grade12EnglishFal TeacherGuide 2018

GRADE 12 WINTER AND SPRING CAMPS REVISION MATERIAL 2018 SUBJECT: ENGLISH FIRST ADDITIONAL LANGUAGE TEACHER NOTES ADAPTED FROM GUATENG PROVINCIAL EDUCATION DEPARTMENT REVISION MATERIAL (Page 1 of 129 )

TABLE OF CONTENTS SESSION TOPIC PAGE Pre-test 1 1 Comprehension test 2 2 Summary 25 3 Visual literacy: Advertisements 33 Cartoons 44 4 Language: Editing Skills 52 5 Essay writing 60 Literature 67 6 Complete practice question papers 72 -129 Post- test PRE TEST AND POST TEST: The sessions will commence with a Pre-test, which covers the subject content topics in Session 1 to 6. The tests must be handed to the learners and answers must be written on the answer sheet. The SSIP programme will conclude with a Post Test, which will again cover the subject content in Sessions 1 to 6. PLEASE ensure that learners adhere strictly to the time limit of 30 minutes. Mark Sheet: You will be required to provide a mark sheet for all the High Flyers in your SSIP class that indicates their pre-test and post-test marks. This mark sheet must be submitted to the SSIP Coordinator at your venue, at the end of the SSIP holiday programme.

PRE AND POST TEST MEMORANDUM: Only accept if ONE choice has been indicated. In the case where the learners have written more than one possible answer, only accept the first answer. 1 c D 21° B 9 B 22 OD 10 oC 3° °«A 1.2O=OD 4 OD 12, =A 5 C¢ 13, =A 6 A 14° 4C 71°C 15 D 72 = B 16 6B 73°=A 7 C [20]

General: These sessions are aimed at all English FAL learners.. All activities should be completed and assessed by using the memoranda or rubrics in order for the learners to gain additional knowledge. The tutor has to work closely with the learners. These sessions are geared towards assessment for learning. Learners should be guided through all activities to ensure their maximum acquisition of skills. The following legend will be an indication of the instructions you have to follow. SESSION 1: COMPREHENSION SKILLS Discuss these notes with the learners. Pay attention to Barrett’s and the question words. Notes: Comprehension is the decoding and understanding of spoken, written and visual texts. Comprehension skills are not only for the classroom, but are life skills that need to be developed. You first learn to read, later you read to learn. Guidelines to assist you in reading for meaning: 1. Read through the passage quickly. • Get an outline or a general picture of the passage. • Try to picture what you are reading. This helps you to focus and read for meaning. 2. Take Note: • The title may offer a clue to the contents and purpose of the passage. • The author may help you to identify the time, style and often the subject. • The introduction often creates the atmosphere and provides the setting for what is to follow. • The conclusion usually ties up the intention of the author. 3. Ask yourself these questions: • Who - is the writer? • Who - are the characters? • What - is the main idea of the passage? • Where - does it take place? (Setting) • When - does it take place? (Setting – Time, Date, Era) • Why - has this passage been written? What is the writer’s intention? • How - does the writer express himself? What language devices are used?

English First Additional Language/P2 5 DBE/Feb.–Mar. 2018 NSC 4. Read through the comprehension questions: • When you do this, keep the passage in mind. • This will give you clues leading to the answers in the passage. • Many teachers and learners prefer reading the questions before reading the passage. 5. Read the passage again • This time you should be aware of what has been asked. • Highlight the main idea in each paragraph – each paragraph presents a new idea. • The first sentence is often the key sentence. • Words and ideas that were at first confusing or difficult, may now become clearer in context. • The more familiar you are with the passage, the easier it should become to interpret and understand what you are reading. Practical Advice • Each question usually contains a question word – underline this. • Each question usually contains a key word or key idea – circle this. • Try to remember whether you read this fact near the beginning, middle or end of the passage. • Put your eyes into ‘Search Mode’ and look down the middle of the paragraph to find the sentence containing the key word or key idea. Read the whole sentence in order to get a complete picture. • Do not copy directly from the text but refer to it in order to avoid careless factual of spelling mistakes. (This applies particularly to names, places, dates or other relevant information.) • If you are asked to supply a synonym or an antonym: a. Replace it with the same part of speech e.g. a noun with a noun, an adverb with an adverb. b. Take the word that you have chosen back to the passage. Replace the original word with this synonym and see if it is appropriate. Answering Techniques: It is important to interpret and follow the instructions exactly as they are given: Copyright reserved Please turn over

English First Additional Language/P2 6 DBE/Feb.–Mar. 2018 NSC • Does the answer need a full sentence, a word or a phrase? • Avoid starting sentences with conjunctions such as because, and, but and so. • The mark allocation is usually a suggestion of the number of points needed. • Your numbering must correspond to the numbering of the questions – if the number is 1.1.1 you must not answer 1 or A. • If you are asked to describe in three sentences what the character looks like, do not give two or four. • Do not give one word answers if you are asked for a sentence. • Each answer must be written on a new line. • When quoting from the text, enclose the quote with “inverted commas”. • When asked to describe the tone of any text, use one adjective. • Edit your work to check that you have answered correctly. Spelling and Language errors result in an unnecessary loss of marks. • Write clearly and neatly to avoid possible discrepancies. Comprehension skills should be practiced whenever possible, not only in test situations. You reinforce your comprehension skills daily: • When listening to conversations, instructions or the radio. • When watching television programmes or films. • When reading books, newspapers or magazine articles. Barrett’s Taxonomy It is important to know that CAPS prescribes that 40% of all questions should be Level 1 and 2 questions, 40% should be level 3 questions and 20% should be Level 4 and 5 questions. Below is a table detailing the taxonomy. In short, a level 1 or 2 questions will be in the text (comprehension, visual lit) or basic knowledge (literature), a level 3 question will require you to read between the lines for clues in the text, deduce what is not directly stated. A level 4 and 5 question will require you to apply your mind and provide your own opinion – still based on the text. Copyright reserved Please turn over

English First Additional Language/P2 7 DBE/Feb.–Mar. 2018 NSC QUESTION MARKS LEVEL DESCRIPTION TYPES 10 17/18 30 35 40 Literal Name ... / State 4 7 12 14 16 the facts Information ... (from the text) LEVEL Identify ... / 1 List ... / Tell ... Describe ... / Recall Reorganisation Summarise ... / (analysis, Group ... Give the LEVEL synthesis or similarities / 2 organisation of information) differences Give an outline ... / Contrast ... Inference Explain ... / 4 7 12 14 16 (engagement Compare ... with information What is the in terms of writer’s personal intention ... LEVEL True / False ... experience) 3 / Multiple choice Visual / Graphic literature questions Evaluation Do you think 2 3 /4 6 7 8 (judgments ... / Comment concerning the critically ... Is the title LEVEL value or worth) suitable ... 4 Do you agree with ... Fact / Opinion questions Appreciation Discuss the LEVEL (assess the writer’s use of 5 impact of the ... text) Discuss the effectiveness of the ... Discuss your response to ... Copyright reserved Please turn over

English First Additional Language/P2 8 DBE/Feb.–Mar. 2018 NSC Understanding exam questions Half the battle with exams is being able to understand the questions in order to identify what sort of answer is required. Once you understand what these phrases or words actually mean, this should give you clues as to the type of answer and detail that the examiner requires. Many of the ‘command’ words used in exam questions are the same across all subjects and require a similar response, even if the subject is different. Therefore, what follows is a glossary of the types of ‘command’ language you should expect to see in your exams. Those in bold all require the same sorts of analytical skill and are the types of questions that require more depth and detail – more marks are awarded for these types of question. Below is a list of question words that will guide you when responding to a question. COMMAND WORDS / ACTION VERBS/ QUESTION WORDS Advise Requires you to help somebody reach a decision through a mixture of facts, opinions, commands and options. Analyse Look closely at the detail; give reasons why or how something is done and effect of this – use PEEL (Point, Evidence, Explain, Link) paragraphs which help you to back up your points with evidence and explain your thoughts Argue Put forward a point of view in a structured and reasoned way – usually one sided but takes account of other points of view. Calculate Work out …/ Marks are usually awarded for both the process and outcome. Combine Put together Comment on…. This requires you to analyse and evaluate in a balanced way. Give your opinions or point of view, with reasons. Copyright reserved Please turn over

English First Additional Language/P2 9 DBE/Feb.–Mar. 2018 NSC Compare Looking closely at two or more things which have something in common in order to see how they are the same and how they are different. This is looking for an analytical response – PEEL paragraphs could be used. Complete Finish in full Consider Discuss from all angles/analyse Contrast Often used with ‘compare’; look at the differences of two or more things. Describe A detailed account. More simply – ‘Write down…’ Tell the examiner in your own words what/how/or why something happens; must use words precisely (in scientific subjects this means using scientific terms). Describe in detail Will often be linked to more marks and therefore you will be required to go into more depth in your answer and develop your key points using precise, clear language. Describe the Structure around key points which you compare across the two differences… things up for discussion – don’t describe all the feature of one thing and then all the features of the other – link ideas together Develop… Go beyond and expand something; take it forward; add detail; improve upon a basic idea. Discuss Also known as ‘examine’ and ‘consider’ – give the main reasons ‘for’ and ‘against’ and come to a conclusion. Draw Similar to ‘sketch’ or ‘illustrate’. Obvious I know, but people can panic in an exam and do completely the wrong thing ….don’t let this be you! Ensure Make sure/ make certain. Estimate Guess / calculate approximately/ give a rough idea with evidence. Evaluate Make a judgment about how good or bad/successful or unsuccessful something is, usually against a specific criterion. This is an opinion based response but it may require you to provide evidence for your points and clear explanations as to why you think the way you do. In Maths it means – work out/calculate. Copyright reserved Please turn over

English First Additional Language/P2 10 DBE/Feb.–Mar. 2018 NSC Examine Look closely at something and discuss in a balanced and detached way in order to come to a decision/ conclusion. Explain Give reasons for how or why something happens; you need to give examples. They are questions which normally carry a lot of marks and they require you to treat the subject analytically – often using a PEEL paragraph will help in certain subjects. Explore Investigate / Look deeply at …- often this will require you to look at reasons. Give These tend to be short, factual answers and normally they will specify how many points are to be made. Give reasons Say why or how something might happen. (normally it will be specified how many) How Explain something How far/ Requires you to explain, evaluate and make a judgment successfully… about the effectiveness of something – depending on the subject, use evidence and PEEL paragraphs Identify Pick out/select/find/highlight Illustrate Give examples that make your point clear (diagrams/figures/ drawings/show how..? demonstrate/make clear Interpret Explain the meaning in your own words. How do you ‘see’, ‘read’ or ‘understand’ something? Justify Give a reason to support an argument /give an explanation for something/ defend a point of view. List Can require single words or phrases – sometimes the order will be important. Questions with this word in do not require any reasoning or explanation remember – simply select the information required and write it – don’t waste time on anything else. Modify Change/adapt a drawing or sketch (more often than not). Name Again, simply name but be very specific – no general terms. Copyright reserved Please turn over

English First Additional Language/P2 11 DBE/Feb.–Mar. 2018 NSC Outline Give only the most important details/give a brief overview/a brief explanation – often carries fewer marks. Persuade Aim to change your reader’s mind about something using biased points and persuasive devices. Predict Say what you think or expect will happen – the second part of this question may require you to explain this and justify your ideas. Present Show your ideas /demonstrate your ideas (remember to check how you are expected to be presenting – drawing? Writing? Produce Create/make/construct/bring to life/bring into being. Show the method Demonstrate/illustrate/explain a way of doing something or a process Show how Explain how …. Sketch Draw/draft/outline using a pencil. In Maths you need to use a ruler and a pencil. State Write, briefly, the main point Study Look in detail at a picture, passage or drawing in order to access information necessary to answer the question. Suggest Offer ideas/put forward ideas/propose something. Summarise Draw your key ideas and points together/review key points in one paragraph. Use…. This often means they are directing you to a specific passage, rule or drawing – check carefully. What is meant by You are being asked for a definition of the word. What … questions What are the A simple form of discussion. usually disadvantages and carry advantages.. fewer marks What do you need You are being asked to high light key information to consider… appropriate to a process in your response. Why Involves you discussing and explaining a process, outcome or point of view using evidence to back up your ideas. Will usually involve a balanced approach. Copyright reserved Please turn over

English First Additional Language/P2 12 DBE/Feb.–Mar. 2018 NSC Work out … Asks you to solve something – marks are usually awarded for you showing the process behind your thinking as well as the answer you come up with. Write down Could mean ‘Describe’ or require you to select relevant information. Write about how This is more detailed and requires you to explain a process/how something happens. Copyright reserved Please turn over

English First Additional Language/P2 13 DBE/Feb.–Mar. 2018 NSC Activity 1: Comprehension Instructions: Learners should complete. Discuss memo attached with them and explain the reasons for the answers as indicated in the table. Trevor Noah's World What makes The Daily Show's new host unique – according to South African comics 1. CAPE TOWN, South Africa – When word circulated on Monday that stand- Copyright reserved Please turn over

English First Additional Language/P2 14 DBE/Feb.–Mar. 2018 NSC up comic Trevor Noah had been chosen to succeed Jon Stewart as host of The Daily Show, South Africans hailed Noah in exaggerated terms as the country’s “next great export” after Nelson Mandela, Desmond Tutu, and Charlize Theron. On that day, I happened to be in Johannesburg shepherding 5 students through the newsroom of The Star, where the line-up of stories at the morning editorial conference included a series of fire-fights between gangsters and police on public highways, allegations of corruption at every level of government, and the teetering condition of the state-run utility company, which regularly plunges the country into rolling blackouts. It was no 10 wonder that news of a major U.S. television show hiring a 31-yearold mixed- race South African phenomenon as anchor had proven so welcome. 2. By now, the basics about Trevor Noah are well-known. He’s the young, super- cool comedian with the cherubic face and itchy Twitter finger who, beginning in 2012, achieved global recognition by way of Jay Leno, David Letterman, 15 and Jon Stewart. In a series of solo performances around the world over the last three years, he has blown up in ways that cultural figures from South Africa haven’t since the 1960s and 1970s, when musicians like Hugh Masekela and Miriam Makeba packed music halls during the height of racial oppression back home. 20 3 Noah is a post-Apartheid comic who specializes in mining material from melancholic episodes of his own harsh upbringing. His mother, Patricia, is a Xhosa-speaking black woman from Soweto township who fell in love with a white man from Switzerland in the early 1980s, a period when cross-racial romance was still illegal. Noah was born an outsider’s outsider – a light 25 coloured boy in a black community who had to learn to cross multiple lines of difference, including language, colour, and culture. Noah put it to a documentary filmmaker this way: “I’ve lived a life where I’ve never really fitted in in any particular way. Even now, people still debate on what I am. People say, ‘Oh you’re black,’ And then someone will turn around and say, 30 4 ‘But he’s not black, he’s coloured.’ And then coloured people will say, ‘But you’re not coloured.’ And then when you get older it’s cool because you’ve lived everywhere and nowhere and you’ve been everyone and no one, and so you can say everything and nothing and that’s really what affects my comedy and everything I say.” Perhaps his greatest strength as a comedian 35 Copyright reserved Please turn over

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English First Additional Language/P2 16 DBE/Feb.–Mar. 2018 NSC is his ability to serve as a translator across all these intersecting lines. In a multilingual world, he’s made it his trademark to explain ourselves to one another. 5. In the days since Noah’s appointment, on the airwaves and online, in casual 40 conversations around Johannesburg and Cape Town, reactions have run the range from brimming pride to utter surprise, which turned to apprehension as the media in the United States and elsewhere latched onto some of Noah’s past portrayals of African Americans and seemingly antiSemitic, sexist, and otherwise offensive tweets. 45 6. The uproar over Noah’s comments has been perplexing for South African comics steeped in the country’s often sharp and confrontational brand of humour – particularly since Noah’s style is milder than that of many of his contemporaries. “The controversy just seems ridiculous from our vantage 50 point,” said Kagiso Lediga, a veteran comedian from Johannesburg. Noah has “always been the most clean, polite comic on stage. He’s the one you’d take your mom to watch. He didn’t use obscenities, and never used racist or sexist material in his act. Trevor was our cuddly guy.” Noah’s signature, in contrast, is to sheath his barbs and cushion the blow of 7. 55 his most difficult material with slow pitches, wide smiles, and shy shrugs. He delivers his lines in proper English (though he riffs on the six languages he speaks fluently) and dresses in stylish suits and impeccably polished black shoes. He isn’t interested in blustery displays of machismo, or targeting audience members for insults and send-ups. Even his talent for mimicry is 60 usually deployed for inoffensive purposes like invoking the voice of Mandela in a tender way (an exception includes his portrayal of privileged, witless, white American women). In other words, Noah is a Boy Scout among lovable scoundrels. That might explain why his comedy has translated so well in Europe and the United States. [Source: Adapted from The Atlantic, 6 April 2015] Glossary of terms • teetering : shaking • cherubic face: angel face • melancholic episodes: downhearted/miserable/depressed episodes Copyright reserved Please turn over

English First Additional Language/P2 17 DBE/Feb.–Mar. 2018 NSC • sheath: cover • scoundrels: crooks/rascals NOTE: Answer ALL the questions in your OWN WORDS unless asked to quote. • For one-word answers, write only the question number and the word. • For multiple-choice questions, write only the question number and the letter A - D of the correct answer. 1.1 Give a reason why the writer has decided to use the names of Nelson Mandela, Desmond Tutu and Charlize Theron in this article. (2) 1.2 Explain in your OWN words why is the news about Trevor Noah so welcome (refer to paragraph 1)? (2) 1.3 Explain why the writer would ask other South African comics for their opinions of Trevor Noah’s appointment as the new host of The Daily Show. (2) 1.4 Explain the use of inverted commas around “next great export”. (2) 1.5 Refer to line 26. Explain why the writer refers to Trevor Noah as an ‘outsider’s outsider’. (2) 1.6 Choose the correct answer to complete the following sentence The tone of voice used in lines 49-50 is an example of: A. Sarcasm B. Humour C. Empathy D. Irony (1) 1.7 According to the paragraph 6, explain South Africans’ reaction to the news of Trevor Noah’s appointment at The Daily Show. (2) 1.8 What does the writer mean by ‘itchy Twitter finger’ (line 12)? Explain your answer by referring to the text. (2) 1.9 How is Kagiso Lediga’s attitude towards Trevor Noah in paragraph 6. (3) 1.10 Discuss the effectiveness of the comparison ‘Noah is a Boy Scout among lovable scoundrels’ (line 71). (3) 1.11 Do you think that Trevor Noah will do a good job at hosting The Daily Show? Refer to the text to justify your response. (2) Copyright reserved Please turn over

English First Additional Language/P2 18 DBE/Feb.–Mar. 2018 NSC TEXT B 1.12.1 What technique does the cartoonist use to create humour? Choose the most appropriate response from the list below: A Parody B Pun C Anti-climax D Irony (1) 1.12.2 Explain your answer in 1.12.1 (2) 1.13 Which social network are the characters looking at on the phone? (1) [27] Mark the answers together with the learners. Answers Reasons Copyright reserved Please turn over

English First Additional Language/P2 19 DBE/Feb.–Mar. 2018 NSC 1.1 They are famous South Africans who Find a common denominator among have made a change in their the characters mentioned and respective fields. Trevor Noah (2) 1.2 There were stories about police and DO NOT use words as they are from gangsters fighting/ Government the extract corruption/load- shedding-all of this is bad news for so the news of Trevor Noah was welcomed as it is good news ( Any Two) (2) 1.3 These comics are Trevor Noah’s (Infer meaning) Use clues from the peers and its adds authenticity to the extract to work out what the writer writer’s article means (2) 1.4 Trevor Noah is not a commodity, so Quotation marks are often used with he is not an export in the true sense technical terms, terms used in an of the word. However South Africans are proud of his success, and want unusual way or other expressions the world to know where he comes that vary from standard usage from. Examples: I had a visit from my ‘friend’ the tax man. He did some ‘experimenting’ in his college days. (2) 1.5 Trevor Noah was born to a black Give reasons why something mother and a white father, he was happens you need to give examples neither regarded as black or white. He was an outsider to black and white people (2) 1.6 A (sarcasm) A tone of voice reveals underlying feelings and attitude of the speaker. A tone could be friendly, hostile or humorous (1) Copyright reserved Please turn over

English First Additional Language/P2 20 DBE/Feb.–Mar. 2018 NSC 1.7 Some people were very proud that a DO NOT use words as they are from South African could host an American the text. Using your OWN WORDS show/ Some people were surprised/ as far as possible will earn you good Some were worried about the marks. controversial tweets that Noah had made earlier in his career. (2) 1.8 Trevor, who is always on twitter made Refer to sentence and paragraph to news for his controversial tweets-this find the meaning in context, itchy is means that Trevor did not think before not meant literally. Literally it means posting these tweets you are tickly or scratchy, but figuratively it means he can’t wait to post on twitter. (2) 1.9 Lediga has respect for Noah. Lediga Writers and speakers seldom explains that in an environment where declare their attitude, you have to other comedians resort to infer (read between the lines) for confrontation and vulgarity, Noah has clues in the text. a clean act. Noah does not swear, he does not make racist or sexist jokes therefore the outrage around Noah’s earlier tweets seem ridiculous to Lediga. (3) Copyright reserved Please turn over

English First Additional Language/P2 21 DBE/Feb.–Mar. 2018 NSC 1.10 Trevor Noah is different from his Explain the connotations of ‘boy peers. He is a good boy or ‘boy scout’ scout’ and how it applies to Trevor. among comedians who might use underhanded humour to get laughs/ Use the PEEL method: He never picks on his audience/ He is Point: Trevor is compared to a ‘boy always well-dressed/ His jokes are not offensive/ The comparison is effective scout’ in showing that it is unusual for a A boy scout is someone who follows comedian to be both ‘clean’ and the rules, behaves well and does as successful. he is told. Evidence: Trevor behaves exemplary as a comedian- he never picks on his audience. Explain: Comedians use vulgar language. L: the comparison is therefore effective because he has all the good qualities of a boy scout. (3) 1.11 Open-ended. Yes. According to his Even though your opinion is sought, peers he will do a good job. He is be careful not to move away from considerate towards his audience/ he does not make racist or sexist jokes/ the text in your response. Mention Trevor Noah’s good attributes from his jokes are not offensive. Any Two the text. Do NOT copy directly from the text. No. He is too arrogant. He thinks he has made it, and will forget all the good that he has done. The excitement of being in America will change his attitude, and the reputation he has built will be for nothing (2) 1.12.1 B ( Pun) A word that has a different meaning. The word that is played on is ‘offcolour’. (1) Copyright reserved Please turn over

English First Additional Language/P2 22 DBE/Feb.–Mar. 2018 NSC 1.12.2 There is a double meaning (pun) in First identify a word that has a the expression ‘off colour’. It could double meaning and use it to either mean that Noah’s jokes are explain the difference in meaning inappropriate (off colour). Trevor Noah is coloured, not white or black, therefore off colour. 1.13 Twitter. Learners should attempt on their own and mark using answers provided in Solution booklet. Activity 2 Comprehension Is a tablet the cure for the pen? 1. From early childhood, we take a pen in our hand and we write. It is a discipline that has been the foundation of compulsory formal education since the mid- 19th century. Bu the very act of writing, which one might have thought could not be changed, is now under threat. 2. Computer keyboards first, then digital tablets from 2010 have invaded 5 developed countries, our homes and our workplaces and have ultimately changed our habits. We write more, but little – and less – with a pen and paper. Copyright reserved Please turn over

English First Additional Language/P2 23 DBE/Feb.–Mar. 2018 NSC 3. More and more schools are considering abandoning, at least partially, the pen. In Switzerland, an English private school has spent in excess of 800 000 10 Euro over three years to equip all its classrooms with tablet. For some courses, each student has a tablet equipped with specific educational material and programmes. The teacher, tablet in hand, can see the students’ work while they are actually working on the exercises. In place of the blackboard, a projector displays the image of the tablet from the teacher. 15 4. ‘We need to consider the advantages of 21st century skills, which the children of today will need in their working lives,’ says Evelyne Viret, a teacher at the school. ‘At the same time, the skill of writing does use different parts of the brain from those which we use when tapping on a keyboard,’ she adds. 5. 20 Clearly, education at this private school may be a precursor to the future. According to Professor Claire Clivaz, a member of the Laboratory of Cultures and Digital Humanities at the University of Lausanne, the eventual disappearance of the pen could have as big an impact on civilisation as that caused by the invention of the printing press y Gutenberg in 1455. ‘It will prove 25 to be a fairly significant change,’ she explains, ‘but I think it is a little early to predict what will happen when we longer can write by hand. We shall have to wait and see.’ 6. Apparently, we are able to adapt to make the most of our new ways of writing. With the iPhone, iPad and other tablets, we write by hand with stylus – a type 30 of pen which, ironically, has the same name as the instrument used by ancient writers to etch in stone or scratch letters on wax-covered stone tablets. But, what we lose with iPads, iPhones and other tablets is the contact with paper. 7. This change in the relationship between boy, writing and paper is a significant change for civilisation. The late French philosopher, Jacques Derrida, once stated that a new historical phase generates anxiety. I would say it is a new 35 culture that is developing with these electronic support tools and, yes, I’m anxious about that. In place of writing, now we have texting, images, sound … The picture and sound are becoming increasingly Copyright reserved Please turn over

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English First Additional Language/P2 25 DBE/Feb.–Mar. 2018 NSC important to – and part of – the text. 40 Many studies have shown the influence of learning handwriting on the cognitive development of children. But for now, there is nothing to say categorically that the use of a keyboard to write (or type) is any better or any worse for the development of the brain. ‘I don’t think there have been enough 45 9. studies to say that another style of writing different to self-generated handwriting will influence the development of a child,’ says Michelle Kaufmann, an early childhood development specialist. Nonetheless, the pen is on the verge of losing the battle. According to surveys, sales of pens have been declining since 2010 in most Western countries. 50 However, get this! In Switzerland, the sales of luxury pen ranges – particularly 10. fountain pens – are up! Eventually, handwriting could return to being an art – an aesthetic discipline that connects us to our identity and our culture. Mastering the art of calligraphy could become fashionable again. 55 Long may the tablet not be the cure for the beloved pen. And long may the pen be mightier than the sword … - I mean – technology. Just sayin’. [Adapted from an article at: http://www.euronews.com] 1.1 Explain the pun in the article’s heading. (2) 1.2 Explain in your own words why the act of writing is under threat. (2) 1.3 The writer uses the word ‘invaded’ in paragraph 3 a) What does the word imply and why does he (writer) use it (2) b) Find the word in paragraph 9 that forms part of this extended metaphor used by the writer (1) 1.4 Quote the words that indicate that more than the quoted amount of Euros have been invested in equipping the private school with modern technology (1) 1.5 How does the teacher justify the school’s expenditure on tablets? (2) 1.6 Explain in your OWN WORDS which aspect of replacing tablets might concern education and early childhood development specialists? (2) 1.7 ‘Clearly, education at this private school may be a precursor to the future’ (par 5) Choose the correct meaning of ‘precursor from the list below: A. a forerunner B. be cursed before Copyright reserved Please turn over

English First Additional Language/P2 26 DBE/Feb.–Mar. 2018 NSC C. a key on the keyboard D. cursive writing (1) 1.8 What is meant by ‘wait and see’ (par 5)? (2) 1.9 Explain this statement in your own words: ‘What we lose with iPads, iPhones and tablets is the contact with paper’ (par 6) (2) 1.10 What evidence is there to prove that the pen is not winning the fight against modern technology? (2) 1.11 Explain the contradiction in paragraph 9. (2) 1.12 Mention what the writer hopes will happen with regard to pen? (2) 1.13 Which tone does the colloquial expression - ‘Just sayin’ add to this mainly formal piece of writing? A Light-hearted B Sarcastic C Bitter D Condescending (1) 1.14 Quote a word that inform the reader that Jacques Derrida has died. (1) 1.15 Write a word that indicates the strong affection the writer has for the pen. (1) 1.16 Explain why the writer repeats the title’s ideas in paragraph 10. (3) 1.17 Identify the word that describes the art of producing decorative handwriting with a pen. (1) 1.18 Find a synonym in the text for ‘on trend’. (1) 1.19 Explain the use of the word ‘tablet’ as a good example of a homonym. (2) Copyright reserved Please turn over

English First Additional Language/P2 27 DBE/Feb.–Mar. 2018 NSC TEXT B 1.20 How does the picture support the message of the advertisement? State TWO points. (2) 1.21 Is the quotation below a fact or an opinion? Give a reason for your answer. ‘Our vacation fares are an absolute gift.’ (1) 1.22 Indicate the date when this vacation will take place. (1) 1.16 Explain what is meant by: ‘Terms and conditions apply’. (2) 1.17 What does the word ‘express’ suggest about SA Express? (2) Copyright reserved Please turn over

English First Additional Language/P2 28 DBE/Feb.–Mar. 2018 NSC [41] Activity 3: Comprehension Cruises get cool as young people to the seas to get away from it all By Rupert Neate One in five under-25s said to be considering a holiday afloat as operators revamp their image to appeal to ‘party animals’. It might be hard to think of anything less conventionally 'cool', but 5 1 according to ASATA, the Association of South African Travel Agents, a record number of young people want to go on a cruise. The average age of cruisers is 56 – the highest it has been for a decade – but ASATA reports a surprising leap in the number of 16- to 24-year-olds who are considering cruising instead of ‘jolling’ in Ballito or Jeffrey’s Bay. 2 10 The association, which represents more than 5,000 travel agencies, says that one in five under-25s are considering a holiday on the high seas this year – nearly three times the number that went cruising last year. 3 Cruise ships, say the travel experts, have finally ‘shaken off their old, staid1 image’ and now many are ‘like floating theme parks, perfect for party animals’. Many have ditched cabarets and black-tie dinners at the 15 captain’s table in favour of all-night parties, rock climbing, assault courses and surfing lessons in on-board simulators. 4 Highveld Stereo, a popular Gauteng Radio Station, has even taken to the high seas. Parlotones, the band best known for the hit Funny Face, headlined the maiden Highveld Party voyage from Durban to Cape Town 20 last summer. “If someone told us a few years ago we’d be headlining on a cruise,” frontman Kahn said from the deck of the ship, “I’d have said, are you sure?” 5 A trip on the Highveld Party Cruise, which also featured Freshlyground, Die Antwoord and Lloyd Cele, cost from R5 000 per person, sharing a cabin for four (the closest thing to camping on a luxury ship) to R90 000 per person for a ‘sky suite’ with a veranda. Copyright reserved Please turn over

English First Additional Language/P2 29 DBE/Feb.–Mar. 2018 NSC 6 Carnival, which operates 23 liners, boasts "there's always a reason to 25 party on a Carnival cruise!" "You won't be surprised that we take our pool and deck parties very seriously, and pull out all the stops to keep things kickin'," it says in its promotional material. "From live music to lively DJs, fun fellow cruisers to bubbly social hosts, and some of the greatest vistas this side of shore, open-air party-time is the time – and place – to be." 7 Phil Evans, managing director of cruise tour operator CruiseNation, says 30 there is a "huge trend in young people going on cruises". He said cruise lines were overhauling facilities and ripping out old-fashioned decor to make boats more appealing to younger people, but admitted that the principal attraction was how cheap a cruise trip could be when compared to do-it-yourself holidays. 8 "People are very savvy2 about going out and finding the cheapest flights 35 and cheapest hotels, but some are starting to realise it can be cheaper to do it with a tour group," he said. "We are offering a week's summer cruise for R12 000. People are saying, 'Actually, I'm getting loads included in the price and it's cheaper than a week in Mauritius'." 9 More adventurous overseas trips are also popular, with the company's bestselling holiday being a trip that starts in Hawaii, followed by a flight to 40 Alaska, a five-night wilderness cruise and then a train back down the Pacific coast. Evans said the average age of passengers on the trip, which costs from R16 000 for 15 nights, was 35, with many couples in their 20s. He said the real boom had been among 24- to 30-year-olds, but it is "growing in the early 20s too; the ages keep coming down and down". 45 He said the average age of his passengers a decade ago was 55, if not higher. 10 He admitted that many of his younger customers get mocked by their buddies for going on cruises but says the critics eat their words when they hear about the trips. "My friends used to make fun of me all the time for going on cruises, but now they say, 'Wow, that's amazing!'" [Adapted and localised with South African examples from The Guardian, 4 January 2014: <http://www.theguardian.com>] 1.1 What general opinion is implied by the phrase 'get cool' in the context of the text? (Refer to the title.) (2) 1.2 Select the correct option by only writing down the question number and corresponding letter. In the title, the word 'cool' is an example of: A. colloquialism B. jargon C. figurative D. multilingual (1) Copyright reserved Please turn over

English First Additional Language/P2 30 DBE/Feb.–Mar. 2018 NSC 1.3 Quote FOUR consecutive words from the text that reflect the following: Cruise line businesses are changing the way they are viewed. (1) 1.4 Write down a synonym for the phrase in bold in the quotation below: 'ASATA reports a surprising leap in the number of 16- to 24-year-olds who are considering cruising instead of "jolling" in Ballito or Jeffrey's Bay.' (par 1) (1) 1.5 Who does ASATA represent? (1) 1.6 Say whether following quotation is a FACT or an OPINION. Support your choice by referring to information in the text. ‘…one in five under 25s are considering a holiday on the high seas this year…’ (2) 1.7 Name three activities mentioned in the text that can be seen as attractive to a younger cruise market. (3) 1.8 Name one activity mentioned in the text that was traditionally part of cruise line entertainment. (1) 1.9 Select the correct option by only writing down the question number and corresponding letter. The word 'maiden', as it is used in paragraph 4, means … A. young girl B. regular C. annual D. first (1) 1.10 Find one relevant quotation from the text to make the following statement FALSE. ‘Cruises only take place in winter months’ (1) 1.11 What represents the 'camping' option on the Highveld Party cruise? (1) 1.12 How much would the 'camping' option cost per person on the Highveld Party Cruise? (1) 1.13 What does the phrase 'pull out all the stops' (par 6) mean in the context of the text? (1) 1.14 What, according to the managing director of cruise tour operator Cruise4Nation, is the main motivation for young people to go on a cruise line holiday? (1) 1.15 Offer one alternative holiday option that young people might consider instead of going on a cruise. Relate your answer to information provided in the text. (1) 1.16 Is the connotation of the word 'mocked ' positive, negative or neutral in the quotation below? Explain your answer. He admitted that many of his younger customers get mocked by their buddies for going on cruises.' (par 10) (2) 1.17 Write down a synonym of your own for the word 'buddies'. (paragraph 10) (1) 1.18 Select the correct option by only writing down the question number and corresponding letter. The style in which the article was written is: A. formal B. informal Copyright reserved Please turn over

English First Additional Language/P2 31 DBE/Feb.–Mar. 2018 NSC C. Official D. strict (1) 1.19 Explain your choice in Question 1.18. (2) 1.20 In your opinion, explain what the intention of the text is. Give a reason to support your point of view by referring to a relevant example from the text. (2) TEXT B 1.21 Phablet’ is a made up word. Which two words have been put together to make the word? (1) 1.22 What does the promoter wish to achieve by writing YOUR and YOU in bold, capital letters? (2) 1.23 What TWO assumptions does the promoter make about the buyer of Samsung Galaxy Note? (2) Copyright reserved Please turn over

English First Additional Language/P2 32 DBE/Feb.–Mar. 2018 NSC 1.24 Provide another phrase with the same meaning as ‘to kill’. (1) 1.25 What does the expression ‘to bridge the divide mean’? (1) 1.26 Explain how both the image and the copy collude to exclude women as possible customers? (2) [35] SESSION 2: SUMMARY SUMMARY WRITING: Go through the rules of summary writing with the learners and then do the practice summary together. The basic rules for writing a summary remain the same, whether you are summarising a story, an article, a literary text or a specific topic, such as an interview. Remember that no matter what type of summary you are required to write, you need to follow the instructions and remain within the word limit. The summary question is expected to yield a high mark for most candidates, but they do not score the marks they should because of a few simple mistakes. 1. They do not read the brief/instructions to understand what they should summarise. 2. They do not follow the instructions to the letter. 3. They write down everything. 4. They do not use their own words. 5. They write incomplete sentences. 6. They do not write enough. That they SHOULD do... • pull out main ideas • focus on key details Copyright reserved Please turn over

English First Additional Language/P2 33 DBE/Feb.–Mar. 2018 NSC • use key words and phrases • break down the larger ideas • write only enough to convey the gist • write succinct but complete sentences Try this step-by-step approach to guide your students to score 10 out of 10 in Summary Writing. Focus on the topic: • Read all the instructions given. • Identify the aspects / topic that you need to summarise. • Write the topic in LARGE BOLD letters at the top of your planning page. • Read the identified topic before you read each sentence to ensure you remain focused. The steps of writing a good summary STEP 1 • Pick out the less important, unrelated or repeated ideas from the passage and eliminate. STEP 2 • Highlight the important details using keywords. KEEP STEP 3 • List keywords in the order they appeared in the passage and trim them to topic sentences. Copyright reserved Please turn over

English First Additional Language/P2 34 DBE/Feb.–Mar. 2018 NSC STEP 4 • Write a short summary in your own words. WRITE A final word of warning... 1. Avoid lifting by trying to write the summary in your own words. 2. Avoid the use of figurative language, reported speech, redundancy, repetition, examples and illustrations. 3. Avoid being dishonest by misstating the exact number of words used. ACTIVITY 4: SUMMARY Research has shown that many employees do not get along with their bosses in the workplace. Read the passage (TEXT A) below and list SEVEN ways on how to improve relations between employees and their bosses. INSTRUCTIONS 1. Your summary must be written in point form. 2. List your SEVEN points in full sentences, using no 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 at the end of your summary. TEXT A Not getting along with your boss can impact negatively on the organisation as the productivity or performance is dependent on the relationship between the person who delegates the work and the one who executes the mandate. According to Pertunia Nkosi, a social worker based in Germiston, if you and your boss don’t have a good relationship, there are ways to improve the way you relate with one another. Identify the cause for not getting along as this will help you address the root of the problem. It is also important to address the issues that contribute to the tension between you and your boss. Copyright reserved Please turn over

English First Additional Language/P2 35 DBE/Feb.–Mar. 2018 NSC Communication between you and your boss helps iron out issues which will benefit the organisation and end the tension in the office. Instead of labelling your boss, rather label the behaviour that is causing the breakdown in the working relationship, while expressing how the behaviour makes you feel. As an employee, you should understand yourself and your boss in terms of your strengths, limitations, needs and behaviour. Use this to develop and maintain a good working relationship. Have mutual respect, trust and understanding for one another. People spend most of their time at work, therefore it is crucial that they learn to be tolerant of one another. Acknowledge your boss’s experience, he or she may be longing to be listened to as much as you need to be heard. Remember you cannot change your or your boss’s personality, but you can learn to accept it. Pertunia further explains that it’s acceptable to feel nervous or uncomfortable when someone doesn’t like you, but those feelings won’t kill you. She says you can still treat others with kindness and respect without going overboard. Showering your boss with insincere compliments or false accolades could do more harm than good. Conducting yourself professionally may change your boss’s perception of you. Co-operate, work diligently and use time and resources effectively. Learn to take feedback from your boss positively and use it to enhance your development. Do not badmouth your boss to colleagues, keep your respect for your boss regardless of his or her actions towards you. If you are the one who is wrong, apologise, it makes you the bigger person, Pertunia advises. [10] What should you summarise in this question? How to improve relations between employees and their bosses. Read each of the sentences and decide whether it answers the instruction. If yes, keep it, if no, delete it. Let’s try it… Not getting along with your boss can impact negatively on the organisation as the productivity or performance is dependent on the relationship between the person who delegates the work and the one who executes the mandate. According to Pertunia Nkosi, a social worker based in Germiston, if you and your boss don’t have a good relationship, there are ways to improve the way you relate with one another. Identify the cause for not getting along as this will help you Copyright reserved Please turn over

English First Additional Language/P2 36 DBE/Feb.–Mar. 2018 NSC address the root of the problem. It is also important to address the issues that contribute to the tension between you and your boss. Communication between you and your boss helps iron out issues which will benefit the organisation and end the tension in the office. Instead of labelling your boss, rather label the behaviour that is causing the breakdown in the working relationship, while expressing how the behaviour makes you feel. As an employee, you should understand yourself and your boss in terms of your strengths, limitations, needs and behaviour. Use this to develop and maintain a good working relationship. Have mutual respect, trust and understanding for one another.People spend most of their time at work, therefore it is crucial that they learn to be tolerant of one another. Acknowledge your boss’s experience, he or she may be longing to be listened to as much as you need to be heard. Remember you cannot change your or your boss’s personality, but you can learn to accept it. Pertunia further explains that it’s acceptable to feel nervous or uncomfortable when someone doesn’t like you, but those feelings won’t kill you. She says you can still treat others with kindness and respect without going overboard. Showering your boss with insincere compliments or false accolades could do more harm than good.Conducting yourself professionally may change your boss’s perception of you. Co-operate, work diligently and use time and resources effectively. Learn to take feedback from your boss positively and use it to enhance your development.Do not badmouth your boss to colleagues, keep your respect for your boss regardless of his or her actions towards you. If you are the one who is wrong, apologise, it makes you the bigger person, Pertunia advises. [10] Mark the summary with the learners. They do not have the quote, so indicate the quotes to the learners, but note that the memo below is only meant for markers. Discuss the marking of the summary with the learners. ANSWER FACT QUOTE Copyright reserved Please turn over

English First Additional Language/P2 37 DBE/Feb.–Mar. 2018 NSC 1 Know the reasons for not getting Identify the cause for not getting along… along. 2 Work on issues that contribute to the It is also important to address the issues that strained relations. contribute to the tension between you and your boss… 3 There should be open communication Communication between you and your boss between you and your boss. helps iron out issues… 4 Refrain from blackguarding your boss. Instead of labelling your boss, rather label the behaviour that is causing the breakdown in the working relationship, while expressing how the behaviour makes you feel. 5 Display respect, trust and Have mutual respect, trust and understanding for understanding towards each other. one another. 6 Learn to tolerate one another. …it is crucial that they learn to be tolerant of one another. 7 Know that your boss has more Acknowledge your boss’s experience… experience than you. 8 Do not force acceptance by praising Showering your boss with insincere compliments your boss insincerely. or false accolades could do more harm than good.. 9 Be professional in all your dealings Conducting yourself professionally may change with your boss. your boss’s perception of you… 10 Do not hesitate to apologise where If you are the one who is wrong, apologise, it you feel you might be in the wrong. makes you the bigger person… MARKING THE SUMMARY Mark allocation: - 7 marks for 7 points (1 mark per 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: Copyright reserved Please turn over

English First Additional Language/P2 38 DBE/Feb.–Mar. 2018 NSC - 6-7 quotes : award no language mark. - 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: • 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. ACTIVITY 5: SUMMARY You have been asked to deliver a speech to provide advice to fellow learners on what to do when parents fight in front of you. Read the passage below (TEXT B) and mention seven steps children should take to protect themselves from the conflict when their parents fight in front of them. 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 number of words you have used in brackets at the end of your summary. TEXT B WHEN YOUR PARENTS FIGHT IN FRONT OF YOU Copyright reserved Please turn over

English First Additional Language/P2 39 DBE/Feb.–Mar. 2018 NSC When your parents fight and argue with each other, they can easily lose sight of the effect their arguing has on you as a child. They might disagree about important things such as finances, careers, or major family decisions. According to Cara-Jean Petersen, who is an HIV and Aids Programme Project Coordinator, it is important to realise that conflict is normal and to disagree is also a part of being human. Getting involved runs the risk of you being seen as disrespectful, worsening the already tense situation or even hurting yourself in the process. So when your parents argue with one another make sure you don’t take sides and just walk away and allow them the space to work it out on their own. Mandisa Muruge and Kolobe Mushi, social workers at the Joburg Family Life Centre, say that it is important to tell your parents how you feel when you see them fighting so that they can understand how this affects you. Cara-Jean says, ‘’If the boys are exposed to their father constantly disrespecting their mother, they may begin to see this as normal and feel it is okay to treat other women this way. Parents act as models for how we relate to other people. That is why when your parents argue, it is best to remove yourself from the situation and seek help if you begin to pick up that it is affecting you more deeply.’’ Kolobe says that possible reactions that you might have if you are exposed to your parents fighting is that you might start becoming violent towards your siblings and friends. Do not allow it to spill over into your performance at school. Cara-Jean says that when your parents fight, it doesn’t mean they don’t love you, they don’t love each other or they are going to get a divorce. ACTIVITY 6: Summary Copyright reserved Please turn over

English First Additional Language/P2 40 DBE/Feb.–Mar. 2018 NSC Building and maintaining a positive image and attitude can be a daunting exercise. You have been tasked to advice people on how to keep and maintain a positive attitude in life. Read the passage (TEXT C) below and in not more than 70 words, list SEVEN ways to keep a positive attitude. INSTRUCTIONS: 1. List SEVEN points in full sentences, using not more than 70 words. 2. Your summary must be written in point form. 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 ‘A POSITIVE ATTITUDE GOES A LONG WAY’ We all experience certain issues which we may find embarrassing to talk about, or we may have questions regarding our bodies, image or health. The thing is, you are not alone! There are many young people that are experiencing what you are experiencing, or have the same questions that you have. The truth is we all need a positive attitude to go through life every single day. A positive attitude can come by defining an identity for yourself that is not based on looks or negative things other people may say. Focusing on the good things you do and spending time concentrating on your unique qualities can help you develop a good self-esteem. Education goes a long way. Learning gives you the power to make a difference in your life and the lives of others. You may want to learn in other ways too, by taking up a new hobby or learning to play an instrument. Take time to find your hidden talents. In any situation you can never go wrong if you set and reach new goals. Having something to look forward to can give you a sense of pride and help you work through different challenges throughout your life. A positive attitude can also inspire others. If you thought of your own ways Copyright reserved Please turn over

English First Additional Language/P2 41 DBE/Feb.–Mar. 2018 NSC to cope with social situations and find confidence, you may find it rewarding to share advice and offer encouragement to others. [Adapted from, School Talk, August 2016] SESSION 3: VISUAL LITERACY ADVERTISEMENTS Discuss notes with learners. Allow them to complete activity and mark together with learners, using the listed answers and reasons below. 1. Target Market Cartoons Outline diagrams Graphs Statistics Colourful, attractive photographs Unusual layouts This is the group of people that an advertisement is trying to reach. It may be divided into age, gender, social status and activities. Advertisers use the fact that buyers classify themselves in order to create adverts to appeal to those classified groups. E.g.: teens, computer geeks, stay-at-home mothers, jetsetters, corporates, etc. 2. Attention It is vital that the advertiser grabs the attention of the consumer. Attention can be attracted by: An eye-catching image Posing a question Clever use of language Font (type of lettering) Attractive layout Catchy headlines 3. Interest Once the consumer’s attention has been attracted, the advert must sustain his/her interest. Then the consumer must feel compelled to read on. There are two ways of doing this: • Visual Techniques • Linguistic Techniques Copyright reserved Please turn over

English First Additional Language/P2 42 DBE/Feb.–Mar. 2018 NSC Punchy headlines / captions Unusual trade names Rhetorical questions Emotive language Puns, Alliteration Opinions stated as facts Slogans, Clichés Jingles, catchy songs Repetition, Exaggeration Jargon 4. Desire Advertisers also appeal to basic human desires or needs and hint that desires/needs will be met if their product is purchased. 5. Action Not only must advertisers get the attention of the consumer but they also need to ensure that the consumer acts in response to the advert. Gimmicks used … • Buy one get one free’ • Free gifts • Limited stocks • ‘Bargain of the century’ • Limited term offers • Clearance sales • Money back guarantees • Reduced prices • Easy payment plans • Order immediately and …. • Discounts Informal Language • Everyday speech • Vocab less sophisticated • Simple sentences • Informal grammar • Colloquialisms & slang Emotive Language • Appeals to emotions rather than to intellect • It is persuasive • Advertisers make use of fact & opinion, propaganda, sensationalism and bias. Informative Language • Informs viewer of the product / service • Language that aids the selling of the product • Jargon Copyright reserved Please turn over

English First Additional Language/P2 43 DBE/Feb.–Mar. 2018 NSC 6. The copy (the writing): Look at any writing on the advertisement. What sort of language is it using? How informative/persuasive is the text? What are the key words? What is the slogan? 7. The graphics (the pictures): What is happening in the illustration? How does the design affect the message? 8. The Logo: Picture / graphic used as an identifying symbol Acts as signature for a brand 9. Slogan: Short, memorable phrase that is immediately associated with a brand 10. Catch Phrases A clever, witty phrase designed to attract the public and which does not necessarily appear in every advert for that product 11. Clever wording Using alliteration, a rhetorical question; or a simile to keep the reader interested. 12. Celebrity Endorsement Using a well-known person to sell a product. 13. Motivation (how the advert tries to persuade the target audience): How is the advert trying to sell to the target audience? Consider • persuasive techniques (e.g. use of colour, typography [type size, type style, font], • use of space, graphic devices, photography [framing, lighting, focus, angle, effects, etc.], • beautiful people, star/personality, • figures of speech [puns, personification, alliteration, etc.], • expert witnesses, scientific jargon, facts and figures • conscience [emotional blackmail, lifestyle commitments], • advantageous promises [freebies, coupons, etc.], promises of pleasure, gaining attention [humour, shock, surprise], • language [brand names, key words, slogans, captions], logos, caricatures, animals, repetition of product name, cartoon, use of children.) 14. The advertisement as a whole: How does the advertisement make you feel? Would you buy the product being sold to you? If so, why? If not, why not? Copyright reserved Please turn over

English First Additional Language/P2 44 DBE/Feb.–Mar. 2018 NSC ACTIVITY 7: ADVERTISEMENT Study the following advertisement and answer the questions. WILDLIFE IS WAITING FOR YOU (TRAVEL) [Source: '32 Best Funny and Creative Advertisement', [http://www.littleabout.com>] 1.1 What is the purpose of the advertisement? (1) 1.2 Consider the caption 'WILDLIFE IS WAITING FOR YOU' before answering the questions below: Select the correct option by only writing down the question number and corresponding letter, e.g. 1.2 A. The caption above is an example of A an oxymoron B irony C a pun Copyright reserved Please turn over

English First Additional Language/P2 45 DBE/Feb.–Mar. 2018 NSC D satire (1) 1.3 Is the word ‘waiting’ used positively or negatively in this advertisement? Explain your answer. (2) 1.4 In your opinion, is the choice of the image effective in supporting the message of the advertisement? Discuss fully. (2) 1.5 Identify the tone of the caption in the advertisement. (1) [7] Copyright reserved Please turn over

English First Additional Language/P2 46 DBE/Feb.–Mar. 2018 NSC Copyright reserved Please turn over

English First Additional Language/P2 47 DBE/Feb.–Mar. 2018 NSC Copyright reserved Please turn over

English First Additional Language/P2 48 DBE/Feb.–Mar. 2018 NSC Learners to complete the activities on their own and mark using the memoranda provided in the Solutions booklet. Activity 8: Advertisement Study the following advertisement and answer the questions. Copyright reserved Please turn over

English First Additional Language/P2 49 DBE/Feb.–Mar. 2018 NSC The text in the advertisement reads: Are you stupid? Are you doing something particularly stupid right now…like starting a band, building a tree house or creating an art installation? Well, if so, we want you to be part of our new music video. It’s going to feature 100 creative individuals from all over the world, and will actually double up as Diesel’s 2010 clothing catalogue. However, this unique video will not only exhibit the new collection, it will also expose you and your creative cause by directing people to your personal website and social networks. This is a great opportunity to demonstrate your stupidity to the world. So, if you want the chance to get yourself out there, just watch the stupid video below and upload a video of yourself doing something that you deem to be ‘stupid’. Go to Diesel.com 2.1 Explain how the visual elements of the advertisement attract attention. (2) 2.2 Discuss the connotations of ‘stupid’ and ‘smart’ in the context of the (2) advertisement. 2.3 (a) Who is the target audience of this advertisement? (1) Copyright reserved Please turn over

English First Additional Language/P2 50 DBE/Feb.–Mar. 2018 NSC (b) Critically discuss how the written text (on the black background) is meant to influence the target audience. (2) [7] Activity 9 : Advertisement Study the advertisement below and answer the questions. [Text: Every 48 seconds, a drunk driver makes another person eligible to park here]. 3.1 Give a synonym for the word ‘eligible’. (1) 3.2 Why would the words ‘being able to park in this parking lot’, not be shown as positive? (2) 3.3 Why is the reference to the 48 seconds important to the message of the advertisement? (2) 3.4 Explain the universal symbol that is used. (1) 3.5 Discuss critically whether the message of the advertisement is clearly shown. (2) [8] Cartoons Discuss notes with learners and allow them to complete the first activity. Mark the work together with learners using the memorandum below, explaining the notes provided. Copyright reserved Please turn over

English First Additional Language/P2 51 DBE/Feb.–Mar. 2018 NSC Cartoons are powerful teaching tools and can: • Tell a complex story in a few images • Provide comment and provoke thought on events and issues in the news • Give an example of vocabulary related to current trends and fads • Provide easily identifiable characters to form the basis for sketches • Show culture in action with the ways that men or women are behaving and are expected to behave • Comment on and illustrate a whole range of issues like racism, teenage relationships, sexism, ageism, family relationships. Cartoonists’ Persuasive Techniques Symbolism Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for. Exaggeration Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some o the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them. Labelling Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object clearer? Irony Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively? Once you’ve identified the persuasive techniques that the cartoonist used, ask yourself these questions: Copyright reserved Please turn over

English First Additional Language/P2 52 DBE/Feb.–Mar. 2018 NSC • What issue is this cartoon about? • What do you think is the cartoonist’s opinion on this issue? • What other opinion can you imagine another person having on this issue? • Did you find this cartoon persuasive? Why or why not? • What other techniques could the cartoonist have used to make this cartoon more persuasive? Other techniques: • Characters: Are they stereotypes or caricatures? • Background & Setting: Where & when is the scene taking place? • Language: Is formal /informal register used? How are the sentences structured? • Punctuation: Used to portray emotions. • Actions: Look at facial expressions and symbols or lines used to portray movement/emotion. • Stereotype: This is a fixed, exaggerated and preconceived description of a specific type of person, group or nation. For example, the Italians are said to be emotional and the British cold. Commenting on Cartoons • All answers should be substantiated with close reference to the cartoon. • Pay careful attention to the body language of the characters and refer to visible features. • Remember that cartoons make use of puns, satire, sarcasm and irony that need to be explained by referring to the cartoon. Terminology in Cartoons: Panel The panel includes the frame as well as the elements that are part of the segment. Thought bubble The thought bubble contains the thoughts of the character. Speech bubble The speech bubble contains the dialogue. Action lines These are the lines or stripes that represent the movement of the character or objects. Sound imitation The words that illustrate sounds or noises. Copyright reserved Please turn over

English First Additional Language/P2 53 DBE/Feb.–Mar. 2018 NSC Caricature A picture or description of someone that exaggerates particular characteristics to make them appear funny or silly. Satire Using humour, irony or exaggeration to criticise a person or a group and make them appear funny or silly so that other people will see their faults. Irony Using words that are the opposite of what is really meant, often to be humorous. Puns Using a word or a phrase that has two meanings in an amusing way. Body language Facial expressions and positioning of a person that provides non-verbal clues about their mood and attitude. When analysing a cartoon, it is important to look at the following aspects: Actions: • What is happening in the cartoon? • How is the action portrayed? Characters: • What emotions are communicated through facial expressions? • What actions and emotions are communicated through body language? • What does the body language suggest about the relationships between characters? Language: • What words have been used? • How has punctuation been used to suggest emotion? Setting: • Where and when is the cartoon set? • What is the particular social context? Stereotypes / Symbols: • Has the cartoonist made use of stereotypes? • Has the cartoonist used any symbols to represent something else? Copyright reserved Please turn over

English First Additional Language/P2 54 DBE/Feb.–Mar. 2018 NSC ACTIVITY 10: CARTOON 1.1 Refer to frame 1. (a) What emotion is the mother experiencing? (1) (b) How does the cartoonist use visual clues to show that the mother’s feelings? (2) 1.2 Why is the word ‘gasp’ written between brackets? (1) 1.3 What is the connection between the word ‘gasp’ and ‘oh my gosh’? (1) 1.4 Is it justifiable for the mother to enter, while her son is in the bathroom? Motivate your answer. (2) 1.5 What indication is there that the boy is busy? (2) 1.6 Refer to frame 2. What does the mother’s words suggest? (1) 1.7 How has the mother’s body language changed? (1) 1.8 Refer to frame 3. Explain why the mother feels that a dermatologist is the right person to call. (2) Copyright reserved Please turn over

English First Additional Language/P2 55 DBE/Feb.–Mar. 2018 NSC 1.9 Explain the function of the ellipses. (1) 1.10 What word is used to express the urgency the mother is feeling? How has the cartoonist emphasised the word? (3) 1.11 Refer to frame 4. How is suspense created? (1) 1.12 Comment critically on the way teenagers are stereotyped in the cartoon. (2) 1.13 Explain how the confusion surrounding the black mole and the olive can be possible. (3) 1.14 Refer to frame 5. In your opinion, is the mother’s behaviour convincing? (3) 1.15 Do you think he is justified in calling his mother’s action ‘hysteria’? (3) [29] Mark together with learners Answers Reasons 1.1 (a) shock/surprise Look at the character’s body language: (1) (b) Eyes are wide open showing shock/ eyes, mouth, hands and body posture. Be very specific when referring to the visual surprise. clues. Mouth is wide open – screaming. Arms are at her side, with the palms open – indicating shock/surprise. She is leaning forward. 1.2 This is the sound she makes, not words that Gasp (definition) : to breath in suddenly (2) are said. because you are surprised/ shocked in pain. 1.3 Both of the words emphasize her shocked/ Oh my gosh!!: An interjection; used for (2) surprised reaction. The two exclamation showing that you are surprised. marks indicate that she is screaming it. 1.4 Open-ended. Accept a response which This is an evaluation question. Answer shows knowledge and understanding of, YES or NO and give an appropriate among others: reason(s). REMEMBER: NO marks are given for YES/NO. However the YES/NO have to correspond with the motivation. Copyright reserved Please turn over

English First Additional Language/P2 56 DBE/Feb.–Mar. 2018 NSC Yes. The door was open, so anyone could Study the cartoon carefully to see if there come into the bathroom (there is no are any visual clues that can help you to indication that the door was closed). As a motivate your answer. In this case the open mother she is only concerned about her door to the bathroom is an indication son. OR No. He is a teenager, who is extremely Make sure that you give a valid reason and serious about privacy. refer back to the cartoon, to prove your He is half naked – he is only wearing a towel answer. around his waist, so she might have caught him naked. There is no indication that she knocked before she entered the bathroom. (2) 1.5 He is brushing his teeth (his toothbrush is in Look at visual clues that will indicate (2) his mouth) and the water is running in the movement. These might include action basin. lines. 1.6 The mole might be an indication of a skin Suggest means you have to read between disease or cancer. the lines. It is not said outright, it is implied. (1) 1.7 Her hands have moved to her mouth. She is Compare the first frame and the second still experiencing shock. frame and see what the notable changes are. (1) 1.8 A dermatologist: A person who treats people Firstly, explain what a dermatologist is and with skin diseases. It seems as though her then link it to the reason why the mother is son has a skin disease. /She wants an expert thinking of calling this person. to look at her son. (2) Copyright reserved Please turn over

English First Additional Language/P2 57 DBE/Feb.–Mar. 2018 NSC 1.9 The son is taking his time / hesitating. / Rule: Ellipses can express hesitation, Suspense is created. changes of mood, suspense, or thoughts trailing off. Writers also use ellipses to indicate a pause or wavering in an otherwise straightforward sentence. 1.10 The word ‘now’ is used to indicate urgency. Look at the textual features of the cartoon. The word is written in a bigger font./ It is in What techniques are used to make some bold/ There is an exclamation mark after it. words stand out from the rest? (3) 1.11 He has taken the black mole from his back Suspense can be created in a number of and is looking at it closely. The mother keeps ways. One way is by withholding on asking the question, what is it? information. In this case the origin of the back mole is withheld from the reader and the mother. (2) 1.12 Teenagers are shown as people who do not This requires you to analyse and evaluate wash everywhere, because he came out of in a balanced way. Give your opinions or the shower/bath and he still had the olive on point of view, with reasons. his back. Teenagers are shown to be messy, as he eats in bed and even sleeps with food in bed. Opinion: This is a generalisation, as not all teenagers are like the boy in the cartoon. The cartoonist has used exaggeration to create humour. (3) 1.13 Both the olive and the black mole are black Looking closely at two or more things in colour and have the same shape (they are which have something in common in order to see how they are the same and how round). they are different. This is looking for an However an olive is a lot larger than a black analytical response – PEEL paragraphs mole, and the fact that the boy could take it could be used. from his back indicates that it cannot be mole. The confusion also starts when the mother immediately assumes the worst. (3) Copyright reserved Please turn over

English First Additional Language/P2 58 DBE/Feb.–Mar. 2018 NSC 1.14 Open-ended. Accept a response which Make a judgment whether the mom’s shows knowledge and understanding of, behaviour is convincing, keeping the whole cartoon in mind. Evaluate whether it has among others: desired effect or not and substantiate your Yes. She realises that her son is a typical answer. teenager and that sit would be of no use to overreact. Her body language shows this clearly as her shoulders are sagging and she is not showing any extreme emotions. OR No. Her behaviour is just the opposite to what she has been doing the past few frames. One expects her to be angry, because he is eating in bed and not cleaning after himself. She is stressed and his bad habits are the cause of her anxiety. (3) 1.15 Open-ended. Accept a response which Firstly explain what is meant with the word shows knowledge and understanding of, ‘hysteria’. Hysteria means a state of among others: uncontrollable excitement or fear. Make a Yes. The mother is overreacting and is judgment whether the mother’s behaviour showing uncontrollable fear for the black borders on hysteria or not. mole. She doesn’t investigate it closer, but wants to call the specialist immediately. OR No. She is only reacting like any other concerned mother would react. Her words in the last frame are a clear indication of this when she says ‘it is part of being a mother’. She is able to control her fear at the end of the cartoon. (3) Learners to complete the other activities and mark using the answers supplied in the solutions Activity 11: Cartoon Study the cartoon below and answer the questions. Copyright reserved Please turn over

English First Additional Language/P2 59 DBE/Feb.–Mar. 2018 NSC 2.1 Explain how Jon Stewart’s (the man on the left) facial expression in the cartoon helps the reader to understand his emotion. (2) 2.2 Discuss how this cartoon makes use of caricature. (2) 2.3 Do you think the cartoonist succeeds in creating humour? Substantiate your response. (3) 2.4 Comment on the cartoonist’s use of stereotyping in the cartoon. (3) [10] Activity 12 Copyright reserved Please turn over

English First Additional Language/P2 60 DBE/Feb.–Mar. 2018 NSC NOTE: In this cartoon Jeremy’s friends are visiting him. Jeremy’s dad is the man with the cellphone in his hand. 3.1 Refer to frame1. 3.1.1 What visual clue does the cartoonist use to show that Jeremy’s friend arrived in a hurry? (1) 3.1.2 What visual technique does the cartoonist use to show that Jeremy is sulking? (1) 3.2 Refer to frame 2. How do you know that Jeremy’s friend is trying to comfort him? (1) 3.3 Quote an informal word from the cartoon that is often used by teenagers. (1) 3.4 Refer to frame 3. Jeremy’s dad’s behaviour van cause Jeremy to feel worse because his dad … A is silently enjoying his new phone. B did not greet his friends. C is aware of his mood. D Expresses how remarkable his phone is. (1) 3.5 Consider the cartoon as a whole. Explain why the statement by Jeremy’s friend can be seen as an anti-climax. (3) 3.6 Consider the cartoon as a whole. Do you think Jeremy’s behaviour can be justified? Discuss your view. (2) [10] SESSION 4: LANGUAGE EDITING ACTIVITY 13: LANGUAGE AND EDITING SKILLS Copyright reserved Please turn over

English First Additional Language/P2 61 DBE/Feb.–Mar. 2018 NSC Read the passage (TEXT D) below which has some deliberate errors, and answer the set questions. TEXT D When she was a kid she would daydream about living a life as glamorous as those of the characters in the soapie, The Bold and The Beautiful. “I looked at this successful women and imagined myself as one of them,” she said. But Masego Kwenamore’s taste for the finer things in life led her down a dark path she has only recently managed to leave. For 15 years she was in the grip of a gambling addiction that destroy her marriage, saw her accumulate R300 000 in debt and almost killed her. “The money I loved so much almost destroyed me,” the 42- year-old mother of three says. But she says she has beaten her demons: the last time she was in a casino was in 2013. She says she was young and stupid but understood she was an addict, which is why shes sharing her story in her self-published book, Bend, Don’t Break. She wants people to know that gambling addiction is an illness. The sign was there early on. After her mother to die when she was 10 years old, Masego go to live with her father, a taxi owner, in Mahikeng. “I used to steal money from him to play scratch cards, but I never won anything. I didn’t realise at the time that I was obsessed with winning the jackpot,” she writes in her book. She got lucky a few times but blew her winnings almost immediately. “Sometimes you win R3 000, but you always want more. And you keep thinking you can recover what you’ve lost.” She started taking personal loans and borrowing money from loan shacks. She also asked her father for money until he refused to give her anymore. Masego started missing work to go to casinos and as time went by, she realised her behaviour was a problem. She had borrowed money from fellow gamblers and one of them started threateaning her when she didn’t pay him back. She finally decided she needed help and signed up for a voluntary self-exclusion programme that gives gamblers the option to have themselves banned from designated casinos. It didn’t work, but she ultimately managed to kick the bad habit of gambling through the support of a good friend and her sister. Adapted from You Magazine - April 2017 2.1 Correct the single error in each of the following sentences. Write down only the question numbers and the words you have corrected: (a) I looked at this successful women and imagined myself as one of them. (1) Copyright reserved Please turn over

English First Additional Language/P2 62 DBE/Feb.–Mar. 2018 NSC (b) For 15 years she was in the grip of a gambling addiction that destroy her marriage. (1) (c) She started borrowing money from loan shacks. (1) (d) One of the gamblers started threteaning her when she didn’t pay him back. (1) 2.2 Rewrite the following sentence in the negative: She wants people to know that gambling addiction is an illness (1) 2.3 Rewrite the following sentence in reported speech: Masego said, ‘The money I loved so much almost destroyed me.’ (4) 2.4 Study the following sentence: She signed up for a voluntary self-exclusion programme that gives gamblers the option to have themselves banned from designated casinos. Use a homophone for the word banned in a sentence of your own. (2) 2.5 Rewrite the following sentence in the passive voice: She had borrowed money from fellow gamblers. (2) 2.6 Rewrite the following sentence in plural form The sign was there early on. (1) 2.7 Rewrite the following sentence, inserting the apostrophe in the correct place. Shes sharing her story in her self-published book, Bend, Don’t Break. (1) 2.8 Rewrite the following sentence and give the correct form of the words in brackets: After her mother (to die) when she was 10 years old, Masego (go) to live with her father in Mahikeng (2) 2.9 Change the following sentence into a tag question by filling in the blanks. I used to steal money from him to play scratch cards, … …? (1) 2.10 Study the following sentence: She finally decided she needed help and signed up for a voluntary self-exclusion programme. Give an antonym (word opposite in meaning) for the underlined word. (1) Answers Reason Copyright reserved Please turn over

English First Additional Language/P2 63 DBE/Feb.–Mar. 2018 NSC 2.1 (a) this-these Woman is singular while women is plural. (1) I looked at these successful women and ‘These’ denotes plural that is why it has been imagined myself as one of them. used to refer to women. (b) destroy-destroyed ‘Was’ is the past tense of is/to be. (1) For 15 years she was in the grip of gambling Destroy changes to destroyed as the addiction that destroyed her marriage. sentence is in the past tense. (c) shacks-sharks ‘Shacks’ refer to informal dwellings while (1) She started borrowing money from loan ‘sharks’, even though they are fish were sharks used in this instance to refer to money lenders. d) threteaning-threatening One ‘threteaning’ is incorrect spelling for of the gamblers started threatening threatening her when she didn’t pay him back. 2.2 She does not want people to know that Negative means disagreeing, evident (1) gambling addiction is an illness. through the use of ‘not’. /She wants people to know that gambling addiction is not an illness. 2.3 Masego said that the money she had loved After the introductory verb ‘said’, inverted so much almost destroyed her. commas are removed. The sentence is in the past tense and according to the rules of changing sentences to reported speech, it should change to the past perfect tense. (4) Pronouns change to ensure the sentence still retains its meaning. ‘I’ becomes ‘she’ and ‘me’ changes to ‘her’. 2.4 Sentence with band: He was a member of a Homophones are words that are rock band that staged concerts. pronounced in the same way, but differ in spelling and meaning. NOTE: These words are confusing and often (2) result in spelling errors. Copyright reserved Please turn over

English First Additional Language/P2 64 DBE/Feb.–Mar. 2018 NSC 2.5 Money had been borrowed from fellow In the Active Voice the subject of the (2) gamblers by her sentence does the action. In the Passive Voice the object becomes the subject and is having the action done to it. In this instance ‘money’ which is the object in the Active Voice becomes the subject in the Passive Voice and ‘she’ which is the subject in the Active Voice becomes the object in the Passive Voice. 2.6 The signs were there early on Plural means many/more than one. Only two words were changed in this sentence as they are the only ones that can take the plural form: Sign-signs & are-were 2.7 Shes-She’s The apostrophe should be used to indicate (1) contraction (one or more letters are omitted). In this word shes, ‘i’ is omitted to make it ‘she is’. That is why an apostrophe is inserted between ‘she’ and ‘s’. 2.8 After her mother had died when she (to die) changes to the past perfect tense (2) was 10 years old, Masego went to ‘had died’ as the incident happened years live with her father in Mahikeng ago and (go) changes to ‘went’ in the past tense. 2.9 didn’t I? Tag questions (question tags) turn a (1) statement into a question. They are often used for checking information that we think we know I true. Usually if the main clause is positive, the question tag is negative, and if the main clause is negative, it’s positive. In this case the sentence, ‘I used to steal money from him to play scratch cards’ is positive. That is why the answer ‘didn’t I’, is negative. Copyright reserved Please turn over

English First Additional Language/P2 65 DBE/Feb.–Mar. 2018 NSC 2.10 involuntary/compulsory/mandatory Antonyms are words of opposite meaning. (1) Prefixes and suffixes may also be used to create opposite meanings like ‘involuntary’ as one of the answers in this case. ACTIVITY 14: LANGUAGE AND EDITING SKILLS Read the passage (TEXT E) below, which has some deliberate errors, and answer the set questions. ‘USING SOCIAL MEDIA TO GET YOUR DREAM JOB’ Ninety-two percent of companies now uses social media for hiring, and 55% of recruiters have reconsidered a candidate based on their social profile, according to US research. “Employers expect you to have a personal live but, but there’s a fine line between apearring human and sharing too much personal information,” says Ryan Shelley, managing director at Australian social media consultancy Pepper IT. What is acceptable depends on your industry though. “The intertainment and PR industries would expect to see you mingling with the right people. More sedate industries may expect a more professional appearance. It’s not just party photos that may damage your job prospects. Anything that could be deemed offensive or politically divisive isn’t a good look. “If you are job-hunting, you should have a LinkedIn profile with a professional-looking profile photo and bio, plus Facebook, Twitter or Instagram to show a more personal side,” Ryan says. Social media is a handy way to promote your professional achievements. But it can also be used to show that you’re aware of news and developments in your field. “Be careful not to overdo the self-promotion,” Ryan says. Marie Claire I March 2017, by Christine Van Deemeter et al. 2.2.1 Correct a single error in the following sentences. Write only the question number and the corrected word. a) Ninety-two percent of companies now uses social media. b) Employers expect you to have a personal live. c) There’s a fine line between apearring human and sharing too much. d) The intertainment and PR industry expects to see you mingling. (4) 2.2.2 Write the following acronyms in full: a) IT (1) b) PR (1) Copyright reserved Please turn over

English First Additional Language/P2 66 DBE/Feb.–Mar. 2018 NSC 2.2.3 Supply an antonym for each of the underlined words below: It is not just party photos that may (a) damage your job prospects. (b) Anything that could be deemed offensive isn’t a good look. (2) 2.2.4 Complete the following sentence with a question tag. What is acceptable for your image depends on your company, …….? (1) 2.2.5 Rewrite the following sentence in the negative. Social media is a handy way to promote your professional achievements. (1) 2.2.6 Combine the following two sentences into a single sentence using the word ‘who’ Ryan Shelly warned people against the overuse of social media. Ryan Shelley is a managing director for a social media company. (2) Refer to the text below and respond to the questions asked. TEXT F ‘When she went from straight A pupil to serial dropout, Shubmam Khan ditched the doctor-lawyer dentist expectation … and penned her own.’ 2.2.7 Refer to the statement “Rewriting my future” and complete the following sentence by choosing the correct answer from the choice given in brackets: A (a) suffix/prefix) has been used in the word rewriting. The word itself is a (b) (noun/verb). (2) 2.2.8 Rewrite this idiomatic expression in simple language, to show your understanding of it. Copyright reserved Please turn over

English First Additional Language/P2 67 DBE/Feb.–Mar. 2018 NSC “…and penned her own”. (2) 2.2.9 Rewrite the following sentence in the present tense. When she went from straight A pupil to serial dropout, novelist Shubmam Khan ditched the doctor-lawyer-dentist expectations. (1) ACTIVITY 15: LANGUAGE AND EDITING SKILLS Read the passage (TEXT G) below, which has some deliberate errors, and answer the set questions. TEXT G SOUTH KOREA - A LONELY BUT EASY LIFE It’s hard to describe South Korea to people back home. My friend and fellow English teacher, Palesa Ashleigh Mgidi calls it a mixture of easy and lonely: ‘Everything here is easier and affordable: getting resources, transport, everything you need is available for you to lead your life without interruption. Lonely, because nothing is familliar, I miss people who look like me. South Africans have a way of settling in. Cherese Sauer arrived with me in the city of Daegu in 2011. I went home after two years, only to skulk back in February, but she’s made it her home. ‘’We have tons of social gatherings, an amatuer softball league, a rugby league and community outreach. Her advise to new teachers is to foster a sense of humour and a love of kimchi (a fermented vegetable dish). ‘’If you want to be successful and content in a foreign country, you need to be willing to adapt.’’ On weekends, all older people put on their fashionable hiking gear and head for the mountains. Most parks have free outdoor workout equipment. Forget the smartphonewielding teenagers, South Korea is ruled by the elderly. ‘’Going home is not an option,’’ Palesa says. ’’Living in South Korea help both me and my family financially. I am growing myself professionally and intellectually. Back home, I know I will be like any other graduate sitting around looking for a job.’’ 2.3.1 Correct the SINGLE error in each of the following sentences. Write down ONLY the question numbers and the words you have corrected (a) Its hard to describe South Korea to people back home. (b) Her advise to new educators is to foster a sense of humour. (c) We have tons of social gatherings, an amatuer softball league, rugby league and community outreach programmes. (d) Living in South Korea help both me and my family financially (4) 2.3.2 Rewrite the following sentence in reported speech: Palesa said, ‘Everything here is easier and affordable.’ (3) 2.3.3 Rewrite the following sentence in the active voice. Copyright reserved Please turn over

English First Additional Language/P2 68 DBE/Feb.–Mar. 2018 NSC South Korea is ruled by the elderly. (2) 2.3.4 Identify the parts of speech of the underlined words. Older people put on their fashionable hiking gear. (2) 2.3.5 Study the following sentence: I went home after two years, only to skulk back in February, but she’s made it her home. Use a homophone for the word made in a sentence of your own. (2) 2.3.6 Refer to the following sentence: Forget smartphone-wielding teenagers, South Korea is ruled by the elderly. Provide an antonym for the word forget. (1) Study the following text (TEXT H) and answer the set questions. TEXT H How the commentator described Wayde van Niekerk’s amazing record-run in the 400m at the Rio Olympics: The South African is now beginning to tire, or is he? ... He’s pulling away. It was destined to be one of the great races. We’ve never seen anything like it in an Olympic final. I can’t believe it. [Source: Sunday Times, 21 August 2016] 2.3.7 Rewrite the following sentence and give the correct form of the word in brackets: The commentator described Wayde van Niekerk’s record (break) run. (1) 2.3.8 Write down the correct degree of comparison for the word in brackets: It was destined to be one of the (great) races. (1) 2.3.9 Choose the correct answer from the options given. He is pulling away. The tense used in the above sentence is … A present perfect tense B simple present tense C present continuous tense D present perfect continuous tense (1) 2.3.10 Rewrite the following sentence in the negative form: Wayde van Niekerk won gold in the 400m race at the Rio Olympics. (2 2.3.11 Refer to the following sentence and rewrite the underlined word in full: Copyright reserved Please turn over

English First Additional Language/P2 69 DBE/Feb.–Mar. 2018 NSC I can’t believe it. (1) SESSION 5: Essay writing and Literature Discuss notes with learners. Allow them to write an essay and use the checklist to edit. They can peer assess the essays using the grid attached in Solutions booklet Essay writing The narrative essay offers writers a chance to think and write about themselves. We all have experiences stuck in our memories, which are worthy of sharing with readers. Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or exaggerate the story. All of the details relate to the main point the writer is attempting to make. To summarize, the narrative essay • is told from a particular point of view • makes and supports a point • is filled with precise detail • uses vivid verbs and modifiers • uses conflict and sequence as does any story • may use dialogue Conventions of Narrative Essays In writing your narrative essay, keep the following conventions in mind. • Narratives are generally written in the first person, that is, using I. However, third person (he, she, or it) can also be used. • Narratives rely on concrete, sensory details to convey their point. These details should create a unified, forceful effect, a dominant impression. More information on the use of specific details is available on another page. • Narratives, as stories, should include these story conventions: a plot, including setting and characters; a climax; and an ending. Reflective essay In a reflective essay, you need to express your thoughts and emotions about certain events or phenomena. The essay topic you choose should be interesting and important to you, because the best essays are written on the topics that really matter to the writer. LEARNERS’ tips on writing good essays • Stick to the prescribed number of words. • Use paragraphs! Copyright reserved Please turn over

English First Additional Language/P2 70 DBE/Feb.–Mar. 2018 NSC • Plan your essay and show the planning. • Select a main idea for your essay and stick to your topic! • ALWAYS start with a good opening paragraph – it can be short, but must capture the reader’s attention. • Must end with a conclusion – end off your essay and never let the reader think that the essay is still going to be finished later. • Link all your paragraphs by sticking to your main idea or thought – paragraphs that are not linked in thought will definitely cause you to lose marks. • Be careful: Don’t use direct speech or quotes unless absolutely necessary. • Always use capital “I”. • Never begin a sentence with “because” or “cause”. • Don’t use slang words or SMS language in an essay. • Don’t use contractions like doesn’t – write it out - does not • Don’t use abbreviations or numbers like 3 or 4 – write them out. • Stick to one tense – don’t jump from present to past to future tense all the time. • Look at CONCORD – agreement between subject and verb. • Don’t use “lazy” words like: “good”, “fine”, “nice”, “great” etc. – try to replace these words with better and more descriptive English words. • Be safe and choose the Narrative essay to write if you know you are not a good writer. • DO NOT make your sentences too long. A short sentence can be very effective. (Try to vary length of sentences) • If possible, use a metaphor or simile in your essay. • Remember a “round structure” – where the ending leads the reader back to the start - is very effective. • Read your essay when finished: correct language and spelling mistakes – a wellplanned essay creates a good impression. • Write BIG enough so that marker can see! • NUMBER correctly and write the heading of essay or provide your essay with a topic. Consider the following pointers… • Consider the possible topics. • Write from what you know. • Share from your own life. • Plan essay - Planning is important – however it is not limited to mind mapping. Explore various ways of planning. • Write a rough draft - The success of your essay depends on good planning. Copyright reserved Please turn over

English First Additional Language/P2 71 DBE/Feb.–Mar. 2018 NSC ALL GOOD STORY OPENINGS GRAB YOUR ATTENTION and MAKES YOU WANT TO READ ON. Look at the following examples. • “Asking the reader a question” o Have you ever wondered why things happen the way they do? Is there something or someone manipulating us like we’re little toy figures? Well, let me tell how I know what really happens and why. • “Contradiction” o Some days I loved Anne, but on others I hated her. o I felt as cold as ice but then my skin felt as hot as fire. • “Unexpected or strange happenings” o I didn’t know that I could breathe underwater until I fell into the deep end and found myself sitting happily on the bottom! o I dragged myself up the face of the clock and then sat on the second hand wondering what to do. • “In the middle of the action” o Suddenly the scream pierced the night. I leapt to my feet. I stood totally motionless. All was silent . . . and then it came again, only this time closer to us. o Then the explosion ended the life I had once held with such little regard. I felt soil and mud raining down on me. When the noise stopped and movement ceased I found that I was partly buried and could barely move myself. o I dropped the container marked “Dangerous. Handle with care,” and the world seemed to slow down. I could swear that minutes passed between it leaving my fingers and crashing to the ground with such terrible consequences. o I tripped and found myself rolling towards the cliff edge. o I drank the contents of the bottle and then realised what a dreadful mistake I had made. Copyright reserved Please turn over

English First Additional Language/P2 72 DBE/Feb.–Mar. 2018 NSC Checklist Checklist points Yes No If No – I have gone back and fixed issue My sentences are not longer than two lines. I have more than one full stop in the paragraph. My paragraph is no longer than eight lines. Look at the first word of every new sentence: Every sentence starts with a capital letter. None of the first words end in –ing. (-ing words are participles and therefore you subject may be omitted) None of the first words are conjunctions like so, and, because. Every sentence has a subject and a finite verb. When I have used ‘I’ it is written with a capital letter – always. I have written out the word ‘and’ not the ampersand &. I have not used any of my bad habits: I used the correct spelling of because I did not use gonna, wanna or dunno anywhere. I did not use the word ‘whereby’ anywhere in the essay. I correctly used the phrase “the one and the other” – not the other and the other. • (You may add your own bad habit to the list) • Check the following paragraphs in the same manner. • Cross out all planning. Copyright reserved Please turn over

English First Additional Language/P2 73 DBE/Feb.–Mar. 2018 NSC • Enjoy the improved marks! Another checklist Criteria Yes No Plan the essay: 1. Brainstorm ideas 2. Decide which ideas will go into each paragraph Draft the essay 1. Write a rough draft and try to express ideas clearly. 2. Use formal language. 3. Write fluent, cohesive sentences Revise, edit and proofread 1. Check your spelling, punctuation and grammar. 2. Have you paragraphed your ideas? 3. Is the format correct? 4. Check that it is the correct length. 5. Check if there is an introduction. 6. Check that you expanded the ideas in the body. 6. Check that there is a conclusion. Read and discuss the essay below with learners Read the following excellent Narrative essay. REMARKS: I was saddened by my paternal grandfather’s passing, I was even • An excellent example. more saddened by how he died. Car accidents happen all the time, • Striking response I guess. beyond normal expectations - clever The prospect of meeting my father’s side of the family sent shivers interpretation not down my spine, especially since there is bad blood between them. usually associated The last time I saw them was at my late wealthy uncle’s funeral with a funeral. they didn’t disappoint they delivered a very loud altercation in front of all people at the funeral. Soo undignified! • Thought-provoking – makes the reader Copyright reserved Please turn over

English First Additional Language/P2 74 DBE/Feb.–Mar. 2018 NSC At grandfather’s burial, present was the rose among the thorns, my think of own family aunt. She is a maestro of the family. A musical genius, she sings and family feuds. and writes music. Another present at the funeral was my other • Excellent example of uncle, the oldest. He is the pride of the family, he is an aeriotical mature vocabulary engineer and commercial pilot. He has globetrotted the world from and word choices. Chile to China. Also present was my late uncle’s widow. Theirs • Vivid imagery used. was a marriage of convenience, there was no love. Then there • Virtually error-free – was my own father, the black sheep of the family. He is a part-time in exam conditions it mechanic and a full-time drunkard. He lost everything he had, does not mean gambling and drinking were his undoing. completely error-free. • Varied sentences. Unlike uncle’s grandfather’s funeral was uneventful and dignified. Thank goodness! Afterwards at supper, we dinned at the round table as a family. Pretence was the name of the game, as we shot fake smiles at each other and forced a laught everytime a joke was told. We were playing one big happy family. • Topic and characters well developed. Although acting as if we were a happy family was satisfactory, the • Skilful introduction tention in the room was soo thick it was visible. My distraught and excellent link to father sat in silence worried I might tell everyone how he lost the topic in the everything, but I gave him a not-to-worry look and was reassured. concluding Suddenly uncle’s widow throws a tantrum and tells everyone to paragraphs. drop the act, and that it’s pathetic, she then storms out of the house. Then a colossal wave of bickering followed, suddenly everyone was everyone’s adversary. The arguing carried on for 65 some time. It then dawned on me, maybe this is their way of showing love and affection. Even so, I am just grateful that they didn’t argue at grandpa’s funeral. Thank goodness! ACTIVITY 16 Here are some of the narrative/reflective essay topics to help you to practise your writing skills: Write an essay of between 250 and 300 words in length (1 to 1½ pages) on ONE of the following topics. Copyright reserved Please turn over

English First Additional Language/P2 75 DBE/Feb.–Mar. 2018 NSC 1 Suddenly there was absolute silence… 2 It was the greatest day of my life 3 Choose one of the following pictures and write an essay on a topic that comes to mind. Write the question number (1.3.1 OR 1.3.2) and give your essay a suitable title. NOTE: There must be a clear link between your essay and the picture you have chosen. 3.1 Copyright reserved Please turn over

English First Additional Language/P2 76 DBE/Feb.–Mar. 2018 NSC 3.2 Copyright reserved Please turn over

English First Additional Language/P2 77 DBE/Feb.–Mar. 2018 NSC Learners are to complete this practice paper in two hours and mark their answers using the memorandum included in the solution pack. Activity 17: ENGLISH FIRST ADDITIONAL LANGAUGE GRADE 12 PAPER 1 Time: 2 hours Marks: 80 This paper consists of 12 pages Instructions and information 1. This question paper consists of THREE SECTIONS: SECTION A: Comprehension (30) SECTION B: Summary (10) SECTION C: Language in context (40) 2. Answer ALL the questions. 3. Start EACH section on a NEW page. 4. Rule off after each section. 5. Number the answers correctly according to the numbering system used in this question paper. 6. Leave a line open after each answer. 7. Pay special attention to spelling and sentence construction. 8. Suggested time allocation: SECTION A: 50 minutes SECTION B: 20 minutes SECTION C: 50 minutes 9. Write neatly and legibly. Copyright reserved Please turn over

English First Additional Language/P2 78 DBE/Feb.–Mar. 2018 NSC SECTION A: COMPREHENSION QUESTION 1 Read BOTH TEXT A and TEXT B and answer the questions that follow. Copyright reserved Please turn over

English First Additional Language/P2 79 DBE/Feb.–Mar. 2018 NSC TEXT A THE BRAND THAT IS YOU 1 Mention Coca-Cola, BMW, Standard Bank, DRUM Magazine, Koo or Nando’s and everyone knows what you are talking about. This is because they are big brands that have set themselves apart from the ordinary. Then again, you have probably also heard celebrities referring to themselves as brands and thought to yourself, ‘Well, I could never be a brand because I am not a celebrity and I am 5 not a big product like iPhone.’ Right? Wrong! You are a brand. A personal brand, whether you own it or not. A personal brand is an identity you give yourself. It is what you communicate 2 about who you are, and it is about what sets you apart from other people. The way you present yourself in the community or workplace has an impact on how people perceive you and how they interact with you. This is what ultimately 10 determines your success in life. You do not have to be a celebrity – you can be an entrepreneur, a salesman or even a community worker to create your personal brand. Your values, the pride and passion you put into your work and image are some of the things that build the brand that is you. This is your identity. 15 Timothy Maurice Webster, a Johannesburg-based author, speaker and 3 consultant explains that before you present yourself to the world, you first have to understand who you are, your values and what is important to you. Your values are based on your background, culture and experiences. They inspire you to do something and that is how your passion and commitment come through. A brand like Nike is instantly recognisable because it is associated 20 with athletics and winning. As an individual you have to take time to think about this – how to make your brand recognisable. Khabonina Qubeka is an actress and choreographer who has developed a name for herself through her work on television and in the community. She 4 says that presenting yourself as a brand starts from the moment you begin 25 your career. You need to do what you believe in and what you love doing. She adds that while it is important to have role models, you cannot start you career and three years dwon the line decide that this is not the way you want people to view you. 30 According to Paula Matsaung, alife coach based in Alberton, personal branding is a matter of understanding your ‘rule book’ – things you value – because you 5 will make decisions based on them. ‘For example,’ she says, ‘if you do not value respect, then you will not be respectable in the way you treat other.’ Pula further states, ‘you have to ask yourself why do you do what you do and what purpose it serves in helping you achieve your goals in life.’ 35 These experts say that in order to build your brand for success in life you must identify your strengths and weaknesses. Once you have done this, you can choose specific areas to work on. 6 It is important to know what image you want to portray. This will be revealed in 40 Copyright reserved Please turn over

English First Additional Language/P2 80 DBE/Feb.–Mar. 2018 NSC 7 Copyright reserved Please turn over

English First Additional Language/P2 81 DBE/Feb.–Mar. 2018 NSC your posture, style and dress sense. Image, however, is not the only thing that will build your brand. You also have to ask yourself how best you can live out your values and put them into practice. Understand how you come across to people and change your behaviour to fit your goal. 45 8 You may have valuable knowledge and skills but do not have confidence to share this with others, then you need to move out of your comfort zone. If, for example, you volunteer to speak at a family function first, then you will find it easier to do in a professional environment. In addition, being well prepared will help you overcome your anxiety and boost your self-esteem. 50 Let your actions demonstrate that you are who you say you are. If you claim to 9 be hard worker, then go the extra mile by putting in more time without expecting payment for it. Community involvement and associating with likeminded people can also help you build your brand. It is important to constantly update your knowledge base so that you keep the brand that is you fresh. 55 Building your own brand makes you unique. This will allow you to put your best 10 foot forward in life. [Adapted from DRUM Magazine, July 2013] NOTE: • Answer all the questions in your OWN WORDS, unless you are asked for a quotation. • For one-word questions, write only the question number and the word. • For multiple-choice questions, write only the question number and the letter (A-D) of the correct answer. 1.1 Name ONE beverage and ONE media brand mentioned in the passage. (2) 1.2 Why has the writer referred to big brands in line 1? (2) 1.3 The writer has used the words ‘Right? Wrong!’ next to each other in line 6. Why has he done this? (2) 1.4 What aspects of your personal brand will influence people’s opinion of you? State TWO points. (2) 1.5 Refer to paragraph 3. 1.5.1 How, according to Webster, do values contribute to personal branding? (2) 1.5.2 Discuss why Nike is such a successful brand. (2) 1.6 Choose the correct answer to complete the following sentence: The word ‘choreographer’ (line 25) means a person who trains … A actors. B dancers. C. singers. Copyright reserved Please turn over

English First Additional Language/P2 82 DBE/Feb.–Mar. 2018 NSC D. comedians. (1) 1.7 Why, according to Khabonina Qubeka, is it not always good to have role models? (2) 1.8 What is your view on Pula Matsaung’s advice on building a personal brand? (2) 1.9 Pick out a single word from the passage that means the same as ‘posture, style and dress sense’ (paragraph 7). (1) 1.10 Explain what is meant by ‘like-minded people’ (paragraph 9). (1) 1.11 Why has the writer decided to use the advice of Timothy Maurice Webster, Khabonina Qubeka and Pula Matsaung in this article? (2) 1.12 The writer uses a conversational style of writing in this article. Explain how he does this AND discuss how it is effective. (3) TEXT B 1.13 Which TWO sauces have the closest sugar content to that of a can of Coca- Cola? (2) 1.14 Which sauce contains no sugar? (1) Copyright reserved Please turn over

English First Additional Language/P2 83 DBE/Feb.–Mar. 2018 NSC 1.15 If you are on a low sugar diet, why should you avoid Mrs Ball’s Chutney? (1) 1.16 Discuss whether this graph is effective in conveying an important message. (2) TOTAL SECTION A: 30 SECTION B: SUMMARY QUESTION 2 South Africa is experiencing electricity shortages. Read the passage (TEXT C) below and list SEVEN electricity-saving tips South Africans can follow in their households. INSTRUCTIONS: 1. Your summary must be written in point form. 2. List your SEVEN points in full sentences using NO MORE than 70 words. 3. Number your sentences from 1 to 7. 4. Write 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 USE ELECTRICITY WISELY We enjoy a very comfortable life by using electric energy but we must also be aware that energy is a limited resource. Without electricity, you would not be able to use your cellphone or grab a cold drink from the refrigerator. You can light up your home using less electricity for less money. The first step to saving electricity is to install energy saving lighting in your households which will use about 8% less electricity and last six times longer. The geyser consumes the biggest amount of electricity so switch off the geyser during the day. While a hot shower is comforting, ensure that the temperature of the water is not too hot. Electrical appliances, like the television, continue to consume energy when they are plugged in or on standby, therefore unplug them when not in use. You could be saving electricity every time you cook. Consider that a gas stove can cost as half as much to operate in comparison to an electric stove. It is estimated that most of us use double the quantity of water we need when we boil the kettle. That is twice as much energy and time. When using the kettle, boil only the exact amount of water that is needed. Do not overload your refrigerator as more electricity will be used. Overfilling impedes the flow of cold air which results in a waste of electricity. When you spend more time indoors, you can consume more electricity. Enjoy time outdoors and save energy at the same time. Every household in South Africa can save electricity by using it wisely. [Source: SATYAGRAHA, February 2015] Copyright reserved Please turn over

English First Additional Language/P2 84 DBE/Feb.–Mar. 2018 NSC TOTAL SECTION B: 10 SECTION C: LANGUAGE QUESTION 3: ANALYSING AN ADVERTISEMENT Study the advertisement (TEXT D) and answer the set questions. GLOSSARY: ¹potable: safe to drink 3.1 Who is the advertiser? (1) Copyright reserved Please turn over

English First Additional Language/P2 85 DBE/Feb.–Mar. 2018 NSC 3.2 Discuss ONE verbal and ONE visual techniques that the advertiser uses to capture the reader’s attention. (2) 3.3 Study the following sentence and give a synonym for the underlined word. (1) We have an average annual rainfall of less than 500mm. (1) 3.4 Rewrite the following sentence by giving the correct form of the word in brackets: South Africa is (dry) than many other countries. (1) 3.5 State the part of speech of the underlined word in the following sentence: The international average water usage per day is 173 litres. (1) 3.6 Why has the advertiser included a toll-free number? (1) 3.7 Discuss whether statistics are effective in bringing across the message of the advertisement. (2) [10] QUESTION 4: CARTOON Read the cartoon (TEXT E) below and answer the questions that follow. TEXT E Copyright reserved Please turn over

English First Additional Language/P2 86 DBE/Feb.–Mar. 2018 NSC NOTE: In this cartoon, the woman driving the car is Madam and the woman seated next to her is Eve. 4.1 Explain what Madam is doing in FRAME 1. (2) 4.2 Discuss TWO techniques that the cartoonist used in FRAME 2 to indicate that Madam has slammed on the brakes. (2) 4.3 Why do some of Eve’s words in FRAME 3 appear in bold print? (1) 4.4 Consider the cartoon as a whole and discuss the irony in FRAME 4. (3) 4.5 In your view, how effective is this cartoon in conveying an important message? Substantiate your answer. (2) [10] QUESTION 5: LANGUAGE STRUCTURES AND CONVENTIONS 5.1 Read the passage (TEXT F) below which has some deliberate errors and answer the questions that follow. TEXT F TABLETS REPLACE THE BUCKET AND SPADE 1 Buckets and spades will soon be more common in musuems than on the beach, as today’s children prefer to take their tablets¹ and smartphones on holiday. 2 The average child will spend two hours a day staring in a small screen. 13% will spend more than four hours playing with gadgets, according to UK-based 5 insurance company Protect Your Bubble. That sounds bad, if you want them to enjoy new experiences at the destination 3 youve taken them to. But it works both ways – more than half of parents are grateful for gadgets to distract their children while travelling, and 40% wouldn’t attempt to fly long-haul without tablets, smartphones, laptops or netbooks to occupy their under-sevens. 10 In monetary terms, it’s pretty scary, as the research found that kids aged 16 4 and under will stuff gadgets worth a whopping R9 162 into suitcases this summer. Even children of six and under will pack tech worth R7 157. ‘Gadgets has become an essential part of the holiday checklist. There’s no 5 doubt they’re invaluable on long journeys to keep kids happy and quiet, and 15 parents sane,’ says Stephen Ebbet, global director of Protect Your Bubble. [Source: Sawubona, September 2015] Copyright reserved Please turn over

English First Additional Language/P2 87 DBE/Feb.–Mar. 2018 NSC GLOSSARY ¹tablet: a small hand-held computer with a touch screen. 5.1.1 Correct the SINGLE error in each of the following sentences. Write down only the question number and your answers. (a) Buckets and spades will soon be more common in musuems than on the beach. (1) (b) The average child will spend two hours a day staring in a small screen. (1) (c) That sounds bad, if you want them to enjoy new experienced at the destination youve taken them to. (1) (d) Gadgets has become an essential part of the holiday checklist. (1) 5.1.2 Rewrite the following sentence in the future continuous tense: Some children will spend more than four hours playing with gadgets. (2) 5.1.3 Change the following into a tag question: That sounds bad… …? (2) 5.1.4 Give an antonym for the underlined word in the following sentence: Gadgets distract children while they are travelling. (1) 5.1.5 Study the following sentence and replace the underlined slang word with a formal one: Even children of six and under will pack tech worth R7 157. (1) 5.1.6 Choose the correct answer to complete the following sentence: The word ‘invaluable’ means having … A no cost. B some importance. C great value. D no meaning. (1) 5.1.7 Rewrite the following sentence in reported speech: Stephen said, ‘There’s no doubt these buckets and spades will soon be forgotten.’ (4) Copyright reserved Please turn over

English First Additional Language/P2 88 DBE/Feb.–Mar. 2018 NSC 5.2 Study the following text (TEXT G) and answer the set questions. TEXT G Copyright reserved Please turn over

English First Additional Language/P2 89 DBE/Feb.–Mar. 2018 NSC 5.2.1 Study the following sentence: The cost of the car is R3 999 P/M. Write out P/M in full. (1) 5.2.2 Give the correct form of the word in brackets: I enjoy the (independent) that I am given. (1) 5.2.3 Rewrite the following sentence in the negative: The car has seven airbags. (1) 5.2.4 Combine the following sentences into a single sentence: Copyright reserved Please turn over

English First Additional Language/P2 90 DBE/Feb.–Mar. 2018 NSC The car has airbags. The airbags will protect the occupants in an accident. (1) 5.2.5 Rewrite the following sentence in the passive voice. The driver used by the windscreen wipers. (1) [20] TOTAL SECTION C: 40 GRAND TOTAL: 80 Copyright reserved Please turn over

English First Additional Language/P2 91 DBE/Feb.–Mar. 2018 NSC SESSION 5: LITERATURE Barrett’s Taxonomy Refer to the table on p 7-8 where an outline was given to you on the weighting of the cognitive levels in the EFAL question papers. Also refer to the List of command words or question words provided on p 8-12. In a literature paper, you will be required to answer TWO questions counting 35 marks each. In genres like Short stories and Poetry, questions will be set on TWO Short stories or TWO Poems. These two choices will count 17 and 18 marks respectively. Tips for Literature study: 1. Ensure that you know the contents of the TWO genres you did at school VERY WELL. 2. Do not even LOOK at the other questions – during the ten minute reading time at the start of the exam, read only the questions set on the TWO genres you did at school. 3. Prepare a summary of your selected genres on the summary sheet provided at the end of these notes. If you did Short Stories and/or Poetry, summarise each Short Story and/or poem. 4. Remember that all answers should be grounded in the text. Use the PEEL principle: Point Evidence – can be quote or example Explain Link Copyright reserved Please turn over

English First Additional Language/P2 92 DBE/Feb.–Mar. 2018 NSC Literature Summary Sheet Title: _________________________________ Genre: ____________________________ Vocabulary Make a list of words from the text that will assist you in responding to questions. Getting to grips with the story/drama/poem/novel: Complete the table below: Background and When was it written? Why was it written? Setting Where is it set? How do you get exposed to the setting? Characters Make a list of characters = name of character and role played in genre Characterisation = looks/actions/ behaviour/ what character says about himself/ what other people say about character. In short the picture painted of the character by the author. Compare and Main characters contrast characters List examples of how they are similar (if applicable) List examples of differences Narrator of the story Who is telling the story Language/Style What type of language is used: formal/ informal/ Shakespearian/ etc Summary: The following should guide you: Structure and plot Setting/ Exposition: development Rising action: Climax: Falling action: Resolution: Copyright reserved Please turn over

English First Additional Language/P2 93 DBE/Feb.–Mar. 2018 NSC Themes A central idea in a piece of writing or other work of art. Refer to the notes in your prescribed literature work. You have to ensure that you can substantiate the theme by examples from the set-work. Figures of speech List figures of speech that you A form of expression (such as a List and comment on identify and interpret the simile or metaphor) used to purpose of them in the setwork effectiveness convey meaning or heighten effect often by comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener. Title Give title: Appropriate or not – give reasons. Copyright reserved Please turn over

English First Additional Language/P2 94 DBE/Feb.–Mar. 2018 NSC TOPIC: LITERATURE Use the sheet below to summarise your literature setwork. Short Story/Novel Name of Short Story/ Novel: _____________________________________________________ Vocabulary Getting to grips with the story: Read the story carefully and fill in the table below. Setting Characters Compare and contrast characters Narrator of the story Copyright reserved Please turn over

English First Additional Language/P2 95 DBE/Feb.–Mar. 2018 NSC Summary: Main points Themes Figures of speech List and comment on effectiveness Copyright reserved Please turn over

English First Additional Language/P2 96 DBE/Feb.–Mar. 2018 NSC Copyright reserved Please turn over

English First Additional Language/P2 97 DBE/Feb.–Mar. 2018 NSC INSTRUCTIONS AND INFORMATION Read this page carefully before you begin to answer the questions. 1. Do NOT attempt to read the entire question paper. Consult the TABLE OF CONTENTS on the next page and mark the numbers of the questions set on the texts you have studied this year. Read these questions carefully and answer as per the instructions. 2. This question paper consists of FOUR sections: SECTION A: Novel (35) SECTION B: Drama (35) SECTION C: Short stories (35) SECTION D: Poetry (35) 3. Answer TWO QUESTIONS in all, ONE question each from ANY TWO sections. SECTION A: NOVEL Answer the question on the novel you have studied. SECTION B: DRAMA Answer the question on the drama you have studied. SECTION C: SHORT STORIES Answer the questions set on BOTH short stories. SECTION D: POETRY Answer the questions set on BOTH poems. Use the checklist on page 4 to assist you. 4. Follow the instructions at the beginning of each section carefully. 5. Number the answers correctly according to the numbering system used in this question paper. 6. Start EACH section on a NEW page. 7. Suggested time management: Spend approximately 60 minutes on EACH section. 8. Write neatly and legibly. Copyright reserved Please turn over

English First Additional Language/P2 98 DBE/Feb.–Mar. 2018 NSC TABLE OF CONTENTS SECTION A: NOVEL Answer ANY ONE question. QUESTION NO. MARKS PAGE NO. 1. Cry, the Beloved Country 35 5 2. Strange Case of Dr Jekyll and Mr Hyde 35 8 SECTION B: DRAMA Answer ANY ONE question. 3. Macbeth 35 11 4. My Children! My Africa! 35 15 SECTION C: SHORT STORIES Answer the questions set on BOTH extracts. 5.1 'Transforming moments' 17 18 AND 5.2 'Next door' 18 19 SECTION D: POETRY Answer the questions set on BOTH poems. 6.1 'Mid-term break' 18 21 AND 6.2 'Alexandra' 17 23 Copyright reserved Please turn over

English First Additional Language/P2 99 DBE/Feb.–Mar. 2018 NSC CHECKLIST NOTE: • Answer questions from ANY TWO sections. • Tick () the sections you have answered. QUESTION NUMBERS NO. OF QUESTIONS TO TICK () SECTIONS ANSWER A: Novel 1–2 1 B: Drama 3–4 1 C: Short stories 5 1 D: Poetry 6 1 NOTE: Ensure that you have answered questions on TWO sections only. Copyright reserved Please turn over

English First Additional Language/P2 100 DBE/Feb.–Mar. 2018 NSC SECTION A: NOVEL In this section, there are questions set on the following novels: • CRY, THE BELOVED COUNTRY by Alan Paton • STRANGE CASE OF DR JEKYLL AND MR HYDE by Robert Louis Stevenson Answer ALL the questions on the novel that you have studied. QUESTION 1: CRY, THE BELOVED COUNTRY Read the extracts from the novel below and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 1.1 AND QUESTION 1.2. 1.1 EXTRACT A [Stephen Kumalo arrives in Sophiatown, Johannesburg.] The driver smoked carelessly, and it was impossible not to admire such courage. Street after street, light after light, as though they would never end, at times at such speed that the bus swayed from side to side, and the engine roared in the ears. They alighted at a small street, and there were still thousands of people 5 about. They walked a great distance, through streets crowded with people. His new friend helped to carry his bag, but he felt confidence in him. At last they stopped before a lighted house, and knocked. The door opened and a young tall man in clerical dress opened to them. – Mr. Msimangu, I bring a friend to you, the Reverend Kumalo from 10 Ndotsheni. – Come in, come in, my friends. Mr. Kumalo, I am glad to greet you. Is this your first visit to Johannesburg? Kumalo could not boast any more. He had been safely guided and warmly welcomed. He spoke humbly. I am much confused, he said. I owe much to 15 our friend. – You fell into good hands. This is Mr. Mafolo, one of our big business men, and a good son of the Church. – But not before he had been robbed, said the business man. So the story had to be told, and there was much sympathy and much 20 advice. [Book 1, Chapter 4] Copyright reserved Please turn over

English First Additional Language/P2 101 DBE/Feb.–Mar. 2018 NSC 1.1.1 Stephen Kumalo finds that Mrs Lithebe's house is very different to his house in Ndotsheni. Describe what Stephen Kumalo finds different about Mrs Lithebe's house. (4) 1.1.2 Explain why the following statement is FALSE: Stephen Kumalo has visited Johannesburg many times. (1) 1.1.3 Why does Stephen Kumalo travel to Johannesburg? (2) 1.1.4 Discuss TWO different aspects of human nature that Stephen Kumalo encounters on arrival in Johannesburg. (2) 1.1.5 Some of Stephen Kumalo's close family members have left Ndotsheni for Johannesburg. Why do the following members of his family leave Ndotsheni? (a) John Kumalo (1) (b) Gertrude (1) 1.1.6 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (1.1.6) in the ANSWER BOOK. While in Johannesburg, Stephen Kumalo spends much time with … A Mrs Ndlela. B Father Beresford. C Reverend Msimangu. D James Jarvis. (1) 1.1.7 Refer to line 12 ('Come in, come … to greet you'). (a) Identify the tone used by Reverend Msimangu in these lines. (1) (b) Why is Reverend Msimangu's tone appropriate in these lines? (1) 1.1.8 Do you think that Stephen Kumalo is able to survive on his own in Johannesburg? Substantiate your answer. (3) AND 1.2 EXTRACT B [Stephen Kumalo goes up the mountain.] Copyright reserved Please turn over

English First Additional Language/P2 102 DBE/Feb.–Mar. 2018 NSC He thought of all those that were suffering, of Gertrude the weak and foolish one, of the people of Shanty Town and Alexandra, of his wife now at this moment. But above all of his son, Absalom. Would he be awake, would he be able to sleep, this night before the morning? He cried out, My son, my son, my son. With his crying he was now fully awake, and he looked at his watch and saw that 5 it was one o'clock. The sun would rise soon after five, and it was then it was done, they said. If the boy was asleep, then let him sleep, it was better. But if he was awake, then O Christ of the abundant mercy, be with him. Over this he prayed long and earnestly. 10 Would his wife be awake, and thinking of it? She would have come with him, were it not for the girl. And the girl, why he had forgotten her. But she was no doubt asleep; she was loving enough, but this husband had given her so little, no more than her others had done. And there was Jarvis, bereaved of his wife and son, and his daughter-in-law 15 bereaved of her husband, and her children bereaved of their father, especially the small boy, the bright laughing boy. [Book 3, Chapter 7] 1.2.1 Explain why Stephen Kumalo makes this journey into the mountain. (2) 1.2.2 On which other occasion does Stephen Kumalo go to the mountain? (1) 1.2.3 Explain how 'the girl' becomes part of the Kumalo family. (2) 1.2.4 Discuss what this extract reveals about Stephen Kumalo's character. (2) 1.2.5 Refer to line 17 ('the bright laughing boy'). (a) Identify the figure of speech. (1) (b) Explain how this figure of speech adds to the description of the boy. (2) 1.2.6 Explain how Gertrude and Mrs Lithebe differ in character. (2) 1.2.7 Considering the novel as a whole, discuss the theme of forgiveness. (3) 1.2.8 Discuss the suitability of Absalom's punishment. (3) [35] QUESTION 2: STRANGE CASE OF DR JEKYLL AND MR HYDE Read the extracts from the novel below and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 2.1 AND QUESTION 2.2. 2.1 EXTRACT C Copyright reserved Please turn over

English First Additional Language/P2 103 DBE/Feb.–Mar. 2018 NSC [Mr Utterson knocks on Dr Jekyll's door.] 'I will see, Mr Utterson,' said Poole, admitting the visitor, as he spoke, into a large, low-roofed, comfortable hall, paved with flags, warmed (after the fashion of a country house) by a bright, open fire, and furnished with costly cabinets of oak. 'Will you wait here by the fire, sir? or shall I give you a light in the dining-room?' 5 'Here, thank you,' said the lawyer, and he drew near and leaned on the tall fender. This hall, in which he was now left alone, was a pet fancy of his friend the doctor's; and Utterson himself was wont to speak of it as the pleasantest room in London. But to-night there was a shudder in his blood; the face of Hyde sat heavy on his memory; he felt (what was rare with him) a nausea and 10 distaste of life; and in the gloom of his spirits, he seemed to read a menace in the flickering of the firelight on the polished cabinets and the uneasy starting of the shadow on the roof. He was ashamed of his relief, when Poole presently returned to announce that Dr Jekyll was gone out. 'I saw Mr Hyde go in by the old dissecting-room door, Poole,' he said. 'Is 15 that right, when Dr Jekyll is from home?' 'Quite right, Mr Utterson, sir,' replied the servant. 'Mr Hyde has a key.' [Search for Mr Hyde] 2.1.1 Refer to the extract. Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (2.1.1) in the ANSWER BOOK. Mr Utterson is both a lawyer and a … of Dr Jekyll. A patient B cousin C friend D colleague (1) 2.1.2 In which city does Mr Utterson live? (1) 2.1.3 What evidence is there in this extract that Dr Jekyll is a wealthy man? State TWO points. (2) 2.1.4 What do the words, '… shall I give you a light' (line 4) suggest about when Mr Utterson visits Dr Jekyll's house? (1) 2.1.5 Refer to lines 4–5 ('Will you wait … in the dining-room?'). (a) Identify the tone used by Poole in these lines. (1) (b) Why is Poole's tone appropriate in these lines? (1) 2.1.6 Refer to lines 9–13 ('But to-night there … on the roof'). Copyright reserved Please turn over

English First Additional Language/P2 104 DBE/Feb.–Mar. 2018 NSC (a) Identify the figure of speech in line 9 ('there was a shudder in his blood'). (1) (b) Explain why this figure of speech is appropriate in this line. (2) 2.1.7 Refer to lines 15–16 ('I saw Mr Hyde … is from home?'). (a) How does the dissecting room (line 15) relate to the title of this novel, Strange Case of Dr Jekyll and Mr Hyde? (2) (b) Explain what Mr Utterson's question suggests about his character. (2) 2.1.8 How is it possible for Mr Hyde to have 'a key' (line 17) to Dr Jekyll's house? (1) 2.1.9 Discuss the relevance of the novel, Strange Case of Dr Jekyll and Mr Hyde, in modern-day life. (3) AND 2.2 EXTRACT D [Dr Jekyll reveals the truth about Mr Hyde.] At the sight that met my eyes my blood was changed into something exquisitely thin and icy. Yes, I had gone to bed Henry Jekyll, I had awakened Edward Hyde. How was this to be explained? I asked myself; and then, with another bound of terror – how was it to be remedied? It was well on in the morning; the servants were up; all my drugs were in the cabinet – a long 5 journey, down two pairs of stairs, through the back passage, across the open court and through the anatomical theatre, from where I was then standing horror-struck. It might indeed be possible to cover my face; but of what use was that, when I was unable to conceal the alteration in my stature? And then, with an overpowering sweetness of relief, it came back upon my mind 10 that the servants were already used to the coming and going of my second self. I had soon dressed, as well as I was able, in clothes of my own size: had soon passed through the house, where Bradshaw stared and drew back at seeing Mr Hyde at such an hour and in such strange array; and ten minutes later Dr Jekyll had returned to his own shape, and was sitting down, with 15 a darkened brow, to make a feint of breakfasting. [Henry Jekyll's full statement of the case] 2.2.1 Earlier in the novel the maid witnesses Carew being murdered. Describe what the maid reports to the police about what she has witnessed. (4) 2.2.2 In your OWN words, show how Dr Jekyll and Mr Hyde differ in character. (2) Copyright reserved Please turn over

English First Additional Language/P2 105 DBE/Feb.–Mar. 2018 NSC 2.2.3 Give TWO reasons why Dr Jekyll makes a confession. (2) 2.2.4 What evidence is there in this extract to prove the following statement TRUE: Mr Hyde is a familiar figure at Dr Jekyll's house. (1) 2.2.5 Explain why Dr Jekyll pretends to be eating breakfast in line 16. (2) 2.2.6 Considering the novel as a whole, discuss the theme of good versus evil. (3) 2.2.7 In your opinion, can Dr Jekyll be admired for confessing? Discuss your view. (3) Copyright reserved Please turn over

English First Additional Language/P2 106 DBE/Feb.–Mar. 2018 NSC TOTAL SECTION A: 35 Copyright reserved Please turn over

English First Additional Language/P2 107 DBE/Feb.–Mar. 2018 NSC SECTION B: DRAMA In this section, there are questions set on the following dramas: • MACBETH by William Shakespeare • MY CHILDREN! MY AFRICA! by Athol Fugard Answer the question on the drama that you have studied. QUESTION 3: MACBETH Read the extracts from the play below and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 3.1 AND QUESTION 3.2. 3.1 EXTRACT E [Lady Macbeth talks to Macbeth.] LADY M: Is Banquo gone from court? SERVANT: Ay, madam, but returns again tonight. Say to LADY M: the King, I would attend his leisure For a few words. SERVANT: Madam, I will. Exit. 5 LADY M: Nought's had, all's spent, Where our desire is got without content. 'Tis safer to be that which we destroy Than by destruction dwell in doubtful joy. Enter Macbeth. 10 How now, my lord! Why do you keep alone, Of sorriest fancies your companions making, Using those thoughts which should indeed have died With them they think on? Things without all remedy Should be without regard; what's done is done. We have scorched the snake, not killed it. She'll 15 MACBETH: close and be herself, whilst our poor malice Remains in danger of her former tooth. But let the frame of things disjoint, both the worlds suffer, Ere we will eat our meal in fear, and sleep In the affliction of these terrible dreams 20 That shake us nightly. Better be with the dead, Whom we, to gain our peace, have sent to peace, Than on the torture of the mind to lie In restless ecstasy. Duncan is in his grave; After life's fitful fever he sleeps well. 25 Copyright reserved Please turn over

English First Additional Language/P2 108 DBE/Feb.–Mar. 2018 NSC Treason has done his worst; nor steel, nor poison, Malice domestic, foreign levy, nothing, Can touch him further. LADY M: Come on, 30 Gentle, my lord, sleek o'er your rugged looks; Be bright and jovial among your guests tonight. [Act 3, Scene 2] 3.1.1 What prophecies do the witches make to Macbeth and Banquo when they first meet them? (4) 3.1.2 (a) Name the King of Scotland at this point in the play. (1) (b) Describe the events that lead to this person becoming the King of Scotland. (c) Who becomes the King of Scotland at the end of the play? (1) 3.1.3 What does Lady Macbeth mean by, 'Nought's had, all's spent' (line 6)? (1) 3.1.4 Explain why the following statement is FALSE: Malcolm attends Macbeth's coronation banquet. (1) 3.1.5 Explain how Lady Macbeth and Macbeth differ in character in this extract. (2) 3.1.6 Refer to line 16 ('We have scorched the snake, not killed it'). (a) Identify the figure of speech in these lines. (1) (b) Explain how this figure of speech reveals Macbeth's fear. (2) 3.1.7 Discuss the relevance of the play, Macbeth, in modern-day life. (3) AND Copyright reserved Please turn over

English First Additional Language/P2 109 DBE/Feb.–Mar. 2018 NSC 3.2 EXTRACT F [The Gentlewoman talks to the Doctor.] GENTLEWOMAN: That, sir, which I would not report after her. DOCTOR: You may to me, and 'tis most meet you should. Neither GENTLEWOMAN: to you nor anyone, having no witness to confirm my speech. Enter Lady Macbeth, with a taper. Lo you, here she comes! This is her very guise, and, upon my 5 life, fast asleep. Observe her; stand close. How came she by that light? DOCTOR: Why, it stood by her; she has light by her continually, 'tis GENTLEWOMAN: her command. You see, her eyes are open. 10 DOCTOR: Ay, but their sense is shut. GENTLEWOMAN: What is it she does now? Look, how she rubs her hands. DOCTOR: It is an accustomed action with her, to seem thus washing her GENTLEWOMAN: hands. I have known her continue in this a quarter of an hour. Yet here's a spot. Hark! She speaks. I will set down what comes from her, to 15 satisfy my remembrance the more strongly. Out, damned LADY M: spot! Out, I say! One. Two. Why, then 'tis time to do't. Hell is DOCTOR: murky. Fie, my lord, fie! A soldier and afeard? What need we fear who knows it, when none can call our power to account? LADY M: Yet who would have thought the old man to have had so 20 much blood in him? [Act 5, Scene 1] 3.2.1 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (3.2.1) in the ANSWER BOOK. The Gentlewoman is Lady Macbeth's … A daughter. B sister. C attendant. D friend. (1) 3.2.2 Refer to lines 6–7 ('Lo you, here … her; stand close'). If you were the director of this play, what tone of voice would you tell the Gentlewoman to use while saying these lines? Give a reason for your answer. (2) Copyright reserved Please turn over

English First Additional Language/P2 110 DBE/Feb.–Mar. 2018 NSC 3.2.3 Refer to lines 9–10 ('she has light by her continually'). Why does Lady Macbeth not want to be in darkness? (1) 3.2.4 What does the Gentlewoman mean by, 'Ay, but their sense is shut' (line 12)? (1) 3.2.5 What does this extract suggest about the Gentlewoman? (2) 3.2.6 Refer to line 17 ('Yet here's a spot'). Explain what the 'spot' is that Lady Macbeth refers to. (2) 3.2.7 Refer to lines 20–22 ('Out, damned spot! … soldier and afeard?'). What do these lines suggest about Lady Macbeth's state of mind at this point in the play? (2) 3.2.8 Explain how the theme of justice is illustrated in the play. (3) 3.2.9 Consider the play as a whole. In your opinion, is Lady Macbeth responsible for Macbeth's downfall? Discuss your view. (3) [35] Copyright reserved Please turn over

English First Additional Language/P2 111 DBE/Feb.–Mar. 2018 NSC QUESTION 4: MY CHILDREN! MY AFRICA! Read the extracts from the play below and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 4.1 AND QUESTION 4.2. 4.1 EXTRACT G [A conversation between Isabel and Thami after the debating competition.] THAMI: I told you. I'm not sure about anything yet. ISABEL: What does Mr M say? THAMI: It's got nothing to do with him. ISABEL: But you're his favourite, aren't you? [Non-committal shrug from Thami] I bet you are. And I also bet you anything you like that he's got a career 5 planned out for you. THAMI: [Sharply] What I do with my life has got nothing to do with him. ISABEL: Sorry. THAMI: I don't listen to what he says and I don't do what he says. ISABEL: I said I'm sorry. I didn't mean to interfere. 10 THAMI: That's all right. It's just that he makes me so mad sometimes. He always thinks he knows what is best for me. He never tries to ask me how I feel about things, I know he means well, but I'm not a child any more. I've got ideas of my own now. ISABEL: [Placating] Ja, I know what you mean. I've had them in my life as well. 15 They always know what is best for you, don't they? So anyway, listen … I'm going to write up the debate for our school newspaper. I'll send you a copy if you like. You got a school newspaper! How about that! It's a bit unethical reporting on a contest in which I took part, and won, THAMI: but I promise to be objective. I made notes of most of your main points. ISABEL: [Act 1 Scene 1] 20 4.1.1 During the school debate Mr M interrupts Thami and Isabel to remind them about how a debate should be conducted. What does he tell them? (4) 4.1.2 Refer to line 1 ('I'm not sure about anything yet'). What is it that Thami is not sure of? (1) 4.1.3 Refer to line 3 ('It's got nothing to do with him'). If you were the director of this play, what tone of voice would you tell Thami to use when saying these words? Explain your answer. (2) 4.1.4 Refer to line 4 ('But you're his favourite, aren't you?'). Copyright reserved Please turn over

English First Additional Language/P2 112 DBE/Feb.–Mar. 2018 NSC Give TWO reasons why Thami is Mr M's favourite. (2) 4.1.5 After the debate, when Isabel is alone, she says that she has 'discovered a new world'. What does she mean by this? (2) 4.1.6 Refer to line 19 ('You got a … How about that!') What does this line suggest about how Thami feels about Isabel's school having a newspaper? (1) 4.1.7 What does this extract reveal about Isabel's character? Explain your answer. (2) 4.1.8 Consider the play as a whole. Do you think Thami makes a wise decision to participate in the student protest? Discuss your view. (3) AND 4.2 EXTRACT H [Mr M is alone in Number One Classroom.] MR M: Johnny Awu, living or dead? Christopher Bandla, living or dead? Zandile Cwati, living or dead? Semphiwe Dambuza ... Ronald Gxasheka ... Noloyiso Mfundweni Stephen Gaika ... Zachariah Jabavu ... Thami ... Thami Mbikwana ... [Pause] Living or dead? How many souls do I have to present this morning? There are a lot of well-aimed stray bullets flying 5 around on the streets out there. Is that why this silence is so ... heavy? But what can I teach you? [Picks up his little black dictionary on the table] My lessons were meant to help you in this world. I wanted you to know how to read and write and talk in this world of living, stupid, cruel men. 10 [Helpless gesture] Now? Oh my children! I have no lessons that will be of any use to you now. Mr M and all his wonderful words are ... useless, useless, useless! [The sound of breaking glass. Stones land in the classroom. Mr M picks up one] No! One of you is still alive. Ghosts don't throw stones with hot, sweating young hands. [Grabs his bell and rings it wildly again] Come to school! Come to school! 15 [Thami appears.] [Quietly] Stop ringing that bell, Mr M. Why? It's only the school bell, Thami. I thought you liked the sound of it. THAMI: You once told me that it was almost as good as music ... don't you MR M: remember? 20 [Act 2 Scene 3] 4.2.1 Explain why Mr M's reading of the attendance register is unusual. (2) 4.2.2 Refer to line 7 ('Is that why this silence is so ... heavy?'). (a) Identify the figure of speech in this line. (1) Copyright reserved Please turn over

English First Additional Language/P2 113 DBE/Feb.–Mar. 2018 NSC (b) Explain the figure of speech in this line. (2) 4.2.3 Quote FOUR consecutive words from the extract to show that the following statement is TRUE: Mr M wants to teach his learners how to cope in this world. (1) 4.2.4 Refer to lines 12–13 ('Mr M and all ... useless, useless, useless!'). Discuss the theme, the power of words versus violence, that is evident in this play. (3) 4.2.5 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (4.2.5) in the ANSWER BOOK. Thami's mood in this extract reflects his ... A relief. B happiness. C anger. D anxiety. (1) 4.2.6 Refer to lines 19–22 ('Stop ringing that ... don't you remember?'). (a) Explain why Thami wants Mr M to stop ringing the bell. (2) (b) When did Thami consider the ringing of the school bell to be as good as music? (1) (c) How does Thami plan to help Mr M? (1) 4.2.7 What eventually happens to Thami? (1) 4.2.8 Discuss the relevance of the play, My Children! My Africa!, in modern-day life. (3) [35] TOTAL SECTION B: 35 SECTION C: SHORT STORIES In this section there are questions set on the following short stories: • 'TRANSFORMING MOMENTS' by Gcina Mhlophe • 'NEXT DOOR' by Kurt Vonnegut QUESTION 5 Read the following extracts from the TWO short stories and answer the questions set on each. The number of marks allocated to each question serves as a guide to the expected length of your answer. Copyright reserved Please turn over

English First Additional Language/P2 114 DBE/Feb.–Mar. 2018 NSC NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 5.1 AND QUESTION 5.2. 5.1 'TRANSFORMING MOMENTS' EXTRACT I [The narrator has returned from the village with Father Fikeni.] It was Monday afternoon and I was lying on my stomach at my favourite corner under the black wattle trees when I wrote my first poem. I've never had a child, but the great feeling that swept over me was too overwhelming for words, maybe that's how people feel when they have their first baby, I don't know. I sat up and read it out loud. I liked the sound of my own voice – I liked to hear the poem. I put the paper 5 down and ran my fingers on my face to feel my features – the smile that wouldn't leave my face, my nose, my cheekbones, my eyes, my ears – everything just felt fine. My voice sounded like it was a special voice made especially to recite poems – with dignity. Resonant – was that it? That's the day I fell in love with myself – everything about me was just perfect. I collected my books and the towel I was lying on, stood up and stretching my 10 limbs – I felt tall and fit. I felt like jumping and laughing until I could not laugh any more. I wanted tomorrow to come so I could go buy myself a new notebook to write my poems in. A woman praise poet – I'd never heard of one, but what did it matter? – I could be the first one. 15 5.1.1 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next the question number (5.1.1) in the ANSWER BOOK. The main reason Father Fikeni takes the narrator to the village is to visit the … A tribal chief. B community elders. C church minister. D praise poet. (1) Copyright reserved Please turn over

5.1.2 Using your OWN words, explain why the following statement is FALSE: The girls at school approve of the rugby boy's interest in the speaker. (1) 5.1.3 Earlier in the story, the narrator was popular among some of her classmates. Give a reason for her popularity. (1) 5.1.4 State the benefits that the narrator's love for reading has in her life. (2) 5.1.5 Refer to lines 2–4 ('I've never had … their first baby'). (a) Identify the narrator's tone in these lines. (1) (b) Why does the narrator use this tone? (1) 5.1.6 Refer to lines 8–9 ('My voice sounded … a special voice'). Explain whether the narrator's voice was always considered 'a special voice'. (2) 5.1.7 Consider the story as a whole. How does the narrator's relationship with Bulelwa differ from her relationship with her other classmates? (2) 5.1.8 Discuss the theme of confidence that is evident in this short story. (3) 5.1.9 Discuss the appropriateness of the title of this short story. (3) AND 5.2 'NEXT DOOR' EXTRACT J [Mrs Harger returns home.] 'You Before Paul could find an answer, there was a disturbance out on the street. A sure big, motherly woman was getting out of a taxicab and wailing at the top of her lungs. you 'Lem! Lem, baby.' didn't She barged into the foyer, a suitcase bumping against her leg and tearing her hear stockings to shreds. She dropped the suitcase, and ran to Harger, throwing her arms 5 any around him. shots?' 'I got your message, darling,' she said, 'and I did just what All-Night Sam told me to said the do. I swallowed my self-respect, and here I am!' 'Rose, Rose, Rose – my little Rose,' said Harger. 'Don't ever leave me again.' They grappled with each other affectionately, and staggered into their apartment. 'Just look at this apartment!' said Mrs Harger. 'Men are just lost without women!' 10 As she closed the door, Paul could see that she was awfully pleased with the mess.

English First Additional Language/P2 116 DBE/Feb.–Mar. 2018 NSC policeman to Paul. 15 The ball of money in Paul's pocket seemed to swell to the size of a watermelon. 'Yessir,' he croaked. The policeman left. Paul shut his apartment door, shuffled into his bedroom, and collapsed on the bed. 20 The next voices Paul heard came from his own side of the wall. The voices were sunny – the voices of his mother and father. 5.2.1 Outline the events that lead to Rose returning home. (4) 5.2.2 Why does the policeman question Paul? (1) 5.2.3 Refer to lines 1–3 ('Before Paul could … "Lem! Lem, baby." '). Quote SEVEN consecutive words which indicate that the woman is shouting. (1) 5.2.4 Refer to lines 4–6 (She barged into … arms around him'). What do the words 'barged', 'bumping' and 'tearing' suggest about the manner in which Rose runs to Lem? Explain your answer. (2) 5.2.5 Refer to lines 9–10 ('Rose, Rose, Rose … leave me again'). What does Lem's response to Rose reveal about his character? Give a reason for your answer. (2) 5.2.6 Explain the irony of Rose's words in lines 12–13 ('Men are just lost without women!'). (2) 5.2.7 Refer to lines 16–17 ('The ball of money … of a watermelon'). (a) Identify the figure of speech used in these lines. (1) (b) How does the figure of speech add to the description of Paul's feelings at this point? (2) 5.2.8 Refer to the story as a whole. In your opinion, are Paul's parents irresponsible in leaving him home alone? Discuss your view. (3) 116

English First Additional Language/P2 117 DBE/Feb.–Mar. 2018 NSC TOTAL SECTION C: 35 SECTION D: POETRY In this section there are questions set on the following poems: • 'Mid-term break' by Seamus Heaney • 'Alexandra' by Mongane Wally Serote NOTE: Answer the questions set on BOTH poems, i.e. QUESTION 6.1 AND QUESTION 6.2. QUESTION 6 6.1 Read the poem carefully and then answer the questions which follow. The number of marks allocated to each question serves as a guide to the expected length of your answer. Mid-term break – Seamus Heaney 1 I sat all morning in the college sick bay 2 Counting bells knelling classes to a close. 3 At two o'clock our neighbours drove me home. 4 In the porch I met my father crying – 5 He had always taken funerals in his stride – 6 And Big Jim Evans saying it was a hard blow. 7 The baby cooed and laughed and rocked the pram 8 When I came in, and I was embarrassed 9 By old men standing up to shake my hand 10 And tell me they were 'sorry for my trouble'. 11 Whispers informed strangers I was the eldest, 12 Away at school, as my mother held my hand 13 In hers and coughed out angry tearless sighs. 14 At ten o'clock the ambulance arrived 15 With the corpse, stanched and bandaged by the nurses. 16 Next morning I went up into the room. Snowdrops 17 And candles soothed the bedside; I saw him 18 For the first time in six weeks. Paler now, 19 Wearing a poppy bruise on his left temple, 20 He lay in the four foot box as in his cot. 21 No gaudy scars, the bumper knocked him clear. 22 A four foot box, a foot for every year. 117

English First Additional Language/P2 118 DBE/Feb.–Mar. 2018 NSC 6.1.1 Refer to stanza 1. (a) Why was the speaker waiting in the sick bay? State TWO points. (2) (b) Quote FOUR consecutive words which indicate the speaker waited in the sick bay for a long time. (1) 6.1.2 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (6.1.2) in the ANSWER BOOK. When the speaker went home, he met his father in/on the … A lounge. B bedroo m. C verand ah. D kitch en. (1) 6.1.3 Give the TWO meanings of 'a hard blow' in line 6. (2) 6.1.4 Identify the tone the strangers would have used in line 11 ('Whispers informed strangers I was the eldest'). (1) 6.1.5 Why does the speaker see his brother for 'the first time in six weeks' (line 18)? (1) 6.1.6 Refer to line 20 ('He lay in … in his cot'). (a) Identify the figure of speech used in this line. (1) (b) Explain why this figure of speech is appropriate. (2) 6.1.7 How old was the young boy who had passed away? (1) 6.1.8 Discuss how the theme of fragility of life is evident in this poem. (3) 6.1.9 Discuss the relevance of the title of the poem, 'Mid-term break'. (3) AND 118

English First Additional Language/P2 119 DBE/Feb.–Mar. 2018 NSC 6.2 Read the poem carefully and then answer the questions which follow. The number of marks allocated to each question serves as a guide to the expected length of your answer. 119

English First Additional Language/P2 120 DBE/Feb.–Mar. 2018 NSC Alexandra – Mongane Wally Serote 1 Were it possible to say, 2 Mother, I have seen more beautiful mothers, 3 A most loving mother, 4 And tell her there I will go, 5 Alexandra, I would have long gone from you. 6 But we have only one mother, none can replace, 7 Just as we have no choice to be born, 8 We can't choose mothers; 9 We fall out of them like we fall out of life to death. 10 And Alexandra, 11 My beginning was knotted to you, 12 Just like you knot my destiny. 13 You throb in my inside silences 14 You are silent in my heart-beat that's loud to me. 15 Alexandra often I've cried. 16 When I was thirsty my tongue tasted dust, 17 Dust burdening your nipples. 18 I cry Alexandra when I am thirsty. 19 Your breasts ooze the dirty waters of your dongas, 20 Waters diluted with the blood of my brothers, your children, 21 Who once chose dongas for death-beds. 22 Do you love me Alexandra, or what are you doing to me? 23 You frighten me, Mama, 24 You wear expressions like you would be nasty to me, 25 You frighten me, Mama, 26 When I lie on your breast to rest, something tells me 27 You are bloody cruel. 28 Alexandra, hell 29 What have you done to me? 30 I have seen people but I feel like I'm not one, 31 Alexandra what are you doing to me? 32 I feel I have sunk to such meekness! 33 I lie flat while others walk on me to far places. 34 I have gone from you, many times, come back. 35 Alexandra, I love you; 36 I know 37 When all these worlds became funny to me 38 I silently waded back to you 39 And amid the rubble I lay, 120

English First Additional Language/P2 121 DBE/Feb.–Mar. 2018 NSC 40 Simple and black. 6.2.1 Wally Serote is a protest poet. 121

English First Additional Language/P2 122 DBE/Feb.–Mar. 2018 NSC (a) In which country is this poem set? (1) (b) What is Wally Serote protesting about in this poem? (2) 6.2.2 Explain the point that the speaker is making in lines 7–8 ('Just as we … can't choose mothers'). (2) 6.2.3 Refer to lines 10–11 ('And Alexandra, My … knotted to you'). (a) Identify the figure of speech used in these lines. (1) (b) Explain why this figure of speech is appropriate. (2) 6.2.4 State THREE challenges that the speaker experiences in stanza 3. (3) 6.2.5 Refer to lines 38–39 ('When all these … back to you'). Explain what the speaker means in these lines. (2) 6.2.6 Provide the literal interpretation of 'rubble' (line 40). (1) 6.2.7 Consider the poem as a whole. In your opinion, does the speaker succeed in conveying his love for Alexandra? Discuss your view. (3) TOTAL SECTION D: 35 GRAND TOTAL: 70 122

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