tone and register. • Style, tone and register highly • Mostly error-free proofreading and after proofreading and despite proofreading • Text error ridden register highly appropriate for the after proofreading editing. editing. and editing. despite proofreading appropriate. subject. and editing. and editing, • Virtually error free • Mainly error-free confuses the reader. after proofreading and after proofreading and editing. editing. 4 -5 3½ 3 2½ 2 1½ 0-1 •Content well •Content logically • Content well •Adequate •Evidence of some •Writing deviates •Writing deviates Structure (5 marks) developed, coherent, developed, coherent. developed, coherent. content, lacks necessary ideas from topic, meaning from topic. imaginative detail. • Variation in sentence Imaginative detail. necessary detail. in content. sometimes unclear. • Little awareness • Coherent sentences types, logical • Essay well • Flawed sentence • Flawed sentence • Elementary of appropriate and paragraphs. connectors used paragraphed, coherent. structure and structure and sentence structure expression. • Length correct. between paragraphs. • Length is correct. paragraphing, still makes paragraphing, and paragraphing. • Length • Length is correct. sense. ideas still • Length too short/ completely too • Length almost correct. comprehensible. long. short/long. • Length: too short/long. Grade 9 English Home Language Memo 7