SECONDARY SCHOOL IMPROVEMENT PROGRAMME (SSIP… 2016 ENGLISH FAL SESSIONS 1-4 L… · © Gauteng...

© Gauteng Department of Education

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SECONDARY SCHOOL IMPROVEMENT

PROGRAMME (SSIP) 2016

GRADE 12

SUBJECT: ENGLISH FIRST ADDITIONAL LANGUAGE

LEARNER NOTES (Page 1 of)


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TABLE OF CONTENTS

SESSION TOPIC PAGE

1 Creative Essay Writing Skills

2 Comprehension Skills

3 Summarising Skills

4 Language in Context - Cartoons

5 Literature


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SESSION NO: 1

TOPIC: CREATIVE ESSAY WRITING

SECTION A: NOTES ON CONTENT

What is Creative Writing?

Creative writing is anything where the purpose is to express thoughts, feelings and

emotions rather than to simply convey information. Writing is a form of personal

freedom. It frees us from the mass identity we see all around us.

For most people, creative writing is not easy. In fact, you might find yourself ripping

your hair out. Trying to produce creative writing will make you lose sleep, lose hair,

and lose patience. Creative writing can be challenging but rewarding.

Some use it as an escape; others just want something to call their own; there are

even those who just do it to get chicks. Creative writing is something that you can be

proud of; you will feel wonderful when you finally get your story to work out.

The average person is much more creative than he or she thinks. You will be

amazed by what you come up with if you just take the time to try. Whether you want

to write a short story, a novel, or jot down some poetry, these steps and applications

can hopefully help you on your way.

Remember that writing is a process, it does not just happen. It is a process of

planning, drafting, editing and presenting.

What do you do when you are writing an essay?

Step 1: Choose a topic.

Decide what you want your essay to be about. This can be anything from how you

hate animals to HIV (Aids). Look at your list of topics, choose topics that appeal to

you. Decide on a point of view you hold, that you feel passionately about.

Remember that even though you are writing a creative essay, you still have to make

a point and have a purpose for writing.

• Avoid “forbidden” topics, i.e.

• No sex

• No politics

• No religion


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• Handle sensitive topics with great care – avoid if possible.

• Write from what you know.

• Share from your own life.

Step 2: Figure out an intriguing way to present your point of view.

You can, for instance, write about a funny experience you had that led you to dislike

driving in the car with your grandmother. Or, you can try using a literary device that

keeps the essay intriguing to the reader. For example, you can write about the abuse

of drugs in your area using a metaphor that becomes an unlikely parallel to the

situation. That way, you make your point while you demonstrate your creativity and

intrigue your readers.

Step 3: Plan your essay using any form of planning.

Develop an outline that gives you a structure. You want to plan exactly what

information you need to present in your essay and at what points you will present it.

This is especially important when unravelling a story within an essay.

Diagram planning:

Hamburger planning:


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Step 4: Write your essay with your audience in mind.

The introduction should work just as an intriguing story--with an opening sentence

that reels in the reader and makes him want to know more. A creative essay helps

you to delve more deeply into a subject by presenting a story or situation that allows

you to show your point of view through less obvious means.

Interesting ideas for opening paragraphs:

Start in the middle of the action:

Suddenly a scream pierced the night...

Then the explosion ended the life I had once held with such little regard...

I dropped the container marked “Dangerous. Handle with care,” and the world

seemed to slow down...

I drank the contents of the bottle and then realised what a dreadful mistake I

had made...

Use Rhetorical questions:

Have you ever wondered why things happen the way they do? Is there

something or someone manipulating us like we’re little toy figures? Well, let

me tell how I know what really happens and why.

Step 5: Finish you essay with a good conclusion.

Remember that after you have shown the reader the reasoning behind your point of

view through your story, you should sum up your perspective in some way.

Step 6: Edit your writing thoroughly multiple times. Make sure to check for both spelling and grammatical errors. Run through the plot

line in your head. Does it make sense? Is it relatively easy to follow?


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Use the SPELLS to edit your writing and SIDES to improve your writing:

SPELLS:

• spelling

– Spell correctly!

• punctuation

– Use punctuation to convey meaning accurately.

• emotion

– Use strong verbs, figurative language & suitable adjectives (ONE

adjective per noun)

• language

– Use correct register & grammar & do NOT use contractions!

• link

– Always link to the topic.

• structure

– Check for a logical flow, clear intro, concrete body and chic conclusion.

SIDES:

• strong verbs

– These create more energy and impact.

• imagery

– Well-positioned figures of speech “colours” essays.

• detail

– Give specific information, be precise!

• experience

– Don’t be pretentious! (made to look and sound important)

• suggestion

– Hint at an idea, be subtle, and use surprise.

– Allow the reader to think for her/himself.

Tips:

Relax before writing. You cannot write something if you're frustrated.

Have a passion for what you are writing.

Convey emotion in your writing. It adds so much to any story, making the

story relevant to the reader and the real world.

Show your work to others. Have someone critique your work so that you

can see what you did well and what you could improve.

Don't think of anything troubling that is on your mind. Concentrate on

your writing, and focus completely. Don't let anything bother you.

Ignore "yes" people, those who will tell you that your writing is amazing

even if it's not. Sure, the ego boost feels good, but it will not make your


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writing better. Instead, seek out that blunt friend everyone hates. It might hurt

at first, but if it helps improve your writing, it is well worth it.

Types of essays

1. Narrative essay

Example of a narrative essay

Topic: Write an essay starting with the following words:

It all started on a dark and stormy night …….


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SECTION B: CLASS ACTIVITY

QUESTION 1.1: 30 minutes

Read the following essay topics.

In groups select one topic and brainstorm and plan a possible essay

consisting of an introduction, at least four (4) paragraphs and a conclusion.

Your planning should be very thorough.

After you have planned for the essay, write a good essay.

Write down the number and title of your essay correctly, for example

1.1 An exciting event

Give your own title/heading if one has not been provided.

Give your own title if your choice is question 1.8.1 or question 1.8.2.

1.1 An exciting event.

Narrative

• If narrative, the essay must have a strong story line, usually written in

the past tense. It must have an interesting ending. It must become

clear what led to the need for survival.

(50)

1.2 Write an essay that includes the following words:

At that moment I believed that I would survive …

NOTE: The words given in the topic must be included somewhere in

your essay.

Narrative

• If narrative, the essay must have a strong story line, usually written in

the past tense. It must have an interesting ending. It must become

clear what led to the need for survival.

(50)

1.4 An unforgettable moment.

If narrative, the essay must have a strong story line, usually written in

the past tense. It must have an interesting ending.

(50)

1.5 Choose one of the following pictures and write an essay on a topic

that comes to mind. Write the question number and give your essay a

suitable title.

NOTE: There must be a clear link between your essay and the picture

you have chosen.


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1.8.1

[Source: INDWE, November 2011]

(50)

1.8.2

[Source: Discovery, Issue 11 Spring 2009]

(50)


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Interpretation of pictures.

• The candidate may interpret a picture in any way.

• The candidate may choose to write ANY type of essay.

• The interpretation must be linked to the pictures.

• The candidate should give the essay a suitable title.

• The candidate may write in any appropriate tense.

SECTION C: TYPICAL EXAM QUESTIONS

HOMEWORK QUESTIONS

QUESTION 1: 80 minutes (Taken from NSC Nov 2012 Paper 1)

Write an essay of between 250 and 300 words in length (1 to 1½ pages) on

ONE of the following topics.

Write down the number and title of your essay correctly, for example

1.1 I am an old desk in a classroom and this is my story …

Give your own title/heading if one has not been provided.

Give your own title if your choice is question 1.8.1 or question 1.8.2.

Spend approximately 80 minutes on this section.

1.1 I am an old desk in a classroom and this is my story ...

(50)

1.2 Write a story that includes the following words:

Suddenly there was absolute silence ...

NOTE: The words given in the topic MUST be included somewhere in

your essay.

(50)

1.3 The scene in the waiting area of a clinic OR a doctor’s surgery

(50)

1.4 Things I would like to achieve by the time I turn 30 years old

(50)

1.5 Today young people are influenced more by their friends than by their

parents. Do you agree?

(50)

1.6 Freedom of choice has both advantages and disadvantages. Discuss

this statement.

(50)

1.7 Life with my neighbours

(50)

1.8 Choose one of the following pictures and write an essay on a topic


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that comes to mind. Write the question number (1.8.1 OR 1.8.2) and

give your essay a suitable title.

NOTE: There must be a clear link between your essay and the picture

you have chosen.

1.8.1

[Source: Sawubona, May 2010]

(50)

1.8.2

[Source: Discovery Issue 11, 2010]

(50)


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SESSION NO: 2

TOPIC: COMPREHENSION


Comprehension is the decoding and understanding of spoken, written and visual

texts. Comprehension skills are not only for the classroom, but are life skills that

need to be developed. Learners first learn to read, later they read to learn.

Guidelines to assist learners in reading for meaning: (Consider doing this step by

step with the learners)

1. Read through the passage quickly.

Get an outline or a general picture of the passage.

Try to picture what you are reading. This helps you to focus and read for

meaning.

2. Take Note:

The title may offer a clue to the contents and purpose of the passage.

The author may help you to identify the time, style and often the subject.

The introduction often creates the atmosphere and provides the setting for

what is to follow.

The conclusion usually ties up the intention of the author.

3. Learners should ask themselves these questions:

Who - is the writer? Who are the characters?

What - is the main idea of the passage?

Where - does it take place? (Setting)

When - does it take place? (Setting – Time, Date, Era)

Why - has this passage been written? What is the writer’s

intention?

How - does the writer express himself? What language devices

are used?

4. Read through the comprehension questions:

When you do this, keep the passage in mind.

This will give you clues leading to the answers in the passage.

Many teachers and learners prefer reading the questions before reading

the passage.

5. Read the passage again

This time you should be aware of what has been asked.


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Highlight the main idea in each paragraph – each paragraph

presents a new idea.

The first sentence is often the key sentence.

Words and ideas that were at first confusing or difficult, may now

become clearer in context.

The more familiar you are with the passage, the easier it should

become to interpret and understand what you are reading.

Practical Advice

Each question usually contains a question word – underline this.

Each question usually contains a key word or key idea – circle this.

Try to remember whether you read this fact near the beginning, middle or end

of the passage.

Put your eyes into ‘Search Mode’ and look down the middle of the paragraph

to find the sentence containing the key word or key idea. Read the whole

sentence in order to get a complete picture.

Do not copy directly from the text but refer to it in order to avoid careless

factual of spelling mistakes. (This applies particularly to names, places, dates

or other relevant information.)

If you are asked to supply a synonym or an antonym:

a. Replace it with the same part of speech e.g. a noun with a noun, an

adverb with an adverb.

b. Take the word that you have chosen back to the passage. Replace the

original word with this synonym and see if it is appropriate.

Answering Techniques:

It is important to interpret and follow the instructions exactly as they are given:

Does the answer need a full sentence, a word or a phrase?

Avoid starting sentences with conjunctions such as because, and, but and

so.

The mark allocation is usually a suggestion of the number of points

needed.

Your numbering must correspond to the numbering of the questions – if

the number is 1.1.1 you must not answer 1 or A.

If you are asked to describe in three sentences what the character looks

like, do not give two or four.

Do not give one word answers if you are asked for a sentence.

Each answer must be written on a new line.

When quoting from the text, enclose the quote with “inverted commas”.

When asked to describe the tone of any text, use one adjective.

Edit your work to check that you have answered correctly. Spelling and

Language errors result in an unnecessary loss of marks.


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Write clearly and neatly to avoid possible discrepancies.

Comprehension skills should be practiced whenever possible, not only in test

situations. Learners reinforce their comprehension skills daily:

When listening to conversations, instructions or the radio.

When watching television programmes or films.

When reading books, newspapers or magazine articles.

SECTION B: TYPICAL EXAM QUESTIONS

QUESTION 1: 30 minutes TEXT A

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FROM VICTIM TO VICTOR

If he had listened to the prophets of doom who told him he would never

make it in life, he would have given up long ago. He grew up in a family of

five who depended on the meagre salary of their domestic worker mother.

This means the young Shakes Dlutu had to wash cars in order to help out.

Life was difficult. There were times when he went to bed on an empty

stomach and had to endure winter rains in their leaking shack.

Life as a youngster was tough for Shakes. He constantly ran from security

guards in trains by jumping from one carriage to the next, as he could not

afford a ticket. His tough upbringing did not shake him, and he maintained

he would make a success of his life one day. “My friends used to mock me

and told me that I would never make it. But I always told myself that my

situation would improve and that I was not born to suffer.”

How right he was. Today, the 42-year-old entrepreneur is a sought-after

motivational speaker, facilitator of group effectiveness processes, and an

energetic corporate MC. Not bad for a man who struggled to pay rent and

was forced to squat on a few occasions. Shakes was first introduced to the

field of personal development in 1995, when he was a student. He

participated in a diverse multicultural youth leadership programme.

Shakes was chased out of flats and ended up sleeping in garages or

crashing in with friends. But today, the gifted speaker is not shy to admit that

he does not “get out of his bed for less than R35 000”. One of the highest –

paid motivational speakers and corporate coaches in southern Africa,

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Shakes admits that he has been “abundantly blessed”. His personal mission

is to constantly add value to people’s lives by empowering them to believe in

themselves.

He tells us that nothing gives him greater pleasure than seeing people

inspired to improve their lives after attending one of his sessions. In these

tough times, people are struggling financially. Marriages are crumbling and

people do not believe in themselves. “But it all starts with you. You can tell

yourself that you’re going to save money this year and take care of your

health.”

Shakes received his formal training on how to facilitate group processes

through the South African College of Applied Psychology. In addition, he got

lucky and scooped John Kehoe, founder and author of Mind Power into the

21st Century, as his mentor. He also works with Robin Banks, who runs the

Mind Power courses in South Africa. “My main goal is to mentor youngsters,

especially those in previously disadvantaged communities, to become

successful motivational speakers,” he adds.

He currently runs innovative youth development solutions for schools. “I also

facilitate weekend teacher development workshops to assist teachers to

reignite their passion for their profession,” Shakes reminds us.

Shakes says he focuses on his two children who are his priority.

“Parenthood is a role that I cherish the most. Nothing fulfils my heart more

than being with my children. They mean the world to me.” Due to his difficult

upbringing, he wants them to have the best in life.

His message to young people who are growing up in difficult circumstances,

as he did, is simple: “Education is the key to success.” “Our late former

president Nelson Mandela couldn’t have stressed it more,” said Shakes. “He

always stressed the importance of education. It is the only way out of

poverty. Wherever I speak, I always ensure that I get this message across to

young people.” His own journey is proof of the rewards at the end.

Adapted from Drum, 18 February 2016

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NOTE:

Answer all the questions in your own words, unless you are asked for a

quotation.

For one-word answers, write only the question number and the word.

For multiple-choice questions, write only the question number and the letter

(A–D) of the correct answer.


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1. Refer to paragraph 1.

1.1 Describe what you understand by “prophets of doom”. (1)

1.2 Give one word (not in the passage) that best describes Shakes:

A. lazy

B. discouraged

C. Intimidated

D. optimistic.

(1)

1.3 Refer to Paragraph 2.

1.3.1 Mention two difficulties that Shakes experienced when he was

growing up. (2)

1.3.2 Why is the name ‘Shakes’ ironical in the context of this paragraph? (2)

1.3.3 Identify the people who played a major role in shaping Shakes’

destiny and state why they played a role. (2)

1.4 Refer to Paragraph 3

1.4.1 Why is the following statement false?

Shakes is still battling to gain recognition as a motivational speaker. (1)

1.4.2 Write out the acronym “MC” (line 15) in full. (1)

1.4.3 Explain in your own words what the underlined adjectives indicate

about the leadership programme in which Shakes participated.

“… a diverse multicultural youth leadership programme” (lines 18). (2)


“…the gifted speaker is not shy to admit that he does not “get out of

his bed for less than R35 000” (lines 20)

1.5.1 Explain which tone Shakes uses? (1)

1.5.2 Do you agree that Shakes deserves to be one of the highest- paid

motivational speakers? Motivate with evidence from the text. (2)


1.6.1 Describe how Shakes assists people who have financial problems? (2)


1.7.1 Explain why you think Shakes mentors youngsters from previously

disadvantaged communities to become motivational speakers? (2)


1.8.1

Do you agree with the following statement? Substantiate fully by

referring to the passage. “Education is the key to success.” (3) (3)


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1.9 Refer to the title

Explain whether you regard the title as effective. (3)

TEXT B

Introducing the smart way to bring your family together with the new economical Toyota Avanza, featuring low fuel consumption, improved safety features, reduced noise vibration, enhanced riding comfort and great resale value. The new Avanza has all the quality and reliability you’ve come to expect from Toyota. *Price subject to change without prior notice.


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Note: Answer all questions in your own words, unless you are asked for a

quotation.

1.10 Study the picture above and state how is the idea of the family related

to the new Toyota Avanza? (2)

1.11 Mention three benefits that come with the new Toyota Avanza? (3)

1.12 What idea does the slogan Lead the way” suggest? (2)

1.13 Choose the correct answer from the alternatives given. Write the correct number of the question and the answer. E.g. 1.4(a) The sentence “*Price subject to change without prior notice” suggests:

A. Price will remain the same

B. The public will be notified of the price changes

C. Price change will be effected without notifying the

public.

D. Price change will not be effected without notifying the

public (1)

1.14 Is the price asked for the new Toyota Avanza affordable? Support your answer with reference to the text. (2)

TOTAL: 30

SECTION C: HOMEWORK QUESTIONS

QUESTION 1: 30 minutes

Read both Text A and Text B and answer the set questions.

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LIFE IS INCREDIBLE! She already stared death in the face many times, so being diagnosed with cancer again did not affect her the way it might someone else. But Elsie Neethling knows it is not the same for the people closest to her. “For my family, it is like a knife twisting in their hearts,” says Elsie, who was first diagnosed with an aggressive form of brain cancer at 12.

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When she woke up after her most recent spinal surgery she heard her brother, Olympic swimming champion, Ryk Neethling, sobbing at her bedside. It is especially difficult for her parents to see Elsie unable to move as before. The cancer she has fought for two decades –with numerous operations and chemotherapy sessions –has taken a toll on her body and she is in a wheelchair. It was her mum who noticed last year that Elsie’s right foot was turning inward and took her to a doctor before she knew that the cancer returned. She had been feeling ill but was not too concerned. “I no longer know what it is like to feel normal. Dr van den Heever has been saving my life since I was 12,” Elsie says. Between 1992 and 1997 she had three brain operations to remove the rare tumour. At the time she was expected to live only a month or two. In 2014 she was in remission until 12 August 2015. The good news is that a brain scan at the end of January showed she is once again free of cancer. As always, Elsie has her eyes set on the future, and this time she has a specific goal in mind- she wants to swim competitively. She trains regularly with coach Simon Gray, who previously trained Ryk. She swims 2 km every day to strengthen her muscles. “Swimming has become a passion for me all over again,” says Elsie. She wants to start swimming competitively in events for paraplegics. Elsie speaks with such enthusiasm; she does not give the impression of someone who has had so many hard knocks in life. It is clear that fighting against cancer has not got her down. “I don’t get worked up about the cancer. It is like an irritating mosquito, but life carries on.” Once a journalist, Elsie is now writing a collection of short stories entitled That’s How I Roll, about how to cope with someone who’s in a wheelchair. An earlier book I Dream of A Dream sold 25 000 copies and she is looking for a publisher to print another one. Filmmaker, Stefan Enskin and actor, producer and writer Hykie Berg have already adapted the book for a film and are now looking for investors. Elsie a divorcee has a new person in her life. “We’re good for each other and make each other laugh.” She says Jack often carries her to her room because it is easier than using a wheelchair. Due to her cancer treatment, she will not be able to carry a baby and will have to use a surrogate. “I’d like to have lots of kids but only if I have a good support network,” she says. Although Elsie would do anything to walk again, she is not one for regrets for self-pity. She does not worry about things too much and sees every day as an enormous adventure. “Life is like a test of time-you have only so much time to live. I have this great love for everyone and everything. I don’t understand how people who have everything can be sad.”

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Elsie believes that life is incredible. You realise that the little things are the big things once you lose them.

Adapted from You, 18 February 2016 NOTE:

Answer ALL the questions in your OWN WORDS.

For one-word answers, write only the question number and the word.

For multiple-choice questions, write only the question number and the letter

(A-D) of the correct answer.

Refer to paragraph 1. 2.1 Choose the correct answer to complete the following sentence.

“She already stared death in the face many times…”

The underlined expression in the sentence above means:

A) She is not afraid of death. B) She has witnessed someone die. C) She came close to death on several occasions. D) She has mocked death. (1)

2.2 Quote five consecutive words which indicate that Elsie is not a first

time cancer sufferer. (1) 2.3 Choose the correct answer to complete the following sentence.

What emotion did Elsie’s family members experience when she was

hospitalised recently?

A) anger B) relief C) disappointment D) anguish.

(1)

Refer to Paragraph 2. 2.4 Choose the correct alternative from those given below. Write only the

question number and the correct answer next to it.

Two decades is a period of:

A) twenty years B) ten years C) forty years D) thirty years (1)

Refer to Paragraph 3.


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2.5 Why was Elsie unconcerned when she recently fell ill? (2) Refer to Paragraphs 4 and 5. 2.6 Give two reasons why Elsie can be considered to be lucky. (2) 2.7 Do not use a dictionary. Give the meaning of the underlined word in

the sentence below. You may use contextual clues, like examining the following sentence or word attack skills which involve identifying the root word and looking at the suffix, or Transition words. Explain how you arrived at your answer.

“In 2014 she was in remission until 12 August 2015.” (1) 2.8 Identify the word which indicates to the reader that Elsie cannot walk. (1) 2.9 Do you think it is a wise idea for Elsie to participate in swimming

competitions? Substantiate your answer with two reasons. (3) 2.10 Refer to Paragraph 6 “It is like an irritating mosquito, but life carries on.” (line 30) 2.10.1 Identify the figure of speech in this line. (1) 2.10.2 Which two elements are being compared? (2) 2.10.3 Explain the effectiveness of this comparison. (2) Refer to paragraph 7. 2.11 Give two possible reasons why filmmakers could have for using her

book I Dream of a Dream as the basis for a film. (2) Refer to Paragraph 9. 2.12.1 Explain the method that Elsie has chosen to have children. (2) 2.12.2 Do you think it is a sound idea for Elsie to have children? Motivate

your answer with reference to the text. (2) Refer to Paragraph 11. 2.13 “You realise that the little things are the big things once you lose

them.” (lines 48-49) Explain the meaning of this sentence with close reference to the text. (3)

Refer to the title. 2.14 In your opinion, is the title of the text suitable? Provide reasons for

your answer. (2) 2.15 Explain how you are affected on reading this text. Motivate your

response by referring to the text as a whole. (3)


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TEXT B

NOTE: Answer all questions in your own words, unless you are asked for a

quotation.

2.16 In which particular province does this drought crisis take place? (1)


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2.17 Quote a phrase of five words, from the text, to suggest that drought

contributes to unemployment. (2)

2.18 Mention three adverse effects of drought stated in this article. (3)

2.19 The worst drought season, according to this article, was last experienced in South Africa around:

A. 1936

B. 1966

C. 2006

D. 2010

(1)

2.20 Do you agree with the view that contributing to the drought disaster fund will help the country’s economy? Support your answer. (2)

TOTAL: 30


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SESSION NO: 3

TOPIC: SUMMARY


Summarising is how we take larger selections of text and reduce them to their bare

essentials: the gist, the key ideas, the main points that are worth noting and

remembering.

Summary skills equip you to find the most relevant information in a passage and

reproduce it in another format.

This skill will equip you to study better in all subjects and to read with a purpose.

Summarising teaches you to be brief and get straight to the point.

The exercise of summarising forces you to analyse and simplify your material.

Summary writing goes hand in hand with analytical skills. With practice, both

techniques will benefit.

What Are We Doing When We Summarize?

We strip away the extra words and examples. We focus on the heart of the matter.

We try to find the key words and phrases that still manage to capture the meaning of

what we've read. We are trying to capture the main ideas and the crucial details

necessary for supporting them.

What do you have to do to get full marks in the summary?

Step 1: Identify the topic you have to summarise.

Read the instructions very carefully. Identify the topic of the summary and write it in

big letters above your planning page.

Step 2: Read the passage with the topic in mind.

Now that you know what to focus on, read the passage once, keeping the topic in

mind.

Step 3: Ask yourself: "What can I leave out?”

Use a pencil. Read each sentence in the passage and ask yourself, does this have

anything to do with the topic? If your answer is yes, then leave the sentence, if your

answer is no, cross out the sentence.

Step 4: Look at the sentences that you are left with and find the main idea.

Write down the remaining points in short hand on your planning page, double

checking that it is linked to the topic of your summary.

Tricks:

Ignore unnecessary or trivial information.

(E.g. who cares if the house is yellow, if the rest of the details are about firemen

rescuing the family from the burning house?)


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Create one category name for lists of items.

(E.g. Substitute the word "family" for the words: mom, dad, brother, sister, cousin,

etc.)

Substitute an overall term for components of an action.

(E.g. Substitute, "They finally went to school." for "They went down the walk and

got in the car, they drove down Elm Street and made a right on Oak Street, they

could see the school ahead of them. The car pulled up to the front of the building,

and they scrambled out of the car. They were at school as last."

Remember the magic words: Who, What, When, Where, Why, and How! Answer

only them!

Step 5: Say it in your own words.

When you decide you have captured all the main ideas on your planning page, use

your own words to restate the main idea without changing the meaning. It will help

you check your understanding and keep you from simply copying or plagiarizing.

Step 6: Count your words.

After you have completed your final summary, cross out your planning clearly and

count the number of words that you have used in the final essay. Be accurate in your

count.

How to simplify sentences:

Eliminate the following:

Repetition (she is a stunningly beautiful gorgeous girl – she is a beautiful

girl)

unnecessary detail (The tall dark man with a white coat told me to go to

school – The man told me to go to school)

figures of speech (He was a big as a house – He was big)

Quotations

Minor detail

Examples or illustrations

Colloquialisms and slang

Change direct speech to indirect speech.

Make sure your summary is logical.

Summarising skills are used daily, i.e.:

When recounting what has happened to you during the day.

When recounting television programmes or films.

When recounting what you have read in books, newspapers or magazine

articles.

Guidelines for writing a summary of a text.

1. Skim through the text for the main idea.


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2. Re-read the text carefully, to understand its purpose and structure.

3. Underline the main points that support the central idea (topic sentence) and

circle statements (linking words) that show movement from one point to

another.

4. Decide what you are going to include in your summary and what you are going

to leave out.

5. Write an outline. Group the essential information and ideas – main points and

sub-points – in an order that shows the relations of the ideas. It doesn’t have

to be the same order in which the ideas are presented in the article.

6. To keep the same the same emphasis as that of the original text.

7. Use your own words, but do not introduce your own opinions (unless asked

for).

8. Remember that the summary should be considerably shorter than the

original text (about one third). Avoid giving examples e.g. instead saying

mum, dad, sister, cousin, brother etc. your simply say, my family.

9. Revise and “polish” your summary and check that you have covered the

whole text. Be consistent with the tenses – the present tense is the most

common.

10. Identify the author and the title.

11. Useful words: to refer to what the author says, e.g. says, states, discusses,

suggests, argues, believes, asserts; to express the author’s development of

ideas, e.g. begins, continues, goes on to, concludes.

SECTION B: TYPICAL EXAM QUESTIONS

QUESTION 1: 20 minutes

SUMMARY WRITING: No.1

As the RCL president of your school, you have been asked to advice the grade 12

learners on how to become a more effective learner.

Read the passage (TEXT) below and write down SEVEN points that you will include

in your speech.

INSTRUCTIONS:

1. List SEVEN points in full sentences using approximately 70 words.

2. Number your sentences from 1 to 7.

3. Write only ONE point per sentence.

4. Use your OWN words as far as possible.

5. Indicate the total number of words you have used in brackets at the end of

your summary.


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How to become a more effective learner.

Do you want to become a more effective and efficient learner?

Speed of learning is not the only important factor; however students

need to be able to accurately remember what they have learnt .One

sure-fire way to become a more effective learner is to simply keep

learning. Avoid cram sessions, and structure your study time

accordingly. Cramming does not help at all instead it will only

damage your brain.

Learn in multiple ways. Focus on learning in more than one way.

Instead of just listening to a podcast, try other ways of learning. This

might involve describing what you learned to a friend or taking

notes. Teaching what you've learned to another person is also

effective. Educators have long noted that one of the best ways to

learn something is to teach it to someone else. Look up answers

rather than struggle to remember. Sometimes, we forget the details

of things that we have already learned. If you find yourself struggling

to recall, research suggests that simply look up the correct answer.

Understand your best learning styles. Another great strategy for

improving your learning efficiency is to recognize your learning

habits and styles which can help you .Use testing method to boost

learning. Research has demonstrated that taking tests actually helps

you better remember what you've learned. Stop multitasking. For

many years, it was thought that people who multitask perform more,

however, research now suggests that multitasking can actually

make learning less effective.

[Adapted From Oprah Magazine June 2014]

. TOTAL: 10

SUMMARY WRITING:

QUESTION 2

You have been invited to do a presentation on how the youth can creatively plan for

their future.

INSTRUCTIONS:





http://psychology.about.com/od/cognitivepsychology/tp/explanations-for-forgetting.htm

http://psychology.about.com/od/cognitivepsychology/a/costs-of-multitasking.htm


29


your summary.

Planning for a bright future

No one can guarantee what happens in the future. However, with

careful planning and discipline, we can make our future something

wonderful.This is the belief of a group of 16 matric pupils from

Emshukantambo High School in Pimville, Soweto, who have received

high praise from their school, community and

parents for their serious commitment to further their education. Over a

year ago, these motivated young people came together to form a

stokvel with a difference. While some of their peers save money for

the latest fashion and fancy gadgets,

these pupils save their pocket money to help further their education.

They attend career exhibition and open days at tertiary institutions.

Not only do they use the money to pay tertiary institution application

fee, but also ensure that they save for university or college

registration fee. Secretary of the Crazy Laughing Crew, Xolani Mbele,

says, “We realised that if we were to reach our dreams, we needed to

do something about it now, and not sit up and hope for a miracle to

happen. As with everything in life, thus required some

sacrifices on our part.”

“We decided to save our pocket money for our future. Others

laughed, thinking we were too ambitious. They discourage us ,but we

chose not to listen to any negative comments.” “All members have

dreams and goals, and therefore none of us cheats. If you lie, you’re

only cheating yourself and the opportunity to advance yourself. We

encourage each other to use the money usefully and towards our

future,” he says.

Xolani says the pupils assist each other in every way possible when it

comes to career planning matters. “Working together has helped us

learn about the options that are available to us after matric. This is

good, as information is power and it’ll help us make.

Adapted from Move! Magazine October 2010.


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. TOTAL: 10

SUMMARY WRITING:

QUESTION 3

Your school has started a project on gardening. You have been selected to give tips

on how to start a productive vegetable garden.

INSTRUCTIONS:






your summary.

Steps to Growing a Productive Vegetable Garden

Growing vegetables isn’t all that different from other types of

gardening. Successful vegetable gardening is about consistency –

making sure growing conditions are properly maintained for the entire

growing season. These steps will help you enjoy the bounty of a

productive vegetable garden.

Choose locally adapted varieties. Not all vegetable varieties grow well

in all areas. Ask your local nursery or cooperative extension office

which varieties are best for where you live. Plant at the right time of

year. Seed packets generally state the proper time to plant. In some

areas planting windows are very narrow and you must hit them fairly

precisely for a bountiful harvest.

Prepare the soil properly before planting. Work in generous amounts

of organic matter such as compost or composted manure. If you don’t

use composted manure, which already contains nitrogen, also work in

a complete fertilizer. Plant properly. Sow seed at the proper depth

and space, following directions on seed packets. Vegetables planted

too closely together will produce poorly.

Water consistently. Maintain even soil moisture so plants do not dry

out, but don’t over-water. Water deeply, then give the soil time to dry

partially before watering again. Fertilize regularly. Maintaining

vigorous growth is very important with almost all vegetables. Most

should be fed with a nitrogen fertilizer at least every 4 to 6 weeks.

Eliminate weeds. Weeds compete with vegetables for water, nutrients


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and sunlight, thus reducing yields. Pull weeds by hand and cultivate

the so.

Adapted from Edible Gardening January,2014

[10]

SESSION NO: 4

TOPIC: VISUAL LITERACY – CARTOON


A cartoon is usually a humorous drawn picture of a situation, well-known

personality or story. Cartoons are used to express ideas or to draw attention

to a situation or a well-known personality.

Cartoons can be more than just light-hearted fun; they often reflect social

trends or highlight serious issues.

A clever cartoon can have more impact than a whole article on the same

subject as it can succinctly capture the essence of the issue.

WHEN STUDYING CARTOONS LOOK AT:

Body language: the positioning of a person that provide non-verbal

clues about their mood and attitude.

Caricature: features or actions of a person are exaggerated to help the

reader work out who is being represented. E.g. Nelson Mandela may

be drawn in a Madiba shirt or Prince Charles may be drawn with big

ears.

Intention: what is the cartoonist trying to achieve? Is the cartoon meant

to amuse, make a political statement, or ridicule someone?

Speech bubble: Or a line between the speaker and the words to

indicate who is speaking.

Thought bubble: look like clouds – indicate unspoken thoughts.

Caption: title, brief explanation or comment accompanying and

illustration.

Comic strip: sequences of drawings telling a humorous or adventurous

story – found in newspapers, etc.

Frame: one drawing in a comic strip.

Movement: indicated by means of vertical, curved and diagonal lines.

Speedy action is indicated by streaky lines, or by the action going out of

the frame.

Punctuation: clever use is made of punctuation to create meaning.


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Stereotypes: An exaggerated preconceived generalisation about the

typical behaviour, attitudes, dress, etc. of various types of people.

Verbal clues: some parts of the drawing may be used to help the reader

establish what the cartoon is about.

Visual metaphor: in a metaphor two things are compared. In a visual

metaphor, a picture stands for or represents something else.

Irony: When one thing is said, but something else is meant.

Parody: An imitation of a piece of writing used to ridicule the original or

create a satirical point.

Satire: Uses humour to make a serious point. It involves using wit, irony

or sarcasm to highlight human vices or follies.

Look at the following cartoon. Discuss the visual clues that you notice in the cartoon

– as it was done in the previous cartoon.


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Cartoonists use a number of techniques to communicate sound, movement and

emotion. The illustrations are from the Tintin books.

Example 1:

Example 2:

Example 3:

Motion lines, springs, crumpled clothing ... denote

movement

Squiggles, stars, body language, facial expressions,

hat popping off ... denote emotion

Exaggerated font ... denotes sound and emotion

Jagged speech bubble, large font ... denotes sound

and emotion

Motion lines, springs, exaggerated body language ...

denote movement

Beads of sweat, facial expressions ... denote

emotion

Flames, clouds of steam, vivid colour,

raised eyebrows, lightning bolts ...

denote emotion


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Example 4:

Example 5:

Example 6:

Punctuation marks, facial expression, springs ...

denote emotion

Speech bubble ... denotes sound

Motion lines, impact explosion, stars ... denote movement and sound.

Lightning bolts, torn clothing, placement of characters ... denote movement and sound


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When analysing a cartoon, it is important to look at the following aspects:

Actions:

What is happening in the cartoon?

How is the action portrayed?

Characters:

What emotions are communicated through facial expressions?

What actions and emotions are communicated through body language?

What does the body language suggest about the relationships between

characters?

Language:

What words have been used?

How has punctuation been used to suggest emotion?

Setting:

Where and when is the cartoon set?

What is the particular social context?

Stereotypes / Symbols:

Has the cartoonist made use of stereotypes?

Has the cartoonist used any symbols to represent something else?

SECTION B: EXAMINATION TYPE QUESTIONS


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Question 1 Refer to the cartoon below and answer the questions that follows:

NOTE: In this cartoon the boy is Dennis and the other two characters are his parents. 1.1 What is Dennis’s mother doing? (1)

1.2 How does the cartoonist show that Dennis is walking? (1)

1.3 Do you think the family in this cartoon is happy? Give TWO reasons for

your answer. (2)

1.4 State where in the house the cartoon is set. Give a reason for your

answer. (2)

1.5 What is the meaning of the idiom ‘getting away from it all’? (2)

1.6 What is Dennis complaining about? (1)

1.7 Do you think Dennis is an intelligent boy? Give a reason for your

answer.

(1)

[10]


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NOTE: In this cartoon the little girl is Thandi and the old lady is Mother Anderson. 2.1 What social comment is being made in the cartoon? (2)

2.2 What gestures in Frame 1 confirm that Thandi is happy about the fact

that Monday is a school holiday? (2)

2.3 Fully explain the change in facial expression of both characters from

frame 2 to frame 3. (3)

2.4 Describe Mother Anderson’s response in Frame 4 to what Thandi has

said in frame 3. Refer to both her facial expression and actions. (3)

[10]

Frame 1 Frame 4 Frame 3 Frame 2


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NOTE: In this cartoon the man with the clipboard is a sport teacher. 3.1 Account for the contrast in the facial expression of the teacher and

the seated boys. (4)

3.2 Discuss the cartoonist's use of irony to convey humour. (2)

3.3 What visual clues are there that the boys are doing drugs? (2)

3.4 Consider the appearance of the teacher. How is he depicted as a

stereotypical sport teacher? (2)

[10]


39

SECTION C: TYPICAL EXAM QUESTIONS


NOTE: In this cartoon the man with the horns on his helmet is called Hägar. His wife is called Helga (she is not in this cartoon). The skinny man with the pointy helmet is called Lucky Eddie, Hägar’s friend. 4.1 Study the first frame. What does the fist on the table suggest, and how is

this reinforced by the words? (3)

4.2 Explain how the words and the visual stimulus reinforce the stereotypical relationship of husband and wife? (2)

4.2 What is the real reason for Hagar not going home for dinner? Support

your response with evidence from the text. (2)

4.3 Explain the humour in the third frame. (2)

4.4 Many jokes about marriage suggest that wives suddenly become the

dominant partner in the relationship. Do you think this is true in the

cartoon? Explain your answer. (1)

Even so often a man has to stand

up and show his wife who’s the

boss! That’s why I’m going to have a few

beers and then... have dinner OUT

tonight!!

Helga is serving

boiled liver tonight,

isn’t she? How did you

know?!?


40


FRAME 1 FRAME 2 FRAME 3

Glossary: conundrum – a difficult question or riddle.

NOTE: In this cartoon J.C. is the man speaking to the gentleman holding the clipboard and Bumstead is the man being carried. 5.1 Refer to frame 1.

5.1.1 What emotion is J.C. experiencing in this frame? (1)

5.1.2 Give two reasons for your answer. Consider the words and the

illustration (drawing). (3)

5.2 Refer to frame 2.

5.2.1 Based on what the man carrying the clipboard says, what is J.C.’s

relation to Bumstead? (1)

5.2.2 Provide a reason for your answer. (1)

5.2.3 In your own words, explain why J.C. finds it difficult to dismiss

Bumstead. (1)

5.3 Refer to frame 3.

What do the action lines in frame 3 suggest?

A Bumstead is being thrown out.

B J.C. is doing weightlifting.

C J.C. is spinning Bumstead above his head.

D Bumstead is unable to walk. (1)

5.4 Consider the cartoon as a whole.

Is J.C.’s behaviour acceptable? Discuss your view, mentioning TWO

points. (2)

[10]


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SESSION TOPIC PAGE

1 Critical engagement with Literary Text

2 Terminology frequently used in examination

questions

3 Techniques on approaching and answering

contextual questions.

SESSION NO: 1

TOPIC: CRITICAL ENGAGEMENT WITH A LITERARY TEXT

It is important that as you prepare for the Literature examination that you understand

the language of literature as this provides you with:

a language for interpreting and deconstructing texts

for conveying information

for critically engaging with the texts

for interpreting characters’ actions and intentions

for understanding of setting, plot and development of plot, themes, role of

narrator

for understanding irony and dramatic irony

for understanding the role of the director in the dramatization of a drama and

how this adds and enhances the plot and the role of the characters.

LEARNERS’ ACTIVITY:

Before beginning with this activity, ask yourself the following questions:

Have you read the text and are not relying only on a film version of the drama

or the short story?

Do you have a full understanding of the terminology used in reference to the

drama and the short story, e.g. setting, plot, themes, irony, dramatic irony?

Do you know the characters, plot, setting, themes in the drama and in each of

the prescribed short stories?

Are you familiar with the format of the exam paper and what is expected of

you when answering the literature paper?

NOTE WELL:

In this session, your SSIP tutor is not going to read you the stories or extracts from

the drama; he/she is not going to re-teach the stories to you. What your tutor is

going to do is to help you understand the method of answering the contextual

questions which appear in the examination papers.


42

Refer to the extract in your play or short story that will be indicated to you by

your tutor.

Read through the extract a number of times; try to place the text in context; i.e.

where in the play or short story the extract appears. Think about the plot, the

characters that appear in the extract; if a theme is evident in the extract. You

will be guided by your tutor.

Try to engage in the discussions so that you can get a better understanding of

how to interpret a text and prepare yourself for the questions to follow.

You will now be given the questions and a time limit within which to answer

the questions. In answering these questions, remember the points discussed

with you by your tutor.

Once you have answered the questions, your tutor will begin a discussion of

each question. Participate in the discussion, ask questions where you are not

sure as you test and correct your knowledge of the play or short stories.

SESSION 2: TERMINOLOGY USED IN EXAMINATION QUESTIONS

In this session, you will get acquainted with the specific action verbs such as

describe, explain that are used in the questions. You will learn what each action verb

means and what you are expected to do to answer the questions correctly.

Thereafter you will see examples of the questions and practically shown how to

answer the questions.

The following table outlines the term used and what it means/what the answer should focus on.

TERM MEANING

ACCOUNT FOR Explain why, give the reason for

ALLUDE TO Refer to

ASSESS Make a judgement after careful consideration

COMMENT Give an opinion on

COMPARE Look for similarities and differences between x and y; perhaps reach a conclusion about which is preferable.

CONTRAST Set in opposition (place x and y opposite to each other) in order to bring differences and or similarities.

CRITICISE Give your judgement about the merit of theories, of opinions or about the truth of ‘facts’; back your judgement by a discussion of evidence or reasoning involved.

DEFINE Set down the precise meaning of a word or phrase. in some cases it may be necessary or desirable to examine different possible, or often used, definitions.

DISCUSS This requires not only factual information but also some assessment or evaluation. Investigate or examine by argument; sift and debate; give reasons for and against. Also examine the implications.

DESCRIBE Give a detailed or graphic account of


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DIFFERENTIATE Look for the differences between x and y

DISTINGUISH BETWEEN

Look for the differences between x and y

EVALUATE Make an appraisal of the worth of something; in the light of its truth or usefulness; provide good points and weaknesses.

EXPLAIN Make clear or plain; interpret and account for; give reasons for

EFFECT – What is the effect of…?

State what the reaction is of …………

ILLUSTRATE Make clear and explicit

INTENTION – What is the intention of the poet…..?

Write about the poet’s purpose.

INTERPRET Make clear and explicit. Provide your analysis.

JUSTIFY Show adequate grounds for decisions or conclusion; answer the main objections likely to be made of them; give reasons why you agree/disagree with a given statement /quotation.

OUTLINE Give the main features or general principles of a subject, omitting minor details and emphasizing structure and arrangement.

RELATE (a) narrate (b) show how things are connected to each other and to

what extent they are like, or affect each other/to show a link or connection between x and y

STATE Present in brief, concise and clear manner

SUBSTANTIATE Give examples by referring to incidents, words and comments.

SUMMARISE Give a concise account of the chief points of a matter, omitting details and examples.

TRACE Follow the development or history of a topic from its point of origin.

In addition to understanding the terminology used in exam questions, there are literary terms used within questions which you must be familiar with in order to successfully respond to the questions.

WHAT IS MEANT BY THE FOLLOWING LITERARY TERMS?

LITERARY TERMS MEANING

PLOT A series of inter-related events in a novel or play.

ROLE The function of e.g. a character

THEME A moral or message of work, main ideas, recurring ideas

TONE This is determined by the author’s/playwright’s attitude or point of view towards the subject.

ATMOSPHERE/MOOD The general feeling aroused by the description, dialogue or setting

RELATIONSHIP The attitude of a character to another

CONTEXT/CONTENT Name of a speaker, person addressed, time, place, why


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words were spoken and the direct result of such speech.

IRONY Where more than one level of meaning is conveyed.

Where the opposite of what is stated occurs

where the opposite of what is stated is meant

DRAMATIC IRONY Something done or said in a play of which only the audience has the full significance.

The following are examples extracted from past year papers. Each example begins with a question, then an explanation of what the question expects you to do, then the answer and finally, how the answer is marked.

EXAMPLES: SHORT STORIES

Mediate the following examples with learners to demonstrate how the action verbs must be responded to in an exam: Example 1: (Short Story: The Luncheon) – Feb/March 2012 Question: Describe the events that lead to the narrator and his guest having lunch

together. (2)

Explanation: This is a lower order question. In order to answer this question, you will need to know the story (plot) very well. Then, look for the action verb that tells you what you are supposed to do. ‘Describe’ means that you are expected to: give a detailed or graphic account of why the narrator and his guest are having lunch together. Action verb = describe Plot = events that lead to the narrator and his guest having lunch together In order to obtain 2 marks, you need to provide 2 points as indicated below: Answer: The guest said that she had read his book and wanted to discuss it.√ She suggested he take her to lunch at Foyot’s √ Example 2: (Short Story: The Soft Voice of the Serpent) Question: Explain the difference between the condition of the man and the locust. (2) Explanation: This is a middle order question. In order to answer this question, you will need to know the story (plot) very well. You will also need to know both the ‘characters’ of the man and the locust very well. You will then have to determine what each of their condition is. Look for similarities and differences between the man and the locust and then decide on what the difference is. The action verb ‘explain’ means that you give reasons and examples on what is the difference. Action verb = explain In order to obtain 2 marks, you need to provide 2 points as indicated below:


45

Answer: Although they are both injured (similarity), the locust does fly whereas the man remains immobile.√√ OR The locust losing a leg does not affect his ability to fly or/the locust has wings whereas the man’s condition remains permanent.√√ Example 3: (Short Story: The Dube Train – November 2011 Question: The passengers on the Dube train choose not to get involved when the

tsotsi attacks the girl. They also do nothing when he is flung from the train. Why do you think this is the case? Discuss your view. (2)

Explanation: This is a higher order question. This question is made up of TWO parts – a statement and a question based on the statement. It is an open-ended question that expects you to provide your viewpoint on the statement given. This question expects you to provide factual information, to consider the events in the story, make your own judgement and then provide reasons for your point of view. Look for the action verb that tells you what you are supposed to do. Action verb = discuss In order to obtain 2 marks, you need to provide 2 points as indicated below: Answer: Violence is part of their lives, they are used to it. They have no respect for human life. They have no respect for women. They fear for their own lives. They do not wish to get involved in other peoples’ lives or business.√√ (Award 2 marks for any well-substantiated answer i.e. 1 mark for stating why the passengers do not get involved and 1 mark for your viewpoint which must be linked to the text.) EXAMPLES: DRAMA: Nothing but the Truth Example 1:– Act 1: Scene 1: Nov 2011 Question: State the relationship between the two people in this extract. (1) Explanation: This is a lower order question. In order to answer this question, you will need to know the story (plot) and the characters very well. Then, look for the action verb that tells you what you are supposed to do. ‘State’ means that you present in a brief, concise and clear manner the relationship between the two speakers in the extract. Action verb = State Answer: They are father and daughter√/Sipho is Thando’s father√ OR


46

They have a good relationship/they love each other/they respect each other.√ Example 2:– Act 1: Scene 2: Feb/Mar 2015 Question: Mandisa: Bloody Hell! That was some welcome! (line 1)

Describe the incident that leads to Mandisa’s reaction in line 1. (3)

Explanation: This is a lower to middle order question. In order to answer this question, you will need to know the story (plot) and theincident. Then you will need to examine what is it about the incident which caused Mandisa to say ‘Bloody Hell!’ The action verb ‘describe’ tells you to give a detailed or graphic account of the incident clearly showing the reasons that would cause Mandisa to react as she does. Action verb = describe Answer: They are father and daughter√/Sipho is Thando’s father√ Example 3:– Act 2: Scene 1: Nov2011 Question: After studying this play, do you think it is important to forgive people who

have caused you pain and sorrow? Discuss your view. (2)

Explanation: This is a middle order to higher order question. In order to answer this question, you will need to know the play extremely well. You also need to understand what is meant by forgiveness, pain and sorrow in relation to the play as a whole. You are expected to indicate your view on whether you agree that it is important to forgive when someone has caused you pain and sorrow. You must remember that when you discuss your view, that you LINK it to the play and not to your personal experience. The action verb ‘discuss’ tells you that you have to provide factual information but also give reasons for or against the viewpoint you have expressed.

Action verb = discuss Answer: Open-ended response. Yes. Reconciliation or forgiveness is essential to healing. OR No. People must be punished for their wrongdoings

(You will not get a mark for saying ‘yes’ or ‘no’; only for the discussion/reason/explanation. You will get only 1 mark if you do not develop your answer fully. The answers given above are only examples. You will be credited for giving your own interpretation as long as it is ‘grounded in the text’. You will get full marks for developing your answer fully.)


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SESSION 3: HOW TO APPROACH AND ANSWER CONTEXTUAL QUESTIONS In this session, you will learn how to approach a contextual question in the examination paper and how to answer it successfully. Take note of the following steps: 1. Read the passage a few times and place it in its context, i.e. establish the name

of a speaker/speakers/characters, the person/s being addressed; the time and place when words were spoken or incident occurred; why the words were spoken or incident unfolded as it did and what was the consequence of these words. Write these details briefly on your question paper alongside the extract/passage. In your analysis of the passage, ask yourself the following questions:-

Does the passage anticipate any events?

Does it reinforce an important theme?

Does it reveal character?

Is the passage ironical?

2. After every reading of the extract/’passage, read the questions carefully.

3. Underline/highlight key words in the question and be able to state the question in your own words. Ensure that you understand what is required of you in each question.

4. Formulate your answer but bear in mind the number of marks allocated to the

question. The length of your answer must be determined by the marks. Respond with sensitivity to words.

5. When you have answered a question, read your answer and ask if what you

wrote is a reasonable response. Your response must relate to the question asked and not on your knowledge of the text, plot or character if such knowledge is irrelevant.

Once you have understood the sequence to follow in approaching a contextual question, you will now look at the examples provided, and using the skills that you have learnt in previous sessions, attempt to answer the questions. Keep in mind all the pointers you have been given. This exercise, if attempted seriously, will indicate to you whether you understand the terminology and the method of answering a contextual question. The marks that you obtain will indicate how much more you will need to do before you have mastered the skills you have been taught.

Refer to the question on the drama or the short story and complete the activity. Try not to refer to the notes to help you answer the questions. Work independently of the notes.

Once you have completed answering the questions, your tutor will read out the answers and indicate how you are to award marks. Be honest in awarding marks to your answers as this will show you what you have understood and what you are still struggling with.


48

Now you may refer to the notes of the previous sessions to see where you have gone wrong in interpreting the questions.

Ask your tutor to explain what you still do not understand.

Follow up with the homework questions for reinforcement. These will be marked in your next session.

TYPICAL EXAM QUESTIONS

LEARNER ACTIVITY: Refer learners to the relevant extract from the drama or short story. QUESTION 10 (CONTEXTUAL QUESTION) (Feb/March 2014) NOTHING BUT THE TRUTH Read the following extracts from the play and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 10.1 AND QUESTION 10.2.

THANDO: Let's all be calm and discuss this. SIPHO: Oh my God! The undertaker! Did you pay him Thando? THANDO: Yes I did. MANDISA: SIPHO: What did he say? THANDO: I've never seen Mr Khahla so confused. He said he would talk to

you later about the funeral arrangements, if any.

SIPHO: I must go and talk to him and Reverend Haya and my Uncle to sort this out. He rushes out.

MANDISA: Bloody Hell! That was some welcome! THANDO: Please understand that the whole thing took my father by surprise.

He never expected this [pointing to the urn]. He's talked about nothing these past days but his brother's funeral. He will be OK once he has spoken to his uncle and Reverend Haya. He is happy to see you here. That's why you must stay here with us until you go back to London. I know that is what he wants also. Please stay.

MANDISA: All right, I will stay here if it's OK with you. THANDO: It is OK with both my father and me. That's what your father would

have wanted. [Act 1, Scene 2]


49

Read the following extracts from the play and answer the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer. NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 10.1 AND QUESTION 10.2. 10.1 [Sipho, Thando and Mandisa have just arrived from the airport.] 10.1.1 Read the following statement and complete the sentences by filling in

the missing words. Write only the answer next to the question number (10.1.1(a)–10.1.1(d)) in the ANSWER BOOK. Sipho, who works as a (a) ..., has just returned from the airport. He has just welcomed (b) ... who has travelled from London and arrived in the country carrying her father's (c) ... Sipho is close to (d) ... age but still hopes for a promotion.

(4)

10.1.2 (a) Write down ONE word to describe Sipho's feelings when they return from the airport.

(1)

Name TWO aspects of Thando's character that are shown in this line.

(2)

10.1.3 Give a reason why Mr Khahla was confused.

(2)

10.1.4 Refer to lines 7–9 ('I must go ... He rushes out' ). If you were the stage director, what would you want Sipho's face to express as he rushes out?

(1)

10.1.5 Refer to line 10 ('Bloody Hell! That was some welcome'). (a) Explain what this line shows about Mandisa's feelings.

(1)

(b) How does this line show that Mandisa's character is very

different from Thando's? State TWO points.

(2)

10.1.6 What is the tone of Thando's speech in lines 11–17 of the extract on page 26 ('Please understand that ... also. Please stay')?

(1)

10.1.7 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (10.1.7) in the ANSWER BOOK. Themba died in a foreign country because ... A his wife postponed their return to South Africa. B his wife postponed their return to South Africa. C he could not find employment in South Africa. D he went into exile and remained there. E he did not support the new government.

(1)

10.1.8 Do you think it would have been a good idea that the brothers met


50

again before Themba's death? Discuss your view.

(2)

10.1.9 Themba did not teach Mandisa any traditional African practices. Discuss your views on Themba's decision.

(2)

AND

10.2

[Sipho and Mandisa discuss Themba.]

SIPHO:

... Themba went to these gatherings because they were his hunting ground for other people's wives. Oh he was famous for that! There was not a single woman who had not slept with Comrade Themba. Wives, girlfriends, Themba made no distinction. I always worried that someone, some husband or boyfriend, was going to kill Themba even before the Security Police could. That is why I still blame him for the death of my son.

MANDISA: That's the most despicable thing to say of your own brother. He loved Luvuyo.

SIPHO: The last time I saw my son alive was when he was on his way to a little girl's funeral. He was a poet you see. He used to recite his poems at political rallies, funerals and special occasions. I told him not to go. I knew there was going to be trouble. I could see death in his eyes. He looked at me and said that Uncle Themba was right, I was a coward. He left. I never saw him alive again. I loved him too much. I wanted him to live. I did not want him to die. Did that make me a coward?

THANDO: Daddy, please. SIPHO: In your father's eyes I was. [Act 2, Scene 1] 10.2.1 Refer to lines 1–2 of the extract above ('Themba went to ... other

people's wives'). Which gatherings does Sipho refer to in this line?

(1)

10.2.2 Explain what Sipho means when he says, 'Themba made no distinction' (line 4–5).

(1)

10.2.3 Give THREE possible reasons why Themba decided to leave South Africa and go into exile.

(3)

10.2.4 In lines 5–7 of the extract above ('I always worried ... Security Police could'), Sipho is experiencing conflicting feelings about his brother. Discuss these feelings.

(2)

10.2.5 Why does Mandisa feel that Sipho's view of her father is 'despicable' (line 9)?

(2)

10.2.6 Explain what Sipho means when he says, 'I could see death in his eyes' (line 14–15).

(1)


51

10.2.7 Refer to line 19 of the extract above ('Daddy, please'). Why does Thando make this plea?

1)

10.2.8 Is the following statement TRUE or FALSE? Write 'true' or 'false' and give a reason for your answer. Themba always thought highly of his elder brother.

(2)

10.2.9 Refer to the play as a whole. Do you sympathise with Themba? Give a reason for your answer.

(1)

10.2.10 Sipho is an angry man. Do you think his anger is justified? Discuss your views.

(2) [35]

TOTAL SECTION B: 35

QUESTION 12 (CONTEXTUAL QUESTION) (Feb/ March 2014)

THE COFFEE-CART GIRL – Es'kia Mphahlele Read the following extracts from the short story and answer

the set questions. The number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 12.1 AND QUESTION 12.2.

12.1 [Pinkie meets China.] 'Oh!' She gave a gasp and her hand went to her mouth.

'You're the good uncle who saved my cart!' 'Don't uncle me, please. My name is Ruben Lemeko. The boys at the factory call me China. Yours?' 'Zodwa.' His eyes travelled from her small tender fingers as she washed a few things, to her man's jersey which was a faded green and too big for her, her thin frock, and then to her peach-coloured face, not well fed, but well framed and compelling under a soiled black beret. As he ate hungrily she shot a side-glance at him occasionally. There was something sly in those soft, moist, slit eyes, but the modest stoop at the shoulders gave him a benign appearance; otherwise he would have looked twisted and rather fiendish. There was something she felt in his presence: a repelling admiration. She felt he was the kind of man who could be quite attractive so long as he remained more than a touch away from the contemplator; just like those wax figures she once saw in the chamber of horrors.

12.1.1 Describe the events that lead to China saving Pinkie's cart. State THREE points.

(3)


52

12.1.2 Why does Pinkie refer to China as 'uncle' in line 2 of the extract above?

(1)

12.1.3 Choose the correct answer to complete the following sentence. Write only the letter (A–D) next to the question number (12.1.3) in the ANSWER BOOK. In line 3, China says: 'Don't uncle me, please'. His tone in this line is one of ... A happiness. B satisfaction. C annoyance. D sadness.

(1)

12.1.4 Refer to lines 6–9 of the extract on page 31 ('His eyes travelled ... soiled black beret'). What do these lines show you about Pinkie's circumstances?

(1)

12.1.5 In lines 10–13 of the extract on page 31 ('There was something ... a repelling admiration'), Pinkie has mixed feelings about China. What are these feelings?

(2)

12.1.6 Refer to lines 15 and 16 of the extract on page 31 ('just like those ... chamber of horrors'). (a)Identify the figure of speech in these lines.

(1)

(b)In what way does China remind Pinkie of the wax figures? (1)

12.1.7 How is China affected by the strike?

(1)

12.1.8 How are Pinkie and China victims of social prejudice?

(2)

12.1.9 Later, Pinkie gives China coffee and pancakes. What does this behaviour tell us about the kind of person Pinkie is? State TWO points.

(2)

12.1.10 At the end of the story, Pinkie disappears because the police no longer allow her to operate her coffee-cart on the street. In your opinion, is the action of the police justified? Discuss your views.

(2)

AND

12.2 [Pinkie and China have a conversation.] At that very moment she realised fully the ghastliness of a

man's jealousy, which gleamed and glanced on the blade and seemed to have raised a film which steadied the slit eyes. Against the back wall she managed to speak. 'All right, China, maybe you've done this many times before. Go ahead and kill me; I won't cry for help, do what you like with me.'


53

She panted like a timid little mouse cornered by a cat. He couldn't finish the job he had set out to do. Why? He had sent two men packing with a knife before. They had tried to fight, but this creature wasn't resisting at all. Why, why, why? He felt the heat pounding in his temples; the knife dropped, and he sank on to a stool and rested his head on the wall, his hands trembling. After a moment he stood up, looking away from Pinkie. 'I'm sorry, Pinkie, I pray you never in your life to think about this day.' She looked at him, mystified. 'Say you forgive me.' She nodded twice. Then she packed up for the day, much earlier than usual. The following day China did not visit Pinkie; nor the next. He could not decide to go there. Things were all in a barbed wire tangle in his mind. But see her he must, he thought. He would just go and hug her; say nothing but just press her to himself because he felt too mean even to tell her not to be afraid of him any more.

12.2.1 Complete the following sentences by using the words in the list below. Write only the answer next to the question number (12.2.1 (a)–12.2.1(d)) in the ANSWER BOOK. jersey; guilty; ring; happy; compassionate; jealous; aggressive China sees Pinkie wearing a (a) .... He is (b) ... because Naidoo gave it to her. China becomes (c) ... towards Pinkie. Later, he feels (d) ... about this behaviour.

(4)

12.2.2 How does Naidoo make a living?

(1)

12.2.3 Is the following statement TRUE or FALSE? Write 'true' or 'false' and give a reason for your answer. Pinkie accepted the gift from Naidoo as a token of his love.

(2)

12.2.4 Refer to line 6 of the extract above ('She panted like ... by a cat'). Why does the writer compare Pinkie to a mouse and China to a cat?

(2)

12.2.5 Refer to lines 7–8 of the extract on page 33 ('He had sent ... a knife before'). What does this line show you about China's past behaviour?

(1)

12.2.6 Refer to line 13 of the extract on page 33 ('She looked at him, mystified'). Explain why Pinkie feels this way.

(2)

12.2.7 Refer to the last paragraph of the extract on page 33 ('The following day ... him any more').


54

(a)Why does China's behaviour change at this stage in the story?

(1)

(b)In your opinion, is China being realistic when he hopes that Pinkie will not be afraid of him anymore?

(2)

12.2.8 Does Pinkie really forgive China? Give a reason for your answer.

(1)

12.2.9 Pinkie and China do not meet again. Is this an effective conclusion to this story? Discuss your view.

(2) [35]

TOTAL SECTION C: 35

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