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Grade 12 Exemplar SBA Tasks 2025

English - First Additional Language - Mandatory (Modiri Technical School)

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Gr 12 SBA 2025

ENGLISH FIRST ADDITIONAL LANGUAGE

SBA TASKS 2025

GRADE 12

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Task 1: Oral: Listening Comprehension

Being able to listen well is an important part of communication for everyone. For our
students, guided practice by a teacher is one of the best ways to improve this skill. A student
with good listening comprehension 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 First Additional Language learners, developing the skill of listening comprehension is
extremely important.
When the learning objective of a language class is explained to students, they can better
focus on specific vocabulary acquisition, grammar practice, listening for different purposes,
and so on. This clear explanation by the teacher of a lesson's pedagogic goals will help
learners to further develop specific objectives in a shorter amount of time. For instance, by
informing students 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 First Additional Language. However, it is also important to vary the students' learning
focus by concentrating on the skills needed to become proficient in a second language.
Listening comprehension is such a required skill.
When designing lessons and teaching materials to further develop listening comprehension
skills, students 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. Four sample listening comprehension tasks
have been developed for your convenience.

How to administer the formal listening comprehension tasks:

● Supply learners with a blank page.

● Alert learners to the type of information they will be required to listen for and to
demystify the passage.
● The listening passage for Grade 12 should be approximately 350 words in length.

● During the first reading the teacher should read through the text so learners can
become familiar with the content. (Hint: Teacher can pre-record the passage; record
a good reader reading the passage.) During this time learners should listen only and
may not write.
● During the second reading, the text should be read at normal pace. During this
reading, learners may make listening notes.
● After the second reading, learners should be given the questions and ample time to
answer questions in full sentences.
● Alternatively, the educator can read the questions to learners, and they answer on a
blank page.
● Ensure the questions and the requirements of the questions are understood by all.

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● The listening comprehension questions set must follow the requirements of the
Barrett’s Taxonomy.
● All formal assessment must be marked by the educator.

● Learners should see their marked responses in order to learn from mistakes made.
This is an important part of formative assessment.

Task 1: Listening Comprehension Sample 1 Grade 12

INSTRUCTIONS TO THE TEACHER:
● Explain to the learners how the task will be administered.

● Read the listening comprehension to the class once. Learners may NOT have a copy of
the passage. With this first reading learners are NOT allowed to take notes. Read the
passage a second time. Learners are now allowed to take notes.
● Read the questions one by one, giving learners enough time to answer the questions. Or
provide learners with the question sheet and allow enough time to answer.
● Remind the learners that spelling does not count.

● Take the work in for marking and record the marks.

● Give learners the opportunity to acknowledge their marks and do corrections.

The following texts serve as exemplars and you should develop your own
listening test.

Keep the following in mind when you select a topic:

● The prescribed length is 350 words (+ 3 minutes)

● Select an age-appropriate passage and avoid selecting a passage displaying

stereotyping.
● Avoid passages containing direct speech as learners will encounter
challenges in following the gist of the passage.
● Ensure that your questions adhere to the prescribed cognitive levels.

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Exemplars

TEXT 1:
Time to make a point.

Road fatalities remain a significant cause of death in South Africa. In 1998, the
Administrative Adjudication of Road Traffic Offences (AARTO) Act was introduced with a
point-demerit system to enforce traffic rules and prevent drivers from disregarding traffic
regulations. The Act is intended to safeguard motorists and eliminate negligent and reckless
driving from our roads. The rollout of the demerit system commenced nationally in
collaboration with local municipalities and traffic agencies in July last year.

The demerit system has proven successful in countries such as Australia, where road
deaths have decreased substantially since implementing the system. The Act places the
responsibility on drivers to comply with traffic laws, as failure to do so could result in them
losing their driver’s licenses or receiving heavy fines. More severe consequences such as
license suspension and possible cancellation, will make drivers more careful and make it
easier for traffic officers to enforce the law.

Ideally this will help to create a new culture of drivers who will be willing to comply with traffic
laws. Additionally, while under suspension, reckless drivers will not be allowed on the roads,
making it safer for others. It is important to note that driving with a suspended or cancelled
license is a criminal offence. Drivers who ignore this warning will be subjected to fining or
imprisonment while receiving an additional six demerit points.

The point demerit system will operate in a similar manner to the frameworks applied in
Australia and New Zealand. Motorists will begin with zero demerit points. For every traffic
transgression, points will be added, according to the seriousness of the offence.

Once a driver reaches 15 demerits points or exceeds this number, their driver’s license card,
operator card, vehicle license disc or operating permit will be suspended for three months. If
your license is cancelled, you will need to begin the process of obtaining a driver’s license
again after the suspension period is over. Demerit points will be canceled only if you do not
infringe on any traffic laws again during a set timeframe.
[Source: Skyways Magazine, October 2023]

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Gr 12 SBA 2025

Task 1: Listening Comprehension 10

Name: __________________________________ Grade: _____________

Date: _______________________

Questions

1. Mention TWO ways in which the AARTO Act will resolve road fatalities. (2)

2. How does the demerit system work.? (2)

3. Explain the difference between ‘suspension’ and ‘cancellation’ of your (2)

license.

4. Explain why the point demerit framework of Australia and New Zealand will (2)
be used?

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5. Do you agree that driver suspension will reduce road fatalities and (2)
unnecessary accidents? Substantiate your answer.

TOTAL: 10

Task 1: Listening Comprehension

Marking Guideline

Question Mark Level

1. Mention TWO ways in which the AARTO Act will resolve road fatalities. (2) 1

● It will introduce a point-demerit system. ✔/

● It will enforce traffic rules. ✔ /

● It will ensure drivers adhere to traffic regulations / rules. ✔/

● It will protect motorists. ✔/

● It will eliminate negligent / reckless drivers. ✔

NOTE: Any TWO.

2. How does the demerit system work.? (2) 2

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Drivers start with 0 (zero) points. ✔

For every traffic offence points will be added. ✔

If a person has 15 (or more) demerit points then the license might be
suspended and cancelled. ✔

NOTE: Any TWO facts.

3. Explain the difference between ‘suspension’ and ‘cancellation’ of your (2) 3

license.

When a person has 15 demerit your license will be suspended for three
months. ✔

If the license is cancelled, you will have to re-apply to get a driver’s license. ✔

4. Explain why the point demerit framework of Australia and New Zealand (2) 3
will be used?

The system is successful in these two countries. / The system is working in

these countries. / It has been tested successfully. ✔

Road deaths have decreased since the implementation of the system. ✔

5. Do you agree that driver suspension will reduce road fatalities and (2) 4
unnecessary accidents? Substantiate your answer.

Open-ended: (2)

Agree: Reckless drivers will not be on the roads to cause accidents.

It will be safer for other road users. ✔ ✔

OR

Disagree: Keeping these drivers away will not solve road accidents as
accidents are not planned. It is likely that the drivers will still drive even
though their license has been suspended/ cancelled. ✔ ✔

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NOTE: Do NOT award a mark for Agree/ Disagree. Credit responses where a
combination is given. For Full marks, the response must be well-
substantiated. A candidate can score 1 mark for a response which is not well-
substantiated.

TOTAL 10

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Gr 12 SBA 2025

Task 1: Listening Comprehension Sample 2 Grade 12

INSTRUCTIONS TO THE TEACHER:
● Explain to the learners how the task will be administered.

● Read the listening comprehension to the class once. Learners may NOT have a copy of
the passage. With this first reading learners are NOT allowed to take notes. Read the
passage a second time. Learners are now allowed to take notes.
● Read the questions one by one, giving learners enough time to answer the questions. Or
provide learners with the question sheet and allow enough time to answer.
● Remind the learners that spelling does not count.

● Take the work in for marking and record the marks.

● Give learners the opportunity to acknowledge their marks and do corrections.

TEXT
Online equality
It is important to ensure it is safer for women and children to go online.

In today’s digital landscape, the internet has woven itself into the everyday fabric of our lives.
The web provides the world’s knowledge at our fingertips, connects us with friends across
the continents and presents a platform for creativity and expression. Unfortunately, the
digital world can also highlight existing inequalities and widen the digital gap between
genders.

It's important to look at ways to ensure that women and children can make the best of the
opportunities the internet provides. There remains a large gender gap in technology and
innovation, despite recent improvements. Women and girls are underrepresented in
industries, academia, and the broader technology sector as reported in a ‘United Nations
Women’ report. The same report also states that 259 million fewer women worldwide have
access to the internet than men. Women are also affected by online harassment, stalking,
privacy violations and other challenges.

In this study of 51 countries, UN Women reveals that 38% of women personally experienced
online harassment, and that only one in four reported it to the relevant authorities, while nine
in ten women chose to limit their online activity. Similarly to the rest of the world, human
trafficking is an ongoing concern in South Africa. Women and children of all ages remain
vulnerable targets for cybercriminals that try to trap them with fake online relationships and
promises, grooming them to meet in person.

Despite the risks, limiting online activity is not the solution. Rather, women and girls can
empower themselves and others to navigate the internet without fear. One crucial way they
can take control over their online lives is by creating private social media profiles and only
share content with known individuals and limiting personal information that is shared.
Women whose careers depend on keeping up a public profile may find it helpful to use
multiple accounts, one for professional use and another for personal use.

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Parents and mentors should consistently highlight the risks of social media, aiming not to fill
them with fear but to ensure open, honest, and ongoing conversations. The conversations
should encourage a responsible online presence and how to navigate the internet safely.

[Source: Sky magazine: October 2023 pp 70]

10
Task 1: Listening Comprehension

Name: __________________________________ Grade: _____________

Date: _______________________

1. State ONE way in which the internet affects lives in today’s digital (1)
landscape.

2. Name ONE common disadvantage that the digital world can pose to users. (1)

3. How do cybercriminals trap women and children? (1)

4. Explain what is meant with the following statement.

According to a UN Women report ‘women and girls are underrepresented

in industries, academia and the broader technology sector.’

(2)

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5. How are women and children negatively affected by internet usage? (1)

6. Explain how women and girls can navigate the internet safely. (2)

7 Do you agree with the writer that limiting online activity is NOT the solution
to cyberbullying? Substantiate your answer. (2)

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TOTAL: 10

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Gr 12 SBA 2024

Task 1: Listening Comprehension

Marking guideline:

Question Mark Level

1. State ONE way in which the internet affects lives in today’s (1) 1
digital landscape.

● It provides knowledge at our fingertips. ✔/

● It connects us with friends across the continent. ✔/

● It presents a thriving platform for creativity and expression.

✔

2. Name ONE common disadvantage that the digital world can 1

pose to users. (1)

● It can show/ highlight existing inequalities ✔/

● widen the digital gap between genders. ✔

NOTE: Any ONE disadvantage.

3. How do cybercriminals trap women and children? (1) 2

● They have fake online relationships with the women/

children. ✔/

● They can deceive victims with promises that do not exist. ✔/

● They can groom them to meet in person. ✔

NOTE: Any ONE.

4. Explain what is meant with the following statement.

According to the UN Women report ‘women and girls are (2)

underrepresented in industries, academia and the broader

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technology sector.’

There are not enough women and girls working/ studying in these
sectors./

The sectors mentioned are dominated by men. ✔ ✔

5. How are women and children negatively affected by internet (1) 1

usage?

They may be faced by stalking/ violation of privacy/ online

harassment. ✔

6. Explain how women and girls can navigate the internet safely. (2) 3

● Create private social media profiles / have a separate

professional account.

● Share content with the people known to them.

● Do not share personal information.

● Be aware of the risks of social media.

● Have conversations with parents or mentors regarding

social media.

7 Do you agree with the writer that limiting online activity is NOT
the solution to cyberbullying? Substantiate your answer.
(2) 4

Open-ended.
Yes.
If you limit your online activity no one will know about your
existence.
Your personal profile will be private. The cyberbullies will not be

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able to harass you on the internet.

OR

No.
You can apply responsible ways to keep your profile confidential.
You can have dual accounts, one for work and one for personal
use.

NOTE: Do NOT award a mark for Yes or No. Credit responses

where a combination is given. For full marks, the response must be
well-substantiated. A candidate can score 1 mark for a response
which is not well-substantiated.
TOTAL: 10

Task 2: Writing: Longer Transactional Writing

Learners should be familiar with all the types of transactional formats as prescribed in the
policy documents.
● Friendly/formal letters (request/complaint/ application/business)

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● formal and informal letters to the press

● curriculum vitae and covering letter.

● obituary/agenda and minutes of meeting

● report

● review

● newspaper article

● magazine article

● dialogue

● interview

● speech

● Guide learners on how to choose the correct topic.

● Emphasise the importance of process writing. Learners should plan first, using a
method that they are comfortable with, i.e. mind mapping, brainstorming, free writing,
etc.
● Learners must write a first 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 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.
● Deter learners from writing on inappropriate content or using inappropriate language.

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Task 2: Writing: Longer Transactional Writing 30

Exemplar

Name: ____________________________ Grade: ______________

Date: ____________________

Instructions
1. Write a response to any one of the following topics.
2. The content of your response should be between 120 and 150 words.
3. Write down the number and heading of text you have chosen, for example 1.
FORMAL LETTER.
4. Remember that you have to show all the steps in your process writing. Draft pieces
without editing will not be accepted.
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric.
Topics:

2.1 FORMAL LETTER (30)

2.2 NEWSPAPER ARTICLE (30)

2.3 E-MAIL (30)

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2.4 INTERVIEW (30)

TOTAL: 30

Task 2: Writing: Longer Transactional Writing

General Marking guideline

● 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 18 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.

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● 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 a second time indicating all mistakes identified in language,
grammar, sentence construction, paragraphing and style.
● Award the language mark out of 12 according to the descriptors in the category that
best suits the language used in the transaction task. Language includes: spelling,
choice of words, tone, register and style.

Topics

2.1 FORMAL LETTER

A letter to the editor to correct incorrect information.

● Allow for acceptable variations of the format.

● The letter should be addressed to the editor/press.

● The tone and register of the letter should be formal.

● The letter should have an introduction, well- structured sentences,

and paragraphs.
 The following aspects of format must be included:

● Address of sender

● Date

● Recipient: The Editor

● Address of recipient

● Greeting/Salutation
[30]
● Subject line

● Suitable ending

● Signature

● Name of sender

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● The letter must point out the wrong information and provide
the facts about the event.

2.2 NEWSPAPER ARTICLE

An article for national newspaper must contain details and information

pertinent to excellent service.

● The article must have a suitable heading.

● It must have clearly defined paragraphs.

● The style clear and crisp, focus on the topic.

● The language may be formal.

[30]
● The article should be stimulating to the reader.

● The article must provide the reader with examples of excellent

service.

2.3 EMAIL

The email content must be focused on the detailed account of the

challenges, their impact on the school, and a clear request for support
and intervention.

The following aspects of format must be included:

● email address

● subject line

● use proper greeting/salutation.

● introduction

● paragraphs containing information that is focused on the topic.

[30]

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● conclusion

● appropriate closing

The tone must be formal. No slang may be used.

2.4 INTERVIEW

A conversation between the interviewer and the interviewee on the

content, with well-crafted, insightful questions that delve deep into the
artist's background, creative process, and inspiration. The interview
demonstrates a deep understanding of the artist's work.

● A brief context must be provided at the beginning of the interview.

● interview must be between the interviewer and the interviewee.

● The tone must be formal.

The following aspects of an interview format must be included:

● The names of the speakers written on the left side of the page.
[30]
● A colon used after the name of the character who is speaking.

● A new line used to indicate each new speaker.

● Where necessary, actions must be given in brackets before the

words are spoken.

TOTAL SECTION B: 30

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Task 3: Writing: Essay Writing

Guidelines and instructions for the educator on how to administer the essay:
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;
● Reflective – To give emotional reaction and feeling on a specific matter.

General teaching guidelines and instructions

● Guide learners on how to choose the correct topic.

● 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.

● Deter learners from writing on inappropriate content or using inappropriate language.

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Task 3: Writing: Essay

Name: ____________________________ Grade: 12 ______________

50
Date for submission: ____________________

INSTRUCTIONS:

● Choose ONE of the following topics and write an essay.

● The length of your essay should be 250 - 300 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. [50]

2. [50]
3. [50]

4. [50]

5. [50]

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Gr 12 SBA 2024

6. Pictures

6.1
.

[50]
6.2
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[50]

[Source: Google images]

6.3
.

[50]

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Gr 12 SBA 2024

Task 3: Essay writing

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.
● 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.

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Gr 12 SBA 2024

Marking guideline

1.

Reflective/Narrative/Descriptive

● If reflective, the essay should convey emotional reactions and feelings the
candidate experiences/experienced.

● If narrative, the writer should have a strong story line on what promise they
made in their past.

● If descriptive, the candidate should create a picture in words using as many

senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of

more than one type of essay/any other essay type.

[50]

2.

Reflective/Narrative/Descriptive

● If reflective, the essay should convey emotional reactions and feelings the
candidate experiences/experienced.

● If narrative, the writer should have a strong story line.

● If descriptive, the candidate should create a picture in words using as many

senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of

more than one type of essay/any other essay type.

[50]

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3. Reflective/Narrative/Descriptive

● If reflective, the essay should convey emotional reactions and feelings the
candidate experiences/experienced.

● If narrative, the writer should have a strong story line.

● If descriptive, the candidate should create a picture in words using as many

senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of more than
one type of essay/any other essay type.

[50]

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Gr 12 SBA 2024

4. Reflective/Narrative/Descriptive

● If reflective, the essay should convey emotional reactions and feelings the
candidate experiences/experienced.

● If narrative, the writer should have a strong story line about the lighter /
comical side of being a South African.

● If descriptive, the candidate should create a picture in words using as many

senses as possible to make the description clear.

NOTE: A candidate may write an essay which contains elements of

more than one type of essay/any other essay type.

[50]

5. Argumentative/Discursive/Reflective

● If argumentative, the essay must convey a specific argument or viewpoint

for or against the topic. The candidate should give a range of arguments to
support his/her view. The conclusion should be a strong, clear and
convincing statement of the writer's opinion.

● If discursive, the arguments for and against must be well-balanced and

clearly analysed in the essay. The candidate must provide supporting
evidence for arguments. The candidate may come to a particular conclusion
at the end of the essay, which should include recommendations.

● If reflective, the essay should convey emotional reactions and feelings the
candidate experiences/experienced.

NOTE: A candidate may write an essay which contains elements of

more than one type of essay/any other essay type.

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[50]

6. Interpretation of pictures

The candidate:

• must give the essay a suitable title.

• may interpret the pictures in any way, relevant to the picture.

• may choose to write any type of essay, relevant to the picture.

• must link the interpretation to the picture.

• may write in any appropriate tense.

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6.1 Picture:

Narrative/Descriptive/Reflective/Argumentative/Discursive

• Literal interpretations: winning, any game played.

• Figurative interpretations: challenges that I faced, embracing my journey.

Candidates may write about a topic, as long as there is a link between their
content and the picture.
[50]

OR

6.2 Picture:

Narrative/Descriptive/Reflective/Argumentative/Discursive

● Literal interpretations: Music, My favourite song, how music makes me feel.

[50]
● Figurative interpretations: Listening to the beat of my own life, my journey.

or

6.3 Picture:

Narrative/Descriptive/Reflective/Argumentative/Discursive

● Literal interpretations: Causes of global warming , how factories affect

weather.
[50]
● Figurative interpretations: Storm in someone’s life etc

Total [50]

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EFAL Grade 12 Task 4: Controlled Test 1

Controlled Test 1:

● Language in Context Comprehension & Summary

OR

● Comprehension, Language Structures &

Conventions

Some pointers:

CAPS: **Controlled Test 1

• could be set out of 40 marks or more. If more, the mark should

be converted to 40 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 represent the
different cognitive levels as set out for exam papers.

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Task 5: Oral Prepared speech

Prepare a speech on one of the following topics. Your oral should be two to three minutes
long.
Instructions
● 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 three 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 written on an A4 page, a copy of the poem / idiom /
idiomatic expression/ proverb and all the research done.
● Add a complete list of references you have used in preparation of your speech. You
need to have at least THREE references.

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Examples of Topics

1. Lessons to learn from sports.

Explain why you have chosen this topic.

● Give detail to the origin of sports in general.

● Show/ give examples of how sports have evolved and has changed (20)
the lives of people.

2. Perseverance

● Define the topic.

● Explain how perseverance can assist in dealing with situations. (20)

● Relate examples of people who inspired you to persevere.

3. Child labour.

● Define the topic.

● Explain what the causes of child labour are. (20)

● Do you think it is good for people to practise child labour?

4. ‘You don’t choose your family. They are God’s gift to you as you are to
them.’

● Explain your understanding of the topic.

● Focus on the positive and negative effects of having a family.

(20)
● How can your family make an impact in your life?

5. ‘Sometimes life hits you in the head with a brick. Don’t lose faith.’

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● Explain the incident that led to your situation.

● How were you able to overcome the situation? (20)

● Give moral advice to other people.

6. Embracing change.

● What is your understanding of the topic?

● Why is it important in life to embrace change?

● What advice would give to people that do not want to embrace

change?

7. If I could turn back time…

● How important is time in your life?

● What are the things that you think you should have done differently? (20)

● Why is time management important?

8. My legend.

● Define the word legend.

● Explain why you consider this person your legend. (20)

● How has this legend influenced your life?

9. The beauty of travelling.

● What inspires travelling?

● Describe the places you have travelled to. (20)

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● What are your recommendations for travellers?

10. Wisdom does not come with age, but with experience.

● Define wisdom.

● Describe some of your experiences that have made you wiser.

(20)
● What is the advice that you can give to your peers based on your
experience?

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Task 5: Oral Prepared speech

Date of delivery: ____________________________________

Name: ____________________________________________
20
Class: ________________ Name of teacher: _____________

Topic: ______________________________________________________ (insert speech)

References:
1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

4. _____________________________________________________________

5. _____________________________________________________________

6. _____________________________________________________________

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Task 5: Oral: Prepared reading aloud/ unprepared speech

5.1 Prepared reading aloud

Instruction to the teacher:

● Spend some time preparing your learners for this section of the work. It is
possible for all learners to achieve good marks in this section as they have the
opportunity to prepare themselves ahead of time.
● Stress the importance of careful choosing of the passage. It must be at a Grade
12 level, but also not too difficult for the learner to manage. It must be a passage
on a topic that captures the learner’s interest. They will naturally read better. It
must be long enough for the educator to be able to make a fair assessment.
Learners must submit a copy of the reading passage to keep as part of SBA
evidence.
● There must be clear evidence of preparation. The learners must have found out
the meanings and pronunciation of all the words in the passage.
● Encourage learners to enhance the meaning of words through tone, voice
projection, pace, eye contact, posture and gestures.
● You may wish to add to your conversation assessment by asking the
learner questions on the passage after the prepared reading has been
completed.
● Do not force learners who stutter or who experience other speech impediments to
perform in the front of the class if they would rather not do this. Allow them to
work alone with you at a pre-arranged time.
● Use the correct rubric to assess prepared reading. Discuss the rubric with the
learners so that they know how they will be assessed. Clearly indicate the mark
breakdown on the learner evidence that must be filed in the learner SBA file.

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Final Mark:
Task 6: Oral: Prepared Reading

Date: ____________________________________
20
Prepare a reading piece for oral assessment. Your reading should be two to three minutes
long. Carefully follow the instructions:

● Take some time to select a suitable passage you enjoy reading. Remember you
have to submit a copy of the passage you have read to the teacher to keep for
evidence.
● Read it silently to yourself to familiarise yourself with its contents.

● Then read it aloud several times. When you feel that you have mastered it, read it in
front of the mirror making sure that you can see yourself looking at yourself several
times during the reading. If you can do this, it means that you will look up at your
audience several times during the reading.
● You might also like to read to a willing audience for practice.

● You will need to project your voice and read with good pace.

● Maintain good posture and eye contact as you read.

● Practise pronouncing all the words correctly.

● Remember that you will be required to answer questions about the passage you
have read.
TOTAL: 20

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Passage 1
Leaving home: Coping with the Transition to University: Advice from Both
Sides
By Kerry Price and Stuart Price
Daughter's advice to parents:

When I first moved to university, my parents drove me there for the beginning of the
term, which was great. However, they stayed around a bit too long, making it
challenging to socialise with neighbours. It's better to leave us to unpack ourselves.

Please avoid asking us to come home during term time. Weekends are busy, and
there just isn't enough time. If you feel lonely without us, consider finding a new
interest or getting a pet. Please don't make us feel guilty about leaving home. While
it's interesting to hear about your university experiences, remember it was years ago.
Things have changed, with more debt and job challenges facing us in the future.

Please respect our privacy and stop checking up on us and our friends on Facebook.
We value some privacy. Don’t change anything in our bedrooms; we'll be back during
the holidays, so please avoid touching anything. We’d still like to join family holidays,
even if we're not home all the time. Please don't forget to include us.

Father's Advice to Students

Avoid complaining about your workload. We work a lot too, and you're an adult now,
so get used to it. Accept that we didn't get a dog while you were at home but got one
as soon as you moved out. We miss you!

Just because you're studying complex subjects at university doesn't make you more
intelligent than everyone else. Please don't treat your family as if they were
unintelligent; we're not. Let us visit you from time to time. We promise not to
embarrass you in front of your friends; we just want to see you for a brief time and
take you out for a meal.

Avoid spending too much time on Facebook; you need time for all the work you have
to do. We might make a few changes to your room, so please deal with it. Having a
guest room is great, but we won't make extensive changes, we promise. Don’t forget
to call home now and then, and don't get annoyed if we call you. It’s not pestering!

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https:// learnenglishteens.britishcouncil.org/skills/reading/b2-reading

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Passage 2
FOMO - FEAR OF MISSING OUT!
By Mr. Braddock
Everybody knows how important it is for students to get a good night’s sleep every
night. You can’t do your best and keep up with all your responsibilities unless you
sleep well. I’m sure you already know that you should go to bed at a reasonable
hour. Most experts agree that the optimum number of hours is eight, and this has
been accepted as common sense for as long as I can remember. However, I was
young once and I know that most of you get much less sleep than that – and in some
cases it will be affecting your schoolwork.

I read an interesting article in a teachers’ magazine recently. They did a study of 848
students in Wales. Worryingly, the results showed that teenagers are facing a new
problem. They may go to bed and get up at appropriate times, but a growing number
are waking up in the middle of the night, not to use the bathroom or have a snack but
because of a new phenomenon: FOMO – fear of missing out!

The article says that social media makes kids wake up and suffer at night. Afraid of
missing a comment or opportunity to take part in a chat, teenagers are waking at all
times of the night, going online, and getting involved. All this when they should be
sound asleep.

Experts are worried about this growing trend and the report reveals some worrying
statistics that I’d like to share with you:

23% of 12 to 15-year-olds wake up nearly every night to use social media. Another
15% wake up at night once a week for the same reason.

One in three students are constantly tired and unable to function to their full capacity.

Students who use social media during the night are more likely to suffer from
depression and anxiety.

I would like to ask you to be responsible when it comes to social media. Be brave!
Switch off your devices at night. The world won’t end, and your social media will be
waiting to greet you in the morning! I promise you didn’t miss much.

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Passage 3:

Are we losing the art of conversation?

By Sherry
Turkle

The talk made me think a lot about our communication and technology’s
impact on us. People are multitasking, by emailing during meetings or texting.
I think it changes our relationships, not only at work. Children are side-lined
as parents text at dinner or use social media during the school run. It is as if
we cannot bear to miss out on what our online buddies are up to, we juggle
the real and online world. My concern is that we do not give our brains a
chance to switch off. It’s these moments when we process information that
helps us make important decisions.

The speaker was spot on about some things. Take parental influence, for
instance. How can we expect teenagers not to text while doing their
homework when they witness their parents posting on social media while
cooking the evening meal or waiting at a red light? She also made a point
about people wanting to be in two or several places at once. They alternate
between real and online chats. I see it all the time with my teenage daughter
and her friends. They arrange to meet and then sit together in silence while
each one engages in a different conversation online.

I believe there is a danger that the more connected we are, the more isolated
we feel. I think my generation, who lived without technology, is less affected.
We know how to be alone and, we know that it is OK to be alone. But the
under 20s are different. They communicate so much that they will never
experience solitude and may not like being alone. They're learning to
converse through editable messages, missing out on real-time, face-to-face
conversation.

I am uncertain about the extent of people feeling more isolated, but our
communication has evolved. We exchange brief messages and emojis,
potentially hindering deeper understanding. Superficial conversations are
replacing in-depth, face-to-face interactions with their pause, intonation, and
emotions. The speaker notes our growing comfort with conversing with
machines like Siri, which lack human experience. Despite these limitations,
we increasingly rely on technology and less from human connections.

https://learnenglishteens.britishcouncil.org/sites/teens/files/

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Passage 4

Do you have the right mindset?

Think back to when you were in a classroom, maybe a maths classroom, and
the teacher set a difficult problem. (That could have been any time between
this morning or a few years ago.) Which of the two following responses is
closer to the way you reacted?

Option A: Oh no, this is too hard for me. I am not even going to seriously try
and work it out.

Option B: "This is tricky, but I enjoy pushing myself. Even if I do not get it
right, I might learn something.

Early in her career, psychologist Carol Dweck from Stanford University

presented slightly challenging problems to a group of ten-year-olds. One
group reacted positively, embracing the challenge, and understanding their
abilities could develop – this is known as a ‘growth mindset’. Another group
felt their intelligence was judged, leading to a ‘fixed mindset’ and a lack of
imagination for improvement. Some even considered cheating or seeking
those who performed worse for self-esteem.

Dweck believes there is an issue in education where children are praised for
their intelligence or talent. This praise can make them vulnerable to failure,
making them performance-oriented, and more interested in pleasing with high
grades than in learning for its own sake. Dweck's solution is to praise the
learning process: making an effort, using learning strategies, persevering,
and improving. This approach fosters a ‘mastery-oriented’ mindset, focused
on getting better at something and achieving more. She contends that
sustained effort over time leads to outstanding achievement.

Psychologists tested these theories and found that students who left their
comfort zone to learn something new and challenging formed stronger neural
connections, making them more intelligent. These students made faster
progress than a control group. In another study, underperforming school
children exposed to growth mindset techniques for a year achieved
remarkable results, outperforming more privileged peers. They transformed
their perception of effort from a sign of stupidity to the key to learning.

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In summary, if you identify with Option B, you already possess a growth

mindset. If you chose Option A, do not worry – everyone can become
mastery-oriented with some effort and self-awareness.

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Passage 5.

Negative Impact of Load Shedding on Schools, Hospitals, and

Police Services

Load shedding, a common practice in many countries to manage

electricity shortages, has far-reaching and detrimental consequences on
essential services such as schools, hospitals, and police services. When
the power supply is intermittently cut, it disrupts daily operations,
compromises the quality of services, and places the safety and well-being
of the public at risk. In this article, we will delve into the negative impact of
load shedding on these crucial sectors.

Load shedding disrupts the learning process in schools, as it can lead to

frequent power outages during school hours. This not only affects
classroom instruction but also hampers the use of essential educational
technologies, such as computers and projectors. Students and teachers
often have to deal with uncomfortable classroom conditions during load
shedding. Lack of air conditioning or heating can make learning
environments uncomfortable, affecting concentration and productivity.
Load shedding also affects extracurricular activities like computer labs,
science experiments, and after-school programs. This can hinder
students' overall development and limit their opportunities.

Hospitals rely heavily on electricity for life-saving equipment, medical

devices, and lighting. Load shedding can put patients' lives at risk by
causing power interruptions during surgeries, affecting intensive care
units, and disrupting critical diagnostic procedures. Scheduled medical
procedures often get postponed due to load shedding, leading to delays
in treatment for patients. This can worsen the conditions of individuals
waiting for urgent care. Certain medications and vaccines require strict
temperature control. Load shedding can compromise the integrity of these
medicines, rendering them ineffective.

Load shedding hampers the police's emergency response, crime

investigation, and law enforcement. Power shortages disrupt surveillance
cameras, communication systems, and data management, rendering
police vulnerable to attacks in reduced visibility. This elevates the risk of
increased criminal activity and hinders investigations, impacting crime
resolution and victim justice.

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Load shedding has far-reaching and detrimental effects on essential

public services, including schools, hospitals, and police services. These
negative impacts are not limited to inconvenience; they pose a direct
threat to the safety, well-being, and quality of life of the citizens who rely
on these institutions. Governments must prioritize a stable power supply
for the citizens' welfare.

Passage 6.

Your digital footprint

Every time you go online you leave a trail. This is like a real footprint. It
reveals where you’ve been, how long you stayed and what you’ve been
doing there. Every time you register for an online service, send an email,
download a video, or upload a photo, the information can be accessed,
and your digital footprint can be revealed. This shouldn’t necessarily be
worrying but it is advisable to be aware of your digital footprint and be
cautious and sensible when you are online.

Six top tips for taking care of your digital footprint.

Don’t forget to log off when you leave a website, especially if you are using
a shared computer. If you don’t, someone can easily pretend to be you!

Don’t tell anyone your passwords and don’t write them down in an obvious
place. Make them more complex by using a combination of letters,
numbers, and punctuation marks.

Tell an adult if you come across anything online that makes you upset,
anxious, or concerned. There are ways to report inappropriate or abusive
content, web managers respond rapidly.

Remember your favourite websites by using the history button and the
bookmark function on your computer or mobile device. This helps your
digital footprint and can work in your favour but clear your browser history
regularly.

If you want to post comments online, don’t use your name. Invent a
nickname to use instead. Also, use a picture instead of a real photo.

Protect your identity online. Be careful about who you share personal
information with. Think twice before sharing details like your email, home
address, school, or phone number with someone.

Think about the future.

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All kinds of people are interested in your digital footprint. It's common for
colleges, universities, and employers to check out the online profiles of
possible candidates as part of their application process. There are cases of
people having missed out on jobs and places in college because their
digital footprint didn’t impress the recruiters. Don’t put too much personal
information online and always think before you post something. Ask,
‘Would I want everyone to see this?’
https://learnenglishteens.britishcouncil.org/skills/reading/

TOTAL: 20

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TASK 7: LITERATURE – ASSIGNMENT

TEACHER GUIDE

GUIDELINES AND INSTRUCTIONS FOR THE TEACHER ON HOW TO ADMINISTER

THE ASSIGNMENT:
1. Learners should be familiar with the following concepts regarding poetry, novel, drama,
and short story:
● Diction and Punctuation

● Imagery

● Theme and Message

● Tone / Mood / Atmosphere

● Style and Structure

● Figurative language

● Characterisation

● Setting and Timeline

● Rhetorical devices and Irony

● Sound devices

● Staging and Interaction / Action

● Narrator / Point of View

2. Learners need to respond to ONE of the two genres they are studying in class.
3. Learners need to complete a shorter transactional writing piece.

PROCEDURE FOR ADMINISTRATION OF THIS TASK

● This task must be completed (written) in the classroom under supervised, i.e.,
examination, conditions.
● Learners may have notes, workbooks, and texts (poetry anthology, novel, drama or
short story anthology) with them while writing the assignment.
● Be aware of and vigilant about plagiarism. If plagiarism is evident, the assignment
must be severely penalised by awarding a zero mark, pending resubmission of an
original (authentic) assignment.
● Mediate the task-sheet / question paper with the learners, clearly explaining the
requirements of the task.

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TASK 7: LITERATURE ASSIGNMENT

NAME: ____________________________ GRADE 12____

35
DATE FOR SUBMISSION: _____________________

TIME:1½HOURS

INSTRUCTIONS:

● This question paper consists of 4 pages.

● Read ALL the instructions and adhere carefully to them.

● This assignment consists of two sections:

SECTION A: Poetry / Novel / Drama / Short Story (15 marks)
SECTION B: Short transactional writing (20 marks).

● Answer BOTH sections, as follows:

(i) QUESTION 1 AND QUESTION 3

OR
(ii) QUESTION 2 AND QUESTION 3

● In Question 2, you may choose any ONE of the two literary text you have studied in
class.

● Start EACH section on a NEW page.

● Number your answers using the numbering system used in this assignment.

● You may have your literature text and/or workbook and other study notes with you as
you complete this SBA-task.

● You will be allocated time to do some research or preparation prior to writing the
assignment.

● Pay special attention to spelling and sentence construction.

● Suggested time allocation:

PREPARATION: 30-45 minutes (prior to writing the task).
SECTION A: 15 marks: 45 minutes
SECTION B: 20 marks: 45 minutes

● Write neatly and legibly.

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SECTION A: POETRY / NOVEL / DRAMA / SHORT STORY

● This section is COMPULSORY.

● Answer ONE question in this section.

QUESTION 1 – POETRY
● Choose any TWO poems which you have studied in class and answer the following
questions.
● Remember: Choose TWO poems that include the elements on which the questions are
based, so that you will be able to answer all the questions.

1.1 POEM 1 (State the title of the poem you have chosen.)

1.1.1 (a) Identify and quote a figure of speech of comparison in this poem. (1)

(b) Explain the meaning of this figure of speech of comparison in the context of
the poem.
(2)

1.1.2 Name TWO features of the structure of this poem. (2)

1.1.3 Discuss one of the themes in this poem. (2)

1.2 POEM 2 (State the title of the poem you have chosen.)

1.2.1 (a) Quote a sound device used in this poem. (1)

(b) Explain the effectiveness of this sound device as it is used in this poem. (2)

1.2.2 Identify the mood in this poem and explain how this mood has been created. (2)

1.2.3 Do you think the title of the poem relates to the message of the poem? Substantiate
your answer.
(3)

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TOTAL SECTION A (QUESTION 1): 15 MARKS

OR

QUESTION 2 – NOVEL / DRAMA / SHORT STORY

● Choose any ONE of the two literary texts you have studied in class.

● State the title of the genre you are answering.

● Answer the set questions below.

● Remember: Study the questions below and choose the genre/short story that includes
the elements on which the questions are based, so that you will be able to answer all the
questions.

2.1 Describe the setting of the novel / drama /short story. (2)

2.2 (a) Name the protagonist in the novel/drama/short story. (1)

(b) Briefly discuss what the protagonist’s actions tell you about his/her
character.
(2)

2.3 Identify the climax in the novel/drama/short story. (1)

2.4 (a) Identify the point of view from which the story is told. Give a reason
for your answer.
(2)

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(b) Explain the effectiveness of telling the story from this point of view. (2)

2.5 Choose a moment of conflict in the novel /drama / short story.

What is the effect of this moment of conflict on the character(s) involved in

this moment of conflict?
(2)

2.6 Do you think the title of the novel/drama/short story relates to the
message? Substantiate your answer.
(3)

TOTAL SECTION A (QUESTION 2): 15 MARKS

AND

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SECTION B: SHORT TRANSACTIONAL WRITING

QUESTION 3

● This question is COMPULSORY.

● Choose ONE of the following short transactional texts and answer the set question.

● Your response must be 80-100 words in length.

● Your response must be based on your choice of question answered in SECTION A.

3.1 DIARY ENTRY

3.1.1 POETRY
Refer to your response to Question 1 above. Choose ONE of these poems on which to
base your response.

The message of this poem and/or the poet’s intention for writing this poem has
touched you.

Write ONE diary entry in which you reflect on the message of the poem and/or the
poet’s intention. You must express your thoughts on the poem and how the poem has
made you feel when reading it.
OR
3.1.2 NOVEL / DRAMA / SHORT STORIES
Refer to your response to Question 2.5 above. Imagine you are one of the characters
in this moment of conflict.
Write ONE dairy entry in which you reflect on this conflict. You can express your
thoughts and feelings on the event(s) before the conflict, the conflict itself and/or the
event(s) following the conflict.

OR
3.2 SHORT MESSAGE SYSTEM
3.2.1. POETRY
Refer to your response to Question 1 above. Choose ONE of these poems on which to
base your response.

The message of this poem and/or the poet’s intention for writing this poem has
touched you. You wish to share this with your friend.

Write the short message system you will write to your friend.

OR

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3.2.2 NOVEL / DRAMA / SHORT STORIES

Refer to your response to Question 2.5 above. Imagine you are one of the characters
in this moment of conflict.

You have been affected by this conflict and wish to share with a friend what has
happened and how you feel about it.

Write the short message system you will write to your friend.
.
TOTAL SECTION B: 20 MARKS
GRAND TOTAL: 35 MARKS

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TASK 8: Framework for June exam

SCHOOL OR CLUSTER

GRADE 12

ENGLISH FAL PAPER 1

Paper 2: XXXXXX 2023

MARKS: [80]
Time: 2 Hours

INSTRUCTIONS AND INFORMATION

1. This question paper consists of THREE sections:

SECTION A: Comprehension (30)

SECTION B: Summary (10)

SECTION C: Language (40)

2. Answer ALL the questions.

3. Read ALL the instructions carefully.

4. Start EACH section on a NEW page.

5. Leave a line between answers.

6. Number the answers correctly according to the numbering system used in this
question paper.

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7. For multiple-choice questions, write only the letter (A – D) next to the question
number in the ANSWER BOOK.

8. Pay special attention to spelling and sentence construction.

9. Use the following time frames as a guideline:

SECTION A: 50 minutes

SECTION B: 20 minutes

SECTION C: 50 minutes

10. Write neatly and legibly.

FRAMEWORK FOR PAPER 1: COMPREHENSION, SUMMARY, VISUAL LITERACY AND

LANGUAGE CONVENTIONS

TOTAL: 80

SECTION A COGNITIVE LEVELS

COMPREHENSION

The selection of comprehension text must be current (not more than Ma 40 40 20

5 years). rk % %M %
all Lo iddl Hig
Numbers on the left -Paragraphs e.g., 1-7 oc wer e her
Numbers on the right – lines’ 1-35 ati ord ord ord
• Text A (Prose): on er er er
Reading length
Grade 12: 600-700 words

*Add title
TOTAL: *Skip a line between paragraphs
30 *Acknowledge the source at the end of the comprehension test
* Provide a GLOSSARY of low-frequency words
1.1 Refer to paragraph 1. 1 ✔
1.1.1 What

1.1.1 State …. 1 ✔
1.1.3 What ….. 1 ✔
1.1.4 In your own words… 2 ✔

1.2 Refer to paragraph 2.

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1.2.1 Quote … 1 ✔
1.2.2 What is meant by … 2 ✔
1.3 Refer to paragraph 3.
1.3.1 State the name …. 1 ✔
1.3.2 Multiple choice 1 ✔

1.3.3 Why .. 2 ✔
1.3.4 Who 1 ✔
1.4 Refer to paragraph 4.
Quote a sentence to prove the validity of the statement 1 ✔
1.5 Refer to paragraph 5.
1.5.1 Why … 2 ✔
1.5.2 Provide a reason …. 1 ✔

1.6 Refer to paragraph 6.

Quote six consecutive words to prove …. 1 ✔
1.7 Refer to paragraph 7.

1.7.1 Explain how…. 2 ✔

1.7.2 State two character traits …. 2 ✔

1.7.3 Mention two outlets … 2 ✔

1.7.4 Comment on …. 2 ✔

1.8 Refer to the title of the passage. 2 ✔

Discuss the effective use of …..
1.9 Discuss your view… 2 ✔
13 11 6
(30) 43% 36% 20%
Please note: The order of the questions will not be the same as 6 marks must be taken from the visual or graph.

SECTION B: SUMMARY

TOTAL: 10 ● Summarise in point form only.

● LENGTH OF TEXT – 250 words
● LENGTH OF TEXT PRODUCED – should not exceed 70 words.
● Summary text must not come from comprehension passage.
Refer to Examination Guideline 2021, page 7 for further reference to marking the
summary and layout of response in the MG.

SECTION C LANGUAGE

QUESTION 3 ANALISING ADVERTISING

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Total: 10 M 4 4 2
● 1 advertisement – combination of written/verbal. a 0 0 0
r % % %
● 10 marks k M H
a id ig
● ONE open-ended question ll
L
dl h
o
o e e
w
c or r
e
a d o
r
ti er r
o
o d
r
n e
d
r
e
r

3.1 What evidence in the picture suggests that … 2 ✓

3.2 Explain what you understand … 2 ✓
3.3 Who will be able … 1 ✓
3.4 How do you know …. 2 ✓
3.5 Why does the advertiser …. 1 ✓
3.6 Name two … 2 ✓
(10) 4 4 2
40% 40% 20%

QUESTION 4 ANALYSING A CARTOON

TOTAL 10 ● 1 cartoon; single and/or multiple frames.

● ONE open-ended question

4.1 Refer to Frame 1 … 1 ✓

Complete the sentence …
4.2 What does Frame 3 tell… 2 ✓
4.3.1 What do the facial expressions ….. 2 ✓
4.3.2 Complete the sentence … 1 ✓
4.3.3 Describe the setÝng in this frame by mentioning at least one thing.. 2 ✓
4.3.4 Why, do you think … 2 ✓
4 4 2
(10) 40% 40% 20%

QUESTION 5 LANGUAGE AND EDITING SKILLS

TOTAL: 20 ● Prose text (14 marks)
● Length of text – 150- 200 words
● Picture with short text (6 marks)
5.1 Correct the single error in each of the following sentences
5.1.1 1
5.1.2 1
5.1.3 1
5.1.4 1
5.2 Write down the synonym… 1
5.3 Rewrite the sentence in reported speech… 3
5.4 Rewrite the sentence in the past tense… 1
5.5 Rewrite the sentence in the passive voice … 2

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5.6 Rewrite the sentence in the negative form … 1

5.7 Identify an adjective … 1
5.8 5.8.1 Change the sentence into a tag question 1
5.8.2 Rewrite the sentence in the singular form. 1
5.8.3 Write the underlined abbreviation out in full … 1
5.8.4 Complete the following sentence by choosing the correct answer 1
from the words provided
5.8.5 Combine the following sentences … 2
5.8.6 Write a sentence with the homophone of the underlined word … 1
(20)

SCHOOL OR CLUSTER

GRADE 12

ENGLISH FAL PAPER 2

Paper 2: XXXXXX 2023

MARKS: [70]
Time: 2 ½ Hours

INSTRUCTIONS AND INFORMATION

1. Read these instructions carefully before you begin to answer questions.
Do NOT attempt to read the entire question paper. Consult the table of contents on the next
page and mark the number of questions set on texts you have studied this year. Read these
questions carefully and choose the ones you wish to answer.

2. This question paper consists of TWO sections:

SECTION A: NOVEL (35)
SECTION B: DRAMA (35)
SECTION C: SHORT STORIES (35) DELETE WHAT IS NOT APPLICABLE
SECTION D: POETRY (35)

3. Answer TWO QUESTIONS in all.

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SECTION A: NOVEL
Answer the questions on the novel you have studied.
. SECTION B: DRAMA
Answer the questions on the drama you have studied.
SECTION C: SHORT STORIES
Answer the questions set on BOTH short stories.
SECTION D: POETRY
Answer the questions set on BOTH poems

Use the table of contents to assist you.

4. Follow the instructions at the beginning of each section carefully.

5. Number the answers correctly according to the numbering system used in this question
paper.

6. Start EACH section on a NEW page.

7. Suggested time management: Spend approximately 75 minutes on each section.

8. Write neatly and legibly.

This question paper consists of XX pages including the cover page

TABLE OF CONTENTS

QUESTION NO. MARKS PAGE NO.

SECTION A: NOVEL

Answer ANY ONE question on the novel you have studied.

1 XXXXXXX 35 5

1. XXXXXXX

SECTION B: DRAMA

Answer ANY ONE question on the DRAMA you have studied.

1. XXXXXXX 35 9

1. XXXXXXXX 35

SECTION B: SHORT STORIES

Answer BOTH questions if you have studied SHORT STORIES.

1.1 XXXXXXX 18 11

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1.2 XXXXXXX 17 19

SECTION C: POETRY

Answer BOTH questions if you have studied POETRY.

1.1 XXXXXXX 18 20

1.2 XXXXXXX 17 22

CHECKLIST

NOTE:

● Answer questions from ANY TWO sections.

● Tick () the sections you have answered.

SECTIONS QUESTION NO OF QUESTIONS TICK (✔)

NUMBERS TO ANSWERS

A: Novel 1-2 1

B: Drama 3-4 1

C: Short stories 5 1

D: Poetry 6 1

NOTE: Ensure that you have answered questions on TWO sections only.

SECTION A: NAME OF SETWORK

QUESTION 1: XXXXXXXX

Read the following extracts from the novel below and answer the set questions that follow. The
number of marks allocated to each question serves as a guide to the expected length of your answer.

NOTE: Answer the questions set on BOTH extracts, i.e. QUESTION 1.1 AND QUESTION 1,2.

1.1 EXTRACT A

[ Give a brief description of what the extract is all about ]

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XXXXXXX

Choose an extract of 200-225 words and type it here.

10

[Indicate the chapter where the extract is from]: Chapter 3

1.1.1 Choose a description from COLUMN B that matches the name in COLUMN A.
Write only the letter (A–D) next to the question number, (1-4), in your answer.

COLUMN A COLUMN B

(a) XXXXXXXX A. XXXXXXX

(b) XXXXXXXX B. XXXXXX
(c) XXXXXXXX C. XXXXXX
(d) XXXXXXX D. XXXXXX
E. XXXXXX
(4)

1.1.2 Describe the setting of this extract. (2)

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1.1.3 Refer to line 1. (‘ First three words … last three words.’)

Explain what XXXXXX means by ‘XXXXXX’ (2)

1.1.4 Refer to line 5 (‘XXXXXXXXXXXX.’)

(a) Identify the figure of speech in this line. (1)

(b) Explain why this figure of speech is relevant in this extract (2)

1.1.5 Explain why the following statement is FALSE.

XXXXXXXXXXXXX (1)

1.1.6 What does this extract reveal about (Name of character ) ’s (2)
state of mind?

1.1.7 Do you think that the title, XXXXXXX is relevant?

OR
XXXXXXX plays an important role in this short story.

Discuss your view. (3)

AND

EXTRACT B

[Give a brief description of what the extract is all about .]

XXXXXXX
Choose an extract of 200-225 words and type it here.

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10

[Chapter X ]

1.2.1 What happens to XXXXX? (1)

1.2.2 Refer to line 1 ('XXXXX … XXXXXXXXX').

Choose the correct answer to complete the following sentence.

Write only the letter (A–D) next to the question number (1.2.1) in the
ANSWER BOOK.

XXXXXXXXXXXXXXXXXXXXXXXXXXX

A
B
C
D (1)

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1.2.3 Refer to line 1 ('XXXXX … XXXXXXXXX').

(a) What tone would XXXXXXXXX use in this line? (1)

(b) Why would XXXXXXXXX use this tone in this line? (1)

1.2.4 Refer to line 1 ('XXXXX … XXXXXXXXX').

XXXXXXXXX

Give TWO reasons for your response. (2)

1.2.5 State ONE difference in the attitude of XXXXXXXXX and XXXXXXXX in this (2)
extract.

1.2.6 Explain the irony in XXXX'S words when he/she says, 'XXXXX … XXXXXXXXX'. (2)

1.2.7 What does this extract reveal about XXXX's character?

Substantiate your answer. (2)

1.2.8 One of the themes in the name of the setwork is XXXXX.

Discuss this theme. (3)

1.2.9 Opinion- based question

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX (3)

Discuss your view

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[35]

TOTAL SECTION A: 35

SECTION B: SECOND GENRE

QUESTION 2: Name of setwork

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

(2x Extracts Drama/ 2 x Short Stories/ 2 x poems)

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TASK 8: JUNE EXAMINATION STRUCTURES / GUIDELINES (PAPER 1)

TIME SECTION A:
● Select TWO texts – ONE prose and ONE visual. The visual text does not have to be related to the prose
2 hours COMPREHENSION
text.

MARKS 80 QUESTION 1 ● READING LENGTH:

Reading for TEXT A: 600 – 700 words
Meaning and TEXT B: (Visual/Graphic)
Understanding Do not count the number of words. Can
be of any genre.
30 MARKS
MARKS: 6 marks.
Focus of questions must be on the visual information.
TEST COMPREHENSION IN CONTEXT. NOTE:
● No comparative should be set based on the two texts.

● There will be one open-ended question in this section.

● Only ONE multiple-choice question.

*BARRETT’S TAXONOMY – 40% lower order; 40% middle order and 20% higher order questions.
*POINTS TO CONSIDER IN SELECTING TEXTS – Refer to Examination Guideline 2021, page 5.
SECTION B
● Summarise in point form only.
SUMMARY
● LENGTH OF TEXT – 250 words
QUESTION 2
● LENGTH OF TEXT PRODUCED – should not exceed 70 words.
Summarising in your own words
10 MARKS ● Summary text must not come from comprehension passage.

● Refer to Examination Guideline 2021, page 7 for further reference to marking the summary
and layout of response in the MG.
SECTION C QUESTION QUESTION 4 QUESTION 5
LANGUAGE STRUCTURES AND 3 UNDERSTANDING OTHER USING LANGUAGE
CONVENTIONS ANALYSIN ASPECTS OF THE MEDIA CORRECTLY
G
ADVERTISING

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● 1 advertisement – ● 1 cartoon; single ● Prose text (14 marks)

QUESTIONS 3-5
combination of and/or multiple
40 MARKS ● Length of text – 150-
written/verbal. frames.
200 words
A maximum of 3 multiple choice ● 10 marks ● 10 marks
● Picture with short text (6
questions across Qs 3, 4 and 5
● ONE open-ended ● ONE open-ended marks)
(one per question)
question question

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TASK 8: JUNE EXAMINATION STRUCTURES / GUIDELINES (PAPER 2)

TIME SECTION A: NOVEL QUESTION 1 QUESTION 2
2 ½ hours Cry, the Beloved Country Strange Case of Dr Jekyll and Mr Hyde

70 marks ● 35 marks ● 35 marks

Learners will be required

a total of TWO questions ● Contextual questions ● Contextual questions
from any TWO sections
(ONE question on each
genre studied) for 70 ● Number of extracts: 2 ● Number of extracts: 2
marks as shown.

● LENGTH OF EXTRACTS: 200-225 words each ● LENGTH OF EXTRACTS: 200-225 words each

SECTION B QUESTION 3 QUESTION 5

DRAMA Macbeth My Children! My Africa!

● 35 marks ● 35 marks

● Contextual questions ● Contextual questions

● Number of extracts: 2 ● Number of extracts: 2

● LENGTH OF EXTRACTS: 200-225 words each ● LENGTH OF EXTRACTS: 200-225 words each

● Names of speakers should not be counted as part of the

● Names of speakers should not be counted as part of the
extract.
extract.
● Stage directions should be counted as part of the extract.
● Stage directions should be counted as part of the extract.

SECTION C QUESTION 6
SHORT STORIES Changes

● 35 marks (17 + 18 OR 18 + 17)

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● Contextual questions

● Number of extracts: 2

● LENGTH OF EXTRACTS: 200-225 words each

● Questions will be set on two short stories.

● Candidates will be expected to answer questions set on BOTH short stories.

SECTION D
POETRY
● 35 marks (17 + 18 OR 18 + 17)

● Contextual questions

● Questions will be set on two seen (prescribed) poems.

● Candidates will be expected to answer questions set on BOTH poems.

TASK 9: PRELIM EXAMINATION STRUCTURES / GUIDELINES:

REFER TO JUNE EXAMINATION STRUCTURE / GUIDELINES (PAPER 1)

REFER TO JUNE EXAMINATION STRUCTURE / GUIDELINES (PAPER 2 )

PRELIM EXAMINATION STRUCTURES / GUIDELINES (PAPER 3)

TIME SECTION A: ESSAY
● LENGTH OF ESSAY – 250-300 words
2½
hours

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50 MARKS
● NUMBER OF TOPICS – 8 - EIGHT
MARKS
100 ● A minimum of 2 and a maximum of 3 should be visual stimuli.

● Candidates are required to respond to ONE essay question.

● TYPES OF ESSAYS – Narrative; Descriptive; Reflective; Discursive; Argumentative

● Topics should be concise and, in a language, accessible to Grade 12 FAL candidates.

TOTAL SECTION A: 50
SECTION B
● LENGTH OF TRANSACTIONAL TEXTS – 120-150 words (content only).
LONGER
TRANSACTIONA ● NUMBER OF TOPICS – 4 - FOUR
L TEXTS
● Candidates are required to answer only ONE question from this section.
30
MARKS ● Four topics must be set from the categories indicated below.

● THE TYPE OF TEXT REQUIRED MUST BE CLEARLY INDICATED AS A HEADING.

● Topics should be concise and, in a language, accessible to Grade 12 FAL candidates

CATEGORIES:
Category A: Friendly letter/formal letter
(requests/application/business/complaint/sympathy/congratulations/thanks)/ Curriculum
vitae and a covering letter (asked as a combination) Formal/Informal letter to the
press/e-mail.
Category B: Reviews/Newspaper article/Magazine article/Agenda and minutes of a meeting (asked as
a
combination)/ Formal/Informal reports/Obituary
Category C: Dialogue/ Written interview/Written formal/Informal speech
TOTAL SECTION B: 30

SECTION C
● LENGTH OF TRANSACTIONAL TEXTS – 80-100 words (content only).
SHORTER
TRANSACTIONA

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L TEXTS
● NUMBER OF TOPICS – 3 - THREE

20 MARKS ● Candidates are required to answer only ONE question from this section.

● Three topics must be set from the categories indicated below.

● THE TYPE OF TEXT REQUIRED MUST BE CLEARLY INDICATED AS A HEADING.

Topics should be concise and, in a language accessible to Grade 12 FAL candidates.

CATEGORIES:
Category A: Advertisement / Invitation card/ Flyer / Poster
Category B: Diary entries/ Short Message System (SMS), namely: WhatsApp, Facebook, Messenger
etc
Category C: Instructions / Directions
TOTAL SECTION C: 20

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FIRST

ADDITIONAL LANGUAGE: ASSESSMENT RUBRIC FOR PREPARED SPEECH: GRADE 10 – 12 [10x2 = 20]

Exceptional Skilful Moderate Elementary Inadequate

Criteria 10 - 8 7-6 5-4 3-2 1- 0

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Research skills Convincing evidence that a wide range of Good evidence that a wide range of Satisfactory evidence that relevant sources Some evidence that relevant sources were Limited evidence of partial; use of sources
interesting and relevant sources have been interesting and relevant sources have been have been consulted. used.
consulted. consulted. Little evidence of research owing to lack of
Planning and Presentation is interesting and some new Presentation is adequate but without the new ideas, facts or information
organisation of A wide range of new and interesting facts and Interesting facts and examples contribute to and interesting facts and examples have spark of new ideas, facts or information.
content examples make the presentation impressive. a well-structured presentation. been given. Evidence of some planning according to task,
Adequate planning according to task, audience, context and format
Thoroughly planned according to task, audience, Well planned according to task, audience, Satisfactory planning according to task, audience, context and format
context and format context and format audience, context and format Some evidence of Introduction, but barely
Introduction adequate which arouses some arouses interest.
Striking introduction which immediately grasps Good and appropriate introduction which Reasonably good introduction which still interest.
audience attention. arouses interest. arouses interest Some arguments can be followed, but others
Adequate development of ideas and are inconsistent / can barely be followed.
Brilliant development of ideas and argument Good, and sustained development of ideas Argument can be followed. argument but has problems with cohesion.
and argument Content is barely original and lacks creativity
Content reflects outstanding creativity, originality Content fairly original, but not always Content shows some originality, but not or originality.
and mature insight. Content reflects creativity, originality and creative and insight sometimes lacking. always creative and lacks insight.
some insight. Hardly any evidence of a conclusion
Skilful ending thoroughly drawn together Reasonably good ending, but sometimes Adequate conclusion but lacks cohesion.
Good conclusion lacks cohesion
Use of language, Natural delivery, a fluent skilled and animated Good presenter, fluent presentation Reasonably fluent presenter, but Sometimes fluent Lacks fluency, hesitant, lacks expression.
tone, speaking and presenter sometimes shows hesitation.
presentation skills Largely audible articulation Only relatively audible and articulate. Articulation not clear and hardly audible
and visual aid Clearly audible articulation Reasonably clear articulation and audibility
Notes used effectively. Use of notes often detracts from Dependent on notes
Confident delivery with very little use of notes Some dependency on notes but still good presentation.
Eye contact, facial expressions, gestures and contact with the audience Very little eye contact / facial expressions /
Eye contact, facial expressions, gestures and body language largely functional and Inadequate eye contact, facial expressions, body language
body language outstanding, functional and convincing Eye contact, facial expressions, gestures gestures and body language, not always
convincing and body language reasonably convincing convincing Mostly Inappropriate style and register
Appropriate style and register Limited vocabulary and language use.
Appropriate style and register. Good vocabulary and creative language use Style and register mostly appropriate. Style and register rarely appropriate.
Thorough mature vocabulary and creative Reasonably mature vocabulary and Adequate vocabulary and language use. Struggles to manipulate language in order to
language use Good language manipulation in order to creative language use evoke audience response.
evoke audience response. Some language manipulation in order to Seldom aware of language, especially on
Outstanding language manipulation in order to Good awareness of language, especially on Reasonable language manipulation in evoke audience response. sensitive issues
evoke audience response. Exceptional awareness sensitive issues order to evoke audience response. Some awareness of language, especially
of language, especially on sensitive issues Reasonable awareness of language, on sensitive issues
Good and appropriate choice and use of especially on sensitive issues Use of aids clumsy and not functional (where
Excellent and thoughtful choice and presentation visual / other aids successfully integrated into Visual / other aids poorly used, not always used)
of visual/other aids, fully integrated into the the speech to contribute effectively to the Visual/other aids are mostly relevant to the totally appropriate (where used)
speech to contribute effectively to the success of success of the presentation (where used) topic and contribute to the success of the
the presentation (where used) presentation (where used) Mixed reaction from the audience Lack of audience interest shown
Audience interest sustained
Audience reaction overwhelmingly positive Most members of the audience follow with
interest.

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FIRST ADDITIONAL LANGUAGE: ASSESSMENT RUBRIC FOR PREPARED READING: GRADE 10 – 12 [10x2 = 20]

Criteria Exceptional Skilful Moderate Elementary Inadequate

10 - 8 7–6 5-4 3-2 1- 0
Read fluently Fluent and very entertaining Fluent reading with good Reads fluently with enough Reads with little fluency or expression. Reading not fluent but the meaning can
and reading with excellent expression expression. be followed. FIRST
attentively expression
according to Some interpretation of the text, enough to almost no evidence of text
purpose and Interprets the text enough to convey some of the meaning interpretation, meaning is disjointed
task Reader demonstrates an Text is understood and convey meaning
excellent understanding and interpretation is skilful
interpretation of the text

Delivery and Meaning conveyed lucidly Good use of phrasing, Some attempt to use Little attempt to use phrasing, Poor phrasing and unnatural inflections
Presentation through excellent use of pauses. phrasing, pauses and voice pauses and voice inflection to mar the reading.
phrasing, pauses and and inflection which enhance inflection to enhance enhance meaning.
Use of tone, inflection. meaning meaning. Reading is not always audible and
voice Reading is audible and many words are mispronounced.
projection Excellent voice projection and Good voice projection and Reading is clear and audible, pronunciation does not affect meaning.
and pace to articulation which enhance articulation which enhance and articulation mostly Tempo too fast or too slow
enhance meaning meaning enhances meaning. Reading often too fast/slow and very little
meaning. attempt made to vary reading speed. Unsuccessful attempts at eye contact
Sometimes reads too
Use of eye Reader demonstrates Reader demonstrates good fast/slowly but attempts to Very few helpful facial expressions or
contact, excellent ability to vary pace ability to vary pace according vary reading speed. Eye-contact infrequent gestures
facial according to the requirements to the requirements of the
expression, of the text. text. Suitable gestures, facial expressions and
and posture Successful efforts to make body language some of the time
Altogether appropriate eye eye contact.
contact
Good eye-contact Suitable gestures, facial
Facial expressions and body expressions and body
language used very effectively Gestures, facial expressions language convey meaning.
and appropriately to enhance and body language used
meaning. correctly to convey meaning.

ADDITIONAL LANGUAGE: ASSESSMENT RUBRIC FOR UNPREPARED SPEECH GRADE 10 – 12 [10x 2 = 20]

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Gr 12 SBA Exemplar tasks 2025

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Criteria Exceptional Moderate Elementary Inadequate

10 - 8
Skillful 5-4 3-2 1- 0
7-6
Planning and Thoroughly planned according to the Well planned according to the task, Satisfactory planning according to the task, Adequate planning according to task, Evidence of some planning according
organisation task, audience, context and format, using audience, context and format audience, context and format audience, context and format, using to task, audience, context and format,
of content thorough research from previous little research from previous using no research from previous
study/experience Good and appropriate introduction which Reasonably good introduction which still study/experience. study/experience
arouses interest. arouses interest
Striking introduction which immediately Introduction adequate which arouses
Some evidence of introduction, but
grasps audience attention. Good and sustained development of Good development of argument which can some interest.
barely arouses interest.
ideas and argument be followed easily.
Brilliant development of ideas and Weak development of ideas and
Arguments are inconsistent / can barely
argument; outstanding evidence of prior Content fairly original, but not always argument, has problems with cohesion.
be followed.
knowledge Content reflects creativity, originality and creative and insight sometimes lacking.
some insight.
Content is unoriginal and lacks
Content reflects outstanding creativity, Reasonably good ending, but sometimes Content shows some originality, but not
creativity or originality.
originality and mature insight. Good conclusion lacks cohesion always creative and lacks insight.
No evidence of a conclusion
Skilful ending thoroughly drawn together Hardly considered a conclusion, lacks
cohesion
Tone, Natural delivery, a fluent skilled and Good presenter, fluent presentation Reasonably fluent presenter, but Sometimes fluent, but presentation Hesitant, lacks expression.
speaking and animated presenter, appropriate style appropriate style and register sometimes shows hesitation, style and lacks appropriate style and register. Lacks fluency, mostly inappropriate
presentation and register register mostly appropriate. style and register.
skills. Inadequate audibility and articulation
Clearly audible articulation Largely audible articulation Reasonably clear articulation and audibility Infrequent eye contact, facial Articulation not clear and hardly audible
Critical Eye contact, facial expressions, gestures Eye contact, facial expressions, gestures expressions, gestures and body Almost no eye contact / facial
awareness of and body language outstanding, Eye contact, facial expressions, gestures and body language reasonably convincing language not always convincing expressions / body language
language functional and convincing and body language largely functional and
usage convincing Most members of the audience follow with Mixed reaction from the audience Lack of audience interest show
Audience reaction overwhelmingly interest.
positive Audience interest sustained. Use of notes often detracts from Dependent on notes
Some dependency on notes but still good presentation.
Confident delivery with very little use of Notes used effectively. contact with audience
notes Inadequate vocabulary and language Very limited vocabulary and language
Good vocabulary and creative language Reasonable mature vocabulary and use usage
Thorough, mature vocabulary and use creative language use
creative language use Some language manipulation in order Struggles to manipulate language in
Good language manipulation in order to to evoke audience response. order to evoke audience response.
Outstanding language manipulation in evoke audience response. Moderate awareness of language, Seldom aware of language, especially
order to evoke audience response. Good awareness of language, especially especially on sensitive issues on sensitive issues
on sensitive issues
Exceptional awareness of language:
especially on sensitive issues

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Gr 12 SBA Exemplar tasks 2025

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 lOMoARcPSD|51560690

83
Gr 12 SBA Exemplar tasks 2025

Downloaded by Kgalalelo KGOLENG (kgalalelokgalalelo59@gmail.com)