Table of Contents

1. Visual Literacy
a. Activity 1: Comic strips
b. Activity 2: Practice analysing a comic strip.
c. Activity 3: Exam techniques and assessment terminology
d. Activity 4: Exam practices
e. Activity 5: Advertisement
f. Activity 6: Practise analysing an advertisement.
g. Activity 7: Exam techniques and assessment terminology
h. Activity 8: Exam practices
2. Summary
a. Activity 9: Summary writing
b. Activity 10 and 11: Practise Writing a summary.
c. Activity 12: Exam techniques and assessment terminology
d. Activity 13: Exam practices
3. Language Structures and Conventions
a. Activity 14: Types of sentences
b. Activity 15: Tenses
c. Activity 16: Indirect and direct speech
d. Activity 17: Active and passive voice
e. Activity 18 and 19: Practise language structures and conventions
f. Activity 20: Exam techniques and assessment terminology
g. Activity 21: Exam practices
4. Glossary of Exam Terminology

pg. 1
 Activity 1: Comic Strips

Teacher activity (10 mins)

Aim: Getting learners to understand the elements of comic strips

Method:

Provide learners with an understanding of the elements of comic strips.

1. Explain the nature of cartoons.
2. Explain the terminology or jargon used in the comic strips.
3. Explain the figures of speech related to the comic strips.
4. Explain how to analyse the comic strip.
5. Take learners through the analysis of the comic strip highlighting the key
aspects related to the lesson that has been taught.

Teaching Resource

The nature of cartoons

Most exam papers contain questions that require you to analyse a cartoon. Cartoons are
humorous drawings aimed at communicating messages that usually pertain to current
affairs.
To understand cartoons, you need to keep up to date with what is happening in your
country and in the world. You must understand the context of a cartoon before you can
analyse it successfully. Watching the news and reading the newspapers and carom books
such as Zapiro and Madam and Eve are therefore good forms of preparation for the visual
literacy section of the matric exam paper.

Technical terminology

Direct speech in cartoons is placed in

speech bubbles. Speech bubbles can take
different forms.

pg. 2
 A bubble that contains words or pictures
to show what someone is thinking.

Shouting or emotional reactions can also

be captured in jagged edge speech
bubbles.

Comic strip
A comic strip is a cartoon that tells a story or depicts a sequence of events in a series of
frames – rectangular blocks, each containing a drawing and usually some text.
Frame 1 Frame 2 Frame 3 Frame 4

Figures of Speech

Satire Many cartoons are satirical in intent and content. To satirise something
means to mock or ridicule a person, thing or issue in order to communicate a
serious underlying message.

Irony Cartoons often use irony to communicate their message. You have to
distinguish between three different types of irony.
1.Intentional irony – a statement in which the meaning the speaker intends
is the opposite of the meaning that is ostensibly expressed.

pg. 3
 Example: ‘the event is bound to be as pleasurable as open heart surgery
without anaesthesia.’
Sarcasm is an extreme, hurtful form of intentional irony.
2.Unintentional irony – a contradictory statement made by a speaker who
does not realise that he or she is contradicting him- or herself.
Example: A rich man on his way to the airport, where he will undertake his
seventh international flight in one year: ‘These squatter camps are such
environment polluters.
3.Situational irony – when elements in a situation contradict one another or
are incongruent (don’t fit together). The cartoon plays on the irony inherent in
the eight – course meal G8 leaders had while discussing food shortages and
the rising cost of food at a summit in Japan. (G8 refers to the governments of
eight of the world’s largest economies.)

Verbal and situational irony is often used to emphasise certain truths.

Analysing a comic strip

Does the cartoonist use

irony(the opposite of what
Is the you expect to happen),
What point is the humour satire, a pun or some
cartoonist making? literal or other language device to
figurative? create humour?

What characteristics of the

Is the humour in What is the body character or characters in the
the picture, in the language of the cartoon have been
words or both? characters? exaggerated?

pg. 4
 Sound Word
Example:

Thought
Bubble

Look of
contentment

Lines showing movement

Astonished
look
The strip has everything that makes Garfield's brand of humour so iconic. It starts with a
pot of coffee brewing, depicts Garfield's fondness for sleeping, and hysterically illustrates
how Garfield derives immense pleasure by terrorising Jon at every turn. The look in
Garfield's eyes as an alarm clock ring in Jon's underpants is too good.

pg. 5
 Activity 2: Practise analysing a comic strip

Teacher activity (10 mins)

Aim: Getting learners to practise their understanding of core concepts of analysing a

comic strip.

Method:

Provide learners with the opportunity to practise their skills in analysing the comic
strips.

Mark learner activities

Learner activity

Learners complete Activity 2 in the Learner booklet.

Activity 2A

Examine the cartoon below and answer the questions that follow.

Questions:

2.A.1 Refer to Frame 1. How does the reader know that it is very cold weather? Give
one visual and one verbal clue in your answer.
2.A.2 How do we know that Madam (the woman on the left) is surprised in Frame 3?
Refer to her body language and facial expression in your answer.
2.A.3 Explain how humour is created in Frame 3.

pg. 6
2.A.4 Refer to frame 4. Who do you think is victorious in this frame, Madam or her
mother? Explain your answer by referring closely to the visual and verbal clues.

Marking guideline
2.A.1. They are wearing scarves/ The heater is on/ “Freezing winter weather”/ “Sub-
zero temperatures, snow and floods”.

2.A.2. Madam’s eyes are bulging/She has changed her posture and is sitting up
straighter.

2.A.3 Humour is created through the frozen drink falling from the glass. Madam’s
mother is proving her point by showing that it is so cold that the drink has frozen.
Also, the use of the onomatopoeic word “clunk” adds to the humour.

2.A.4 Madam’s mother is victorious. Her eyes are half-closed, making. Her look is
smug. She is thinking “never underestimate the power of “visual aids”, which
shows that she believes she has proven her point by using the glass to show
how cold it is. Madam’s mouth is downturned, and her eyes are wide open,
making her look distressed. Also, the word “EVE” is written in capital letters and
bigger font, showing her distress.

pg. 7
Activity 2B

Examine the cartoon below and answer the questions that follow.

FRAME 1 FRAME 2

FRAME 3 FRAME 4

FRAME 5

pg. 8
2.B.1 Give the name of the cartoonist.
2.B.2 Give a reason why the following statement is FALSE. The visual text above is
an example of a cartoon since it has more than one frame picturing different scenes.
2.B.3 Who are the two characters?
2.B.4 In your own words, briefly describe the setting. Remember the setting
includes the time and place of the events.
2.B.5 Study FRAME 1 and 2. Describe visual clues that show the man is adoring
the cat.
2.B.6.1 Choose the correct answer. Write only the letter of your choice.
What, do you think, happened in frame 5?

A. The cat started doing crazy tricks.

B. The cat turned into a violent, angry monster.
C. The cat is playing a scary game with his owners.
D. The cat turned into a ghost.
2.B.6.2 Ron told Garfield that it is now Monday. Why do you think Garfield’s behaviour
changed when he heard this?
2.B.7 Choose the correct answer between brackets. Write only the words next to the
number.
In frames 1 -3 the mood is (3B.7.1 boring/peaceful/funny) but in frame 5 the mood
has changed to (3.B.7.2 sadness /depression/ fearfulness)

Marking guideline
2.B.1 Jim Davis.

2.B.2 It is an example of a comic strip.

More than one frame depicting different scenes.

2.B.3. Garfield and Ron.

2.B.4. The setting is inside a home, and it takes place during a weekend.

2.B.5 He holds the cat like you would hold a baby/ He looks and smiles lovingly
and adoringly at the cat/ He smiles and looks with loving eyes at the cat /
[Applicable descriptions can be accepted]

2.B.6.1. B.The cat turned into a violent, angry monster.

2.B.6.2. The cat/Garfield does not like/hates Mondays/weekdays because it

means his owner will be going to work/playtime is over/etc. accept
reasonable responses

2.B.7.1 Peaceful

2.B.7.2 Fearfulness

pg. 9
 Activity 3: Exam techniques and assessment terminology

Teacher activity (10 mins)

Aim: Getting learners to answer and understand higher order questions for comic
strips and advertisements.

Method:

Provide learners with an understanding of how to respond to higher order questions.

Teacher resource - Comic strip

Typical Exam Question Expected Response Mar

k

1. Explain the character’s attitude in Your knowledge of vocabulary used to 2

Frame… describe attitude and your knowledge of
interpreting a character’s body language,
is required here. Remember to confine your
response to the given Frame.

2. Discuss the character’s tone Focus on what the character says and how
in Frame… this is presented in the speech bubble, for
example, the punctuation and font. The
character’s body language and facial
expressions are also required.

3. Refer to FRAME… Revise as many words as you can, which 2

Discuss TWO techniques that describe ‘attitude’ as this is a common aspect
the cartoonist uses to depict of cartoon analysis. This is a technical
Character A’s attitude. question. Indicate an attitude and the two
techniques. (Consider/think about the
following: characterisation (caricature /
stereotype) setting, punctuation, speech
bubbles / thought bubbles, presence/absence
of speech, facial expression and body
language – state explicitly what it looks like,
onomatopoeia, movement lines, etc.)

pg. 10
4. Comment on the visual and Concentrate on the written text and the image 4
verbal cues in Frame… to formulate your answer. A detailed/critical
response is required. You must explain your
arguments and cite examples directly from the
cartoon to support your answer.

5. Account for the lack of speech This is a technical question, and it requires you 2
bubbles in Frame… to start by stating what you see in terms of
the character’s body language, then expand
on this.

6. Compare the characters’ verbal Your answer should show change or 3

responses in Frames…and… difference. Use adjectives to describe each
character’s response and add this to your
answer.

7. What does the use of the bold This question calls for your understanding of 2
lettering and punctuation effects used for communication in visual
reveal about the character’s literacy.
attitude?

8. Discuss the irony in Frame… Knowledge of the different types of irony will 2
help you to answer this question.
In EFAL the question is marked holistically for
two marks; ensure that your answer contains
both aspects.

9. Critically discuss the Do you know what ‘stereotypes’ are? If you do, 3
stereotypes found in this cartoon this knowledge is required in this question.
strip. Study the cartoon carefully and establish what
or who is stereotyped, then move on to how
and why it is the case.

10. Comment on the sound effects How are sound effects presented in a 2
in Frame 3. cartoon? State how sound is presented in the
given frame. Go on to give a reason for this.
Usually sound effects are used for emphasis.
What is it that the cartoonist wants to
emphasise? This will help in scaffolding your
answer for the two marks.

pg. 11
 Activity 4: Exam practice
Learner activity (15 mins)

Learners’ complete activity 4 in the Learner Booklet.

Learners mark their work according to the teachers marking guideline.

Grade 8 Exam Practice 1

ANALYSING A COMIC STRIP

Study the following cartoon and answer the questions that
follow.

NOTE: Dennis - name of the boy

Margaret - name of the girl

pg. 12
Questions:

1.1) Choose the BEST word from the list provided to complete the gaps in the sentence
below.

jealous sarcastic foolish upset confident

In Frame 1, Dennis's words suggest that he is (a) ... but in Frame 4 his body language
and expression show that he is (b) … (2)

1.2) Explain why Margaret's facial expression in Frame 8 is different from her
expression in Frame 1. (2)
1.3) Explain why the word 'EASY' (Frame 1) is printed in bold letters. (2)
1.4) What point is Dennis trying to make to Magaret? (1)

Marking guidelines
1.1.a) upset 1

1.1.b) confident 1

1.2 In frame 1 she is the one who criticises/is confident but after being proved wrong 2
by Dennis, she looks defeated in the last frame. (Or words to this effect.)

1.3 To stress how EASY Margaret thinks the dog’s life is. 2

1.4 He was trying to prove that a dog's life is not so easy. 1

Grade 8 Exam Practice 2
Read the cartoon strip below and answer the set questions.

pg. 13
2.1 Refer to FRAME 1.
2.1.1 Why is Calvin phoning his classmate Susie? (1)
2.1.2 Choose the correct answer to complete the following sentence:
Calvin is scratching his head because he is trying to…
A. sing a song.
B. help a friend.
C. solve a problem.
D. fix his hair. (1)
2.1.3 Provide an antonym for the word ‘lost’. (1)
2.2 Refer to FRAME 2.
2.2.1 Do you think Calvin phones Susie regularly? Explain. (1)
2.2.2 Write down the correct word for ‘call’. (1)
2.3 Refer to FRAMES 1 and 4.
2.3.1 Explain the difference between Calvin’s emotions in FRAME 1 and his emotions
in FRAME 4 by referring to the verbal clues. (2)
2.3.2 Give a visual clue to show Calvin’s feelings in FRAME 4. (1)
2.4 Do you think Susie’s behaviour towards Calvin is justified? Substantiate your
answer. (2)
Marking guideline
2.1.1 He needs help on which work needs to be done. 1

2.1.2 C / solve a problem. 1

2.1.3 Found 1

2.2.1 No. He only phones when he needs something for school. / Calvin knows that Susie 1
will talk about things that do not interest him or that she will tease him. / He gets right
to the reason for his phone call, so that she does not think it is a special phone call.

2.2.2 Phone/contact 1

2.3.1 In FRAME 1 he says hello politely/he asks her politely, but in FRAME 4 his words are 2
in bold/there are capital letters/an exclamation mark.

2.3.2 Calvin’s mouth is wide open. /His eyes are wide open. /He makes a fist. 1

2.4 Open-ended. Accept a suitable response, e.g., 2

Yes. Susie enjoys teasing Calvin. She uses the opportunity to get a suitable response
from him in return for helping him in his time of need.
OR
No. Susie is taking advantage of the fact that Calvin needs her help. She is selfish and
manipulative.
NOTE: The above are merely examples. Do not award a mark for Yes or No. A
candidate can score 1 mark for an answer that is not well-substantiated. Accept a
combination answer.

pg. 14
Grade 9 Exam Practice 1
Read the text below and answer the questions set.

http://wondermark.com/the comic strip doctor garfield

1.1 Where is the cartoon set? (1)
1.2 What is the relationship between the characters in this cartoon? (1)
1.3 What tone is displayed by the person in Frame 2 (1)
1.4 Explain how humour is created in this cartoon? (1)
1.5 Why could Garfield’s behaviour be considered as inappropriate?
Give two reasons. (2)
1.6 Give a reason for the change in Garfield’s attitude in Frame 3. (1)
1.7 Explain, in one sentence, the message this cartoon is giving about cats? (1)
1.8 Do you think the man will try and make his cat, Garfield, beg again?
Provide a reason for your answer. (2)
[15]
Marking Guideline

1.1 It is set in the kitchen. OR It is set in the dining room. OR It is set on 1

the veranda. OR It is set on the patio.

1.2 A person and their cat. OR A person and their pet. 1

1.3 anger OR pain OR anguish OR distress OR discomfort 1

1.4 The man is trying to get his cat to beg for a sausage. OR Garfield 1
does not want to beg. He scratches the man and gets the sausage
anyway.

1.5 Garfield wants the sausage but does not want to do anything to get 2
it. OR Garfield scratches/hurts the man to get the sausage. OR
Garfield’s response is impatient. / aggressive/violent in Frame 2.

pg. 15
 OR Garfield comes as arrogant in Frame 3. OR Garfield’s actions
are negative actions or behaviour traits.

1.6 He got the sausage. OR He got what he wanted. OR He achieved 1

his goal.

1.7 Cats don’t like being taught to beg. OR Cats can’t be taught tricks. 1
OR Cats are impatient when they are hungry. OR Cats can
sometimes resort to scratching/violent behaviour.

1.8 No, probably not, because he was scratched/hurt by Garfield. OR 2

Yes, he may try to make his cat beg again using a different reward or
method. OR No, cats cannot be trained.
[15 marks]

pg. 16
Grade 9 Exam Practice 2

Read the cartoon strip below and answer the set questions.

STUDY THE FOLLOWING COMIC STRIP AND ANSWER THE QUESTIONS.

Frame 1 Frame 2 Frame 3 Frame 4

Frame 5 Frame 6 Frame 7 Frame 8

[https://www.weeklystorybook.com/comic_strip_of_the_daycom/2013/07/trust-
verify-edit-rinse-repeat.html]

pg. 17
Questions:

2.1 What is the title of the cartoon strip? (1)

2.2. Who is the main character in the cartoon? (1)
2.3 Refer to frame 2.
What is Earth holding? (1)
A. Mirror
B. magnifying glass
C. A glass
D. A wand
2.4 What is Earth looking at in Frame 2? (1)
2.5 Earth is angry in frame 3. How do we know Earth is angry? (2)
2.6 Refer to frame 6 the personal carbon trainer says: ‘ You wanna die dummy ?!’
Rewrite the statement in standard English. (2)
2.7 Refer to frame 7 and frame 8. In your opinion who is responsible for global warming
and how will Earth be affected in the end. (2)

Marking guidelines

2.1 CUTTING CARBON: THE HEALTHY WAY. √ 1

2.2 Earth.√ 1

2.3 B. magnifying glass.√ 1

2.4 A factory.√ 1

2.5 Eyebrows are turned inwards making a frown, hand is clenched into a fist, 2
lips are pressed tightly.
Any two expressions √√

2.6 ‘Do you want to die dummy?!’√√ 2

2.7 Politicians who deny climate change is necessary./ Industrial 2

revolutionaries who profit from the developing world through fossil fuel
factories./

(10)

pg. 18
 Activity 5: Advertisements

Teacher activity (10 mins)

Aim: Getting learners to understand the elements of advertisements

Method:

Provide learners with an understanding of the elements of advertisements.

1. Explain the definition of an advertisement.
2. Explain the purpose of an advertisement.
3. Explain the AIDA principle.
4. Explain what makes a good advertisement.
5. Explain techniques used in advertisements.

Teaching Resources

Advertisements
Advertisers use language and images to persuade us.
They do it so well that sometimes we don’t even know we’re
being persuaded to buy a product ... we just HAVE to have it!
We need to be aware of their techniques so that we don’t get
unduly influenced.

Definition of Advertising:
So what exactly is advertising? It could be defined as follows:

• Adverts are paid for - they are not free. Companies have to pay for their adverts to
appear in the media.
• Adverts are persuasive. They tell us what they want us to do and then motivate us to
do it.
• Adverts communicate with us via the mass media (i.e. radio,
television, magazines, newspapers, internet, outdoors).
• Adverts try to sell us a specific product / service that we may need.
• Adverts are aimed at specific groups of people (e.g. the youth market, housewives,
etc).

pg. 19
https://www.nytimes.com/wirecutter/reviews/superior-stanley-tumbler-dupes/

Study the AIDA principles below and see how this influences your approach to the
creation of an advertisement (multi-model text).

The AIDA principles are embedded in the following information. Explain these points
to the learners in context. Use the advertisement provided. Allow the learners to work
on the advertisement as they also have to include language structures and
conventions.

pg. 20
What Makes a Good Advert?
Read these characteristics and look at the above picture.
A good advert must explain why a product is worth
buying. To accomplish this, it needs to be engaging and
compelling

"Engaging" is about capturing someone's

attention. Engaging copy is interesting and full
of energy. Think of the difference between a
master storyteller and a boring recitation.

Compelling" is about being convincing.

Compelling adverts contain strong arguments
for purchasing.

Adverts should seek to inspire the reader by

describing clear benefits about the product or
category.

Adverts should be CRISP: Caring, Real, Informational,

Straight-forward and Positive.

[Source: Marketing Resource Center, CloudCrowd]

https://www.marq.com/blog/5-design-basics-making-magazine-ad

In achieving their goals, advertisers can either use a hard sell approach whereby
they encourage potential customers to take action … or…
• ... they can use a soft sell approach whereby the make their adverts so
memorable that, even though the potential customer may not be ready to make
that purchase yet, when they are in the market for the product / service, they will
remember that particular product.
• Memorable adverts usually don't appeal to our rational minds. Instead, they
appeal to our emotions (our inner-being).
• Advertisers use various advertising appeals to unlock our emotions through
emotive text, pictures, graphics and music.

pg. 21
Advertising Appeals
An 'advertising appeal' is the emotional heart of an advert. It links a product to a need that
we all have and convinces us that buying the product will satisfy that need.
You can tell which advertising appeal is being used by looking closely at the images and
the wording, which would be very emotive. There are many different advertising appeals,
each aimed at addressing a different need or desire that we have.

Techniques used in advertisements:

● Headings: different fonts, sizes and letters, shading in headlines are used to
catch your attention. The headline must suit the type of product and target
audience.
● Sound devices: advertisers use rhymes, alliteration and assonance to help us
remember things.
● Emotive language: This helps convince the reader that he needs this product.
Words like “beautiful”, “amazing”, “best” and “must have” are only a few
examples.
● Figurative language: Type of language such as personification, alliteration,
assonance, similes, metaphor and onomatopoeia are commonly used in
advertisements.
● Slogans: These must make a strong impression on our minds to remember the
advert or what it advertises.
● Layout and design: The layout must suit the product and target audience. The
design might be formal and structured, with straight lines, plain fonts and clear
spaces for pictures and writing. The layout can also be creative.
● Contact details: These details are important so that the readers can know where
to find the products.

GENERAL ANALYSIS OF VISUAL SUBJECT MATTER

Subject Facial expressions, body language and relationships

Setting Time and Place.

Composition Centre, foreground or background

and layout How does this composition create meaning?

Colour, What is the effect of this?

shading,
black and
white
Actions Is there something happening in the picture or is it static? What can
be seen and what is inferred.

pg. 22
 Images and What do they represent/infer?
symbols
Salient or How is the viewer’s eye intended to move across the visual? What
focal point is the significance of this?
Vectors They often draw attention to the focal point of the picture. Take
note if they connect objects or people in the picture to each other.
Or draw your attention to a focal point.
Angle At what angle is the picture taken and what is the significance?

Camera shot Is the picture a close-up shot, long shot or medium shot?
Perspective Where are you in relation to the picture? Are you looking directly at
the image, down at it or up at it?
What is the effect?
Theme or What is being conveyed by the visuals?
message

Activity 6: Practise analysing an advertisement

Teacher activity (10 mins)

Aim: Getting learners to practise their understanding of core concepts of analysing an

advertisement.

Method:

Provide learners with the opportunity to practise their skills in analysing the
advertisement.

Learner activity

Learners complete Activity 6 in the Learner booklet.

Learners mark their work according to the teachers marking guideline.

pg. 23
 Study the advert under Activity 6.a
Use a pencil and do a complete analysis
of the advert.
Use the notes given to you by the teacher.

Use the images in the block to create your own

advertisement under 6.b. Use the teaching notes to
assist you with creating a very good advertisement.

pg. 24
Activity 7: Exam techniques and assessment terminology
Teacher activity (10 mins)

Aim: Getting learners to answer and understand higher order questions for comic
strips and advertisements.

Method:

Provide learners with an understanding of how to respond to higher order questions.

pg. 25
Teacher resource - Advertisement

Typical exam question Expected response Mark

1 State what the advertiser is Identify the product/service/idea 2
promoting and give a reason (etc) and provide reasons for your
for your answer answer
2 Explain how the graphic Identify any two ways used in the 2
supports the message of the advertisement to entice the target
advertiser / Is the visual audience to buy what is advertised.
image suitable for this E.g. emotive language, well-chosen
advertisement? Substantiate adjectives, repetition, trends,
your response / Discuss how rhetorical questions, catchy
the written text reinforces the phrases, etc.
illustration in the Distinguish between fact and
advertisement. opinion.

3 Which two techniques are Your opinion supported by evidence 2

used to persuade the target from the advertiser is required.
market to buy the product?
4 Study the language in the text Show awareness of and interpret the 2
and discuss how the tone, pace and language use.
advertiser succeed in
persuading the target Make assumptions and predict
audience to buy the product consequences.
5 What is the advertiser’s A slogan serves the purpose of 2
intention in referring to… emphasising a point. Check if the
slogan used repetition, rhyming
words, catchy phrases the size of the
font, etc and state what the advertiser
is emphasising and why.
6 Comment on the effectiveness 2
of the slogan…
7 Identify and discuss the 2
message and effectiveness of
visual elements of
advertisements and the
relationship between the
written and the visual elements

pg. 26
 Activity 8: Exam practice
Learner activity (15 mins)

Learners’ complete activity 8 in the Learner Booklet.

Learners mark their work according to the educator’s marking guideline.

Study this advert again and answer the following question.

Questions Possible answers

1. What do you see literally, in the front of the Write the answer only in a complete sentence
picture, the middle or the back?

2. Identify the setting / background of the Look at Q1.

advertisement. Setting: In the physical and geographical location
where the story takes place.
Background: Is the historical and cultural
information that provides a deeper understanding.

pg. 27
3. Discuss the impact of the font types and Give your opinion. How did the font and size catch
size in headings and captions. your attention? It is a positive or negative answer.

4. Discuss the colour used in the background Give your opinion. It will be a positive or negative
and the effect this will have on the target effect. Write a full sentence explaining both the
audience. colour and background/

5. Explain how the visual cue strengthens the Does the visuals (pictures, drawings etc.) support
message of the advertisement. the message of the text?

6. Discuss how the visual cues and written text Give a thorough explanation of the visual and the
blend to make this a successful text and how they support each other. Give at
advertisement least 2 examples.

7. Express denotative or connotative meaning The words used in the text either have a literal or
of words used in the text. figurative attachment and it changes the implied
meaning of the visual used.

8. Use stereotyping, emotive or persuasive Write at least two good sentences how how the
language to create the want of the product. reader is manipulated to buy/watch/ interact with
the products

9. Explain how language and images reflect What you see and hear has a lasting effect. Big
and shape values and attitudes. companies use these to influence their audience.
Lift out the words and visuals that link to your
values and attitudes.

10. Identify and discuss the purpose, aesthetic Aesthetic purposes explain how beautiful/pleasing
qualities and design of visual texts creative the visual is to the senses and sight. Give
for aesthetic purposes. examples from the visual to strengthen your
argument.

pg. 28
Advertisements
Grade 8 Exam practice 1.

https://radktm.co.za/event/all-things-adventure-expo-parys-weekend-adventure-with-guided-dome-
ride/

Questions
2.1 Look closely at the advertisement.
2.1.1 Who do you think is the audience for this advertisement? (1)
2.1.2 What is happening on the 27th of August? (1)
2.2 Which visual cues support your answer in 2.1.2? Name only two. (2)
2.3 Explain how the visuals used in this layout draw the reader’s attention. (2)
2.4 Which features make this text an advertisement? (2)
2.5 Identify and write down the slogan of this advertisement. (1)
2.6 Is this a good or bad advertisement? Give reasons from the text. (1)
TOTAL:10
Marking guidelines

pg. 29
Grade 9 Exam practice 2

Questions
2.1 Complete the column by adding the information taken from the cartoon. (2)

2.1.1 Layout 2.1.2 Mood

2.2 What happened to YouTube? (1)

2.2.1 Identify two visual cues to support your answer in 2.2. (2)
2.3 Why do you think the rest are hiding under their tables? (1)
2.4 Write down one word from the heading that supports the incident in 2.2. (1)
2.5 Censorship means to restrict. What does oppressive mean? (1)
2.6 Which other apps are also in danger, according to the cartoon? (2)
2.7 Which two words in the heading are associated with emotive language? (2)
2.8 Who, do you think, is the target audience for this cartoon? (1)

pg. 30
2.9 Choose the correct answer from the selection given. (1)

Which one of the following apps are not meant for mass media?
A Telegram
B Signal
C Screen lock
D Instagram
2.10 Describe the setting of the cartoon. (1)

TOTAL: 15

Activity 9: Summary writing

Teacher activity (15 mins)

Aim: Getting learners to understand how to write a summary.

Method:

Provide learners with an understanding of how to write a summary.

1. Explain the purpose of summary writing.
2. Explain what skills will be assessed in summary writing.
3. Explain the different types of summaries.
4. Explain the steps to follow when summarising.

pg. 31
Teacher resources

Purpose of summary writing

● To reduce a given extract to a certain number of words.
● To analyse and simplify materials to find main ideas and key facts.

Skills which will be assessed

● Skim and scan for main ideas and themes.

● Separate main ideas from supporting details.
● Paraphrase the main idea in your own words.
● Sequence the sentences and use. conjunctions and logical connectives to link
them together into a text.
● Read to find meaning.
● Extract ideas and write them according to specific instructions.
● Writing of own main ideas in full sentences.
● Being able to use and apply this skill in all subjects across the curriculum.

Word count for a summary

Grade 8 Grade 9

English HL Summary of … words 70 - 80 70 - 80

CAPS Doc pg. 48 From text of … words 260 280

English FAL Summary of … words 50 - 60 50 - 60

CAPS Doc pg. 48 From text of … words 240 260

Types of summaries

FAL – always in point form

HL – start off with point form then teach learners how to use conjunctions and
connective words to form a good flowing paragraph.

pg. 32
How to teach summary writing
1. Teach the learner to read the INSTRUCTIONS thoroughly.

Instructions

● Note whether the summary must be in point form. (FAL)

● Or paragraph format using full sentences. (HL)

Find the CONTENT/ QUESTION asked

The instructions will guide the learners as to what they must summarise: sometimes the
whole text must be summarised, other times only specific aspects need to be lifted from
the text. certain facts, e.g., hints…, guidelines for ….etc.

2. Learners must read the EXTRACT carefully and make sure they understand
the text: there is enough time to read the text more than once!
Learners must be able to:
● Find the topic sentence or main idea from each sentence and paragraph.
● Make a note of the key words.
● Make sure you only use one fact per sentence.
● The main idea is usually found at the beginning of the paragraph.
● Some paragraphs will have more than one fact.
● Underline and lift out the main ideas per sentence or paragraph.

Some paragraphs will have more than one fact.

When you write, make sure you only use one fact per sentence.
You should have SEVEN facts/ideas/etc.
3. Write the keywords(nouns & verbs) underneath each other:
it’s a good idea to number them, then you know you have the seven facts
required.

● Use the key words and form full sentences, telegram style will not be accepted.
● Use your own words at all times, should you copy the sentence from the text , no
mark will be allocated.
● If there is a dialogue in the text, re-write it in Indirect Speech.
● Eliminate all describing words and figures of speech.
● Make sure you do not repeat some of the facts.
● Change the word order, replace words with synonyms, reduce phrases to one
word, etc.
● If there is a dialogue in the text, re-write it in the indirect Speech.

pg. 33
4. Count the number of words used:
● Important not to use more words than is required.
● Number of words used must be clearly indicated at the end of the summary.
● Be honest about the word count, do not write less than you actually used, no
mark will be allocated if it is wrong.

5. Revising and Editing:

● Read the draft copy thoroughly and improve grammar and spelling errors.
● Take note of all punctuation, each sentence should start with a capital letter and
end with a full stop.
● If you write paragraph format, use conjunctions to join the ideas together, form a
well defined paragraph.
● Submit the draft as well as the final written copy.

Activity 10: Grade 8 Practice writing a summary

Teacher activity (10 mins)

Aim: Getting learners to practise their understanding of core concepts of writing a

summary.

Method:

Provide learners with the opportunity to practise writing a summary.

Mark learner activities

Grade 8

Learner activity (20 mins)

Learners complete Activity 10 in the Learner Booklet.

Learners mark their work according to the teachers marking guideline.

pg. 34
SECTION C: SUMMARY

Read the text below and write a summary on the importance of water.

1. List SEVEN points in full sentences.

2. Number your sentences from 1- 7.
3. Write only ONE point per sentence.
4. Use your own words as far as possible.
5. Your summary should be 50-60 words in length.
6. Indicate the total number of words you have used in brackets at the end of
your summary.
7. You do not require a title for your summary.

THE IMPORTANCE OF WATER.

Water is a necessity for the functioning of all life forms that exist on earth. It is impossible
for life to exist without water.

It is safe to say that water is the reason behind Earth being the only planet to support life.
This universal solvent is one of the major resources we have on this planet. After all, it
makes for almost 70% of the earth.

The human body needs water for the day-to-day survival. We may be able to survive
without any food for a whole week but without water, we won’t even survive for 3 days.
Thus, the lack of sufficient water or consumption of contaminated water can cause serious
health problems for humans. Therefore, the amount and quality of water which we consume
is essential for our physical health plus fitness.

Further, our daily activities are incomplete without water. Whether we talk about getting up
in the morning to brush or cooking our food, it is equally important. This domestic use of
water makes us very dependent on this transparent chemical.

In addition, on a large scale, the industries consume a lot of water. They need water for
almost every step of their process. It is essential for the production of the goods we use
every day.

If we look beyond human uses, we will realize how water plays a major role in every living
being's life. It is the home of aquatic animals. From a tiny insect to a whale, every organism
needs water to survive.

Therefore, we see how not only human beings, but plants and animals too require water.

(TOTAL MARKS:10)

pg. 35
Marking guideline: THE IMPORTANCE OF WATER.

SUGGESTED POINTS: Any 7 of the

following or similar points
1 It is impossible for life to function without
CONTENT:
water. 1 mark per relevant and
2 Water is a major resource needed. coherent point = 7 marks
Do not penalise for spelling and
3 The human body needs water for survival. grammar errors that do not
change the meaning of the
4 Water is essential for health and fitness. point.
LANGUAGE:
5 It is important for domestic use. To avoid the anomaly that
language marks exceed marks for
6 It helps with the production of goods in
points, allocate language marks as
industries.
indicated below.
1-3 correct points = + 1 mark
7 It is home to aquatic animals.
4-5 correct points = + 2 marks
6-7 correct points = + 3 marks
Do not subtract marks for
incorrect format or for
quoting directly from the text
or for incorrect/missing word
count.
Mark points up until the
required word count and
disregard the rest.

Activity 11: Grade 9 Practice writing a summary

Teacher activity (10 mins)

Aim: Getting learners to practise their understanding of core concepts of writing a

summary.

Method:

Provide learners with the opportunity to practise writing a summary.

Mark learner activities

pg. 36
Grade 9

Learner activity (20 mins)

Learners complete Activity 11 in the Learner booklet.

Learners mark their work according to the teachers marking guideline.

SECTION C: SUMMARY

Read the text below and write a summary on how to choose the right subjects for
grade 10-12

1. List SEVEN points in full sentences.

2. Number your sentences from 1- 7.
3. Write only ONE point per sentence.
4. Use your own words as far as possible.
5. Your summary should be 50-60 words in length.
6. Indicate the total number of words you have used in brackets at the end of your
summary.
7. You do not require a title for your summary.

pg. 37
 SUBJECT CHOICE IN GRADE 9

Over the next few months, grade 9 learners will have to choose subjects they will want
to pursue from grade 10 to their final matric examinations. This can be an easy exercise
for some, but for those who are not sure what they want to study after completing
matric, having to commit to certain subjects can be daunting. Although their tertiary
education is years away, thinking about the right subjects to choose now, can steer
their future and can, to a large extent determine their careers. Claudia Swartberg, CEO
of Top Dog, shares the guidelines to help with the subject choice in grade 9.

Learners should consult an educational psychologist who can explain what the world
of work expects, and how to make informed decisions based on what will be expected
of them one day. Speaking to a tertiary adviser or researching university or college
websites can be very helpful. In this way one can get a sense of available courses and
requirements.

While choosing the subjects based on a future career is important, so too is studying
what makes learners happy, which can ultimately lead to a career that is sustainable
and brings joy. Learners should not choose subjects who is teaching them as teachers
come and go and the same teacher might not be teaching them in grade 11 or 12.

Since learners’ interests may change over time, it is important to ensure their choices
do not limit their options in the future. Mathematics specifically is a requirement for
many popular courses, such as Commerce, Engineering and Science degrees and
would be a good choice to ensure they have these opportunities available to them in
the future.

Learners should stay calm and approach decision-making as calmly as possible. It is

advisable for learners to start considering their choices from the beginning of Grade 9
and even better, from grade 8 too.

Adapted from: https://www.IOL.

pg. 38
Marking guideline: How to choose the right subjects for grade 10-12

SUGGESTED POINTS: Any 7 of the following CONTENT:

or similar points 1 mark per relevant and
coherent point = 7 marks
1 Ask an educational psychologist for advice on the Do not penalise for spelling
expectations in the world of work. and grammar errors that do
not change the meaning of
2 Speak to a tertiary advisor for advice.
the point.
3 Research university or college websites for
LANGUAGE:
available courses and entry requirements.
To avoid the anomaly that
4 Choose subjects that make one happy. language marks exceed
marks for points, allocate
5 Choose subjects that lead to sustainable language marks as
careers/that are enjoyable. indicated below.
1-3 correct points = + 1
6 Avoid choosing subjects based on who is mark
teaching them. 4-5 correct points = + 2
marks
7 Do not make choices that limit options in future. 6-7 correct points = + 3
marks
8 Approach decision-making as calmly as possible.
Do not subtract marks for
9 Start considering options from the beginning of incorrect format or for
quoting directly from the text
Grade 9 or in Grade 8.
or for incorrect/missing word
count.

Mark points up until the

required word count and
disregard the rest.

pg. 39
 Activity 12: Exam techniques

Teacher activity (10 mins)

Aim: Getting learners to answer and understand how summary writing is assessed
and marked.

Method:

1. Provide learners with an understanding of how summary writing is assessed

and marked.
2. Provide learners with the ability to see the example of how to follow through
with the process of summary.

Teacher resources

Guidelines for marking summaries:

Allocate marks as follows:
● 7 marks for 7 facts
● 3 marks for grammar

CONTENT:
● 1 mark per relevant and coherent point = 7 marks
● Do not penalize for spelling or grammatical errors that do not change the
meaning of the point.
LANGUAGE:
● To avoid the anomaly that language marks exceed marks for points, allocate
language marks as indicated below.

1-3 correct points = + 1 mark

4-5 correct points = + 2 marks
6-7 correct points = + 3 marks
● Do not subtract marks for incorrect format or for quoting directly from the text or
for incorrect OR missing word count.
● Mark points up until the required word count and disregard the rest.
● Do not penalize for lack of planning.
● Mark planning if final is not done OR incomplete.
Indicate in the margin: F = ../7

L = …/3

pg. 40
SECTION C: SUMMARY (10 MARKS)
Teach learners to read the question and instructions; show them how!
Read through the passage below and summarize it by listing the seven ways in which
Christmas celebrations will be different this year.

INSTRUCTIONS:

● Read the text and underline the main points.

● Give only the main facts.
● Leave out unimportant information, like examples, descriptions, extra information,
and explanations.
● Number your sentences from 1 to 7.
● Write in your own words as far as possible.
● Do not write more than 50 - 60 words.
Teach learners to read the text twice:
STEP 1 - simply read!
STEP 2 question –rephrase and interpret it in your own words.
THINK ALOUD about what you are reading!
Excitement for the festive period this year is driven strongly by being with family and
together with loved ones therefore togetherness will matter more than ever. “It will be
about making memories with my family and spending as much time with them as
possible.”
Consumers are looking for a more traditional Christmas this year. Tradition will be more
important this year than it has in previous years, with Christmas dinner and games being
central to the day.
It will be a Christmas of reflection and being appreciative of what people have.
Personalised gifting will be on trend. Viewers from the ITV Village will be looking to
add a personal touch this year - from making their own gifts and decorations to
spending more time choosing gifts personalized to the recipient.
People will spend less but splash out on affordable luxuries. Whilst the amount spent
may be lower for many, there will still be a place for little luxuries over Christmas. 71%
will purchase a luxury/premium item this year.
Christmas shopping will mostly be done online, 57% of the ITV Villagers say they will
buy most of their gifts online this year.
Television will play a more important role. TV always plays a big role in the festive
period, but 41% of ITV Villagers agreed that TV will play a more important role this
Christmas. For many, TV will spark discussion, laughter and emotion, whilst for some
it will provide much-needed company.

pg. 41
Step 3: identify & underline the keywords

Excitement for the festive period this year is driven strongly by being with family and
together with loved ones therefore togetherness will matter more than ever. “It will be
about making memories with my family and spending as much time with them as
possible.”

Consumers are looking for a more traditional Christmas this year. Tradition will be more
important this year than it has in previous years, with Christmas dinner and games being
central to the day.

It will be a Christmas of reflection and being appreciative of what people have.

Viewers from the ITV Village will be looking to add a personal touch this year - from
making their own gifts and decorations to spending more time choosing gifts
personalized to the recipient.

People will spend less but splash out on affordable luxuries. Whilst the amount spent
may be lower for many, there will still be a place for little luxuries over Christmas. 71%
will purchase a luxury/premium item this year.

Christmas shopping will mostly be done online, 57% of the ITV Villagers say they will
buy most of their gifts online this year.

Television will play a more important role. TV always plays a big role in the festive
period, but 41% of ITV Villagers agreed that TV will play a more important role this
Christmas. For many, TV will spark discussion, laughter, and emotion, whilst for
some, it will provide much-needed company.
(220 words)

pg. 42
Step 4: ROUGH DRAFT: write the KEYWORDS & PHRASES –it does not
have to be perfect.

1.Being together with family and loved ones will matter more than ever.
2.Consumers …traditional Christmas with Christmas dinner and games
3.TIME of reflection and being appreciative
4. add a personal touch this year - making their own gifts and decorations to spending
more time choosing gifts personalized to the recipient.
5.People will spend less but splash out on affordable luxuries
6.Christmas shopping will mostly be done online
7. Television important role spark discussion, laughter, and emotion provide much-
needed company

Step 5: ROUGH DRAFT: form sentences using the KEY WORDS.

1.Being together with family and loved ones will be important. (10)

2.Consumers want a traditional Christmas with Christmas dinner and games. (9)

3.It should be a time of reflection and appreciation. (9)

4.Choosing and making gifts will be more personalized. (8)

5.People will spend less but splash out on enjoy affordable luxuries. (8)

6. Christmas shopping will mostly be done online (5)

7. Television will important role spark discussion, laughter, and emotion provide much-
needed and company (8)

= 57 = remove 7 words

pg. 43
Step 6: Eliminate words until the number of words is correct

1.Being togetherness with family and loved ones will be important. (10) -3 = 7

2.Consumers want a traditional Christmas with Christmas dinner and games. (9) – 4 = 5

3.It should be a time of reflection and being appreciation. (9)

4.Choosing and making gifts will be more personalized. (8)

5. People will spend less but splash out on enjoy affordable luxuries. (8)

6. Christmas shopping will mostly be done online (5)

7. Television will important role spark discussion, laughter, and emotion provide much-
needed and company (8) = 57 = remove 7 words = 50 words

Step 6: write the FINAL DRAFT

1.Togetherness with loved ones will be important. 7

2.Consumers want a traditional Christmas. 5

3.It should be a time of reflection and appreciation. 9

4.Choosing and making gifts will be more personalized. 8

5.People will spend less but enjoy affordable luxuries.8

6.Shopping will be done online.5

7.Television will spark discussion, laughter, emotion, and provide company. 9 [51 words]

Step 7: write the FINAL DRAFT

1.Togetherness with loved ones will be important. 7

2.Consumers want a traditional Christmas. 5

3.It should be a time of reflection and appreciation. 9

4.Choosing and making gifts will be more personalized. 8

5.People will spend less but enjoy affordable luxuries.8

6.Shopping will be done online.5

7.Television will spark discussion, laughter, emotion, and provide company. 9 [50 words]

pg. 44
MEMORANDUM: INDICATE THE KEY FACTS/MAIN POINTS
MARKS

1.Togetherness with loved ones will be important √

2.Consumers want a traditional Christmas √

3.It should be a time of reflection and appreciation √

4.Choosing and making gifts will be more personalized. √

5.People will spend less but enjoy luxuries √

6.Shopping will be done online √

7. Television will spark discussion, laughter, emotion, and provide √

company. (WILL BE IMPORTANT)

pg. 45
 Activity 13: Exam practice

Learner activity (25 mins)

Learners complete Activity 13 in the Learner booklet.

Learners mark their work according to the teachers marking guideline.

Teacher activity (5 mins)

Mark learner activity and correct common mistakes.

Grade 8 Exam practice

SECTION C: SUMMARY

QUESTION 3 INSTRUCTIONS AND INFORMATION

Read the text below and write a summary on the positive influence of peers.

1. List SEVEN points in full sentences.

2. Number your sentences from 1- 7.
3. Write only ONE point per sentence.
4. Use your own words as far as possible.
5. Your summary should be 50-60 words in length.
6. Indicate the total number of words you have used in brackets at the end of your
summary.
7. You do not require a title for your summary.

pg. 46
PEER PRESSURE CAN BE GOOD

You already know that your teen years can be tough. You are still learning many things
about yourself. When you go through challenges, it can be a good thing to experience
them with your friends.

Socialising with different peer groups like your classmates or teammates can help you
to see how people face challenges. It is not advisable for teenagers to be on their own,
especially when they have problems.

Everyone within a circle of friends with positive influence is different. This helps you to
gain new experiences, like when your friends play a new sport. You can offer your
support by watching the games with them.

Peers can have a strong positive influence on each other and play an important role in
each other’s lives in many ways. In a group of peers, you can find friendship,
acceptance and role models. It is a circle within which you can build strong, lasting
bonds. Sometimes it is good to identify the traits you want to imitate from your role
models.

When you are in a group of friends, you have peers to encourage you to work harder.
For example, when you help each other with homework and studying. Friends can set
positive examples; like a friend who does well in school. This can encourage you to set
goals for yourself and do your best.

Peers can help you make decisions too. Your friends will quickly tell you when you are
making a mistake or doing something risky. This usually assists you to avoid making
mistakes and to stay away from trouble.

No matter what you go through, it is good to have peers that have a positive influence
on you.

Adapted from: Kidshealth.org.

pg. 47
Marking Guideline: PEER PRESSURE CAN BE GOOD

SUGGESTED POINTS: Any 7 of the

following or similar points
Peers help you with challenges. CONTENT:
1 1 mark per relevant and
Peers can help you experience new things. coherent point = 7 marks
2 Do not penalise for spelling and
grammar errors that do not
A peer group can help you experience change the meaning of the
3 friendship. point.

LANGUAGE:
4 Friends can provide you with acceptance. To avoid the anomaly that
5 Friends can be role models. language marks exceed marks for
points, allocate language marks as
6 Friends can encourage you to set goals. indicated below.
1-3 correct points = + 1 mark
7 Peers will help encourage you to work hard. 4-5 correct points = + 2 marks
6-7 correct points = + 3 marks
Friends help you to make decisions. Do not subtract marks for
8 incorrect format or for
quoting directly from the text
Friends help you to avoid making mistakes. or for incorrect/missing word
9
count.
Mark points up until the
Friends help you stay away from trouble.
10 required word count and
disregard the rest.

Grade 9 Exam practice

Read the text below and write a summary on how to be safe during floods.

1. List SEVEN points in full sentences.

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. Your summary should be 50-60 words in length.
6. Indicate the total number of words you have used in brackets at the end of
your summary.
7. You do not require a title for your summary.

pg. 48
Be Floodwise!

With climate change, we are experiencing more frequent floods and other natural
disasters. Rather than just waiting for disaster to hit, how can you be floodwise?

Remember the phrase: “Turn Around, Don’t Drown!” Do not drive through flooded
roads or through rivers: in no time at all, cars can be swept away in only two feet of
moving water. If your vehicle is trapped in moving water, and the water is rising inside
the vehicle, climb onto the roof.

Electrocution is a dangerous threat during floods as electrical currents can travel

through water. Therefore, stay away from electrical wires if they are lying on the
streets or under water. Be careful of where you step because debris, including broken
bottles and nails can cover the ground after a flood, and mud-covered floors and stairs
can be slippery. With so many obstacles and dangers, you could be in real trouble if
you are not careful.

If you live or work in an area that is prone to flooding, you should be prepared to
evacuate. Work out a route and have a plan to get to safety as quickly as possible.
Listen to your local radio or television station and keep an eye on social media for
warnings and reports about changing weather and flood conditions.

Create an emergency kit, or ‘Go-Kit’ in an easy-to-carry backpack with emergency

supplies such as food, water, a change of clothes, fire-making material, a torch and
chargers. Remember to keep important documents in a waterproof container.

Getting caught in a flood is a scary experience and can create uncertainty and
understandable fear, but just remember to be as positive as possible, and know that
eventually the water will recede and the sun will shine again.

Adapted from: https://hsseworld.com/photo-of-the-day-flood

pg. 49
Marking guideline: Be Floodwise!

SUGGESTED POINTS: Any 7 of the

following or similar points
1 Do not drive through flood water/ flooded CONTENT:
rivers.. 1 mark per relevant and
coherent point = 7 marks
2 Climb onto the car roof if your vehicle is trapped Do not penalise for spelling
in moving water.
and grammar errors that do
3 Stay away from electrical wires. not change the meaning of
the point.
4 Be careful of where you walk.
LANGUAGE:
To avoid the anomaly that
5 Be careful of dangers on the ground. language marks exceed
marks for points, allocate
language marks as indicated
6 Be prepared to evacuate.
below.
1-3 correct points = + 1 mark
7 Have a plan/route to get to a safe area.
4-5 correct points = + 2
8 Get to higher ground as soon as possible. marks
6-7 correct points = + 3
9 Listen for warnings/reports on radio, marks
television and social media.
Do not subtract marks for
10 Create an emergency kit / ‘Go-Kit’ incorrect format or for
quoting directly from the text
OR or for incorrect/missing word
Take emergency supplies with you. count.

11 Store important documents in a waterproof Mark points up until the

container. required word count and
disregard the rest.
12 Be as positive as possible.

pg. 50
 Activity 14: Types of sentences

Teacher activity (10 min)

Aim: Getting learners to understand the different types of sentences

Method:

Provide learners with an understanding of the different types of sentences

1. Explain simple sentences

2. Explain compound sentences
3. Explain complex sentences

Teaching resource

pg. 51
The subject is the person/thing carrying out an action, the verb is the action itself, and
the object is the person/thing that receives the action of the verb.

A simple sentence has one complete subject and one complete predicate.
The girls’ softball team won the championship.

A compound sentence contains two or more simple sentences joined by a conjunction,

a conjunctive adverb, or a semicolon.

Each simple sentence is called a main clause.

A main clause has a subject and a predicate and can stand alone as a sentence.
The team won the championship; it was a close game.

A complex sentence consists of a main clause and one or more subordinate clauses.
A subordinate clause has a subject and a predicate but does not express a complete
thought and cannot stand alone as a sentence.
I wanted to go to the game since I knew it was the championship.

Also important for identifying the type of sentences is understanding conjunctions.

A conjunction is a joining word. It is used to join words, phrases, clauses and sentences
together. Conjunctions are usually found in the middle of a sentence, but they can be used at
the beginning of the sentence. E.g. Whenever it rains, our roof leaks. Our roof leaks whenever
it rains.

pg. 52
Examples of conjunctions

and after Although as because

before but for how however

if once or nor since

so then though unless until

when whether while yet whenever

Activity 15: Tenses

Teacher activity (10 min)

Aim: Getting learners to understand the different types of tenses

Method:

Provide learners with an understanding of the different types of tenses

1. Explain the simple tense
2. Explain the continuous tense
3. Explain the perfect tense

Teaching resource

The only thing to watch out for when dealing with tenses is the verb.
Tense Present Past Future

Simple
is the simplest kick (singular) kicked will kick
form of the verb eat (plural) ate will eat

Continuous
is the continuous is kicking was kicking will be kicking
form of the verb are eating were eating will be eating
verb + ing

Perfect
is the perfect form has kicked had kicked will have kicked
of the verb have eaten had eaten will have eaten

pg. 53
The only way to know your past participles is to learn them:

TYPES OF VERBS
What is the definition of a verb? A verb is a word that indicates a physical action (e.g.,
“drive”), a mental action (e.g., “think”), or a state of being (e.g., “exist”). Every sentence
contains a verb. Verbs are almost always used along with a noun or pronoun to
describe what the noun or pronoun is doing.

Finite Verbs - Verbs that indicate the past, present or future tense.
By looking at a finite verb we can tell if the action takes place in the past, present or
future tense.
Example: He laughs. They laugh. I will laugh.

pg. 54
Non-finite verbs – Verbs that do not belong in a particular tense and they do not
change form to match a subject.
Example: running, laugh

Auxiliary verbs – The verbs that come in front of the main verb in a multi-word verb.
They indicate whether the verb is in the past, present or future tense.
Example: I am laughing.

Regular verbs – Follow a standard pattern when changing tense.

Irregular verbs – Do not always follow the standard pattern when changing tense.

Activity 16: Indirect and direct speech

Teacher activity (10 min)

Aim: Getting learners to understand indirect and direct speech.

Method:

Provide learners with an understanding of the difference between indirect and direct
speech
1. Explain the change in tense
2. Explain the use of punctuation (inverted commas)
3. Explain the change of pronouns

Teaching resource

When we write, we can use either direct or indirect speech.

Direct speech:
● Direct speech uses the exact words of the speaker.
● To show that we are using direct speech, we put the spoken words in inverted
commas/quotation marks (“”)
● The actual words spoken are put inside the inverted commas and the first
word always begins with a capital letter.
○ She said, “Lets go to the park later.”
● Punctuation rules for direct speech are summarised below:
○ Quotation marks - used to indicate the spoken words. (Bill said, “I am
angry.”)

pg. 55
 ○ Comma - used directly after the word “said” or “says” if not at the end of
the sentence. (Bill said, “I am angry.”)
○ Full stops, question marks and exclamation marks - used at the end of the
sentence and inside the quotation marks. (Bill said, “I am angry.”)
○ Capital letters - used at the beginning of the sentence, for proper nouns
and the first word of whatever is said in inverted commas. (Bill said, “I am
angry.”)
● In cartoons, speech bubbles are used for direct speech instead of quotation
marks.

Indirect speech
● Indirect or reported speech is used to retell or report what someone else has
said.
● We do not use quotation marks in indirect speech.
● The word that is often used in indirect speech.
● As you are reporting back what someone said in the past, so your sentence must
read in the past tense.
○ She said, “I am going home” - She said that she was going home.
● Remember the following rules when converting from direct to indirect speech:
○ Take out the inverted commas, question and exclamation marks, as well
as the capital letter at the start of the speech (unless a proper noun), as all
types of sentences (questions, commands and exclamations) change to
statements.
○ Put the name of the person who spoke (or pronoun) at the beginning of
the sentence.
○ Use a verb (following the name) such as said, told, replied or asked.
○ The word that is often used after the verb, or whether, or if, when it is a
question.
○ Change the verb to past tense.
○ Some words such as pronouns will change.
○ Adverbs of time and place will also change.
■ Yesterday - the previous day
■ Today - yesterday
■ Tomorrow - the next/following day
■ Here - there
■ This - that
■ Now - then
■ Will - would
○ “It will be a better day tomorrow,” I hoped. - I hoped that it would be a
better day the next day.

pg. 56
 Activity 17: Active and passive voice

Teacher activity (10 min)

Aim: Getting learners to understand active and passive voice

Method:
Provide learners with an understanding of active and passive voice
1. Explain active voice
2. Explain passive voice

Teaching resource
In the active voice the subject performs the action of the verb.
My uncle milked the cow.
In the passive voice the subject receives the action of the verb.
The cow was milked by my uncle.
1. When you are doing active voice and passive voice, it is important to remember
that you have to keep the same tense when you change the active voice to
the passive voice, and you have to keep the same tense when you change
passive voice to the active tense.
2. Know your past participles.
3. The Active voice has its own unique sentence structure.
4. Passive voice has its own unique sentence structure.

pg. 57
 Activity 18: Practice Language structure and conventions

Grade 8

Learner activity (15 min)

Learners complete activity 18 in the booklet.

1.Identify whether the sentences in the table below are simple, compound or
complex sentences. Tick the correct block.
2. Change the verb in the sentences below to the correct tense.
3. Rewrite the sentences by changing it from direct speech to indirect speech.
4. Identify whether the sentences in the table below are in the active or passive
voice.

Activity 18.1: Types of sentences:

Sentence Simple Compound Complex

1. He is good at Maths

2. He is good at Maths and he plays a lot of

sport.

3. I like playing tennis but I love dancing,

especially on the stage.

4. Although I like playing tennis, I prefer to dance.

5. Even though I am feeling better, I am not

swimming today.

6. She was very ill but much better now.

7. She was very ill.

8. The weather was cold that day.

9. The weather was cold that day but we still had

a picnic.

10. Even though the weather was cold that day,

we still had a picnic and danced on the lawn.

pg. 58
Activity 18.2: Tenses

Simple Past Tense

1. I ___________________ (leave) early and __________________ (go) to the lake.

2. The teacher _____________________ (teach) me well so I ) ___________________
(pass).
3. I ___________________ (kick) the soccer ball and _____________________ (ask)
my friend to kick it back.

Future Continuous Tense

4. We were waiting for the bus.

______________________________________________________________________
5. She was failing down the stairs.
______________________________________________________________________
6. They were baking a cake.
______________________________________________________________________

Activity 18.3: Indirect speech

“My mother is writing a letter,” he said.

__________________________________________________________________
“Why are my jeans so tight,” she asked.
__________________________________________________________________

pg. 59
Activity 18.4: Active and passive voice

Sentence Active Passive

1. Shreya Ghoshal sings beautiful songs.

2. The Sun sets in the West.

3. The boy was being beaten by his teacher.

4. Bucky is helped by Steve.

5. The carpenter is building the desk.

6. The woodcutter cut down the tree.

7. The man dropped his axe into the river.

8. The bird was shot by the naughty boy.

9. The bag was found by me.

10. Natasha lost the money.

pg. 60
Grade 8 Marking Guideline

Activity Expected answers

18.1. 1. Simple
2. Compound
3. Complex
4. Compound
5. Complex
6. Compound
7. Simple
8. Simple
9. Compound
10. Complex

18.2 1. I left early and went to the lake.

2. The teacher taught me well so I passed.
3. I kicked the soccer ball and asked my friend to kick it back.
4. We will be waiting for the bus.
5. She will be failing down the stairs.
6. They will be baking a cake.

18.3 1. He said that his mother was writing a letter.

2. She asked why her jeans were so tight.

18.4 1. Active
2. Active
3. Passive
4. Passive
5. Active
6. Active
7. Active
8. Passive
9. Passive
10. Active

pg. 61
 Activity 19: Practice Language structure and conventions
Grade 9

Learner activity (15 min)

Learners complete activity 19 in the booklet.

1. Identify whether the sentences in the table below are simple, compound or
complex sentences. Tick the correct block.
2. Change the verb in the sentences below to the correct tense.
3. Rewrite the sentences by changing it from direct speech to indirect speech.
4. Identify whether the sentences in the table below are in the active or passive
voice.

Activity 19.1: Types of sentences:

Sentence Simple Compound Complex

1. He is excellent at cricket.

2. He is excellent at cricket and he

sings in the school choir.

3. I like playing soccer and cricket, but

I love acting, especially on the
stage.

4. Although I like playing cricket, I

really prefer to act on stage .

5. Even though I am feeling better, I

am not playing cricket today.

6. Maya was very sick but is much

better today.

7. Thando was extremely sad..

8. The situation was tense that day.

9. The situation was tense that day, but we still

had a party.

10. Even though the situation was tense that day,

we still had a party and danced in the rain.

pg. 62
Activity 19.2: Tenses

Simple Past Tense

1. I ___________________ (sleep) early and __________________ (awake) at 7 o’

clock to go to the mall .
2. The taxi driver _____________________ (pick) me up so I (arrive)______________
early enough..
3. I ___________________ (press) the buttons in the elevator and _______________
(request) my friend to meet me downstairs.

Future Continuous Tense

4. We were waiting for the waiters in the restaurant.

______________________________________________________________________
5. She was walking around aimlessly in the mall.
______________________________________________________________________
6. They were chasing the teenagers up and down the stairs..
______________________________________________________________________

Activity 19.3: Indirect speech

“My father is picking me up,” he said.
__________________________________________________________________
“Why are my jeans so tight?” she asked.
__________________________________________________________________

pg. 63
Activity 19.4: Active and passive voice

Sentence Active Passive

1. Tyla sings popular songs.

2. The farmer milks the cows in the barn.

3. The boy was being bullied by his classmates.

4. Tyla is dressed by important designers.

5. The actress is reading a script.

6. The taxi driver crashed his vehicle into a ditch.

7. The lady dropped her wedding ring into the

river.

8. The ring was found and sold by the naughty

boy.

9. The cellphone was sold by Sifiso.

10. Mbappe lost the golden boot.

pg. 64
Marking guideline

Activity Expected answers

19.1. 1. Simple
2. Compound
3. Complex
4. Compound
5. Complex
6. Compound
7. Simple
8. Simple
9. Compound
10. Complex

19.2 1. I slept early and awoke at 7 o’ clock to go to the mall.

2. The taxi driver picked me up so I arrived early enough.
3. I pressed the buttons in the elevator and requested my friend to
meet me downstairs.
4. We will be waiting for the waiters in the restaurant.
5. She will be walking around aimlessly in the mall.
6. They will be chasing the teenagers up and down the stairs.

19.3 1. He said that his father was picking him up.

2. Tyla asked why her jeans were so tight.

19.4 1. Active
2. Active
3. Passive
4. Passive
5. Active
6. Active
7. Active
8. Passive
9. Passive
10. Active

pg. 65
Activity 20: Exam techniques and assessment terminology

Teacher activity (15 min)

Aim: Getting learners to answer and understand higher order question for language
structures and conventions

Method:
Typical examination questions in LSC:

Guide learners how to respond to the different phrasing of examination instructions in

Language structures and conventions that include the following:

Match COLUMN B with the correct words from COLUMN A.

Correct ONE error in the sentence.
Identify the punctuation mark of the underlined word .
Quote ONE word from the passage.
Explain the function of the punctuation mark.

Typical Examination Expected response

question

Match COLUMN B Introduce the Concept: Start by explaining what matching

with the correct columns A with B entails. You can mention that it's a common
words from technique used to test understanding or to reinforce
COLUMN A. associations between related items.

Provide Examples: Show a simple example of matching items

from Column A with corresponding items in Column B. This
could be something like matching parts of speech with words
from a given text.

Discuss Strategies: Talk about different strategies learners

can use to match items effectively. This might include looking
for keywords, understanding the context, or eliminating
options through process of elimination.

Encourage Analysis: Discuss why certain items are matched

together. Encourage learners to think critically about the
relationships between items in each column.
Practice: Provide opportunities for learners to practise
matching items themselves. This could be through
worksheets, interactive exercises, or group activities.

pg. 66
Correct ONE error in Begin by reading the sentence aloud to the students. This
each of the helps ensure everyone is focused on the same text.
sentences below.
Identify the Mistake Type: Explain to learners the different
Identify the types of mistakes they might encounter, such as subject-verb
punctuation mark of agreement errors, punctuation mistakes, tense
the underlined word inconsistencies, or incorrect word usage. Provide examples
. of each type of mistake.
Quote ONE word
Ask learners to read the sentence carefully, paying attention
from the passage.
to each word and its placement in the sentence.
Explain the function
of the punctuation Encourage learners to analyse the sentence structure to
mark. identify any irregularities or inconsistencies. Remind them to
consider grammar rules, word order, verb tense, and
punctuation.

Instruct learners to highlight or note the part of the sentence

where they believe the mistake is located. Encourage them to
explain why they think this part of the sentence is incorrect.

Provide Feedback and Correction: Once students have

identified the mistake, provide feedback and correction.
Explain why the identified part of the sentence is incorrect
and how it should be revised to adhere to the rules of
grammar and syntax.

Encourage learners to explain their reasoning for identifying

the mistake. This helps reinforce their understanding of
grammar rules and allows them to articulate their thought
process.

After learners have had a chance to identify mistakes in

multiple sentences, review the correct answers as a class.
Discuss any common errors or misconceptions that arose
during the activity.

Provide Practice Opportunities: Finally, provide learners with

additional practice opportunities, such as worksheets or
exercises, to reinforce their understanding of grammar rules
and sentence structure.

pg. 67
 Activity 21: Exam practices
Learner activity (20 min)

Learners complete activity 21 in the booklet.

Learners mark their work according to the educators marking guideline.

Grade 8

SECTION D: LANGUAGE STRUCTURES AND CONVENTIONS

QUESTION 4

Read the text below before answering the questions.

Tips to prevent water pollution

1. Most of us pour the used cooking oil down the kitchen sink without thinking about
what this does to the environment. Oil, thus discarded, pollutes the water flowing
through the drain. Instead, collect the leftover cooking oil in a jar and dispose of it
together with solid waste.

2. Don't discard waste paper, wiping cloths and any other synthetic garbage down
the toilet drain. This results in the clogging of drains and leaking of chemicals from
these materials into the water, which ultimately leads to water pollution. Dispose solid
waste in the right manner.

3. Limit the usage of chemicals in the form of detergents, floor cleaners, bathroom
cleaners and bleaching agents. As much as possible, replace them with organic and
eco-friendly options.

4. Never pollute water bodies like ponds, lakes, streams, rivers and seas by
dumping waste in them. Instead, find ways to dispose of trash properly. Also, involve
yourself and family members in activities like the cleaning and desilting of water bodies.

5. Maintain proper methods of sewage water management in your home by

installing septic tanks and cellar drains. This helps to keep the public sewer systems
unpolluted.

6. If you have a garden at home, don't use chemically-loaded fertilisers. Instead,

use organic and natural manure which doesn't pollute the land and water.

Source: Teach Kids How to Prevent Water Pollution, Control Measures and Ways to
Reduce Water Pollution | ParentCircle

pg. 68
4.1 Identify the preposition in paragraph 1. (1)
A sink
B kitchen
C down
D the
4.2 Rewrite the following sentence above in future tense. (2)
Most of us pour the used cooking oil down the kitchen sink.
4.3 Change the following from direct to indirect speech.
“We play an important role in saving the environment,” said Thandi (2)
4.4 ‘This helps in keeping the public sewer systems (unpolluted).
What is the root of the word in the brackets? (1)
4.5 The community clean up will begin at 10:00.
Rewrite the sentence above changing it to the simple past tense. (1)
4.6 Involve yourself and family members in activities like cleaning and desilting
water bodies.
4.6.1 Provide an antonym for the underlined word in the above sentence. (1)
4.6.2 What part of speech is the word ‘and’? (1)
4.6.3 What type of pronoun is the word ‘yourself’? (1)
4.7 Find ways to dispose trash properly.
The sentence above is a...
A compound
B question
C complex
D statement (1)
4.8 ‘If you have a garden at home, (don't) use chemical-loaded fertilisers.’
4.8.1 Identify the punctuation mark used in the word in brackets. (1)
4.8.2 Explain the function of that punctuation mark. (1)
4.9 I am actively involved in preventing water pollution.
What type of an adverb is the underlined word in the sentence above? (1)
4.10 ‘Instead, collect the leftover cooking oil in a jar and dispose of it, together with
solid waste.’
(1)
Write down the synonym of the underlined word.
4.11 I collected the jar of cooking oil.
Change the sentence into the passive voice. (3)
4.12 Correct the mistakes in the following sentence:
It’s imporant to keep our rivers and dams free from plasics. (2)

pg. 69
Grade 8 Exam practice Marking Guideline

pg. 70
Exam practice Grade 9
Question 2: Language Structures and Conventions
Read the text below and answer the questions set.
Greta Thunberg says, “Our House is on Fire”
1. Greta Thunberg was born in Stockholm, Sweden, in 2003. Greta was an
introverted girl who did not say much at school, and this shyness led to her
being bullied by some of the other kids. It became so bad that Greta became
very depressed and even stopped eating. She lost a great deal of weight and
could have died if her parents had not found specialist doctors with a
treatment plan that worked. Her mum and dad found her a new school, and
making new friends helped her to recover and become interested in the wider
world again.
2. Greta first learned about climate change when she was 8 years old. She
learned that carbon dioxide (CO2) was one of the greenhouse gases causing
global warming. The more she learned, the more worried she became.
3. Everyone was saying the right things, but nobody was doing the right things.
Even at a young age, the harmful effects of global warming concerned her
and she decided to do something about it.
4. She had heard about workers going on strike to demand better pay, and
imagined students going on strike to demand more action against climate
change. She told her friends about her idea, but none of them seemed
interested in joining her. Instead of giving up, Greta made a big sign and
painted the words "School Strike for the Climate" in Swedish. She also
printed flyers full of facts about the climate crisis. On August 20, 2018, she
rode her bicycle to the Swedish parliament where the government met. Greta
found a good spot to set up her sign and sat down on her cushion with her
flyers by her side.
5. She asked a passer-by to take a photo of her and posted it on her Twitter
account. Even though she only had around twenty followers, it was retweeted
dozens of times. Within a few days she was being interviewed by reporters.
Other kids had joined her, and she was being supported by Greenpeace
activists and others. Greta's life would never be the same again.
6. In December 2018, just a few months after starting her strike, Greta was invited
to speak at the United Nations COP24 Climate Change Conference in Poland.
Her heart was beating faster as she nervously waited to be asked to speak.
7. Since that speech Greta has become the world's most famous climate
change activist. She became the Person of the Year for Time Magazine in
2019. Her actions have inspired other young people across the world to
become climate change activists.
Adapted from www.natgeokids.com
Glossary:
Twitter: a social media platform
Introverted: reserved, loves spending time alone
greenhouse gases: gases in the earth’s atmosphere that trap heat

pg. 71
 Activists: people who campaign for political or social change
2.1. What type of noun is the word ‘shyness’? (Paragraph 1)
A. common
B. concrete
C. abstract
D. proper (1)

‘Her mum and dad found her a new school, and making new friends helped her
to recover and become interested in the wider world again.’ (Paragraph 1)
2.2. Identify the type of sentence used in the above lines.
A. compound
B. instruction
C. complex
D. simple (1)

2.3. What is a synonym for ‘global’? (Paragraph 2)

A. planetary
B. extensive
C. circular
D. partial (1)

2.4. Which word in the first paragraph is an antonym for the word optimistic?
A. ‘interested’
B. ‘introverted’
C. ‘bullied’
D. ‘depressed’ (1)

2.5. ‘Even at that young age’ is … (Paragraph 3)

A. an adjectival phrase.
B. an adverbial phrase.
C. a noun phrase.
D. a verb phrase. (1)
The wise try to protect the environment … the fools think there is no environmental crisis.
2.6. Fill in the blank space in the given sentence with the appropriate conjunction.
A. therefore
B. whereas
C. whether
D. unless (1)

pg. 72
‘She rode her bicycle to the Swedish parliament where the government met.’
(Paragraph 4)
2.7. What part of speech is the word ‘Swedish’ as used in the sentence?
A. preposition
B. adjective
C. adverb
D. verb (1)

… climate change activists held … protest outside the United Nations offices.
2.8. Choose the correct combination of words to fill in the spaces in the above sentence.
A. A/a
B. An/a
C. The/a
D. A/the (1)

We waste much time talking about climate change.

2.9. Choose the correct version of the above sentence written in the passive voice.
A. Much time will be wasted by them talking about climate change.
B. Much time has been wasted talking about climate change.
C. Much time is wasted by us talking about climate change.
D. Much time was wasted talking about climate change. (1)

‘She imagined students going on strike to demand more action against climate
change.’ (Paragraph 4)
2.10. What is the meaning of the word ‘strike’ as used in the given sentence?
A. hat lightning does in a thunderstorm
B. to hit someone with the hand
C. refusing to go to school
D. a sudden attack in a war (1)

Climate change activists want to make a differ…

2.11. Choose the correct suffix to complete the underlined word.
A. ance
B. ence
C. ing
D. ent (1)

pg. 73
Greta … a source of inspiration for young people since she was 8 years old.
2.12. What is the correct form of the verb that will fit into the above sentence?

A. was being
B. has been
C. is being
D. will be (1)

‘She made a big sign and painted the words "School Strike for the Climate" in
Swedish’ (Paragraph 4)
2.13. Why are the words “School Strike for the Climate” written in inverted commas?
A. to indicate direct speech
B. to indicate a point
C. to indicate a quote
D. to indicate a title (1)

Greta was bullied at school, which caused her to have an eating disorder.
2.14. What type of pronoun is the underlined word?
A. demonstrative
B. interrogative
C. indefinite
D. personal (1)

Becoming the Time Magazine Person of the Year was an amazing … for Greta.

2.15. Choose the correctly spelled word to complete the above sentence.
A. achievement
B. acheivement
C. achievment
D. acheivment (1)

2.16. Choose the correct sentence written in the present tense.

A. Greta, together with her father, will be going to the Climate Change meeting
tonight.
B. Greta, together with her father, is going to the Climate Change meeting tonight.
C. Greta, together with her father, were going to the Climate Change meeting
tonight.

pg. 74
 D. Greta, together with her father, was going to the Climate Change meeting tonight.
(1)
She asked, “Greta, why are you sounding so depressed today?”
2.17. Choose the correct sentence written in indirect speech.

A. She asked Greta why is she sounding so depressed today.

B. She asked Greta why she sounded so depressed this day.
C. She asked Greta why did she sound so depressed yesterday.
D. She asked Greta why she sounded so depressed that day.
(1)
2.18. Which stereotype about teenagers does Greta challenge?
A. Teenagers are unconcerned about world affairs.
B. Teenagers are using social media to inspire.
C. Teenagers are arrogant and responsible.
D. Teenagers are victims of bullying.
(1)
Greta shared her knowledge … fellow activists on Twitter.
2.19. Choose the correct preposition to complete the sentence.
A. across
B. among
C. within
D. with
(1)
2.20 What is the figurative meaning of the title of this text, “Our House is on Fire”?
A. The forests of the earth are burning.
B. Planet earth is in danger of overheating.
C. Government buildings are on fire.
D. Greta’s house is burning.
(1)

pg. 75
Marking guideline

pg. 76
 Assessment terminology
Question words
Here are examples of question types found in the exam.
Question type What you need to do
Literal: Questions about information that is clearly given in the text or extract from
the text
Name characters/places/things… Write the specific names of characters,
places, etc.

State the facts/ reasons/ ideas… Write down the information without any
discussion or comments.
Identify the reasons… Write down the reasons.
Describe the place / character/ what Write the main characteristics of
happens when… something, for example: What does a
place look/ feel/smell/ like? Is a particular
character kind/ rude/ aggressive…
What happened when… Write what happened
Why did this happen… Given reasons for what happened.
Who did… Write down who is responsible for the
action.
To whom does xx refer… Write the name of the relevant
character/person.
Reorganization: Questions that need you to bring together different pieces of
information in an organized way.
Summarise the main points/ideas… Write the main points without a lot of
detail.
Group the common elements… Join the same things together.
Give an outline of… Write the main points, without a lot of
detail.
Inference: Questions that need you to interpret (make meaning of) the text using
information that may not be clear stated. This process involves thinking about what
happened in different parts of the text; and using your own knowledge to help you
understand the text.
Explain how this idea links… Identify the links.

pg. 77
Compare the attitudes/ actions of Point out the similarities and differences.
character x with character y…
What do the words…suggest/ reveal State what you think the meaning is,
about/ what does this situation tell you based on your understanding of the text.
about…
How does x react when… Write down the character’s/ person’s
Describe how something affected… reaction or what the character/ person did
State how you know that x is… or felt.

What did x mean by the expression… Explain why the character/ person used
those particular words.
Choose the correct answer to complete A list of answers is given, labelled A – D.
the following sentence (multiple choice Write only the letter (A, B, C or D) next to
question) the question number.
Complete the following sentence by Write the missing words next to the
filling in the missing words… question number.
Quote a line from the extract to prove Write the relevant line of text using the
your answer. same words and punctuation you see in
the extract. Put quotation marks (‘’ “
inverted commas) around the quote.

Evaluation questions that require you to make a judgement based on your

knowledge and understanding of the text and your own experience.
Discuss your view/ a character’s Consider all the information and reach a
feelings/ a theme… conclusion.
Do you think that… There is no ‘right’ or ‘wrong’ answer to
Do you agree with these questions, but you must give a
reason for your opinion based on
In your opinion, what… information given in the text.

Give your views on…

Appreciation questions that ask about your emotional response to what happens
and how the text is written.
How would you feel if you were x There is no ‘right’ or ‘wrong’ answer to
when… these questions, but you must give a
Discuss your response to… reason for your opinion based on
information given in the text.
Do you feel for…

pg. 78
Discuss the use of the writer’s style, To answer this type of question, ask
diction and figurative language, yourself: Does the style help me
dialogue… feel/imagine what is happening or how
someone is feeling? Why?/why not? Give
a reason for your answer

Understanding the mark allocation

Are you often confused about how long your answers should be? Use the table below
as a guide to the length of answers to comprehension questions.

MARKS LENGTH OF ANSWERS

● Keep answers brief
1 mark ● Sometimes a single word is sufficient.
● Answer in complete sentences.
2 or 3 marks ● Make a separate point for each mark.
● You may be asked to give your opinion and to substantiate
4 or more this from the text.
marks ● Stick to the point when you answer longer questions, and
make sure that you cover all aspects of the question.

How to substantiate clearly

Use the following three steps when you answer these questions:

● STEP 1: Give your opinion

● STEP 2: Explain why you feel this way.
● STEP 3: Quote from the text to substantiate your opinion.

pg. 79