FET English HL SBA and Oral Exemplar Booklet Grades 10 - 12

FURTHER EDUCATION &
TRAINING PHASE (FET)

LANGUAGES
ENGLISH HL
SBA & ORAL EXEMPLAR BOOKLET
GRADES 10 -12
FOREWORD
The Department of Basic Education has pleasure in releasing a subject exemplar booklet
for School Based Assessment (SBA) to assist and guide teachers with the setting and
development of standardised SBA tasks and assessment tools. The SBA booklets have
been written by teams of subject specialists to assist teachers to adapt teaching and
learning methods to improve learner performance and the quality and management of
SBA.
The primary purpose of this SBA exemplar booklet is to improve the quality of teaching
and assessment (both formal and informal) as well as the learner’s process of learning
and understanding of the subject content. Assessment of and for learning is an ongoing
process that develops from the interaction of teaching, learning and assessment. To
improve learner performance, assessment needs to support and drive focused, effective
teaching.
School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality
remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality
assessment is therefore valuable for teacher planning as part of improving learning outcomes.
Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as
ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities
before doing a formal assessment activity.
The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best
practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as
models to set their own formal and informal assessment activities.
MR HM MWELI
DIRECTOR-GENERAL
DATE:
Table of Contents
1. Introduction ...................................................................................................................... 4
2. Aims and objectives ......................................................................................................... 5
3. Assessment Tasks ........................................................................................................... 5
4. Programme of Assessment (PoA) ................................................................................... 5
5. Quality Assurance Process .............................................................................................. 9
6. Cognitive and difficulty levels in Languages ...................................................................11
7. Exemplar SBA Tasks and Memoranda .......................................................................... 14
7.1 Listening Tasks ....................................................................................................... 14
7.2 Essay Writing Tasks ............................................................................................... 34
7.3 Transactional Writing Tasks ................................................................................... 42
7.4 Prepared Speaking Tasks ...................................................................................... 50
7.5 Unprepared Speaking Tasks .................................................................................. 57
Annexure A: Essay Assessment Rubric ............................................................................65
Annexure B: Transactional Writing Assessment Rubric ....................................................66
Annexure C: Prepared Speech Assessment Rubric ..........................................................68
Annexure D: Unprepared Speaking Assessment Rubric ...................................................71
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Preamble
The oral assessment tasks undertaken during the year constitute the end-of-year
internal assessment for Grades 10–11 and the end-of-year external assessment for
Grade 12. The oral tasks constitute 12,5% of the end-of-year papers (Paper 4) for
Grades 10–12.
All writing tasks are weighted in proportion to the 25% of all SBA tasks to be
completed. Home Languages focus on writing essays and transactional texts, while First
and Second Additional Languages focus on writing essays, longer and shorter
transactional texts. Process writing of texts should be conducted over a period.
Traditionally the oral tasks formed part of the 25% SBA mark as well as the 12,5% end-
of-year mark. Since 2017, affirmed through Circular S4 of 2017, this ‘double-dipping’
has been removed. The oral marks no longer form part of the SBA mark. While the oral
marks may be used for reporting per term, the marks only accrue towards the end-of-
year oral paper (Paper 3 for SAL and Paper 4 for HL and FAL).
All aspects of SBA tasks should be done under controlled conditions. This implies that
the teacher should supervise all the aspects of the process, including planning, drafting
and the final copy.
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1. Introduction
There is no decision that teachers make that has a

greater impact on learners’ opportunities to learn and
on their perceptions about what a subject is than the
selection or creation of tasks
Assessment is the process of evaluating learners’ attainment of knowledge, understanding and

skills. School-based assessment (SBA) is an assessment which is embedded in the teaching
and learning process. It has several important characteristics that distinguish it from other
forms of assessment:
It involves the teacher from the beginning to the end: from planning the assessment
programme, to identifying and/or developing appropriate assessment tasks right through to
making the assessment judgements.
It allows for the collection of a given number of tasks of learner performance over a period.
It can be adapted and modified by the teacher to match the teaching and learning goals of
the class and learners being assessed.
It is carried out in ordinary classrooms.
It is conducted by the learners’ own teacher.
It involves learners more actively in the post-assessment process and informal assessment
process, especially if self- and/or peer- assessment is used in conjunction with teacher
assessment.
It allows the teacher to give immediate and constructive feedback to learners.
It stimulates continuous evaluation and adjustment of the teaching and learning programme.
It complements other forms of assessment, including external examinations.
(http://www.hkeaa.edu.hk/en/sba/sba_hkdse)
In South Africa, as in many education systems around the world, e.g. Hong Kong, school-
based assessment is aligned with and embedded within the broader educational philosophy of
‘assessment for learning’. Assessment for learning is any form of assessment in which the
main aim is to enhance learners’ learning. An assessment activity can help learning if it
provides information that can be used (feedback) by teachers and learners to improve the
teaching and learning process in which they are engaged. It thus differs from assessment of
learning, which is designed primarily to serve the purposes of accountability, ranking, or
certification of competence. SBA may take place at different points of the learning process, as
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described through Section 4 in the Curriculum and Assessment Policy Statement (CAPS), and
the assessment results are recorded and count towards a learner’s final promotion or
certification.
It is thus important to note that the process (formative) is as important as the summative act in
the SBA. Assessment should always contribute to a learner’s learning and progress. SBA,
therefore, should provide information on the learner’s attainment of knowledge, understanding
and skills and should contribute to individual learning by reinforcing and complementing that
learning. Furthermore, assessment should also contribute to a teacher’s teaching and
reflection on learner understanding. SBA should thus provide information for the teacher to
measure the learner’s attainment of knowledge, skills and understanding of key concepts that
will contribute to learning.
2. Aims and objectives

The aim of the guide is to:
Provide quality-assured Grades 10 – 12 examples of assessment tasks to capacitate
teachers in the setting of SBA tasks;
Provide guidance to teachers when setting SBA tasks; and
Deepen understanding of the cognitive demand of a task.
3. Assessment tasks
School-based assessment tasks in this booklet include Grades 10 – 12 oral tasks and writing
SBA tasks as per the Programme of Assessment (PoA) in the Curriculum and Assessment
Policy Statement (CAPS). The oral tasks constitute listening for comprehension, prepared
speech and unprepared speech. The writing tasks include the essays and transactional texts
and must be produced using process writing.
Please note that as guided by Circular S4 of 2017, the oral marks no longer form part of the
SBA mark. The oral marks accumulated from all oral activities undertaken will add up to a mark
for the oral paper (Paper 4).
4. Programme of Assessment (PoA)

The CAPS for HL prescribes formal school-based assessment activities for all official
languages. Completing this stipulated number of tasks during the year should strengthen
learners’ language skills and content knowledge sufficiently to perform efficiently during
examinations.
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The ten tasks in Grades 10 and 11 comprise two tests (terms 1 and 3), four oral activities
(terms 1 to 4), one mid-year examination (term 2), one literature test/task (term 2), one essay
task (term 1) and one transactional task (term 1). The ten tasks in Grade 12 comprise one test
(term 1), four oral tasks (terms 1 to 3), one mid-year examination (term 2), one trial
examination (term 3), one literature task (term 2), one essay task (term 1) and one
transactional text task (term 1).
The oral assessment tasks undertaken during the year constitute the end-of-year internal
assessment for Grades 10 and11 and the end-of-year external assessment for Grade 12. The
oral tasks constitute 12,5% of the end-of-year papers (paper 4) for Grades 10 – 12.
All writing tasks are weighted in proportion to the 25% of all SBA tasks to be completed.
Home languages focus on writing essays and transactional texts. Process writing of texts
should be conducted over a period of time.
The Programmes of Assessment for Grades 10 and 11 and Grade 12 as per the CAPS
indicate the number and types of tasks per term.
Programme of Assessment (Grades 10 and 11)

TERM 1
Task 1 Task 2 Task 3 Task 4
**Oral:
*Writing:
Listening for *Writing: Transactional writing
comprehension (Gr Narrative/ descriptive Friendly/formal letters
***Test: Language in
10 – 200 words; Gr 11 /argumentative essay /formal and informal letters to
Context:
the press/ curriculum vitae
– 300 words) (Gr 10 – 300-350
and covering letter/obituary/ Comprehension (15),
Prepared Speech words)
agenda and minutes of summary (10) and
(Gr 10 – 2-3 minutes; Reflective/discursive meeting /formal or informal
language structures
Gr 11 – 3-4 minutes) /argumentative essay report/ review/newspaper
and conventions (10)
Unprepared Speech (Gr 11 – 350-400 article/magazine article/
speech/dialogue/interview
(Gr 10 and 11 – 2-3 words)
(180 – 200 words)
minutes)
10/15 50 25 35
TERM 2
Task 5 Task 6 Task 7
**Oral: Mid-year examinations
Literature:
Listening for Paper 1 – Language in context (70
Contextual questions (10)
comprehension (Gr 10 – 200 marks)
Literary essay (25)
words; Gr 11 – 300 words) Paper 2 – Literature (80 marks)
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Prepared Speech (Gr 10 – Paper 3 – Writing (can be written in
2-3 minutes; Gr 11 – 3-4 May / June) (100 marks)
minutes)
Unprepared Speech (Gr 10
and 11 – 2-3 minutes)
10/15 35 250
TERM 3
Task 8 Task 9
**Oral:
Listening for comprehension (Gr 10 – 200
words; Gr 11 – 300 words)
Literature Test:
Prepared Speech (Gr 10 – 2-3 minutes; Gr
Contextual questions (10) and literary essay (25)
11 – 3-4 minutes)
Unprepared Speech (Gr 10 and 11 – 2-3
minutes)
10/15 35
TERM 4
Task 10 (90,9%) Task 11 (100%)
**Oral:
Listening for comprehension (Gr 10 – 200 End of the year examinations
words; Gr 11 – 300 words) Paper 1 – Language in context (70 marks)
Prepared Speech (Gr 10 – 2-3 minutes; Gr Paper 2 – Literature (80 marks)
11 – 3-4 minutes) Paper 3 – Writing (100 marks)
Unprepared Speech (Gr 10 and 11 – 2-3 Paper 4 – Orals (50 marks)
minutes)
15 300
*Writing: Choose one essay and one transactional text for formal assessment at the end of the term.
**Oral: Learners should do one listening for comprehension, two prepared speeches and one unprepared
speech for formal assessment during the year.
***Test 1 could be set out of 35 marks or, if more, should be converted to 35 marks. While the
comprehension, summary, language structures and conventions combination is suggested, teachers are
urged to design a combination of aspects that fits the character (test programme, time allocation, etc.) of
the school. A test in the Programme of Assessment should not be made up of several smaller tests. Each
test should cover a substantial amount of content, should be set for 45-60 minutes, and should reflect the
different cognitive levels as set out for exam papers.
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Programme of Assessment (Grade 12)
TERM 1
Task 1 Task 2 Task 3 Task 4 Task 5
Writing:
Transactional writing
*Oral: *Oral:
Friendly/formal letters
Listening for /formal and informal Listening for
**Test: Language
comprehension Writing: letters to the press/ comprehension
in Context:
(400 words) Narrative/ curriculum vitae and (400 words)
covering letter/obituary/
Comprehension
Prepared descriptive/ Prepared
agenda and minutes of (15), summary
Speech discursive/ reflective/ Speech
meeting /formal or (10) and language
(4-5 minutes) argumentative essay (4-5 minutes)
informal report/
structures and
Unprepared (400-450 words) review/newspaper Unprepared
article/magazine article/
conventions (10)
Speech Speech
speech/dialogue/
(2-3 minutes) (2-3 minutes)
interview
(180-200 words)
10/15 50 25 10/15 35
TERM 2
Task 6 Task 7 Task 8
***Mid-year examinations
**Oral: Paper 1 – Language in context
Listening for comprehension (70 marks)
Literature Test:
(400 words) Paper 2 – Literature (80 marks)
Contextual questions (10) and
Prepared Speech (4-5 minutes) Paper 3 – Writing (can be written
literary essay (25)
Unprepared Speech (2-3 in May / June) (100 marks)
minutes) OR
Written test
35 10/15 250
TERM 3
Task 9 Task 10
*** Trial examinations
Paper 1 – Language in context (70 marks)
**Oral:
Paper 2 – Literature (80 marks)
Listening for comprehension (400 words)
Paper 3 – Writing (can be written in August /
Prepared Speech (4-5 minutes)
September) (100 marks)
Unprepared Speech (2-3 minutes)
OR
Written test
10/15 250
*Oral: Learners should do one listening for comprehension, two prepared speeches and one unprepared
speech for formal assessment during the year.
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**Test 1 could be set out of 35 marks or, if more, should be converted to 35 marks. While the
comprehension, summary, language structures and conventions combination is suggested, teachers are
urged to design a combination of aspects that fits the character (test programme, time allocation, etc.) of
the school. A test in the Programme of Assessment should not be made up of several smaller tests. Each
test should cover a substantial amount of content, should be set for 45-60 minutes, and should reflect the
different cognitive levels as set out for exam papers.
*** Mid-year and trial examinations: In Grade 12 one of the tasks in Term 2 and/or Term 3 must be an
internal examination. In instances where only one of the two internal examinations are written in Grade 12,
the other examination should be replaced by a test at the end of the term (Tasks 8 and 10).
5. Quality assurance process

Quality assurance of SBA is the planned and systematic process of ensuring that SBA tasks
are valid, reliable, practicable, as well as equitable and fair, thus increasing public confidence
in SBA. This would include all the activities that take place before, during and after the actual
assessment, that contribute to an improved quality of SBA.
This booklet focuses mainly on the process of setting quality SBA tasks.
Setting of tasks
Guidelines towards setting quality SBA tasks
Know the curriculum and its requirements to identify the knowledge, understanding and
skills which are to be assessed.
Ensure that the assessment allows learners to show that they have the required
knowledge, understanding and skills to meet the national standards.
Ensure that the appropriate reading level is used.
Ensure that no part of the assessment has any form of bias or prejudice that can have
an adverse impact on specific groups of learners, e.g. disabled learners.
Ensure that all illustrative materials reflect an inclusive view of society and promote
equality.
Ensure that tasks are set in such a manner that learners will be able to successfully
complete the task within the allocated time.
Design features to consider when setting tests and examinations:

The language used in the question paper should not be a barrier.
The weighting given to a part of the question paper reflects its relative importance.
Sampling is systematic but unpredictable to avoid question ‘spotting’.
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The cognitive demand of the paper is appropriate, i.e. includes lower, middle and higher
order demands to the prescribed ratio.
The level of difficulty of the individual questions is appropriate and the level of difficulty
of the overall paper is appropriate to the level of the grade.
The mark available for each question matches the demands of the task and the test
specification.
The memorandum allows for a range of valid answers, especially for open-ended
questions.
Diverse types of questions are used (See Annexure B for a summary of types of
questions).
Quality assurance helps to support teachers and build expertise and capacity in the education
system to deliver positive outcomes for children and young people. Through sharing,
understanding and applying standards and expectations, quality assurance helps to raise
standards and expectations and levels of consistency across teachers and schools.
Moderation of tasks
Moderation is the term used to describe approaches employed to arrive at a shared
understanding of standards and expectations. It further helps to ensure that there is an
appropriate focus on outcomes for learners, that learning is at the appropriate level and that
learners develop the skills for learning, including higher-order thinking skills, which will allow
them to be successful in the future.
Moderation of SBA tasks, prior to the administration of the assessment tasks, involves
teachers and other professionals, such as specialist senior teachers, heads of department or
subject advisors, as appropriate, working together, drawing on guidance and exemplification
and building on standards and expectations to check that SBA tasks provide learners with fair
and valid opportunities to meet the standards and expectations before assessments are used.
Moderation of the assessment task should be done using the following evaluation criteria:
the assessment tasks are aligned to the CAPS;
assessments tasks and tools are valid, fair, and practicable;
the instructions relating to the assessment tasks are clearly stated;
the content must be in keeping with what the learner has been exposed to;
the assessment task must be free of any bias;
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the language of the assessment task is in keeping with the language level of the
learners for which it is designed; and
the cognitive and difficulty levels at which the assessment tasks are pitched are
consistent with the requirements as stipulated in the CAPS.
Teachers’ involvement in developing their assessment approaches through participation
in moderation activities is a highly effective form of professional development. Further
moderation activities should generally take place after the assessment task is
administered.
6. Cognitive and difficulty levels in languages
All questions are not created equal – different

questions require different levels and kinds of learner
thinking.
Cognitive levels
The cognitive demand of a question is the kind and level of thinking required of learners to
successfully engage with and answer a question.
High cognitive questions are those which demand that the learners manipulate bits of
information previously learned to create and support an answer with logically reasoned
evidence. This sort of question is usually open-ended, interpretive, evaluative, inquiry-
based, inferential and synthesis-based.
Lower cognitive questions are more basic. These require learners to recall material
previously presented and learned. Little to no thinking and reasoning are required. These
questions are generally direct, closed, recall-related and questions that measure knowledge
only – factual and process.
The level and kind of thinking in which learners

engage determine what they will learn.
Using the Barrett’s Taxonomy, various types of questions will be set in such a way that ALL the
cognitive levels are catered for in the proportions indicated:
Levels 1 and 2: 40% of total marks
Level 3: 40% of total marks
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Levels 4 and 5: 20% of total marks
NOTE: See the following tables
Barrett’s Taxonomy
Level Description Question types
e.g. Name the …; List the …; Identify the …; Describe
1 Literal (information in the text)
the …; Relate the …
Reorganisation (analysis,
e.g. Summarise the main ideas …; State the differences
2 synthesis or organisation of
/ similarities …
information)
Inference (engagement with
e.g. Explain the main idea …; What is the writer’s
3 information in terms of personal
intention …; What, do you think, will be …
experience)
Evaluation (judgements
4 e.g. Do you think that …; Discuss critically …
concerning the value or worth)
Appreciation (assess the impact e.g. Discuss your response …; Comment on the writer’s
5
of the text) use of language …
Bloom’s revised taxonomy illustrates the different cognitive levels
Analyse Evaluate Create
Apply
Understand
Remember
(Knowledge)
Difficulty levels
The difficulty level of a question refers to the cognitive demands at which the questions are
pitched, within each cognitive level. These may be described easy, moderately challenging,
difficult or very difficult.
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What makes a question difficult?
One or more of the following influences the difficulty level of a question:
Content (subject / concept / facts / principles / procedures), e.g.
Advanced content is generally more difficult or content-learned in Grade 10 and is
repeated and practised in Grades 11 and 12, usually becoming easier by Grade
12.
Number of steps required or the length of the answer could influence difficulty.
Stimulus (item / question). The following items could influence difficulty:
Language, text or scenario used;
Learners required to re-read the text / question before they understand the
instruction; and
Limited time could influence difficulty.
Task (process)
Short questions vs. paragraph or essay – answers that require extended writing
are generally more difficult.
Steps provided or scaffolding of questions – open-ended questions are generally
more difficult than structured questions, i.e. questions that lead or guide learners.
Expected response
Mark scheme, memo, e.g. detail required in memo vs. detail expected in question.
Allocation of marks.
Note: Within each cognitive level, there are different difficulty levels.
By determining the cognitive demands of tasks and being

cognisant of the features of tasks that make them high-level or low-
level tasks, one will be able to select or modify tasks that allow
opportunities for all learners.
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7. Exemplar SBA tasks and memoranda
7.1 Oral: Listening Comprehension
Being able to listen well is an important part of communication for everyone. For our
learners, guided practice by a teacher is one of the best ways to improve this skill. A learner
with good listening skills will be able to participate more effectively in communicative
situations.
Teaching the skill of listening cannot be emphasised enough in a communicative

classroom. For Home Language learners, developing the skill of listening with
comprehension is extremely important.
When the learning objective of a language class is explained to learners, they can focus
better on specific vocabulary acquisition, grammar practise, listening for different purposes,
and so on. The teacher’s clear explanation of a lesson’s pedagogic goals will help learners
to further develop specific objectives in a shorter amount of time. For instance, by informing
learners that the lesson will be about giving directions, they can consciously focus on
remembering the vocabulary used in that activity. It is important to maintain an interactive
and communicative approach for teaching English as a Home Language. However, it is
also important to vary the learners’ learning focus by concentrating on the skills needed to
become proficient in a first language. Listening comprehension is such a required skill.
When designing lessons and teaching materials to develop listening comprehension skills,
learners need to be motivated and stay motivated. This is best accomplished by
determining the suitability of the listening materials, the techniques used in classroom
teaching, and the use of authentic materials.
Steps to administer the formal listening comprehension tasks
1. Alert learners to the type of information they will be required to listen for and to
demystify the passage.
2. Provide each learner with a clean sheet of writing paper, which will be the answer
sheet.
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Listening for appreciation
3. Read the passage to the learners, once, clearly at a moderate pace. They may not
make notes at this stage.
4. Then, read all the questions to the learners. Learners may still not make any notes or
write down the questions.
Listening for information
5. Read the passage to the learners again – at the same speed and tone. During this
reading, allow learners to make notes on the answer sheet.
Listening for evaluation
6. Now, read one question at a time – stating the mark allocation - allowing the learners
to write down the answers (on the same sheet of paper; underneath their notes).
NOTE: This is a listening activity. The questions should not be made available to the
learners in writing (paper, digitally or otherwise).
The length of the listening passage for Grade 10 should be approximately 200 words,
approximately 300 words for Grade 11 and 400 words for Grade 12.
Hint: The teacher can prerecord the passage; record a good reader reading the
passage.
The listening comprehension questions must follow the requirements of Barrett’s
Taxonomy. 40% of questions should be at Levels 1 and 2, 40% at Level 3 and 20% at
Levels 4 and/ or 5.
All formal assessment must be marked by the educator.
Educator should record all marks before returning marked tasks to learners.
Learners should see their marked responses to learn from mistakes made and to make
corrections. This is an important part of formative assessment.
The teacher should keep the tasks in a safe place at the school.
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Task no: ______________________ Date: ___________________
Instructions to learners
You are required to listen to a passage, which will be read to you twice.
During the second reading of the passage, make notes of essential information you hear on
the blank sheet which has been given to you.
You will not receive a copy of the text or the questions, as this is a listening activity.
Listen carefully while the passage is being read, as you are required to answer questions
about the passage.
Bolt totally envisages Wayde’s world
Record-setting Wayde van Niekerk could be the athlete to take over track and field from Usain
Bolt, according to the Jamaican sprint star himself.
Bolt is in his final season of a glittering career that has seen him win eight Olympic and 11 world
gold medals with a charisma and charm that have made him one of the most recognisable faces
in world sport.
The massive void his absence will leave looks most likely to be filled by South African Van
Niekerk, whose personality remains considerably less than Bolt’s larger-than-life version.
The 24-year-old smashed Michael Johnson’s world record for the rarely run 300 m at the Golden
Spike meet on Wednesday 27 June 2017, clocking 30,81 seconds.
It was the second time Van Niekerk has bettered Johnson, having set a new world record of 43,03
sec when winning Olympic 400 m gold in Rio.
Asked whether the South African, also the current world 400 m champion but an athlete who has
clocked 19,84 sec in the 200 m and 9,94 sec in the 100 m, is his likely successor, Bolt was
definitive.
“Yeah for sure,” he said. “I think he really wants to be a sprinter because he’s set a personal best
in the 100 m this year. He’s shown he’s ready for the challenge. He’s down to earth, really
humble, he’s a great person.” (218 words)
http://www.sport24.co.za (adapted)
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Questions
1. Which country does Usain Bolt come from? (1)
2. How many Olympic medals has Usain Bolt won in his career? (1)
3. Whose world records did Wayde van Niekerk break? (1)
4. Which city hosted the Olympics when Wayde van Niekerk broke the world
record? (1)
5. What has made Bolt one of the world’s most recognisable athletes of all time?
(2)
6. What does the writer mean when he says Bolt has ‘a larger-than-life’
personality? (2)
7. Explain why the writer chose to describe Bolt’s career as ‘glittering’. Consider
both the literal and figurative meaning of the word ‘glitter’. (2)
8. The 300 metres is a popular distance to race.

Do you agree or disagree with the statement? Provide a reason for your
answer. (2)
9. In your opinion, would Wayde van Niekerk’s personality help or prevent him in
his future career as an athlete. Provide reasons for your choice.
(3)
TOTAL [15]
Marking memorandum
1. Jamaica (1)
L1
2. Eight (1)
L1
3. Michael Johnson (1)
L1
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4. Rio / Rio de Janeiro (1)
L1
5. His charm and charisma / His record-breaking talent / the number of gold
medals he has won and his personality . (ANY TWO)
(2)
L1
6. If someone is larger-than-life, that person attracts a lot of attention because
they are more exciting or interesting than most people . / Flamboyant /
extravagant / well-loved.
(Or similar answer that captures the meaning of the phrase) (2)
L3
7. Glittering will imply shining or shimmering. His career is a shining example / very
successful / impressive career (figurative). On a literal level, he has won
numerous gold medals, and gold glitters. (2)
L3
8. Disagree.
‘rarely run’ (2)
L3
9. Candidates own response. Possible answers could include:
His personality will help him. He is humble and down-to-earth, which means he
will listen to advice, he handles the pressures of being famous with humility, his
gentle personality will make him well-loved by all.
OR
His personality will prevent him. Because he is humble, he may not be able to
face the pressure of being famous. He would be less popular with fans than
Usain Bolt. He may not have the drive necessary to succeed at this level due to
his humility.
(3)
L4
[15]
18
Task no: ______________________ Date: ___________________
about the passage.
DJ Black Coffee makes history with BET award
DJ Black Coffee, who has just become the first South African to etch his name on the Black
Entertainment Television Awards (BET), has received an outpouring of love and support from
South Africans.
Tributes started circulating on social media once the award was announced on 26 June 2016 at a
ceremony in Los Angeles. The ANC in KZN called on people in the province to give him a hero’s
welcome when he landed back home in Durban in time for the Durban July.
The KZN-born Nkosinathi Maphumulo, known as Black Coffee, was nominated along with two
other South African rivals. This is the first time that a South African has taken home the award,
and Black Coffee celebrated the success on Instagram. “This is a great honour. We did not do
this alone,” he added. “Thank you for the love.”
ANC provincial secretary Super Zuma said Black Coffee’s victory has pinned South Africa and
KZN on the international map. “All South Africans have followed Black Coffee’s meteoric rise in
the music industry from his humble beginnings in Umlazi his home township.
“We are proud that he is now recognised as one of the world’s best music producers … His
success serves as an inspiration to young upcoming musicians …” (209 words)
Thabang Mathebula www.witness.co.za (adapted)
19
Questions
1. In which city did DJ Black Coffee receive the BET Award? (1)
2. What does BET stand for? (1)
3. In which province was Black Coffee born? (1)
4. What is historical about the award he received? (1)
5. How many South African musicians were nominated for the same award?
(1)
6. DJ Black Coffee states: “We did not do this alone,” Identify the ‘we’ in this
statement. (1)
7. What is meant by ‘Black Coffee’s victory has pinned South Africa and KZN on
the international map’? (2)
8. What do you understand by the phrase ‘meteoric rise’? (2)
9. What is your understanding of the phrase ‘humble beginnings’? (2)
10. In your opinion, would you consider DJ Black Coffee a hero? Provide a reason
for your response. (3)
[15]
20
Marking memorandum
1. Los Angeles (1)
L1
2. Black Entertainment Television (1)
L1
3. KwaZulu-Natal / KZN (1)
L1
4. He is the first South African artist to win a BET Award. (1)
L1
5. Three (1)
L1
6. Fans / family / South Africans (1)
L2
7. His success will make South African / KZN music well-known / famous all
over the world. (2)
L3
8. To achieve success in a short period of time. (2)
L3
9. Poverty / underprivileged / poor beginning in the township not suburbs or
city. (2)
L3
10. Candidates own response. Possible answers could include:
Yes. The fact that he grew up in a township in poverty and made a name for
himself and won an international award. He is celebrated throughout the
country, even the world.
OR
No. A hero is self-sacrificing. His music does not appeal to all. He is not
inspiring. (Consider any reasonable valid responses.) (3)
L4
[15]
21
Task no: ______________________ Date: ___________________
about the passage.
VISUALISATION
Success is not an accident. It is a deliberate, systematic process of deciding where you want to
go and what it will look like when you get there, and then taking the steps, day by day, to turn
those dreams into reality. Perhaps the most powerful of all tools for success you can learn to use
is visualisation, seeing with the mind’s eye. All improvement in your life begins with an
improvement in your mental pictures. Your mental pictures guide you to act in ways that make
your wishes come true.
Successful people are those who continually think about pictures and images of the people they
would like to be and the lives they would like to lead. Unsuccessful people are those who
continually dwell on and imagine exactly the things they don’t want to happen in their lives.
Your subconscious mind is extraordinarily powerful. It coordinates every aspect of your thoughts,
feelings, behaviour, words, actions and emotions. It will guide you to behave in accordance with
the goals that you visualise. Your subconscious mind merely accepts commands from your
conscious, visualising mind. If you visualise something that you fear, your subconscious mind will
accept that as a command. It will trigger your fears instead of your dreams and inspirations. It
has been proved that successful, happy people think about successful, happy things.
The starting point of remarkable success begins when you discipline yourself and think positively
instead of negatively. Worrying is a form of negative goal setting. These are goals you do not
want to achieve. Think about your goals constantly and you will start to move towards them.
There are four methods you can use to tap into powers of visualisation:
Think and visualise your goals
Read about successful people
Write down your goals every day
Before going to bed, feed your mind positively (306 words)
www.briantracy.com (adapted)
22
Questions
1. According to the writer, why is success not an accident? (1)
2. What is the most powerful of all tools of success? (1)
3. Explain the concept VISUALISATION in your own words. (2)
4. What is the difference between successful and unsuccessful people according

to this passage? (2)
5. What was found after the survey? (1)
6. Mention 2 ways in which one can tap into powers of visualisation. (2)
7. Give one example of negative goal setting according to the passage. (1)
8. Explain what is meant by ‘tapping into your powers of visualisation.’ (2)
9. Critically discuss whether you think that the subconscious mind is as powerful
as indicated by the writer. (3)
[15]
23
Marking memorandum
1. Success is regarded as a deliberate action because one decides where one

wants to go, and turns dreams into reality. (1)
L1
2. The use of visualisation, seeing one’s own success. (1)
L1
3. It is the process of improving one’s life by improving one’s mental pictures.
The mental pictures assist in making one’s dreams or wishes come true.
(2)
L3
4. Successful people think regularly about what their lives look like , while
unsuccessful people think about the things they don’t want to happen in their
lives. (2)
L3
5. Successful people think about successful and happy things. (1)
L2
6. Any 2: thinking and visualising goals; reading about successful people; writing
down goals daily; thinking about positive things before going to bed.
(2)
L1
7. Worrying / stressing (1)
L1
8. Using the technique of picturing a positive outcome to achieve success.
(2)
L3
9. It is powerful as the subconscious mind influences one’s thoughts / feelings /
behaviour and if you visualise something whether positive / negative it will act
upon that feeling / words. (3)
L4
[15]
24
Task no: ______________________ Date: ___________________
about the passage.
Knysna disaster: Stories of hope from ashes
On 7 June 2017, fuelled by fierce winds from a severe storm, a fire swept through Knysna and
surrounding areas. It displaced around 10 000 people from all walks of life.
Rising from the ashes of the devastating Knysna fire are stories of hope. And these stories
transcend race, gender and age, reminding us that we are all the same.
Ella Mapurisa’s brave act of fighting off the flames is one of these stories. It began on
Wednesday afternoon as the fire spread rapidly, spurred by the gusty winds. Ella rallied the
support of five strong, young men to help those affected by the fire in town. They checked on
Ella’s house in Phantom Village, where the fire was starting to burn.
They quickly set to work evacuating the house and, as the fire was moving fast, they had to
decide what the most important items were and remove them. Driving away, Ella said they could
see the flames and could barely breathe in the smoke-filled car.
Later, on realising they had left the house open, they returned to find nothing had been stolen
but the flames were still approaching.
“We started to fight the flames with water jugs and buckets. There was no electricity because
the main box also burnt but we managed to fight the fire,” she said.
In an event Ella calls ‘a miracle’, the flames stopped before they reached the house.
They stayed up all night fighting the flames and helping others, only resting from 3am to just
25
before 6am on Thursday morning. “It was very scary,” she admitted, but they only suffered
scratches and minor injuries.
She described her amazement the next morning when she discovered the house had not been
burnt. “It was a miracle,” she said, as the fire had stopped in front of the house. Sadly, she said,
the neighbour’s property, which they had also tried to rescue, had been burnt.
(319 words)
Daniella Potter http://citizen.co.za (adapted)
Questions
1. How many people assisted Ella? (1)
2. Where in Knysna was her house situated? (1)
3. Explain the meaning of ‘displaced’ as used in context of the passage.

(2)
4. What is implied by the phrase ‘all walks of life’? (2)
5. Why did they have difficulty breathing in the car? (1)
6. Why did Ella and the young men return home? (1)
7. List two items that they used to fight the flames. (2)
8. For how many hours did they rest? (1)
9.1 Explain what the miracle was that Ella refers to in the passage. (1)
9.2 In your opinion, is Ella accurate in describing this event as a miracle? Explain
your answer. (3)
[15]
26
Marking Memorandum
1. Five (5) (1)

L1
2. Phantom Village (1)
L1
3. Forced to leave your home due to the raging fires . (2)
L3
4. When people talk about walks of life, they are referring to different types of
jobs and different levels of society. (2)
L3
5. It was smoked-filled. (1)
L1
6. They had left the house open. (1)
L1
7. Water jugs and buckets (2)
L1
8. Three (1)
L3
9.1 The fire stopped right in front of her house. (1)
L3
9.2 Candidate’s own response. Possible answers could include:
It can be seen as a miracle. It is strange that the fire did not burn her house, it
cannot be explained logically, the fire was burning out of control, even the
neighbour’s house burnt down, therefore it is considered a miracle.
OR
It is not a miracle as they had been fighting the fire throughout the night to
protect the house. They used water that prevented the fire from spreading.
(3)
L4
[15]
27
Task no: ______________________ Date: ___________________
about the passage.
Facebook is not a playground
Garry Hertzberg, practising attorney at Dewy Hertzberg Levy Attorneys and presenter on The
Laws of Life on Cliffcentral.com, writes: “Many have been a victim of hateful or insulting
Facebook comments. Although the victim may beg and plead with the culprit to remove the
nasty posts, Facebook users have freedom of speech and can say whatever they want on their
Facebook walls, right? Wrong!
This is something we have seen played out a few times. Many do not know what one can say
on social media and what the consequences are. Clearly, promoting violence and hate speech
is illegal, but what about airing your dirty laundry? The truth is that you are not separate from
your digital identity and whatever you send out into the social media world does have real-world
consequences.
The law says that your Facebook wall is a public place and you are not free to post whatever
you want. The best way to understand this is to imagine your social media platform as a stage
and think about what you would say when everyone in the country, or the world to be more
precise, is attending your show. Although freedom of expression means that you can actually
be quite extreme in your views, it must fall into fair comment or opinion without damaging the
reputation of a specific person or set of people.
One simply cannot make insulting, defamatory remarks on Facebook or Twitter and not be held
liable. There may be severe consequences and damages may be awarded to the victim, and
not only that, but even posts by other people who tag you can result in you being held liable for
28
defamation, and you don’t even have to mention the victim by name to be found liable by our
courts.
The best advice would be to think before you post. It is so easy to fall into the trap of feeling
untouchable when you are separated from your audience or victim by a keyboard, computer
screen and data connection. People seem to feel that they can say things online that they
would never say in person. Remember that the image you portray on social media is actually an
extension of your real self and if it’s in the public domain, ‘it’s fair game’.
Rosebank Killarney Gazette, 4 March 2016 (adapted)
Questions
1. State the occupation of Gary Hertzberg. (1)
2. Explain what is meant by the words ‘your digital identity’. (2)
3. Give an example of how you could ‘air your dirty laundry’ on Facebook.
(1)
4. What does the law say about your Facebook wall (or page)? (2)
5. According to the passage, which TWO things make a Facebook post illegal?
(2)
6. The writer states that people fall into the trap of feeling untouchable when
using social media. In your own words, state why this is so. (2)
7. What is meant by the concept ‘fair game’ as used in the passage? (2)
8. In your opinion, do teenagers understand that your digital identity reflects who
you really are? Justify your response. (3)
[15]
29
Marking memorandum
1. He is an attorney. (1)
L1
2. It is the profile / persona / image that you have created for yourself in
cyberspace (or by the content and information posted on your Facebook
page). (2)
L3
3. To talk about things (personal problems or disputes) that should be kept
private.
Credit cogent, relevant responses which indicate an understanding of the
expression. (1)
L2
4. It is a public place (or space). You cannot merely post / write whatever you
please. (2)
L2
5. The promotion of violence and hate speech. (2)
L2
6. There is a sense of separation from the audience, as communication is not
face-to-face. People do not consider possible consequences (which may not
be immediate ) to whatever they write / post / say on social media and
hence feel they can post / write / say whatever they want.
(2)
L3
7. No matter what you state on social media, you can end up being attacked,
exploited or criticised. (2)
L3
8. Candidate’s own response. Possible answers could include:
Yes. Teenagers create a digital identity of the person they want people to
believe they are in the hope that they will eventually become this person.
OR
No. Teenagers do not understand their digital identity as they believe they are
anonymous behind the keyboard. They do not give it much thought, they will
share things on social media that they do not want to be associated with in
real life.
(3)
L4
[15]
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Task no: ______________________ Date: ___________________
about the passage.
Good Stress, Bad Stress
Feeling stress in your everyday life? Join the crowd. There’s no doubt that we face an enormous
number of stresses in day-to-day living, whether it be at work, in the home, or anywhere in
between. In fact, a recent poll showed that more than one in every four South Africans said they
experienced a great deal of stress in the previous month alone. The funny thing, though, is as
much as we may believe that the stresses we face are more numerous or severe than in
generations past, people have been living extremely stressful lives for thousands of years.
Stress is useful. Healthy stress is the body’s way of preparing to protect itself. Unfortunately,
most people experience too much stress. They are stressed for extended periods, and the
physical mechanisms meant for protection start to cause more harm than good. The term ‘stress
management’ is a useful one: it implies the ability to control the natural stress in our lives and the
skill to keep it from overwhelming and harming us.
Unchecked stress can weaken the immune system. A study felt that short-term stress enhances
the immune system. That’s when the body prepares itself to fight infection or injury. Chronic
stress creates too much ‘wear and tear’. Older people and those with chronic illnesses are more
likely to be adversely affected by stress. The techniques of stress management decrease and
possibly eliminate chronic stress and help the body bounce back quickly after stressful periods.
Medical centres have special preventive and healing programmes for people with heart disease.
They state that the link between heart disease and stress is ‘undeniable.’ They say that stress
management offers techniques for handling everyday stress with grace, humour and control. This
31
helps avoid unhealthy changes in the heart rate and blood pressure.
A study found that there are links between the onset of major depression and stress. As you
learn to manage stress, you’ll find that you have skills to deal with stressful situations. Life throws
plenty of these our way, but we can become adept at coping with and maybe even enjoying the
challenges. When we are over-stressed, even the smallest inconvenience takes on major
proportions. Stress management enables us to put things into perspective. With that, we can
separate the important from the trivial and make time for recreation, relaxation and joy in our
lives.
www.huffingtonpost.com (adapted)
Questions
1. How many South Africans expressed that they experienced a great deal of
stress? (1)
2. How is stress useful? (1)
3. What is meant by stress management? (1)
4. How is the immune system enhanced by short-term stress? (1)
5. Name two groups of people who are more likely to be affected by stress.
(2)
6. What is the meaning of ‘wear and tear’ as used in the passage? (2)
7. Why is it especially important for people with heart disease to manage stress?
(2)
8. Why is there a link between stress and depression? (2)
9. Do you agree with the writer’s conclusion that one can separate the important
things from the trivial things? (3)
[15]
32
Marking memorandum
1. One in four / ¼ / 25% (1)

L1
2. Healthy stress is the way in which the body prepares to protect itself.
(1)
L1
3. Stress management refers to the ability to control natural stress such that it
does not overwhelm a person and causes harm. (1)
L1
4. The body prepares itself to fight infection or injury (1)
L1
5. Older people
those with chronic illnesses (2)
L1
6. It is damage that naturally and inevitably occurs as a result of normal aging.
(2)
L3
7. It is vital to ensure that there are no unhealthy changes in the heart rate and
blood pressure because this could lead to serious heart conditions.
(2)
L3
8. People who struggle to manage their stress easily become overwhelmed and
feel that they cannot do anything about the situation . It is easier to allow
depression to take over. (2)
L3
9. Learner responses to be considered on their merit. Justification should be text-
based with some reference to a personal viewpoint. (3)
L4
[15]
33
7.2 Essay Writing Tasks
Guidelines and instructions for the educator on how to administer and set the essay
task.
Learners should be familiar with the following types of essays:

Narrative – to entertain or tell a story;
Descriptive – to describe in a vivid manner;
Discursive – to present arguments from differing viewpoints and draw a clear conclusion
of your own;
Argumentative – to argue a case for one side of a point to convince your reader of your
opinion; and
Reflective – To give emotional reaction and feeling on a specific matter.
How to select topics for the essay task:

Familiarise yourself with the manner in which topics are phrased in the end-of-year
national examinations;
Expose learners to a variety of topics, including quotes from poems, famous people and
visuals;
Avoid one-word topics; and
Avoid any tips and hints on how to approach the essay topic. Allow learners to interpret
the topic themselves. Do not include your expectations in the topic.
General teaching guidelines and instructions:

Guide learners on how to choose the correct topic, i.e. if the learner does not
understand a word in the topic, they must avoid that topic. Also ensure that learners
understand the tone of the topic and not just the vocabulary;
Remind learners that they should write an original piece and not consult an outside
source;
Emphasise the importance of process writing. Learners should first plan using a method
that they are comfortable with, i.e. mind mapping, brainstorming, free writing, etc.;
Learners must write a draft. Guide learners on how to edit their draft. The final product
should not be a carbon copy of the draft;
Remind learners of the conventions of essay writing; and
Dissuade learners from writing on inappropriate content or using inappropriate
language.
34
ALL WRITING IS DONE UNDER CONTROLLED CONDITIONS IN THE
CLASSROOM.
Marking guidelines and instructions

Use the marking rubric in the addendum to mark the essay;
For the purpose of these exemplars, specific topic guidelines will not be given as it limits
creativity;
The educator must be familiar with each descriptor on the grid;
Be aware that learners may interpret the topics literally or metaphorically, especially with
the visual stimuli. All interpretations should be given the same consideration;
There must be a clear link between the picture and the essay in the case of the visuals;
Read the essay once to get an understanding of the content without being influenced
by the language and structure issues;
Award a content mark out of 30, based on those descriptors in the category that best
suits the essay. Consider every descriptor in the category. If the essay falls into more
than one category, award the mark according to the category where the majority of
descriptors apply;
When the content of the essay is completely off-topic or irrelevant, consider the content
to award a mark within the range of the level 1 category (do not merely award a zero
mark);
Read the essay a second time indicating all mistakes identified in language, grammar,
sentence construction, paragraphing and structure;
Award the language mark out of 15 according to the descriptors in the category that best
suits the language used in the essay. Language includes: spelling, punctuation, choice
of words, tone, register and the use of figurative language; and
Award the structure mark out of 5 based on your impression of the coherent structure of
the essay – the logical sequence within the paragraph as well as the flow of one
paragraph into the next, detail, paragraphing and length.
35
Task number: ___________________ Date: _________________
INSTRUCTIONS AND INFORMATION

Choose ONE of the following topics and write an ORIGINAL essay. 50
The length of your essay should be 300 – 350 words.
Remember to plan, edit and proofread your essay. Clearly indicate planning and cross it out
before submitting your final essay.
Your essay will be assessed according to the criteria in the rubric that is included with this task.
Provide a title for your essay, if one is not provided.
TOPICS
1. “The pessimist complains about the wind; the optimist expects it to
change; the realist adjusts the sails.”
- William Arthur Ward (50)
2. Luck is when opportunity meets preparation. (50)
3. Being young and talented in South Africa can be beneficial. (50)
4. Let me be. (50)
5. I knew something was about to happen. As the door slowly opened, the
screeching sound made my heart pound… (50)
6. I should have stayed in bed… (50)
7. The story of my life has no beginning and no end. (50)
36
8. The pictures reproduced below may evoke a reaction or feeling in you or stir your
imagination.
Select ONE picture and write an essay in response. Write the question number of
your choice and give your essay a title.
NOTE: There must be a clear link between your essay and the picture you have
chosen.
8.1
(50)
8.2
(50)
Google images
37
Task number: ___________________ Date: _________________

TOPICS
1. The fate of a country is in the hands of its leaders. (50)
2. “The world is changed by your example, not by your opinion.”

- Paulo Coelho (The Abolition) (50)
3. We are all victims of fashion. We are all fashion slaves. (50)
4. “We love breaking the rules…” (50)
5. I was alone in that courtroom. I am still alone! (50)
6. Reflect on your experiences as a ‘respected part’ of a family. (50)
7. Adversity is the true test of character. (50)
8. The pictures reproduced below may evoke a reaction or feeling in you or stir your
imagination.
chosen.
38
8.1
(50)
8.2
(50)
Google images
39
Task number: ___________________ Date: _________________

TOPICS
1. ‘A lion never loses sleep over the opinion of sheep’. (50)
2. Books – they let you travel without moving a step... (50)
3. If only … (50)
4. “We are all worms, but I do believe that I am a glow-worm.”

- Winston Churchill (50)
5. Blame culture – the art of not taking responsibility (50)
6. The ability to speak does not make you intelligent. (50)
7 The pictures reproduced below may evoke a reaction or feeling in you or stir your
imagination.
chosen.
40
7.1
(50)
7.2
(50)
7.3
(50)
41
7.3 Transactional Writing Tasks
Guidelines and instructions for the educator on how to administer and set the
transactional writing task.
Learners should be familiar with all the types of transactional formats as prescribed in the
policy documents.
Friendly / formal letters (request / complaint / application / business / thanks /
congratulations /sympathy)
Formal and informal letters to the press
Curriculum vitae and covering letter (asked as a combination)
Obituary
Agenda and minutes of meeting (asked as a combination)
Report (formal and informal)
Review
Newspaper article
Magazine article
Written formal and informal speech
Dialogue
Written interview
How to select topics for the transactional task:

Familiarise yourself with the manner in which topics are phrased in the end-of-year
national examinations.
Expose learners to a variety of formats.
Consult the latest examination guideline for combination of topics.
Avoid any tips and hints on how to approach the topic. Allow learners to interpret the
topic for themselves, do not include your expectations in the topic.
General teaching guidelines and instructions:

Guide learners on how to choose the correct topic, i.e. if the learner does not
understand a word in the topic or know the format of the topic, not to write on that topic.
Also ensure that learners understand the spirit of the topic and not just the format.
Remind learners that they should write an original piece and not consult an outside
source.
42
Emphasise the importance of process writing. Learners should first plan using a method
that they are comfortable with, i.e. mind mapping, brainstorming, free writing, etc.
Remind learners of the required formats for completion of these tasks.
Remind learners that each transactional writing task requires a specific tone and register
according to the intended audience.
Dissuade learners from writing on inappropriate content or using inappropriate
language.
ALL WRITING IS DONE UNDER CONTROLLED CONDITIONS IN THE
CLASSROOM.
Marking guidelines and instructions

Use the marking rubric in the addendum.
The educator must be familiar with each descriptor on the grid.
Read the response once to get an understanding of the content and format without
being influenced by the language and structure issues.
Award a content mark out of 15 based on those descriptors in the category that best
suits the response. Consider every descriptor in the category. If the response falls into
more than one category, award the mark according to the category where the majority
of descriptors apply.
The rubric does not allow for penalties (subtracting marks from the total) to be awarded
for formatting errors. Keep in mind format is one of the descriptors of the content
category and cannot be the only point of focus.
When the content of the response is completely off-topic or irrelevant, consider the
content to award a mark within the range of the level 1 category (do not merely award a
zero mark).
Read the response the second time indicating all mistakes identified in language,
grammar, sentence construction, paragraphing and style.
Award the language mark out of 10 according to the descriptors in the category that
best suits the language used in the transactional task. Language includes: spelling,
choice of words, tone, register and style.
43
Task number: ___________________ Date: _________________

Choose ONE of the following topics and write an ORIGINAL response.
25
policy documents.
The length of your piece should be 180 – 200 words.
Remember to plan, edit and proofread your response. Clearly indicate planning and cross it out
before submitting your final response.
Pay particular attention to format, language, register and audience.
Your task will be assessed according to the criteria in the rubric that is included with this task.
Write down the number and heading of text you have chosen, for example 1. Friendly Letter.
TOPICS
1. DIALOGUE
You and a friend have opposing views regarding horoscopes. Write out the
conversation. (25)
2. REPORT
The principal has tasked you with the responsibility of researching the safety of
learners at school during the afternoon, while they take part in sport or other
educational activities. Write the report based on your findings.
(25)
3. FORMAL LETTER
A company has donated educational material to your school.
Write a letter of appreciation to the company.
Write to: THE VISUAL MIND, Private Bag 110, Cape Town 8000. (25)
4. REVIEW
You enjoy watching television. You have been asked to write a review of your
favourite programme. This will be read to the class as part of a group project.
Write out the review. (25)
44
5. FRIENDLY LETTER
Write a tactful letter to the mother of your friend, apologising for the disastrous
events that occurred the day you and your friend were assigned to do her
shopping. (25)
6. OBITUARY
Your favourite superhero has tragically passed away. Write an obituary which you
will post on social media. (25)
7. SPEECH
You are turning 17 years old and your parents are going to throw a party in your
honour. You will be required to make a speech at the party. Write the speech you
will deliver. (25)
45
Task number: ___________________ Date: _________________

25
policy documents.
TOPICS
1. LETTER OF APPLICATION
You are a learner with strong athletic abilities. You would like to coach Grade 8-9
learners at a local school. You notice that the school has advertised a part-time
post for a coach who can conduct practice sessions twice a week and supervise
matches on a Saturday.
Write your application letter to the principal. (25)
2. OBITUARY
A major train accident has taken place outside your town.
A member of your family has died. Write an obituary that will appear in the local
newspaper. (25)
3. LETTER OF COMPLAINT
You recently ordered some sportswear / gear from a leading sports retailer but
found that the quality was inferior to what you expected.
Write a letter to the company complaining about the goods, and enquiring how this (25)
46
problem could possibly be solved.
4. INTERVIEW
The Minister of Education has chosen to visit your school. You, as Editor-in-Chief
of your school newspaper, have been asked to interview her.
Write the interview in a dialogue format.

(25)
5. MAGAZINE ARTICLE
The world we live in today seems to be very pessimistic. Everywhere we look,
people are fighting and complaining.
Write a magazine article where you highlight the positive things that are also
happening around us, but fail to notice. Your article must be inspirational.
(25)
6. REVIEW
You recently attended a traditional wedding in your community.
Write a review that captures the essence of the event which will be published in
the local newspaper. (25)
47
Task number: ___________________ Date: _________________

25
policy documents.
TOPICS
1. MINUTES OF A MEETING
Your school is planning an inter-school sports day. There are many arrangements
to be made. Here is an extract of the agenda for the first meeting.
AGENDA
Schools to be invited
Sporting activities to be included
Schedule of times for events
Catering
Election of subcommittees and allocation of
duties to teams.
Other matters
Write the minutes of this meeting.

(25)
2. LETTER TO THE EDITOR

You have recently been involved in a community project.
Write a letter to the editor describing your involvement in this project. (25)
48
3. DIALOGUE
You snuck out of the house to attend a party. On your return late in the evening,
you found your parents in the kitchen having a serious conversation.
Write the conversation between your mother and father that you overheard.
(25)
4. FORMAL LETTER
Write a letter to the Police Commissioner in which you compliment the way that
the South African Police Service handled an incident in your community.
(25)
5. OBITUARY
A well-known principal and motivational speaker who has played a significant role
in the lives of the youth in your area has passed away.
Write an obituary for inclusion in a local newspaper. (25)
6. MAGAZINE ARTICLE
Write a magazine article with the heading “LOCAL TEEN SAVES THE DAY”.
(25)
49
7.4 Prepared Speaking Tasks
How to teach and assess a prepared speech

Speeches should be delivered in the context of real-life experience. This means selecting
content which is relevant to learners’ lives or things that they can relate to or are within their
frame of reference.
The learners should:

1. Show evidence of planning.
2. Use communication skills such as emphasis or pause, pitch and eye contact.
3. Use an introduction and conclusion effectively.
4. Develop points logically and effectively.
5. Respond to questions on the presentation.
Encourage learners to think about what they enjoy and choose a suitable topic. Insist on
planning. Possibly begin the planning in class after the discussion. Stress how a good
introduction can make or break a speech. Allow the class to brainstorm some possibilities.
Ensure that the conclusion is planned too. Discourage the endings that just ‘happen’.
Remind the learners that the conclusion is the last thing that the assessor hears before
deciding on the mark.
Once the planning is complete, and the speech is long enough, ensure that all learners
transfer their speeches onto cards (cardboard can be cut into little rectangles for this.) You
must tell them how long you want this speech to be. Motivate your learners to practise their
delivery. Speak to them about eye contact, pace, pitch and the use of pause. Remind them
how important it is to bear in mind that they are communicating with an audience and to
consider their impact on that audience!
The prepared speech rubric can be found in the addendum. Before the learners begin their
preparation, it is necessary to spend some time going through the rubric with them so that
they know how they are to be assessed. Include as many opportunities as you can in your
planning for learners to practise their speaking skills in general.
50
Task number: __________________________ Date: _______________
Do thorough research on your chosen topic.

(Collect and keep texts – pictures, posters, cartoons or any other audio-visual material.
Display or refer to these when you present your speech.)
Write a speech which, when read at a moderate pace, lasts at least 2 to 3 minutes. Read
your speech aloud to a friend who will be able to assist you with pronunciation and fluency.
Time your presentation.
Ensure that your teacher will be able to follow your speech.
Use cue cards to present your speech. Good cue cards only note the main points of the
speech to help you to remember the rest of the presentation. Number your cue cards to
ensure correct sequence of your speech.
Marks will be awarded according to the extent of preparation and planning that is evident
from the preparation of the speech.
Refer to the marking rubric that will be used to assess your prepared speech / presentation.
On the day of the presentation ensure that you have the following:
A copy of your final speech, your visual aids and your cue cards.
Submit a copy of your speech for your portfolio of evidence.
POSSIBLE TOPICS
1. A dream vacation. (10)
2. All South African citizens should have to complete a year of community service.
(10)
3. Music is the rhythm of the soul. (10)
4. Acronyms and abbreviations are the symptoms of ‘lazy speak”. (10)
5. Sport – profession or recreation. (10)
6. Do what is right; not what is easy. (10)
51
7. We are the YouTube generation. (10)
8. Urban Legends. (10)
9. My bucket list. (10)
10. Notorious criminals of the 20th century. (10)
11. Everybody needs / loves a hero, and mine is … (10)
12. A topic of your own choice – approved by the teacher. (10)
52
Task number: __________________________ Date: _______________

Refer to the marking rubric that will be used to assess your prepared speech / presentation.
53
POSSIBLE TOPICS
1. Evil prospers when good people say nothing. (10)
2. South Africa – land of contrasts. (10)
3. The power of positive thinking. (10)
4. Money first, academic achievement second? (10)
5. Socialism – the solution to all problems? (10)
6. Should juveniles be tried and treated as adults? (10)
7. I can resist everything except temptation. (10)
8. The right to freedom of speech. (10)
9. Public vs. private rransport. (10)
54
Task number: __________________________ Date: _______________

Refer to the marking rubric that will be used to assess your prepared speech/ presentation.
55
POSSIBLE TOPICS
1. Extremes. (10)
2. Conspiracy theories – fact or fiction? (10)
3. FOMO (fear of missing out). (10)
4. The role of the media is defining what is true… (10)
5. Famous villains from the screen. (10)
6. The principles I want to live by. (10)
7. Do fairy tales have truth? (10)
8. “Nothing changes the gender equation more significantly than women’s economic (10)
freedom.” Gloria Steinem
9. News channels have turned into entertainment channels. (10)
10. This is my culture… (10)
56
7.5 Unprepared Speaking Tasks
INSTRUCTIONS TO THE TEACHER

Prepare a number of relevant topics which lend themselves to impromptu speaking. See
the topic bank attached to the document for some ideas.
Consider the context of your learners and cater for a variety of interests.
Be wary of overused topics such as cellphones, abortion, death penalty.
Design a clear and practical system to ensure no learner has more time than another to
plan and to deliver the speech.
Decide how to assign the topics by a process of random selection, e.g. where learners
draw a number from a bag showing the order in which they will speak and a letter of the
alphabet (this letter will later translate to one of the topics which you have selected and
typed alphabetically). You may have your own ingenious, simple strategy.
NB Ensure that no learner sits with the randomly chosen topic for longer than 5 minutes
before delivering their speech.
Explain to the learners how the task will be administered.
Make sure the learners see the rubric and understand how they will be assessed
against the set criteria.
57
Task number: _________________________ Date: ______________
Prepare a speech on one of the following topics. Your oral should be two to three minutes long.
Please carefully follow the instructions below:
How to prepare your speech
Consider the topic carefully.
On a paper jot down a few notes to organise your thoughts regarding the topic. You will be
given 5 minutes to do this.
You may not use any resources, not even your friend’s ideas.
Your speech should last between 2 and 3 minutes.
Ensure that your teacher is easily able to follow your speech.
Refer to the marking rubric that will be used to assess your unprepared speech.
Provide the teacher with your notes as evidence of your speech.
The introduction should be interesting.
Make every effort to be coherent, make an impact on the audience and remain confident
throughout.
Use jargon your audience understands.
Remember the power of pause.
TOPIC
(15)
58
Task number: _________________________ Date: ______________
Please carefully follow the instructions that follow:
throughout.
TOPIC
(15)
59
Task number: _________________________ Date: ______________
Please carefully follow the instructions that follow:
throughout.
TOPIC
(15)
60
1. We live in a violent society. (15)
2. Beauty lies in the eye of the beholder. (15)
3. Fast foods. (15)
4. Physical education. A subject in schools? (15)
5. Social media: a double-edged sword. (15)
6. Is school preparing me for the real world? (15)
7. Is crime an option? (15)
8. We are victims of fashion. (15)
9. Every action has a consequence. (15)
10. Happiness is... (15)
11. Should music be made available free of charge? (15)
12. Movies celebrate criminals and their crimes. (15)
13. Traditional remedies and beliefs. (15)
14. Gambling makes the poor poorer. (15)
15. Television – the educator of the masses. (15)
16. Schools create giant sports people but destroy our cultural heritage. (15)
17. Are machines taking over our brain function? (15)
61
18. Is it true that crime does not pay? (15)
19. Laughter is the best medicine. (15)
20. What challenges do the youth face in the modern times? (15)
21. Should sport be a compulsory part of school life? (15)
22. How should the school curriculum be changed to suit the modern times? (15)
23. Should drivers’ education form part of the school curriculum? (15)
24. Should schools still emphasise university studies or should we focus on getting (15)
more artisans?
25. How can immigration (legal and illegal) be controlled? (15)
26. Is there still a need for Life Orientation as a school subject? (15)
27. How can we prevent crime at school? (15)
28. WIFI should be free in public places. (15)
29. Is culture dying in our society? (15)
30. To succeed you must take the risk. (15)
31. Is honesty a dying value in our society? (15)
32. Pick yourself up, dust yourself off and start all over again. (15)
33. Doing the right thing does not always make you popular. (15)
34. Am I my brother’s keeper? (15)
62
35. Think before you speak. (15)
36. Beauty pageants: is it a way to objectify women? (15)
37. Is it better to date someone attractive and popular or someone intelligent and (15)
smart?
38. Curfew: is it effective in keeping teens out of trouble? (15)
39. Sport stars are given too much importance in society. (15)
40. Who are more complicated: men or women? (15)
41. The success of education lies in the hands of the learner. (15)
42. Advertising – information or manipulation. (15)
43. Competition is an essential element in learning. (15)
44. Learners tend to forget their responsibilities, but remember their rights. (15)
45. Humour is a survival skill. (15)
46. What human quality does the world need more of and why? (15)
47. When lying seems like a good idea. (15)
48. My biggest concern for the future is... (15)
49. If I were an animal I’d be a... (15)
50. The more we communicate, the less we really say. (15)
51. The most important lesson of my life so far... (15)
63
52. Team sports build strong individuals. (15)
53. The worst chore in the entire household has to be… (15)
54. The person I’d like to meet (living or dead). (15)
55. Advice for any fairy-tale character. (15)
64
Annexure A Essay Assessment Rubric
Criteria Exceptional Skilful Moderate Elementary Inadequate
CONTENT & 28–30 22–24 16–18 10–12 4–6
PLANNING -Outstanding/striking response -Very well-crafted response -Satisfactory response -Inconsistently coherent -Totally irrelevant response
beyond normal expectations -Fully relevant and interesting -Ideas are reasonably response -Confused and unfocused
-Intelligent, thought-provoking ideas with evidence of maturity coherent and convincing -Unclear ideas and unoriginal ideas
(Response and ideas)
and mature ideas -Very well-organised and -Reasonably organised and -Little evidence of organisation -Vague and repetitive
Organisation of ideas
-Exceptionally well-organised coherent, including coherent, including and coherence -Unorganised and incoherent
Upper level
for planning;
and coherent, including introduction, body and introduction, body and
Awareness of
introduction, body and conclusion conclusion
purpose, audience conclusion
and context 25–27 19–21 13–15 7–9 0–3
-Excellent response but lacks -Well-crafted response -Satisfactory response but -Largely irrelevant response -No attempt to respond to the
30 MARKS the exceptionally striking -Relevant and interesting some lapses in clarity -Ideas tend to be disconnected topic
qualities of the outstanding ideas -Ideas are fairly coherent and and confusing -Completely irrelevant and
essay -Well-organised and coherent, convincing -Hardly any evidence of inappropriate
-Mature and intelligent ideas including introduction, body -Some degree of organisation organisation and coherence -Unfocused and muddled
Lower level
-Skilfully organised and and conclusion and coherence, including
coherent, including introduction, body and
introduction, body and conclusion
conclusion
LANGUAGE, STYLE 14–15 11–12 8–9 5–6 0-3

& EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Language incomprehensible
vocabulary highly appropriate vocabulary very appropriate to vocabulary appropriate to vocabulary less appropriate to -Tone, register, style and
to purpose, audience and purpose, audience and context purpose, audience and context purpose, audience and context vocabulary not appropriate to
Tone, register, style,
context -Language is effective and a -Appropriate use of language -Very basic use of language purpose, audience and context
vocabulary
-Exceptionally impressive use consistently appropriate tone to convey meaning -Diction is inappropriate -Vocabulary limitations so
appropriate to
of language, is used -Rhetorical devices used to -Very limited vocabulary extreme as to make
purpose/effect and
Upper level
-Compelling and rhetorically -Largely error-free in grammar enhance content comprehension impossible
context; effective in tone and spelling
Word choice; -Virtually error-free in grammar -Very well-crafted
Language use and and spelling
- Very skilfully crafted
65
conventions, 13 10 7 4
punctuation, -Language excellent and -Language engaging and -Adequate use of language -Inadequate use of language
66
grammar, spelling rhetorically effective in tone generally effective with some inconsistencies -Little or no variety in
-Virtually error-free in grammar -Appropriate and effective tone -Tone generally appropriate sentences
and spelling -Few errors in grammar and and limited use of rhetorical -Exceptionally limited
Lower level
15 MARKS
-Skilfully crafted spelling devices vocabulary
-Well-crafted
STRUCTURE 5 4 3 2 1-0
Features of text; -Excellent development of -Logical development of -Relevant details developed -Some valid points -Necessary points lacking
Paragraph development topic details -Sentences, paragraphs well- -Sentences and paragraphs -Sentences and paragraphs
and sentence -Exceptional detail -Coherent constructed faulty faulty
construction -Sentences, paragraphs -Sentences, paragraphs -Essay still makes sense -Essay still makes some sense -Essay lacks sense
exceptionally well-constructed logical, varied
5 MARKS
Annexure B Transactional Writing Assessment Rubric
Criteria Exceptional Skilful Moderate Elementary Inadequate

CONTENT, PLANNING 13–15 10–12 7–9 4–6 0–3
& FORMAT -Outstanding response -Very good response -Adequate response -Basic response -Response reveals no
beyond normal expectations demonstrating good demonstrating knowledge demonstrating some knowledge of features of
Response and ideas; -Intelligent and mature knowledge of features of of features of the type of knowledge of features of the type of text
Organisation of ideas for ideas the type of text text the type of text -Meaning is obscure with
planning; -Extensive knowledge of -Maintains focus – no -Not completely focused – -Some focus but writing major digressions
Purpose, audience, features of the type of text digressions some digressions digresses -Not coherent in content
features/conventions and -Writing maintains focus -Coherent in content and -Reasonably coherent in -Not always coherent in and ideas
context -Coherence in content and ideas, very well-elaborated content and ideas content and ideas -Very few details support
ideas and details support topic -Some details support the -Few details support the the topic
15 MARKS -Highly elaborated and all -Appropriate format with topic topic -Has not applied necessary
details support the topic minor inaccuracies -Generally appropriate -Has vaguely applied rules of format
-Appropriate and accurate format but with some necessary rules of format
format inaccuracies -Some critical oversights
LANGUAGE, STYLE & 9–10 7–8 5–6 3–4 0–2
EDITING -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and -Tone, register, style and
vocabulary highly vocabulary very vocabulary appropriate to vocabulary less vocabulary do not
Tone, register, style, appropriate to purpose, appropriate to purpose, purpose, audience and appropriate to purpose, correspond to purpose,
purpose/effect, audience audience and context audience and context context audience and context audience and context
and context; -Grammatically accurate -Generally, grammatically -Some grammatical errors -Inaccurate grammar with -Error-ridden and confused
Language use and and well-constructed accurate and well- -Adequate vocabulary numerous errors -Vocabulary not suitable for
conventions; -Virtually error-free constructed -Errors do not impede -Limited vocabulary purpose
Word choice; -Very good vocabulary meaning -Meaning obscured -Meaning seriously
Punctuation and spelling -Mostly free of errors impaired
10 MARKS
67
Annexure C Prepared Speech Assessment Rubric
Code 7 - Outstanding Code 6 - Meritorious Code 5 - Substantial Code 4 - Adequate Code 3 - Moderate Code 2 - Elementary Code 1 - Not achieved
68
CRITERIA
8 - 10 7 6 5 4 3 0-2
-Convincing evidence -Sound evidence that a -Good evidence that a -If sources were used,
-Satisfactory evidence
that a wide range of wide range of wide range of -Some evidence that -Limited evidence of there is little or no
that relevant sources
interesting and relevant interesting and relevant interesting and relevant relevant sources were partial use of sources evidence in the
have been consulted
Research sources have been sources have been sources have been used -Little evidence of presentation
-Presentation is
skills consulted consulted consulted -Presentation is research owing to lack -Hardly any new ideas
interesting and some
-A wide range of new -New and interesting -Interesting facts and adequate but without of new ideas, facts or Any research done
new and interesting
and interesting facts facts and examples examples contribute to the spark of new ideas, information does not contribute to
facts and examples
and examples make the contribute to a well- a well-structured facts or information the effectiveness of the
have been given
presentation impressive structured presentation presentation presentation
8 - 10 7 6 5 4 3 0-2
-Thoroughly planned -Satisfactory planning -Adequate planning
-Evidence of some
according to task, -Very well-planned according to task, according to task,
-Well-planned planning according to -No evidence of
audience, context and according to task, audience, context and audience, context and
according to task, task, audience, context planning according to
format audience, context and format format
audience, context and and format task, context audience
-Striking introduction format -Reasonably good -Introduction adequate
format -Some evidence of or format
which immediately -Very good and introduction which still which arouses some
-Good and appropriate introduction, but barely -Introduction poor and
Planning grasps audience appropriate introduction arouses interest interest
introduction which arouses interest arouses no audience
and attention which immediately -Good development of -Adequate development
arouses interest -Some arguments can interest
organisation -Brilliant development arouses interest argument which can be of ideas and argument
-Good, and sustained be followed, but others -Cannot sustain
of contents of ideas and argument -Very good, and followed easily but has problems with
development of ideas are inconsistent / can argument
-Contents reflects sustained development -Contents fairly original, cohesion
and argument barely be followed Shows little
outstanding creativity, of ideas and argument but not always creative -Contents shows some
-Content reflects -Contents is barely understanding of topic
originality and mature -Contents reflects and insight sometimes originality, but not
creativity originality and original and lacks -Contents poor, boring
insight creativity originality and lacking always creative and
some insight creativity or originality and banal
-Skilful ending some insight -Reasonably good lacks insight
-Good conclusion -Hardly any evidence of -Conclusion lacking
thoroughly drawn -Very good conclusion ending, but sometimes -Adequate conclusion,
a conclusion
together lacks cohesion but lacks cohesion
Tone, 8 - 10 7 6 5 4 3 0-2
speaking -Natural delivery, a -Very good presenter; -Good presenter, fluent -Reasonably fluent -Sometimes fluent, but -Hesitant, lacks -Inappropriate tone,
and fluent, skilled and natural and fluent presentation; presenter, sometimes presentation lacks expression, lacks style and register
presentation animated presenter, presentation; appropriate style and shows hesitation, style appropriate style and fluency, mostly -Sloppy indistinct
skills appropriate style and appropriate style and register and register mostly register inappropriate style and articulation mostly
register register -Largely audible appropriate -Adequately audible register inaudible
-Clearly audible -Audible articulation articulation -Reasonably clear and clear articulation -Articulation not clear -Almost non-existent
articulation -Eye contact, facial -Eye contact, facial articulation, audibility -Adequate eye contact, and hardly audible eye contact,
-Eye contact, facial expressions, gestures expressions, gestures -Eye contact, facial facial expressions, -Very little eye contact / inappropriate facial
expressions, gestures and body language and body language expressions, gestures gestures and body facial expressions / expression and body
and body language functional and largely functional and and body language language but not body language language
outstanding, functional convincing convincing reasonably convincing always convincing -Lack of audience -No audience contact
and convincing -Audience interest -Audience interest -Most members of the -Mixed reaction from interest shown -Totally dependent on
-Audience reaction sustained throughout sustained. audience follow the audience -Dependent on notes notes
overwhelmingly positive -Notes used effectively -Notes used effectively -Some dependency on -Use of notes often
-Confident delivery with and with confidence notes but still good detract from
very little use of notes contact with the presentation
audience
8 - 10 7 6 5 4 3 0-2
-Reasonably mature -Limited vocabulary and
-Thorough, mature -Very good, mature
-Good vocabulary and vocabulary and creative -Adequate vocabulary language use -Very limited
vocabulary and creative vocabulary and creative
creative language use language use and language use -Struggles to vocabulary and
language use language use
Critical -Good language -Reasonable language -Some language manipulate language to language
-Outstanding language -Very good language
awareness manipulation to evoke manipulation to evoke manipulation to evoke evoke audience -Unable to manipulate
manipulation to evoke manipulation to evoke
of language audience response audience response audience response response language
audience response audience response
usage -Good awareness of, -Reasonable -Moderate awareness -Seldom aware or -Hardly ever aware of
-Exceptional awareness -Very good awareness
and sensitivity to awareness of, and of, and sensitivity to sensitive or respectful sensitive or respectful
of, and sensitivity to of, and sensitivity to
respectful language use sensitivity to respectful respectful language use to language use on language use on
respectful language use respectful language use
on cultural issues language use on on cultural issues cultural issues cultural issues
on cultural issues on cultural issues
cultural issues
Choice, 8 - 10 7 6 5 4 3 0-2
-Excellent and tastefully -Very good and -Good and appropriate -Visual aids are mostly -Visual aids adequately -Seldom uses visual
design and
appropriate choice and appropriate choice and choice and use of visual relevant to the topic used, but not always aids
use of audio -Makes no use of visual
presentation of visual use of visual aids aids -Most of the visual aids totally appropriate -Use of aids sometimes
and/or aids
aids -Presenter is able to -Presenter is able to used contribute to the -Visual aids do not clumsy and not
visual aids -Visual aids make an use visual aids use visual aides to success of the always contribute to functional
69
impact on the audience effectively to enhance enhance the presentation presentation
and effectively the presentation presentation
70
contribute to the
success of the
presentation
[10 x 5 = 50 / 5 = 10]
Annexure D Unprepared Speaking Assessment Rubric
CRITERIA Code 7 - Outstanding Code 6 - Meritorious Code 5 - Substantial Code 4 - Adequate Code 3 - Moderate Code 2 - Elementary Code 1 - Not achieved
8 - 10 7 6 5 4 3 0-2
Able to select
Able to select Able to select Able to select Able to select
appropriate Able to select
information and information and sufficient some information Unable to select
information but minimal
organise it in a organise it in a information and but presents it in appropriate
Content cannot always information which
logical manner. fairly logical organise it. Speaks an unorganised information.
organise it. is unorganised.
Speaks on the manner. Speaks on the topic with manner. Speaks off the
Speaks Speaks off the
topic without on the topic with only occasional Sometimes speaks topic.
occasionally off topic.
lapses. minor lapses. lapses.. off the topic.
the topic.
8 - 10 7 6 5 4 3 0-2
Use of tone and Use of tone and Use of tone and Use of tone and Use of, tone and
Use of tone and Use of tone and
Presentation: body language is body language is body language is body language is body language is
body language is body language is
Tone, body fully appropriate. appropriate. Very mostly appropriate. appropriate. mostly
partially inappropriate
language Excellent good Communication Communication inappropriate
appropriate. resulting in no
and audience communication communication with the audience / with the audience / resulting in little
Communication communication
contact with the audience / with the audience / teacher is teacher is communication
with the audience / with audience /
teacher is teacher is moderately moderately with audience /
teacher is erratic. teacher.
maintained. maintained. maintained. maintained. teacher.
8 - 10 7 6 5 4 3 0-2
Critical
Excellent ability to Very good ability to Reasonable Struggles to Unable to
awareness of Good language Some language
manipulate manipulate language manipulate manipulate
language manipulation. manipulation.
language. language. manipulation. language. language.
[10 x 3 = 30 / 2 = 15]
71
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FURTHER EDUCATION &

TRAINING PHASE (FET)

There is no decision that teachers make that has a

Assessment is the process of evaluating learners’ attainment of knowledge, understanding and

2. Aims and objectives

4. Programme of Assessment (PoA)

Programme of Assessment (Grades 10 and 11)

5. Quality assurance process

Design features to consider when setting tests and examinations:

6. Cognitive and difficulty levels in languages

All questions are not created equal – different

The level and kind of thinking in which learners

Bloom’s revised taxonomy illustrates the different cognitive levels

Analyse Evaluate Create

By determining the cognitive demands of tasks and being

Teaching the skill of listening cannot be emphasised enough in a communicative

Steps to administer the formal listening comprehension tasks

Listening for information

Listening for evaluation

Bolt totally envisages Wayde’s world

3. Whose world records did Wayde van Niekerk break? (1)

8. The 300 metres is a popular distance to race.

DJ Black Coffee makes history with BET award

2. What does BET stand for? (1)

3. In which province was Black Coffee born? (1)

4. What is historical about the award he received? (1)

8. What do you understand by the phrase ‘meteoric rise’? (2)

9. What is your understanding of the phrase ‘humble beginnings’? (2)

2. What is the most powerful of all tools of success? (1)

3. Explain the concept VISUALISATION in your own words. (2)

4. What is the difference between successful and unsuccessful people according

5. What was found after the survey? (1)

8. Explain what is meant by ‘tapping into your powers of visualisation.’ (2)

1. Success is regarded as a deliberate action because one decides where one

Knysna disaster: Stories of hope from ashes

1. How many people assisted Ella? (1)

2. Where in Knysna was her house situated? (1)

3. Explain the meaning of ‘displaced’ as used in context of the passage.

4. What is implied by the phrase ‘all walks of life’? (2)

5. Why did they have difficulty breathing in the car? (1)

8. For how many hours did they rest? (1)

1. Five (5) (1)

Facebook is not a playground

1. State the occupation of Gary Hertzberg. (1)

2. Explain what is meant by the words ‘your digital identity’. (2)

Good Stress, Bad Stress

2. How is stress useful? (1)

3. What is meant by stress management? (1)

4. How is the immune system enhanced by short-term stress? (1)

8. Why is there a link between stress and depression? (2)

1. One in four / ¼ / 25% (1)

Learners should be familiar with the following types of essays:

How to select topics for the essay task:

General teaching guidelines and instructions:

Marking guidelines and instructions

INSTRUCTIONS AND INFORMATION

2. Luck is when opportunity meets preparation. (50)

3. Being young and talented in South Africa can be beneficial. (50)