Grade 9 English FAL (Platinum) Navigation Pack

Aligned to DBE
Revised ATPs
English First Additional Language
Navigation pack
SENIOR PHASE
GRADE 9
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Platinum English Grade 9 Navigation Pack

Print ISBN: 9781485720416
Print GUID: 88732311-5C44-4574-8E04-C220E289A0F8
EPDF ISBN: 9781485720386
EPDF GUID: 66DCA3F0-52DC-4BEB-8E33-A568E218CA88
Cover design by Pearson Media Hub
Typesetting by TextWrap
Contents
Dear Teacher
Covid-19 Safety Guidelines ......................................................... 6
How to use this Navigation Pack ............................................... 8
Navigation Pack ........................................................................... 9
Term 1 .................................................................................................... 11
Term 2 .................................................................................................... 15
Term 3 .................................................................................................... 19
Term 4 .................................................................................................... 24
Targeted Worksheets ................................................................ 28
Targeted Worksheet 1 ....................................................................... 30
Targeted Worksheets Answers ................................................ 39
Exemplar Assessment ............................................................... 42
Formal Assessment Task 4: Transactional Writing...................... 43
Formal Assessment Task 5: Controlled Test................................. 45
Formal Assessment Task 6: Creative Writing Project ................. 51
Formal Assessment Task 8: Response to literature .................. 53
Formal Assessment Task 10: Controlled Text .............................. 58
Exemplar Assessment Memoranda ......................................... 64
Formal Assessment Task 4: Transactional Writing..................... 64
Formal Assessment Task 5: Controlled Test................................. 66
Formal Assessment Task 8: Response to literature .................. 71
Formal Assessment Task 10: Controlled Text .............................. 74
4
Dear Teacher
The National State of Disaster caused by the COVID-19 disrupted education in South Africa
leading to the loss of valuable teaching time and disruption of the school calendar.
As a result of this, the DBE has created and released revised Annual Teaching Plans (ATPs)
to assist schools and teachers in ensuring the 2021 school year is completed. The 2021
ATPs are based on the revised ATPs that were developed in 2020. It is important to note
that fundamental and core topics have been retained in the 2021 ATPs. Some of the
strategies that have been used in the process of developing the 2021 DBE ATPs are:
• reducing the content covered in certain topics

• merging topics
• deleting topics
• revising the assessment guidelines
• reducing teaching time for certain topics
• resequencing of topics/concepts.
At Pearson South Africa, we believe that education is the key to every individuals’ success.
To ensure that, despite the challenges, teachers and learners can meet all the necessary
learning outcomes for the year, we have created this Navigation Pack, a free resource to
support teachers and learners during this challenging time.
The Navigation Pack aims to summarise and highlight the changes in the 2021 DBE ATP
and provide teachers and learners with worksheets that focus on impacted topics in the
curriculum.
Due to resequencing of topics, the order of topics in the textbook that is currently used in
the classroom may not be aligned to the new sequence of topics in the ATP. The Navigation
Pack has a set of assessments based on the Section 4 changes and the revised assessment
guidelines.
Introduction 5
COVID-19 safety guidelines for teachers and
learners
Gatherings at school
Where schools are open for learning, it is up to management to take decisive action to
ensure sites are not simultaneously used for other functions such as shelters or treatment
units in order to reduce the risk.
Implement social distancing practices that may include:
• A staggered timetable, whereby teachers and learners do not arrive/leave at the same
time for the beginning and end of the school day
• Cancelling any community meetings/events such as assemblies, cake sales, market days,
tuckshops, after-care classes, matric dances, Eisteddfods and other events
• Cancelling any extra-mural activities such as ballet classes, swimming lessons, sport
games, music classes and other events that bring people together in crowds.
• Creating space and avoiding unnecessary touching.
• Limiting movement and interaction between classes
• Schools with an established feeding scheme plan are to ensure that hygiene and social
distancing is always implemented. Teachers and staff members assisting with food
distribution are to wear masks, sanitise prior to issuing food items and learners are to
stand 1,5 m apart in the queue.
Wear a mask at all times.
1. Restrooms/toilets
Handwashing
Washing hands with soap and water or using alcohol-based

hand sanitisers is one of the most important ways to help
everybody stay healthy at school. Critical to this is preparing and
maintaining handwashing stations with soap and water in the toilets
and in each classroom.
Teachers and learners should always wash their hands after:
• eating
• entering the classroom
• using the toilet
• blowing their noses or coughing
• touching tears, mucous, saliva, blood or sweat.
6 Pearson Navigation Pack

2. Premises and classroom settings
When schools open, classroom settings should be altered in order to promote hygiene,
safety and social distancing.
Changed classroom settings may include:
• Cleaning and disinfecting school buildings, classrooms and sanitising facilities at least
once a day, particularly surfaces that are touched by many people (railings, lunch tables,
sports equipment, door and window handles, toys, teaching and learning tools etc.)
• Ensuring proper ventilation and the fresh flow of air through classrooms
• Providing learners with vital information about how to protect themselves by
incorporating the importance of hygiene, handwashing and other measures of
protecting themselves, into the lessons
• Promoting best handwashing and hygiene practices and providing hygiene supplies.
• Prepare and maintain • Ensure teachers

handwashing stations and learners wear
with soap and water masks at all times.
and, if possible, place
alcohol-based hand
sanitisers in each
classroom, at entrances
and exits, and near
lunchrooms and toilets.
Social distancing
• Space the learners out • Learners should

in the classrooms (or not share cups,
outdoors) – try to keep eating utensils
learners separated by a or food.
minimum of 1,5 m.
• Do not let learners
• Create space for eat items that fall on
the floor, or chew
learners’ desks to be at
least 1,5 m apart. on pencils or other
objects.
• Learners are not to • Ensure learners

exceed 30 per class avoid close contact,
or 50% of the original like shaking hands,
class size. hugging or kissing.
Introduction 7
3. Social behaviour
It is extremely vital during a pandemic that focus is not only directed towards optimal
physical health and hygiene, but in finding ways to facilitate mental health support.
• Treat everybody with respect and empathy – no teasing about COVID-19.

• Encourage kindness towards one another and avoid any stereotyping when talking about
the virus.
• Stay home if you have a temperature or are ill.
• Do not touch people who are ill, but be empathetic.
Wear a mask at all times.
How to use this Navigation Pack
Navigation Plan: Links to additional

Revised DBE Teaching Plan: Comprehensive summary of the resources in the Pearson Navigation
CAPS topics according to the revised ATPs Pack
REVISED DBE ANNUAL TEACHING PLAN NAVIGATION PLAN
Themes Topic Unit Time Links to Pearson Navigation Pack Page reference
The nature of electromagnetic

WAVES, SOUND Electromagnetic radiation 2 hrs
radiation
AND LIGHT [9 h] *10
The electromagnetic spectrum 3 hrs
The electromagnetic radiation as

4 hrs Navigation Pack: Targeted Worksheet 1 Page 15
particle – Photon
Consolidation and revision

16 hrs
[16 h]
HYDROSPHERE *11
ASSESSMENT End of year exam Navigation Pack: Paper 1 Physics Page 45
End of year exam Navigation Pack: Paper 2 Chemistry Page 56
TOTAL HOURS = 25
*10 This topic has been moved from term 1 to term 4. This topic is on pages 84–90
in the Platinum LB, and pages 46–48 in the Platinum teacher’s guide book.
*11 The whole topic has been removed.

Link to a targeted worksheet in
the Navigation Pack, that focus on
Assessments for the term as per
impacted or challenging topics in the
the revised ATPs and the Section 4
curriculum
amendments
Link to an exemplar assessment

Footnotes that provide any in the Navigation Pack, which
additional information was created with Section 4 and
curriculum changes in mind
8 Pearson Navigation Pack

Navigation
Pack
10
Links to Platinum series and Page

Weeks Themes Skills Time
Pearson Navigation Pack reference
Weeks 1 and 2 Mapping my future Listening and speaking 2 hours Platinum LB Activity 4 Page 4
[Conduct • Oral discussion: Listen to/watch an Platinum TG Activity 4 Page 5
Standardised advertisement and discuss (led by
Baseline teacher)
Assessments on the
Reading and viewing 3 hours 30 Platinum LB Activity 3 Page 3
first 3 days of this
• Visual text: Advertisement or poster minutes (half for Platinum TG Activity 3 Page 3
week to identify
• Reading strategies comprehension,
SENIOR PHASE
learning gaps to
• Reading process half for literary
address.]
texts)
Writing and presenting 3 hours 30 Platinum LB Activity 7 Page 9

• Transactional texts minutes Platinum TG Activity 7 Page 7
• Advertisement or poster
• Focus on process writing
Language structures and conventions 1 hour Platinum LB Activity 8 Page 10

• Reinforcement of work covered in Platinum TG Activity 8 Page 8
previous grades
• Work with sentences: Sentence
structure (subject and predicate)
• Vocabulary in context
• Remedial grammar from learners’
writing
Weeks 3 and 4 Walking the talk Listening and speaking 2 hours Platinum LB Activity 5 Page 19
• Listening to and reading a text Platinum TG Activity 5 Page 16
• Prepared reading aloud
• Choosing and presenting a reading text
to the class

• Read a literary text, e.g. drama/short minutes (half for Platinum TG Activity 4 Page 15
English First Additional Language
story/folklore comprehension,
• Reading process half for literary
• Reading/viewing visual/ multimedia text: texts)
cartoon/comic strips


• Write CV and covering letter minutes Platinum TG Activity 7 Page 17

• Reinforcement of work covered in Platinum TG Activity 8 Page 18
previous weeks Platinum LB Activity 9 Page 25
• Work with words: Simple and Platinum TG Activity 9 Page 19
progressive verb tenses; prefixes,
suffixes and stems
writing
Weeks 5 and 6 Contract wise Listening and speaking 2 hours Platinum LB Activity 2 Page 28
• Listen to a telephone conversation/ Platinum TG Activity 2 Page 23
dialogue between a call centre agent Platinum LB Activity 4 Page 32
and client about a contract dispute Platinum TG Activity 4 Page 25
• Prepared reading aloud Formal Assessment Task 1: Oral:
• Choosing and presenting a reading text Reading aloud
to the class
• Formal Assessment Task 1: Oral:
Reading aloud (20 marks) [Start this
task in Term 1 and finish in Term 2
when you record the mark.]

• Read a contract between a seller and a minutes (half for Platinum TG Activity 5 Page 26
purchaser comprehension, Platinum LB Activity 6 Page 35
• Poetry half for literary Platinum TG Activity 6 Page 27
texts)

• Transactional text: Agenda and minutes minutes Platinum TG Activity 9 Page 30
• Write agenda and minutes following the
process approach to writing
Term 1
English First Additional Language Grade 9
11
12

Term 1

• Work with sentences: Conjunctions Platinum TG Activity 7 Page 28
• Punctuation and spelling: Abbreviations Platinum LB Activity 8 Page 38
• Vocabulary in context: Contracts and Platinum TG Activity 8 Page 29
legal documents
writing
Weeks 7 and 8 Weather Listening and speaking 2 hours Platinum LB Activity 2 Page 44
• Listening for comprehension (dialogue) Platinum TG Activity 2 Page 34
• Oral: Unprepared speech Platinum LB Activity 3 Page 45
Platinum TG Activity 3 Page 35

• Reading comprehension: Literary text minutes (half for Platinum TG Activity 4 Page 35
(folklore/novel/drama) comprehension, Platinum LB Activity 10 Page 52
• Reading process half for literary Platinum TG Activity 10 Page 39
• Poetry: Key features of a poem texts)
• Reading strategies

• Write an essay: Narrative/descriptive/ minutes Platinum TG Activity 11 Page 40
reflective/ argumentative essay (Formal

Assessment Task 2: 40 marks)

• Work with words: Regular verbs; Platinum TG Activity 5 Page 37
irregular verbs Platinum LB Activity 6 Page 49
• Spelling: Rules for the simple past tense Platinum TG Activity 6 Page 37
Platinum LB Activity 7 Page 50

Weeks 9 and 10 A pilot’s world Listening and speaking 2 hours Platinum LB Activity 2 Page 58
• Listening and speaking strategies Platinum TG Activity 2 Page 45
• Listen to a newspaper report Platinum LB Activity 6 Page 67
• Present report orally Platinum TG Activity 6 Page 50

• Read a newspaper/magazine report minutes (half for Platinum TG Activity 3 Page 46
• Reading strategies comprehension, Platinum LB Activity 4 Page 63
• Poetry texts)
• Reading/viewing for comprehension
(newspaper report)

• Transactional texts: Write a newspaper minutes Platinum TG Activity 5 Page 50
report

• Work with words: Verb moods Platinum TG Activity 7 Page 51
• Work with sentences: Simple and Platinum LB Activity 8 Page 68
compound sentences; identify verb Platinum TG Activity 8 Page 51
moods in context Platinum LB Activity 9 [do Page 69
• Vocabulary in context questions 1–3] Page 52
• Remedial grammar from learners’ Platinum TG Activity 9 [do Page 69
writing questions 1–3] Page 52
SUMMARY OF Formal Assessment Task 1: Oral: 1 hour Platinum LB Activity 6 Page 20

ASSESSMENTS Reading aloud (20 marks) [Start this task Platinum TG Activity 6 Page 17
in Term 1 and finish in Term 2 when you
record the mark.]
Weeks 3 and 4
Formal Assessment Task 2: Writing: 2 hours 30 Platinum LB Activity 11 Page 54

Essay: Descriptive/narrative/reflective (40 minutes Platinum TG Activity 11 Page 40
marks) [During the term]
Weeks 7 and 8
Term 1
13
14

Term 1
Formal Assessment Task 3: Respond to Platinum LB Activity 5 Page 33

text (Literary/non-literary text 25 marks; Platinum TG Activity 5 Page 25
Visual text 15 marks; Platinum LB Activity 4 Page 18
Summary 10 marks; Platinum TG Activity 4 Page 15
Language 20 marks) Choose any summary activity for
[Activities for this task can be done in the required mark
more than one session.] Choose any language activities
for the required mark
TOTAL HOURS = 50

Weeks 1 and 2 Telling lies Listening and speaking 2 hours Platinum LB Activity 2 Page 72
• Listen for comprehension/listen to a Platinum TG Activity 2 Page 56
story
• Prepared speech
• Learners do research or investigations
as a preparatory activity

• Read a literature text, e.g. folklore/ minutes (half for Platinum TG Activity 4 Page 59
novel, poetry comprehension, Platinum LB Activity 8 Page 81
• Reading strategies half for literary Platinum TG Activity 8 Page 64
• Reading process texts)

• Transactional texts: Report minutes Platinum TG Activity 9 Page 65

• Work with sentences: Revise direct and Platinum TG Activity 6 Page 62
reported speech Platinum LB Activity 7 Page 80
• Work with words: Progressive tenses of Platinum TG Activity 7 Page 63
the verb
writing
Weeks 3 and 4 Generations Listening and speaking 2 hours Platinum LB Activity 2 Page 86
• Listening for comprehension to a Platinum TG Activity 2 Page 70
recording of a speech Platinum LB Activity 3 Page 87
• Unprepared reading Platinum TG Activity 3 Page 71

• Read a literary text, e.g. drama/short minutes (half for Platinum TG Activity 4 Page 71
story/folklore comprehension, Platinum LB Activity 5 Page 90
• Read/view text, e.g. newspaper articles/ texts)
magazine articles for information and
comprehension
Term 2

• Summarise a text
15
16

Term 2

• Long transactional text, e.g. newspaper minutes Platinum TG Activity 8 Page 76
article/magazine article Platinum LB Activity 9 Page 96
• Focus on process writing Platinum TG Activity 9 Page 76

• Work with words: Finite and non-finite Platinum TG Activity 7 Page 75
verbs

writing
Weeks 5 and 6 Go for green Listening and speaking 2 hours Platinum LB Activity 2 Page 100
• Listen to oral text such as interview/ Platinum TG Activity 2 Page 80
speech/story telling for comprehension
• Oral discussion (led by teacher)

• Read a literature text, e.g. novel/short minutes (half for Platinum TG Activity 4 Page 81
story/folklore, poetry comprehension, Platinum LB Activity 4 Page 105

• Reading/viewing for comprehension texts)
(use written and/or visual text such as
cartoons/strips)
• Revise structure of the summary

• Write a transactional text: Notice, minutes Platinum TG Activity 9 Page 85
agenda and minutes of meeting
• Write a transactional text: Formal
Assessment Task 4: Transactional
Writing (20 marks)
• • Focus on process writing


• Work with sentences: Direct and Platinum TG Activity 7 Page 84
indirect objects Platinum LB Activity 8 Page 109
• Work with words: Prepositions Platinum TG Activity 8 Page 85
writing
Weeks 7 and 8 Finding messages in Listening and speaking 2 hours Platinum LB Activity 4 Page 118
pictures • Listen to a newspaper report Platinum TG Activity 4 Page 92
• Oral presentation of report Platinum LB Activity 5 Page 118

• Read a newspaper/magazine report minutes (half for Platinum TG Activity 2 Page 90
• Reading strategies for visual text (comic) comprehension, Platinum LB Activity 7 Page 121
(use newspaper report)

• Write an essay: Narrative/descriptive/ minutes Platinum TG Activity 3 Page 91
discursive/argumentative Navigation Pack: Exemplar
• Focus on process writing Assessments: Formal
• Write an essay following the process Assessment Task 5: Controlled
approach to writing Test
• Formal Assessment Task 5: Controlled
Test: Response to Text (70 marks)

• Work with sentences: Pronouns in Platinum TG Activity 9 Page 95
context; main and dependent clauses Platinum LB Activity 10 Page 124
• Vocabulary in context Platinum TG Activity 10 Page 96
writing
Term 2

17
18

Term 2
SUMMARY OF Formal Assessment Task 4: Transactional 1 hour Navigation Pack: Exemplar

ASSESSMENTS Writing (20 marks) [Write this before the Assessments: Formal
controlled test] Assessment Task 4:
Weeks 5 and 6 Transactional Writing
Formal Assessment Task 5: Controlled 1 hour 30 Navigation Pack: Exemplar

Test: Response to Text (70 marks) minutes Assessments: Formal
Question 1: Literary/non-literary text (25 Assessment Task 4:
marks) Transactional Writing
Question 2: Response to visual text (15 and

marks) Formal Assessment Task 5:
Question 3: Summary (10 marks) Controlled Test
Question 4: Language (20 marks)
Weeks 7 and 8
TOTAL HOURS = 40

Weeks 1 and 2 Making important Listening and speaking 2 hours Platinum LB Activity 3 Page 135
decisions • Listen to a dialogue (negotiation Platinum TG Activity 3 Page 104
between two people) and discuss (led Platinum LB Activity 4 Page 136
by teacher) Platinum TG Activity 4 Page 105
• Unprepared speaking

• Read a literature text, e.g. drama, minutes (half for Platinum TG Activity 2 Page 103
poetry comprehension, Platinum LB Activity 5 Page 137
• Read a non-literature text, e.g. a will half for literary Platinum TG Activity 5 Page 106

• Transactional text, e.g. dialogue, blog, minutes Platinum TG Activity 11 Page 110
will Navigation Pack: Targeted
• Focus on process writing Worksheet 1: Blog
Language structures and conventions 1 hour Platinum LB Activity 8 Pages 141

• Work with sentences: Verb phrases; Platinum TG Activity 8 Page 109
phrasal verbs Platinum LB Activity 9 Pages 141
writing
Weeks 3 and 4 Dare to dream Listening and speaking 2 hours Platinum LB Activity 8 Pages 154
• Listening and speaking strategies Platinum TG Activity 8 Page 120
• Listens and participates in discussion Platinum LB Activity 11 Page 159
on a CV and a job interview Platinum TG Activity 11 Page 122
Reading and viewing 3 hours 30 Platinum LB Activity 3 Pages 148

• Read for information minutes (half for Platinum TG Activity 3 Page 116
• Reading strategies comprehension, Platinum LB Activity 4 Page 150
• Read a newspaper article; literature text half for literary Platinum TG Activity 4 Page 117
(novel) texts)
• Reading process
Term 3

19
20

Term 3

• Write a transactional text based on a minutes Platinum TG Activity 9 Page 121
text studied, e.g. brochure/blog/poster/ Teacher Navigation Pack:
advertisement/review/CV Exemplar Assessments: Formal
• Focus on process writing Assessment Task 6
• Formal Assessment Task 6: Creative
Writing Project: Stage 1: Research
(20 marks)

• Work with sentences: Adjectival and Platinum TG Activity 5 Page 119
adverbial clauses; condition and result Platinum LB Activity 10 Page 158
clauses Platinum TG Activity 10 Page 122
writing
Weeks 5 and 6 High flyers Listening and speaking 2 hours Platinum LB Activity 2 Page 162
• Speaking and listening strategies Platinum TG Activity 2 Page 126
• Oral presentation, e.g. debate Platinum LB Activity 5 Page 168
• Learners to undertake research or Platinum TG Activity 5 Page 129
investigation as a preparatory activity

• Read a literary text, e.g. novel/short minutes (half for Platinum TG Activity 3 Page 127
story/folklore (legends, myths, fables) comprehension, Platinum LB Activity 5 Page 170
(visual and written texts), e.g. debate
• Summarising the text


• Write an essay based on a literature minutes Platinum TG Activity 5 Teacher Page 133
genre studied: narrative/descriptive/ Navigation Pack: Exemplar
reflective/argumentative essay, Assessments: Formal
brochure, advertisement, blog Assessment Task 6
• Write a creative essay based on
literature genre studied following the
process approach to writing
• Formal Assessment Task 6: Creative
Writing Project:
• Stage 2: Writing up the project (30
marks)

• Spelling: Revise spelling patterns Platinum TG Activity 8 Page 132
writing
Weeks 7 and 8 Identity Listening and speaking 2 hours Platinum LB Activity 3 Page 179
• Oral presentation Platinum TG Activity 3 Page 137

• Literary text such as drama/short story, minutes (half for Platinum TG Activity 5 Page 139
youth novel/novel, poem comprehension, Platinum LB Activity 6 Page 182
• Non-literary text, e.g. newspaper article half for literary Platinum TG Activity 6 Page 139
• Poetry

• Transactional text: Invitation and minutes Platinum TG Activity 8 Page 141
acceptance note Teacher Navigation Pack:
• Focus on process writing Exemplar Assessments: Formal
• Formal Assessment Task 7: Assessment Task 7
Creative Writing Project Stage 3: Oral
presentation (20 marks) [Learners
Term 3

present their projects from Task 6
orally.]
21
22

Term 3

• Work with sentences: Adjectives; one Platinum TG Activity 9 Page 141
word for a phrase Platinum LB Activity 10 Page 189
Weeks 9 and 10 Courageous people Listening and speaking 2 hours Platinum LB Activity 2 Page 192
• Storytelling Platinum TG Activity 2 Page 145
• Prepared reading aloud, e.g. dialogue Platinum LB Activity 3 Page 194

• Read literary text, e.g. drama minutes (half for Platinum TG Activity 4 Page 146
• Reading process comprehension, Teacher Navigation Pack:
• Formal Assessment Task 8: Response half for literary Exemplar Assessments: Formal
to Literature (30 Marks) texts) Assessment Task 8

• Transactional texts, e.g. dialogue minutes Platinum TG Activity 8 Page 150

• Work with words: Pronouns Platinum TG Activity 5 Page 148
• Work with sentences: Relative pronouns Platinum LB Activity 6 Page 199

writing
SUMMARY OF Formal Assessment Task 6: Creative 45 minutes + 45 Teacher Navigation Pack:

ASSESSMENTS Writing Project: minutes Exemplar Assessments: Formal
Stages 1 and 2: Research and write-up of Assessment Task 6
the project (20 + 30 = 50 marks)
Weeks 3 and 4
Weeks 5 and 6

Formal Assessment Task 7: Creative 1 hour 30 Teacher Navigation Pack:

Writing Project minutes Exemplar Assessments: Formal
Stage 3: Oral presentation (20 marks) Assessment Task 7
[Learners present their projects from Task
6 orally. Start the oral task in Term 3 and
finish in Term 4 when the mark will be
recorded.]
Weeks 7 and 8
Formal Assessment Task 8: Response to 1 hour 30 Teacher Navigation Pack:

Literature (30 Marks) minutes Exemplar Assessments: Formal
Poem (10 Marks) Assessment Task 8
Drama (10 Marks)
Short stories (10 marks)
Weeks 9 and 10
TOTAL HOURS = 50
Term 3

23
24
Term 4

Weeks 1 and 2 Different types of English Listening comprehension 2 hours Platinum LB Activity 2 Page 204
• Oral: Unprepared speech Platinum TG Activity 2 Page 154
• Choose suitable topic

• Literary text such as a short story/ minutes (half for Platinum TG Activity 4 Page 155
novel/folktale/drama comprehension, Platinum LB Activity 9 Page 211

• Poetry: Structure; meaning; language texts)

• Transactional text, e.g. Covering letter minutes Platinum TG Activity 10 Page 158
and CV Navigation Pack: Exemplar
• Focus on process writing Assessments: Formal
• Formal Assessment Task 7: Assessment Task 7: Creative
Creative Writing Project: Stage 3: Oral Writing Project
presentation (20 marks) [Learners
present their projects from Task 6
orally. Start the oral task in Term 3 and
recorded.]

• Work with words: Phrasal verbs; cliches Platinum TG Activity 6 Page 157
• Vocabulary in context Platinum LB Activity 8 Page 210
• Remedial grammar from learners’ Platinum TG Activity 8 Page 158
writing
Weeks 3 and 4 New media matters Speaking and listening strategies 2 hours Platinum LB Activity 2 Page 218
• Listening comprehension (use recorded Platinum TG Activity 2 Page 163
dialogue) (Formal Assessment Task)
• Oral discussion (led by the teacher)


• Read a literature text: short story/ minutes (half for Platinum TG Activity 4 Page 165
drama comprehension, Platinum LB Activity 6 Page 223
• Reading/viewing comprehension: visual texts)
or multimedia text such as a graph/
cartoon/advertisement

• Transactional text, e.g. directions/ minutes Platinum TG Activity 9 Page 169
instructions Navigation Pack: Targeted
• Focus on process writing Worksheet 2: Directions
• Write an instruction text

• Work with words: Proper nouns, Platinum TG Activity 7 Page 168
gerunds, auxiliary and modal verbs Platinum LB Activity 8 Page 227
writing
Weeks 5 and 6 In praise of Africa Speaking and listening 2 hours Platinum LB Activity 7 Page 239
• Speaking and listening strategies Platinum TG Activity 7 Page 177
• Prepared reading aloud
• Conversation (led by the teacher)

• Read a text, e.g. drama/short story/ minutes (half for Platinum TG Activity 2 Page 172
praise poem comprehension, Platinum LB Activity 4 Page 235
• Reading strategies (Comprehension texts)
passage in textbook)
Term 4

25
26

Term 4

• Summarise a text minutes Platinum TG Activity 3 Page 173
• Transactional text: Obituary; diary entry Platinum LB Activity 9 Page 241
• Focus on process writing Platinum TG Activity 9 Page 178
• Formal Assessment Task 9: Navigation Pack: Targeted
Transactional Writing (20 marks) [Write Worksheet 3: Obituary
before the Controlled Test.] Navigation Pack: Exemplar
Assessments: Formal
Assessment Task 9:
Transactional Writing

• Vocabulary in context: Exam questions Platinum TG Activity 8 Page 185
writing
Weeks 7 and 8 Learning for the future Speaking and listening 2 hours Platinum LB Activity 2 Page 244
• • Speaking and listening strategies Platinum TG Activity 2 Page 181
• • Revision

• • Revision of reading strategies and minutes (half for Platinum TG Activity 3 Page 182
techniques to respond to texts comprehension, Platinum LB Activity 4 Page 247

half for literary Platinum TG Activity 4 Page 183
texts)

• • Revision of writing texts: creative and minutes Platinum TG Activity 6 Page 184
transactional text Platinum LB Activity 7 Page 252
Language structures and conventions 1 hour Choose activities from the

• Revision Platinum LB and TG that the
learners have not done yet

Weeks 9 and 10 Formal Assessment Task 10: Controlled 1 hour 30 Navigation Pack: Exemplar
Test (70 marks) minutes Assessments: Formal
Assessment Task 10: Controlled
Test
SUMMARY OF Formal Assessment Task 7: Creative Navigation Pack: Exemplar

ASSESSMENTS Writing Project: Oral presentation Assessments: Formal
Stage 3: Oral presentation (20 marks) Assessment Task 7: Creative
[Learners present their projects from Task Writing Project
6 orally. Start the oral task in Term 3 and
recorded.]
Weeks 1 and 2
Formal Assessment Task 9: Transactional 1 hour Navigation Pack: Exemplar

Writing Assessments: Formal
(20 marks) [Write this before the Assessment Task 9:
controlled test] Transactional Writing
Weeks 5 and 6
Formal Assessment Task 10: Controlled 1 hour 30 Navigation Pack: Exemplar

Test minutes Assessments: Formal
Response to Text (70 marks) Assessment Task 10: Controlled
Question 1: Literary/non-literary text (25 Test
marks)
Question 2: Response to visual text (15
marks)
Question 3: Summary (10 marks)
Question 4: Language (20 marks)
Weeks 9 and 10
TOTAL HOURS = 42.5

Term 4

27
Targeted
Worksheets
Targeted Worksheets
Targeted Worksheet Topic in CAPS
1 Blog
Term 3: Weeks 3 and 4 Writing: Writing process
Language Structures and Conventions: Spelling,

punctuation, structure (e.g. headings, captions)
2 Directions
Term 4: Weeks 3 and 4 Reading and Viewing: Visual text (map)
Writing: Directions
3 Obituary
Term 4: Weeks 5 and 6 Reading and Viewing: Transactional text (obituary)
Writing: Transactional text (obituary); writing process
Language Structures and Conventions: Register and tone
English First Additional Language Grade 9 Targeted Worksheets 29

Targeted Worksheet 1
Topic 1: Blog
Content summary
A blog is a website that is set up by a person, small group of people, or even a company to share
information with people who are interested in the same topic. There is no limit to the range of
blogs that are written, from the completely social blogs to the more instructive blogs on a range
of themes, e.g. sport, the arts or fashion, to the more formal blogs that are written by the media
departments of big companies.
The word “blog” is short for the word “weblog”. Different “blogposts”, “posts” or entries are
published on the web by the person, group or company that set up the blog site. A person
who sets up and maintains their blog site is called a “blogger” and the verb “to blog” means to
contribute information to a blog site.
Some bloggers have many readers or followers who like what the blogger is writing about and
who are interested in what the blogger has to say. Most blogs are updated regularly by the
blogger who adds new posts, shares information and offers their opinions on the topic(s) they
blog about.
A blog is normally made up of a mix of text and pictures, and sometimes videos and voice-overs.
Many popular bloggers have advertisements on their blog pages. Advertisers know that social
media is a good place to advertise their products or services so they will often place adverts
on blog sites that are related to their business. The advertisers pay the blogger a fee for the
opportunity to appear on their blog site so they can reach the blogger’s audience.
Blogs tend to have a few features in common. The example blog shows these features. Provide
copies of this page to the learners and let them complete the activity.
Total: 20 marks
30 English First Additional Language Grade 9 Targeted Worksheets

Time: 2 hours 30 minutes
Topic 1: Blog
Name: Surname:
1. You are going to design and write your own blog site.
2. Look at the example of a blog. Take note of the different features of a blog.
3. Think of a topic that you would like to blog about. It is best to choose a topic that you know a
lot about so that you can write with confidence and provide a variety of content.
4. Follow the process approach to writing. Write 140–160 words.
Planning
1. Take note of all the features in the example blog.
2. Decide on the purpose of your blog. Is it to share information, to entertain or to educate?
3. Draw a rough outline of your blog page and write brief notes about the content you want to
include.
4. Think about the style of language that you want to use. This needs to match the purpose of
the blog. If the purpose of the blog is to entertain, then you can use more casual language. If
the blog’s purpose is to educate then you should use more formal language.
5. Review your notes and the rough outline of your blog site. A blog site needs to be attractive
and easy to navigate so your followers will enjoy visiting it. Make any changes to the rough
design that you think will improve your blog page.
Drafting
Write the main content of your blog. The content should be clear, easy to read and easy to
understand. If you have photographs or other images on your blog, think about whether you want
to add captions to them.
Revising, editing, proofreading and presenting

Check that your blog has the following:
• Banners and headings where necessary

• Social media tabs, for example, for Facebook and Twitter
• Content sections with suitable headings
• Language that suits the style of your blog
• Correct grammar and spelling
• Clear layout
• Images (you can draw these or get images from magazines).

Targeted Worksheet 1 Answers

Time: 30 minutes
Often the articles are organized Followers can get more
into different categories information by clicking on this link
Different multimedia
Home Advertise Sitemap News Contact
platforms you can use to
connect with the blogger
HOME BLOG FORUM CATEGORIES CONTACT ABOUT US ADVERTISE A navigation bar that links
to further information
Search Content areas where

the entries are listed
chronologically with the
The must-haves you need this summer latest at the top
Followers can leave

Posted by Jax 10 October 2021 Leave your comments here
comments by using this
menu bar
Summer is nearly here and I have such exciting

news about what you need to wear and how you
need to wear it. Fashion houses have been busy,
busy, busy developing a new range of retro-style
Images related to the
summer wear that will take you straight back to content often take you to
1960. Above-the-knee dresses and mini skirts other sites
for the gals, with twinset tops and cardigans. For
the boys, fancy chinos with turn-up hemlines
and comfortable short-sleeved shirts made of the most comfortable
natural fabrics. Keep up to date with the latest developments right
here.
CONTINUE READING
Bags and shoes

and must-have accessories
Your summer wardrobe will not be complete
unless you have co-ordinated your dreamy outfits
with the right footwear, never-leave-behind bags
and the final touch detail of this season’s most
exciting accessories. This blog will bring you
regular updates about where to find these items
and how to match them with your outfits for
maximum effect. Don’t go away for long!
CONTINUE READING
Total: 20 marks

Topic 2: Directions
Content summary
Learning how to give and follow directions is an essential skill for everyone. If someone asks you
for directions, you need to give specific guidance that is helpful and correct. If you need to get to a
place that you don’t know, you will need to know how to remember and follow directions.
Start a lesson on teaching and following directions by helping the learners to understand what
they already know of the topic and probably already use to some degree. Give the learners an
example of trying to get to a particular place in the school grounds or around the school building.
Write up the following short dialogue on the board (the numbers in brackets show the different
steps in the directions – these are underlined).
Learner 1: Please can you tell me how to get to the Head Teacher’s office.
Learner 2: When you step outside the classroom (1), turn to your left (2). Walk past three classrooms (3) and then
turn left (4) again. Walk to the tree (5) and turn right at the tree (6). Pass three more classrooms (7) and you will find
the Head Teacher’s office at the end of the corridor.
1. Choose a starting point that is close by.

2. Give the directions in the correct chronological order.
3. Indicate approximate distances.
4. Provide information about landmarks to look out for.
5. Use key direction words such as ‘left’, ‘right’, ‘past’, ‘towards’, ‘over, etc.
Give the learners copies of the map or draw it on the board.

Learners work in pairs to work out how to give directions to get from the starting point near the
clinic to the post office and then to the taxi rank. They must follow the route of the arrows and
write a set of numbered directions.
Then ask different pairs to complete short role-plays using their directions. The rest of the class
can follow the directions on their maps.
Extension: Learners can work in pairs to give directions to and from different places.
Support: Let the learners work in mixed-ability pairs.
Assessment: Take in the learners’ work and check it against the correct directions that are
provided. Accept different wording but ensure that the learners use direction words such as ‘left’,
‘right’, ‘past’, ‘towards’, etc.

Time: 30 minutes
Topic 2: Directions
Name: Surname:
1. Look at the map . Read the names of the streets and the names of the buildings.
DENTIST SCHOOL CLINIC
1st Avenue
START
Mandela Street
CLOTHING GROCER POST MARKET

STORE SHOP OFFICE PLACE
Sisulu Street
CHURCH
2nd Avenue
MUNICIPAL BUILDINGS
X POLICE
STATION
3rd Avenue
TAXI RANK
BANK
2. With a partner, work out the directions from the clinic to the post office and on to the taxi
rank.
3. Write out the directions as a numbered list.
Total: 10 marks

Topic 3: Obituary
Content summary
An obituary is a written record of a person’s life and death that is released shortly after a person
has died. After someone has died, people often want to share the news of the death with other
people who knew the person who has died. This news is what shapes the way that an obituary is
written.
1. Provide copies of the given obituary to the learners or write the obituary on the board.
2. Go through the structure of the obituary and point out what has been included.
3. Draw the learners’ attention to the register of the language in the obituary, which is formal
and respectful.
4. Point out to the learners that the obituary is a relatively short account of someone’s life. An
obituary should focus on the most important information about the person. This means that
learners need to think carefully about what they want to include. An obituary cannot include
every detail of a person’s life, so some things must be left out.
5. Ask learners to share what they know about obituaries that they might have seen or read.
Death is a sensitive topic so be sensitive towards learners who may recently have lost a loved
one.
6. Clarify the difference between a eulogy and obituary clear as learners do often not know the
difference. A eulogy is a spoken tribute to someone who has died (usually given at a funeral
or memorial), whereas an obituary is written and is more neutral in tone. An obituary may be
printed in a newspaper.
Support: If learners are struggling, go through their mind-maps so you can see where they need
help with the planning stages. Once this step has been completed correctly, learners should
manage the rest of the task more easily.
Extension: Learners can research a famous person who has passed away and write an obituary
for him or her.
Assessment: To assess the learner’s work, use the rubric that follows.
TotaL:20 marks

36
7: Outstanding 6: Meritorious 5: Substantial 4: Adequate 3: Moderate 2: Elementary 1: Not achieved
80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29%
Content, (6–7 marks) (5–5.5 marks) (4–4.5 marks) (3.5–4 marks) (2.5–3 marks) (1.5–2 marks) (0–1 marks)
planning Specialised Good knowledge Fair knowledge of Adequate Moderate Elementary No knowledge of
and format knowledge of of requirements requirements of knowledge of knowledge of knowledge of requirements of the
requirements of of text the text requirements of requirements of requirements of the text
text Text is coherent in Text is coherent text the text text Text not coherent in
(7 marks)
Time: 40 minutes
Text fully coherent content and ideas in content or Text adequately Text moderately Text not always content and ideas
in content and with all details ideas, and details coherent in content coherent in coherent in content and details do not
ideas, and all supporting the support topic or ideas and some content or ideas and ideas, and has support the topic
details support topic Evidence of details support and has basic few details which Planning/drafting
topic Evidence of planning/drafting topic supporting details support topic non-existent; poorly
Evidence of planning/drafting has produced a Evidence of Evidence of some Planning/drafting presented text
planning/drafting has produced a presentable and planning/drafting planning/drafting inadequate; text Has not applied the
has produced a well-crafted and good text has produced Has a moderate not well-presented necessary rules of
virtually flawless, presentable text Has applied most a satisfactorily idea of Has vaguely applied format
presentable text Has applied the of the necessary presented text requirements of a few necessary Design is very weak
Has applied all the necessary rules of rules of format Has applied an the format but rules of format (where applicable)
necessary rules of format Design is good adequate idea of some important Design is weak Uses incorrect
format Design is very good (where applicable) the requirements of oversights (where applicable) register
Design is excellent (where applicable) Mostly uses format Design is limited Uses incorrect
(where applicable) Uses appropriate appropriate Design is adequate (where applicable) register
Uses appropriate register register (where applicable) Limited use of
register Some attempt to appropriate
English First Additional Language Grade 9 Targeted Worksheets

use appropriate register
register
Language, (3 marks) (2.5 marks) (2 marks) (1.5 marks) (1.5 marks) (1 mark) (0–0.5 marks)
style and Text is well- Text is well- Text is well- Text is adequately Text is basically Text is poorly Text is poorly
editing constructed and constructed and constructed and constructed; errors constructed; constructed and constructed and
grammatically accurate easy to read do not impede flow several errors difficult to follow muddled
accurate Vocabulary is very Vocabulary is Vocabulary is Vocabulary is Vocabulary requires Vocabulary requires
(3 marks) Vocabulary is very appropriate to mostly appropriate adequate for limited and not some remediation serious remediation
appropriate to purpose, audience to purpose, purpose, audience suitable for and not suitable for and not suitable for
purpose, audience and context audience and and context purpose, audience purpose, audience purpose
and context Style, tone context Style, tone and and context and context Style, tone and
Style, tone, register and register Style, tone, register register adequately Lapses in style, Style, tone and register do not
very appropriate appropriate mostly appropriate appropriate tone and register register are correspond with
Text virtually error- Text mostly error- Text has a few Text has several Text contains many inappropriate topic
free following free following errors following errors following errors following Text error- Text error-ridden
proofreading and proofreading, proofreading, proofreading, proofreading, ridden despite and confused;
editing editing editing editing editing proofreading, No evidence of
Length is correct Length is correct Length is correct Length is almost Length is too long/ editing proofreading, editing
correct short Length is too long/ Length is far too
short long/short
Total: 20 marks
Topic 3: Obituary
Name: Surname:
1. You are going to plan and write an obituary that will be published in a newspaper. You can
write about someone you know, or you can make up an imaginary person.
2. Look at this example of an obituary and take note of the different types of information that
are included.
Mrs Evelyn Nosilela
Mrs Evelyn Nosilela passed away on Tuesday, 13th December at her home in Blue Downs, Johannesburg after
a short illness.
Mrs Nosilela was born in Escourt, Kwa-Zulu Natal on 30th April 1950. She worked as a domestic worker for a
number of different employers who have all expressed their sadness at her passing. When she retired, Mrs
Nosilela moved to Johannesburg to be close to one of her adopted daughters. Mrs Nosilela adopted two very
young AIDS orphans and raised them by herself, having lost her husband early in their marriage.
In her retirement, Mrs Nosilela was a dedicated member of her community and contributed enormously to
the lives of the people in her neighbourhood. When she was newly retired, Mrs Nosilela organised community
schemes such as “Clean our streets with pride” and “We are watching: Keeping our neighbourhood safe”. Mrs
Nosilela has been praised by her community for the efforts she made to improve conditions here. Mrs Nosilela
also opened a small aftercare facility where she cared for children in the afternoons after school, before their
parents came home. In her old age, Mrs Nosilela was instrumental in starting up a community club for the
elderly, which continues to be very popular.
Mrs Nosilela is survived by her daughters Sara and Elizabeth, their husbands and her five grandchildren. A
funeral service will be held at St Luke’s Church in Blue Downs on Monday 19th April at 2 p.m.
3. Follow the writing process to plan and write your obituary. Write 140–160 words.
Planning
1. Re-read the obituary and the notes on the obituary.
2. Decide who you are going to write about.
3. Create a mind-map about the person and include details that you can use in each section
of your obituary. These details will help you to write a focused obituary that includes only
the most important information about the deceased person.
4. Create details about where and when a funeral service will take place.
Drafting
As you write, refer to your mind-map to ensure you keep to the main points about the
person’s life. Remember that the language needs to be formal and respectful.

Revising, editing, proofreading and presenting

Check that the obituary includes these things:
• the name of the person who died and the date that they passed away
• where the person lived during their life and where they had lived most recently
• Interesting facts about the person that give the reader an idea of what the person was
like
• details of the family members who survive the deceased person
• the time and place of the funeral.
Your obituary should use a respectful tone and correct grammar and spelling.
Total: 20 marks

Topic 1: Blog
To assess the learner’s work, use the rubric below.
80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29%
Content and (6–7 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (2–2.5 marks) (1–1.5 marks) (0–0.5 marks)
format Excellent Very good Good knowledge of Adequate Some knowledge of Very basic Little or no
knowledge of text knowledge of text text requirements knowledge of text text requirements knowledge of text knowledge of the
(7 marks) requirements requirements Focused and requirements May be vague/off- requirements requirements of
Highly focused Very focused and coherent Mostly focused and topic in places Text not always the text
and completely coherent Most rules of coherent Has some coherent; few Text lacks
coherent Has applied the format have been Rules of format idea of format details to support coherence and
Has applied all the rules of format applied (maximum have been requirements but topic detail
necessary rules of (maximum 2–3 3–4 errors) adequately applied some critical errors Slight attempt Necessary rules of
format (0–2 errors) errors) (maximum 5 (maximum 6) to apply rules of format have not
errors) format, but flawed been applied
(7 or more errors)
style and Language and Language and Language and Language Language Language and Language and
editing punctuation very punctuation punctuation mostly simplistic; simplistic; punctuation flawed punctuation
effectively used effectively used effectively used punctuation punctuation often Choice of words seriously flawed
(3 marks) Excellent choice of Very good choice Good choice of adequate inaccurate limited Choice of words
words of words words Choice of words Choice of words Tone and register extremely basic or
Tone and register Tone and register Tone and register adequate basic often inappropriate inappropriate
highly suited to suited to purpose mostly suited to Tone and register Tone and register Many errors Tone and register
purpose Almost no errors purpose mostly suited; may sometimes not despite completely
Almost no/ after proofreading Very few errors be some lapses appropriate proofreading and inappropriate
no errors after and editing after proofreading Some errors Several errors editing Many errors; little/
proofreading and and editing following despite no evidence of
editing proofreading and proofreading and proofreading
editing editing
Total: 20 marks

39

Time: 30 minutes
Topic 2: Directions
1. Cross Sisulu Street and the post office will be on your left.
2. Turn left after the post office.
3. Turn right into 2nd Avenue.
4. Walk past the municipal buildings/grocery shop/clothing shop. (You will see the church ahead
of you.)
5. Turn left into Mandela Street.
6. Walk past the church, turn right and you will come to the taxi rank.
Rubric for assessing directions
Mark allocations
Each correct numbered direction 1 mark (6 marks in total)
Language and style (imperative verbs, direction words, 4 marks

spelling, punctuation)
Total: 10 marks

Topic 3: Obituary
To assess the learner’s work, use the rubric below.

80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29%
Content and (6–7.5 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (2–2.5 marks) (1–1.5 marks) (0–0.5 marks)
format Excellent Very good Good knowledge Adequate Some knowledge Very basic Little or no
knowledge of text knowledge of text of text knowledge of text of text knowledge of text knowledge of the
(7 marks) requirements requirements requirements requirements requirements requirements requirements of
Highly focused Very focused and Focused and Mostly focused May be vague/off- Text not always the text
and completely coherent coherent and coherent topic in places coherent; few Text lacks
coherent Has applied the Most rules of Rules of format Has some idea of details to support coherence and
Has applied all the rules of format format have been have been format topic detail
necessary rules of (maximum 2–3 applied (maximum adequately applied requirements but Slight attempt Necessary rules of
format (0–2 errors) errors) 3–4 errors) (maximum 5 some critical errors to apply rules of format have not
errors) (maximum 6) format, but flawed been applied
(7 or more errors)
style and Language and Language and Language and Language Language Language and Language and
editing punctuation very punctuation punctuation mostly simplistic; simplistic; punctuation flawed punctuation
effectively used effectively used effectively used punctuation punctuation often Choice of words seriously flawed
(3 marks) Excellent choice of Very good choice Good choice of adequate inaccurate limited Choice of words
words of words words Choice of words Choice of words Tone and extremely basic or
Tone and register Tone and register Tone and register adequate basic register often inappropriate
highly suited to suited to purpose mostly suited to Tone and register Tone and register inappropriate Tone and register
purpose Almost no errors purpose mostly suited; sometimes in a Many errors completely
Almost no/ after proofreading Very few errors some lapses appropriate despite inappropriate
no errors after and editing after proofreading Some errors Several errors proofreading and Many errors; little/
proofreading and and editing following despite editing no evidence of
editing proofreading and proofreading and proofreading
editing editing
Total: 20 marks

41
Exemplar
Assessments
Exemplar Assessments
Time: 1 hour
Formal Assessment Task 4: Transactional writing
Name: Surname:
INSTRUCTIONS
• Choose ONE of the topics below and write 140–160 words.
• Plan your work using a mind-map or other form of planning, and a rough draft.
• Hand in your planning with your final draft.
• Use the assessment rubric provided to guide you.
Topics
1. Imagine you are a writer for your school magazine. Someone who used to teach at your
school has recently died. Write the obituary that will be published in the school magazine.
2. Imagine you are a reporter for the newsletter of your community or religious organisation
(e.g. church, mosque). Someone in your community or religious organisation has recently
died. Write the obituary that will be published in the newsletter.
English First Additional Language Grade 9 Exemplar Assessments 43

44
Assessment
This is the rubric your teacher will use to assess this task.
80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29%
Content (6–7 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (2–2.5 marks) (1–1.5 marks) (0–0.5 marks)
and Excellent Very good Good knowledge of Adequate Some knowledge of Very basic Little or no
format knowledge of text knowledge of text text requirements knowledge of text text requirements knowledge of text knowledge of text
(7 marks) requirements requirements Focused and requirements Vague or off- topic requirements requirements
Highly focused; Very focused and coherent Mostly focused and in places Meets Text not always Text lacks
completely coherent Meets most format coherent some format coherent; few coherence and
coherent Meets the format requirements Meets format requirements but details to support detail
Meets all requirements (maximum 3–4 requirements some critical errors topic Does not
the format (maximum 2–3 errors) adequately (maximum 6) Meets few format meet format
requirements (0–2 errors) (maximum 5 requirements; requirements
errors) errors) flawed (7 or more
errors)
style and Uses language, Uses language, Mostly uses Uses language Uses language Uses flawed Uses seriously
editing punctuation very punctuation language, simplistically; simplistically; language and flawed language
(6 marks) effectively effectively punctuation punctuation punctuation often punctuation and punctuation
Excellent word Very good word effectively adequate inaccurate Limited word Extremely basic or
English First Additional Language Grade 9 Exemplar Assessments

choice choice Good word choice Word choice Word choice basic choice inappropriate word
Tone and register Tone and register Tone and register adequate Tone and register Tone and choice
highly suited to suited to purpose mostly suited to Some lapses in quite often register mostly Tone and register
purpose Almost no errors purpose tone and register inappropriate inappropriate completely
Almost no or after proofreading Very few errors but mostly suited Several errors Many errors inappropriate
no errors after and editing after proofreading Some errors despite despite Many errors; little
proofreading and and editing following proofreading and proofreading and or no evidence of
editing proofreading and editing editing proofreading
editing
(10 marks x 2 = 20 marks)
Total: 20
Time: 1 hour 30 minutes
Formal Assessment Task 5: Controlled Test
Name: Surname:
INSTRUCTIONS
This task has four questions:
• Question 1: Response to text (Literary/non-literary)

• Question 2: Response to visual text
• Question 3: Summary
• Question 4: Language
You must answer all four of the questions.

Number your answers clearly and accurately.
Use your own words unless you are asked to quote from a passage.
QUESTION 1: Response to text

Read the following text and answer the questions that follow.
Simon was fifteen and his parents trusted him to look after his younger brother after school.
As the afternoon passed, the wind started to blow more fiercely and it started to whine and
whistle as it whipped around the corners of the house. Simon and his brother were warm
as toast inside and expected their parents to be home around 6.00 pm in the evening. They
were warmly dressed in jerseys and sat in the kitchen doing their homework. Both boys had a
hot cup of cocoa to enjoy while they did their work.
At six o’clock Simon took note of the time. He expected his Mom and Dad to arrive home any
minute. He and his brother tidied away their homework and switched on the television. They
were allowed to watch television for one hour after they had finished their homework. After
that it was supper time and then a shower and into bed. At half past six, Simon was surprised
that his parents were not home. ‘Perhaps there was lots of traffic on the way home’ he
thought to himself before he turned back to the television and the music programme he and
his brother were watching.
Around seven o’clock, Simon began to feel worried about his parents. Outside it was getting
dark and the shadows were playing tricks. The pitch-black silhouettes of the trees stood out
starkly against the darkening sky. The branches of the trees swayed around in the whirling
wind and looked like outstretched clutching arms. Simon felt a shiver down his spine and he
drew the curtains. He could see a few snowflakes drifting through the air and he wondered if
he should phone his Mom on her cellphone. Perhaps they had been in an accident!
Just then Simon heard the familiar crunch of car tyres on the gravel driveway. He peeked out
from behind a curtain and he was relieved to see it was his Dad’s car. They were home! Simon

felt a wave of relief. He realised how worried he’d been about his parents. The roads in the
Underberg were dangerous in the snow. The front door opened.
“Helllooo, we’re home, boys!” their mother called out. “The traffic was so slow tonight. Guess
what, we have takeaway pizza for supper. Let’s have a picnic around the fire.”
Simon smiled warmly at his parents. Everything would be fine now because they were both
home and safe.
1. What is the name of the main character in this story? (1)
2. What specific detail do we know about this person? (1)
3. How many other characters do you read about and who are they? (3)
4. Where did this story take place? Give two details. (2)
5. What part of speech are the words “the wind … started to whine and whistle as it
whipped around”? (1)
6. Find another example of the part of speech in question 5. (1)
7. The branches of the trees are likened to “outstretched clutching arms”. What kind of
imagery is this? (1)
8. Quote three details about the brothers while they did their homework. (3)
9. What usually happened around 6 o’clock each evening? (1)
10. Describe the sequence of events every evening in Simon’s house. (3)
11. At what time did Simon start to feel worried and what did he think could have happened
to his parents? (2)
12. Choose three of the parts of a story from the list of four numbered a) to d). Write your
own sentence for each of the three parts. Make sure it is clear which part goes with each
sentence.
a) rising action
b) climax
c) falling action
d) conclusion/resolution (3 x 2 marks = 6)
(25 marks)
46 English First Additional Language Grade 9 Exemplar Assessments

QUESTION 2: Response to visual text

Read the graph below and answer the questions that follow.
Population of South Africa’s nine provinces

Mpumalanga North West
8% 7%
Free State
5%
Eastern Cape
11%
Western Cape
12%
Northern Cape
2%
Limpopo
Gauteng 10%
25%
KwaZulu-Natal
20%
pe
al
pe
pe
ga
t
po
ng
es
at
at
Ca
an
Ca
Ca
te
po
W
N
St
al
au
rn
u-
n
n
m
th
ee
m
er
r
ul
he
G
Li
te
or
Fr
pu
st
aZ
es
t
N
Ea
or
M
Kw
W
Adapted from: Statistics South Africa Mid-Year Population Estimates 2017
1. What name do we give to the very top line of this visual text? (1)
2. Which province has the highest population? (1)
3. Give the total population of the province with the highest population (the number, not
the percentage). (1)
4. Give the total number of residents in the North West. (1)
5. What percentage of South Africa’s total population lives in the Free State? (1)

6. Which province has the lowest population? (1)

7. Give the total population of the province with the lowest population (the number, not
the percentage. (1)
8. Which province has 19.6% of the population? (1)
9. Which province has the higher population: Limpopo or Mpumalanga? (1)
10. Give the names of the three provinces with the largest populations in ascending order. (3)
11. There are two provinces with the same population percentage. Give the names of the
two provinces and their population percentage. (3)
(15 marks)

QUESTION 3: Summary
1. Read the following text once for meaning.
2. Read the text a second time and identify the five main ideas.
3. Write a summary of 50–60 words. Your summary should be in the form of a fluent paragraph.
4. Give the number of words you have used at the end of your summary.
Coronavirus
Coronavirus, also known as COVID or COVID-19, is a highly contagious disease that was first discovered in Wuhan,
China in December 2019. Since then, the disease has spread across the globe and is now an ongoing pandemic
affecting every country in the world. Most people infected with COVID experience mild flu symptoms but about 15%
experience moderate breathing difficulties and 5% experience critical breathing problems that can lead to death.
Covid-19 is easily spread when people are in close proximity to an infected person. Transmission happens when
minute droplets of the virus spread into the air when an infected person breathes, speaks, coughs or sneezes.
Anyone close to an infected person will be infected by these minute droplets of virus through their mouth, nose
or eyes. Some people also catch COVID by touching contaminated surfaces and then touching their eyes, nose or
mouth.
The only means of protecting people from this disease is by vaccination but it will be necessary to vaccinate at least
75 per cent of the world’s population to keep COVID under control. Worldwide, people are starting to be vaccinated
but this is happening slowly and the longer it takes, the longer people will continue to be infected by the virus and
will continue to suffer from COVID symptoms. In the meantime, the best way to protect oneself is to prevent the
spread of the disease by avoiding indoor areas, avoiding crowds of people, keeping physically or socially-distanced
from people, wearing a face mask, coughing or sneezing into your elbow, and washing your hands or sanitizing
regularly.
(10 marks)

QUESTION 4: Language
Read the text about Simon again and answer the questions below.
1. Identify the part of the sentence for each of the underlined words in this sentence:
Simon’s parents trusted him to look after his younger brother. (4)
2. Name the part of speech of the underlined word in the sentence below.
Simon was warm inside with his younger brother. (1)
3. Identify the tenses of the underlined words in the sentences below.
a) The boys were waiting for their parents to return home from work. (1)
b) The wind started to whine. (1)
c) At half past six, Simon was surprised that his parents were not home. (1)
d) Simon felt a shiver down his spine. (1)
e) Simon could see a few snowflakes drifting through the air. (1)
4. The underlined verb in the following sentence is irregular. Write down the regular
form of the underlined word.
Simon drew the curtains. (1)
5. What figure of speech is “as warm as toast”? (1)
6. What figure of speech is “the shadows were playing tricks”? (1)
7. Read the two sentences in the active voice below and change each one into the
passive voice.
a) Simon tidied away his homework. (1)
b) Simon and his brother watched television. (1)
8. Name the punctuation mark at the end of the sentence: “They were home!” (1)
9. Change the sentence below from direct speech to indirect speech. (1)
Their mother said, “We have takeaway pizza for supper.”
10. Is the following sentence a simple, complex or compound sentence? (1)
The wind started to blow more fiercely and it started to whine and whistle.
11. The letters “p.m.” are the abbreviation for “post meridiem” (meaning “after midday,
or afternoon”). Write down an abbreviation for “morning”. (1)
12. What part of speech is the word “and” in the sentence below? (1)
They were warmly dressed and sat in the kitchen doing their homework.
(20 marks)
Total: 70

Formal Assessment Task 6: Creative Writing Project
Name: Surname:
INSTRUCTIONS
The creative writing project is made up of three stages of work:
• Stage 1: research
• Stage 2: writing
• Stage 3: presentation.
Stages 1 and 2 make up this Formal Assessment Task (6). You will do research and write notes on
it. Stage 3 makes up the next Formal Assessment Task (7). You will present your research.
The research project that you will explore, develop and share with your class will be based on a
literary text.
Stage 1: Research (20 marks)

Choose a literary text that you want to research. Choose something that interests you or
something that you have always wanted to know more about.
You can use the literary texts that you are studying this year, but we suggest that you research a
new literary text. This will provide more interest to you and also to your classmates when you do
your presentation later in the year.
Research process
1. Choose a literary text. Your teacher may be able to give you some suggestions. If you have a
library at your school, look at the books to see if there is something that interests you. Read
the blurb (information on the back cover) and the first page of the story to get a brief idea of
the book before you choose. Make your selection and then complete the research phase of
this creative writing project.
2. Remember to take notes as you research. You will need these for the next step of the project.
Stage 2: Writing (30 marks)

1. In the writing phase of your project, you need to apply the process approach to writing.
Remember that the process approach is made up of a number of stages:
• planning
• drafting
• revising
• editing
• proofreading.
2. Use your notes to write up your final version.
3. Make sure you include an introduction, body and conclusion in the work you develop.

Formal Assessment Task 7: Creative Writing Project
Name: Surname:
Stage 3: Oral presentation

(20 marks)
In Formal Assessment Task 6, you researched a literary text (Stage 1) and applied the writing
approach (Stage 2) to write notes to present to the rest of the class. You will now complete the
final stage (Stage 3) of the creative writing project: presenting.
1. Refer back to the final version of the notes that you wrote in Stage 2 of this creative writing
project. You now need to prepare to present your research to your class.
2. Select the most important points in your notes, with some supporting details. Include some
information on the research process you followed.
3. Make brief notes that you can use to support you as you present. These should be reminders
about what you are going to say. Try to speak about your research, rather than read it aloud
word for word.
4. Practise your presentation a few times before you present it to your class. Ask someone to
listen to your presentation and give you constructive feedback that can help you to improve.
5. The final stage of Step 3 of your project is a class discussion. You will be assessed on your
contribution to the discussion and your ability to maintain the discussion.

Formal Assessment Task 8: Response to literature
Name: Surname:
INSTRUCTIONS
This task has THREE questions:
• Question 1: Poem
• Question 2: Drama
• Question 3: Short story
You must answer ALL THREE of the questions.
QUESTION 1: Poem
Read the poem below and answer the questions that follow.
Where my heart is
by Anonymous
The Big Smoke…

the City of Gold…
Jozi!
Jozi is where I live but it’s not where I belong.

Busy and bustling, loud and lurid – [5]
A melting pot of cultures.
This is where I live but it’s not where I belong.

Jozi is a place where people come from near and far –
All in search of something.
In Jozi you can forget where you belong. [10]

Life is fast and life can be cheap –
Before you know it, life can pass you by.
The Valley of a Thousand Hills…

my home…
my life! [15]
The undulating hills that go on forever.
The early morning mists –
The sounds I know, the sounds I love.
This is where I belong.

This is where my heart is. [20]
This is where I long to be.

1. In your own words, explain what you think the message of this poem is. (2)
2. What figure of speech is “busy and bustling”? (1)
3. Give another example in the poem of this kind of figure of speech. (1)
4. The poet tells us that “Jozi is a place where people come from near and far”. Find a
description in the poem that supports this suggestion. (1)
5. What can you understand from the repetition “this is not where I belong” in stanza 1
and stanza 2? Support your answer with a quote from the poem. (2)
6. Quote the words in the poem that give an explanation to the name “The Valley of a
Thousand Hills”. (1)
7. What sense does the poet refer to in line 18 (1)
8. Why do you think the poet has written the words in line 21 in italic? (1)
(10 marks)
QUESTION 2: Drama
Read the play extract below and answer the questions that follow.
Grace: Look at this! I don’t believe it! How can people do this to our beautiful planet!
Ernest: I really don’t know. Sometimes I think that people just don’t give it a thought.
Grace: But they should! I feel so strongly about this. What a mess we are making of our world.
Shanaaz: You know, it’s up to all of us to educate our communities.
Grace: Ja, ja, ja, I know, but seriously, I agree with Ernest. It’s like people still don’t think about their impact
on our earth.
Ernest: Maybe the thing is, educating people to a different way of life takes time and lots of layers of
information. Maybe people only get the message when they have heard it time after time after time.
Shanaaz: Maybe people have to care as well. Perhaps once people care, they will change.
Grace: I think you might be right. It’s like, if we feel strongly about something then we are more motivated to
take action.
Ernest: You know, they say that actions speak louder than words.
Shanaaz: I’ve never really understood that. What do people really mean when they say that?
Ernest: It means that you can talk the talk and speak about things but you don’t ever put your words into
actions. It means that it’s only when you take action that you are really committed to something.
Shanaaz: Oh, okay, I get it. Well then, let’s take action and sort things out. Well, I mean, just around here where
we live.
Grace: Yes! Yes! Yes! Now we are talking. Let’s get people on board and let’s do this.
Ernest: Grace, we can’t just “do this”. We need to thrash out some ideas, talk to people in the community.
Get their ideas and then come up with a plan of action. If we are really committed to taking action,
we need to approach it strategically and consider all the issues upfront. There’s no point in rushing
into things like a bull in a china shop. Let’s slow things down, plan properly and then execute our
plan accordingly.

Grace: Ernest, you are so wise. We’ll make a good team. Where do you think we should start?
Ernest: Let’s begin by doing some research in the community. We can develop a questionnaire and ask
people to give us their opinions. We should develop maybe about five questions, so we don’t take
up too much of anyone’s time. Once we understand where this problem comes from, we can
brainstorm some possible solutions that people can apply in their day-to-day lives.
1. Who are the dominant characters in this play extract? (2)

2. What is the tone of the conversation? (1)
3. We are not given any information about the problem that the three teenagers are
discussing. Suggest what you think the problem is and quote from the text to support
your answer. (3)
4. Quote the proverb that is used in this extract. (1)
5. Ernest says, “There is no point in rushing into things like a bull in a china shop.” What
do the underlined words mean in this context? (2)
6. What do you understand by the words “execute our plans”? (1)
(10 marks)
QUESTION 3: Short story

Read this extract from a short story and answer the questions that follow.
Dawn was breaking. Over the dark hills in the distance the sun was rising inch by inch, sending rays of light that
turned the horizon from black to a deeply bruised blue and changed slowly again to lighter blue and Samson knew
the light of day would follow shortly. It was time for them to get going. They had far to go still and many kilometres
to walk. He hoped that they might be lucky today and manage to get a lift with a passing truck, but he wasn’t
very hopeful. Most trucks thundered past at great speed, intent on getting to their destination and certainly not
interested in a man and his pregnant wife and young child who were standing by the side of the road.
Samson hoped that today he and his wife, Joanna, would get within a day’s walk of the border. If they could make
good progress today, then tomorrow they might be able to get across the border and finally be safe from the
warfare that ravaged this land he loved almost more than life itself. There really hadn’t been a choice in what they
needed to do. He and Joanna were driven to leave because they wanted a better life for their daughter, Maureen,
and their unborn child.
As the sun rose higher and higher into the sky, it became more and more demanding to keep walking at pace. It
could be that they might not get close to the border today. Samson’s heart sank a little bit. The longer they stayed,
the more danger there was that they might come across soldiers who were likely to take them back to the capital.
Samson knew then that their dreams might be over. They really didn’t have the money to start out again and the
baby was due soon. They could hardly travel with a new-born infant. He picked up Maureen and carried her in an
attempt to speed up their pace. Joanna smiled at him. She was a strong woman, and she was as committed as he
was to a better future.
Joanna had a brother who had gone before them. They had a telephone number to call when they got across the
border and in that number rested all their hopes and dreams. They hadn’t heard from Joanna’s brother for more
than two months, but they hoped all was well with him and that he would be able to help them settle in their new
land.

Time: 1 hour
Suddenly, Joanna bent over in pain, a grimace across her face and her teeth clenched. This wasn’t a good sign.
Surely it wasn’t time for this child to be born. Samson looked around them for a place to take a short break, but the
landscape was barren. There was not even a straggly tree to shelter under. His heart started to beat faster. What
now?
1. What is the setting at the beginning of this extract and how do you know this? (2)
2. Samson, Joanna and Maureen are the three main characters in this extract. Identify the
other characters you read about. (2)
3. Why do Samson and his family need to leave their home country? (1)
4. What tells you that Samson and Maureen are close to their destination? (1)
5. What does the author mean by the words “In that number rested all their hopes and
dreams”? Support your answer by quoting from the text. (2)
6. What do the words “the sun rose higher and higher into the sky”, “the landscape was
barren” and “there was not even a straggly tree to shelter under” tell you about the
setting of the story as the day passes? (2)
(10 marks)

Time: 1 hour

Name: Surname:
INSTRUCTIONS
• Answer ALL three questions.
QUESTION 1: Write an invitation

Write an invitation to the parents, family and friends of your Grade 9 art class inviting them to the
year-end art exhibition, where learners will be exhibiting examples of the work done throughout
the year. Selected works will be on auction to raise funds for the school’s art equipment. The
theme of the formal event is ‘In black and white’. Decide on the date, time and venue, as well as
the appropriate form of and medium for the invitation.
(5 marks)
QUESTION 2: Write an email

You are the chairperson of your class’s sustainabilty committee. Write an email to the Chief
Ranger at the local wildlife sanctuary requesting permission for your class to have a guided tour
of the sanctuary. Enquire about opening times, as well as the cost of such a visit.
(5 marks)
QUESTION 3: Write instructions

Write instructions of between 25 and 50 words on how to replace a light bulb safely. Number the
instructions accordingly.
(10 marks)
TOTAL: 20

Formal Assessment Task 10: Controlled test
Name: Surname:
INSTRUCTIONS
This task has FOUR questions:
• Question 1: Response to text

• Question 2: Response to visual text
• Question 3: Summary
• Question 4: Language
You must answer ALL four of the questions.

Read the follow passage. Then answer the questions that follow.
Going for gold … and glory
Jamaican sprinter Usain Bolt (aka Lightning Bolt) is acknowledged as the greatest sprinter of all time. He holds no
few then three world records – the 100 metres, the 200 metres, and the 4 × 100-metre relay event. Bolt retired
from sprinting in 2017. Since then, enthusiasts, used to seeing his customary showmanship and characteristic
lightning-fast grace around the track, have been wondering who, if anyone, will come close to matching his
prowess.
It is quite conceivable that South African sports fans will not have to look far to look to find possible contenders.
First off, there’s Johannesburg-born Akani Simbine whose speed has not gone unnoticed in both the 100-metre and
4 x 400-metre events. In September 2020, Simbine made South African hearts flutter a bit faster than usual when
he won the 100-metre race at the Diamond League event in a time of 9.95 seconds. Less than a year later, Simbine,
running the anchor leg of the men’s 4 × 100-metre relay at the 2021 World Relays in Poland, brought South Africa
to a tumultuous victory. When Simbine took over the baton, he was three metres behind his Brazilian counterpart
– South Africa was not even in the running for third place. But due to his full-throttle effort, Simbine closed the gap
and, as a result, the South African Four finished the relay one hundredth of a second ahead of Brazil in a time of
38.71 seconds.
And then there is the ultimate comeback kid, Cape Town’s own Wayde van Niekerk, who clocked a win in the
400-metre race at the 2021 World Championships in London in May, also taking second place in the 100 metres.
Both performances were impressive, but were made even more so by the fact that Van Niekerk has only just
returned to world sprinting arena after a devastating knee injury which put him out of action for two whole years.
Prior to his injury, Van Niekerk had won the gold medal in the 400 metres at the 2016 Rio Olympics with a world
record time of 43.03 seconds. He beat the record set by the seemingly inimitable American, Michael Johnson, way
back in 1999.

On his retirement, Bolt predicted that Van Niekerk would be the next big track star to watch, a person to whom he
would proudly pass the baton. Although the world’s media had pretty much written off Van Niekerk as being “one of
the world’s best-ever athletes who never was”, Van Niekerk might ultimately make them eat their words.
As they say, the proof of the pudding will be in the eating – hopefully, at the Tokyo Olympics in July 2021, when
Simbine and Van Niekerk, along with hundreds of the world’s best sportsmen and women, will battle it out for glory
in their respective sporting codes – provided, of course, that the Covid-19 pandemic does not derail this much-
anticipated event for a second year.
1. Where was Usain Bolt born? (1)

2. Why is he regarded as the greatest sprinter of all time? (1)
3. For which three track events does he hold world records? (3)
4. What is Bolt’s nickname? (1)
5. Is it a good name for him? Explain why you think so. (2)
6. Are the following statements TRUE or FALSE? If they are FALSE, quote words from the text
that prove that they are.
a) Bolt is extremely shy. (2)
b) Simbine was the first runner in the South African men’s relay team. (2)
7. What was Simbine’s time in the 100-metre race in September 2020? (1)
8. Explain, in your own words, what was remarkable about Simbine’s efforts in the
4 x 400 metre relay? (3)
9. Why, according to the writer, were Van Niekerk’s victories in London particularly
impressive? (2)
10. What could prevent Simbine and Van Niekerk from proving that they are as good
as Bolt? (2)
11. Quote the sentence that indicates that Bolt admires Van Niekerk. (2)
12. Refer to the fourth paragraph, end of the first sentence, where it says that Bolt would
“pass the baton”.
a) What does this expression mean? (1)
b) Is it an appropriate expression to use in this context. Explain why or why not. (2)
(25 marks)


Answer BOTH questions 1 and 2.
1. Table A below shows the current rankings of the top five 100-m male sprinters in the world.
Study the table carefully and then answer the questions that follow.
Table A: Men’s world rankings, 100-metre sprints
Rank Name Date of birth Nationality Score Distance
1 Coleman, 6 March 1996 USA 1429 100 m
Christian
2 Gatlin, Justin 10 February 1982 USA 1428 100 m
3 Simbine, Akani 21 September Republic of 1383 100 m

1993 South Africa
4 Hughes, Zharnel 13 July 1995 Great Britain 1379 100 m
5 Blake, Yohan 26 December 1989 Jamaica 1376 100 m
a) Which runner comes from Great Britain? (1)

b) Who is the oldest runner? (1)
c) Who is the youngest runner? (1)
d) Based on their ages (calculated according to their dates of birth), which two sprinters
might be nearing the end of their competitive careers. (2)
e) What is the difference in points between the two Americans. (1)
f) How many points behind the leader is Akani Simbine? (1)
(7 marks)

2. Table B below shows the rankings of the top five 400-m male sprinters in the world. Study the
table carefully and then answer the questions that follow.
Table B: Men’s world rankings, 400-metre sprints
Rank Name Date of birth Nationality Score Distance
1 Van Niekerk, 15 March 1992 Republic of 1321 400 m
Wayde South Africa
2 Johnson, 13 September 1967 USA 1310 400 m

Michael
3 Reynolds, Butch 8 June 1964 USA 1301 400 m
4 Warner, Jeremy 31 January 1984 USA 1290 400 m
4 Norman, 3 December 1997 USA 1290 400 m

Michael
a) Which country does the athlete ranked number one come from? (1)
b) How old is this athlete? (1)
c) Athletes from which country dominate the 400-m rankings? (1)
d) Name the oldest athlete in this category and state how old he is. (2)
e) How many more points does the leader have over Michael Johnson? (1)
f) Why does the table list two athletes at position four and no one in position five? (1)
g) In your view, which athlete has the greatest chance of winning the same event at
the 2021 Olympic Games in Tokyo in July. (1)
(8 marks)
(15 marks)

QUESTION 3: Summary
Read the following passage below. Then summarise the passage. Your summary should not be
longer than 220 words. Write the word count in brackets at the bottom of your summary.
Note: marks will not be given for words that exceed the word count.
How to run faster and further – in five easy steps

If you’re new to running, you’re probably wondering how to run further and faster, with less huffing and puffing.
You can rest assured that you’re not alone in grappling with this issue. It’s a problem that frustrates runners of all
ability levels.
Research has shown that it takes a mix of speed work and endurance training to knock those seconds and minutes
off your times and to increase the distance you cover. The same principle applies to whatever distance your cover,
irrespective of whether it’s a 5-km trundle or a 56-km ultra-distance event.
The bottom line is that your performance will improve with gradual yet consistent training. Here are five easy steps
to help you shave off time and gain distance.
Tip 1. Increase your mileage each week.

Don’t go from zero to hero but gradually increase your weekly mileage – with a few shorter runs
during the week and a slightly longer one on the weekend when you have more time.
Tip 2. Listen to your body.
Try not to increase your running distance by more than 10 per cent per week as you’ll most likely
derail your entire programme by going out too far too soon. You’re also likely to injure yourself
more quickly.
And if your body tells you, “Hey Human, I can’t do this today. I am fatigued and aching all over,” cut
back the distance or take a rest day – provided, of course, that you don’t convince yourself to take
too many rest days. Except in the case of injury, only one rest day a week is really necessary.
Tip 3. Add speed to your long runs.
While out on a longer run, try to pick up the pace on sections of the run so that you mimic what
happens in an actual race. This also helps alleviate boredom.
Tip 4. Do speed workouts.
Dedicate certain days to speed work, which can entail running anything from 100m to 2km
repeats, with some hills thrown in every now and then. Consistent short, sharp speed workouts
do wonders for your training. They’re killers though, and are generally not very enjoyable, so try to
rope in a few friends to help you through the pain.
Tip 5. If all else fails, run.
Simply run. But do stop to smell the roses.
(10 marks)

Refer to the passage “Going for gold … and glory” that you read in Question 1. Answer the
following questions.
1. Match the words in Column A with their meanings in Column B. (4)
Column A: Word Column B: Meaning
a) prowess challenger
b) contender ruin
c) counterpart skill
d) derail equivalent/colleague
2. Choose the correct answer from the words in brackets.

a) The word “greatest” is an example of a (comparative/superlative) adjective. (1)
b) The word “showmanship” is a (collective/abstract) noun. (1)
c) The word “lightning-fast” in “lightning-fast speed” is a (common/compound) adjective. (1)
3. Explain the meaning of these idiomatic expressions.

a) The proof of the pudding is in the eating (2)
b) not even in the running (2)
c) to battle it out for glory (2)
4. Write the following two sentences in the passive voice.

a) The world’s media had pretty much written off Van Niekerk. (3)
b) Jamaican sprinter Usain Bolt is widely acknowledged as the greatest sprinter of
all time. (4)
(20 marks)
TOTAL: 70

MEMORANDUM
Checklist for obituary
The content needs to include:
• the name of the person who died and when they died
• the most important events in this person’s life
• details of the family members who survive the deceased
• information about the time and place of the funeral or memorial
• The register of the obituary should be respectful.
Use the Rubric for assessing longer transactional texts on page 274 of the Platinum English
Learner’s Book to assess the learners’ work.

80–100% 70–79% 60–69% 50–59% 40–49% 30–39% 0–29%
Content (6–7 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (2–2.5 marks) (1–1.5 marks) (0–0.5 marks)
and format Excellent Very good Good knowledge of Adequate Some knowledge of Very basic Little or no
(7 marks) knowledge of text knowledge of text text requirements knowledge of text text requirements knowledge of text knowledge of text
requirements requirements Focused and requirements Vague or off- topic requirements requirements
Highly focused; Very focused and coherent Mostly focused and in places Meets Text not always Text lacks
completely coherent Meets most format coherent some format coherent; few coherence and
coherent Meets the format requirements Meets format requirements but details to support detail
Meets all requirements (maximum 3–4 requirements some critical errors topic Does not
the format (maximum 2–3 errors) adequately (maximum 6) Meets few format meet format
requirements (0–2 errors) (maximum 5 requirements; requirements
errors) errors) flawed (7 or more
errors)
style and Uses language, Uses language, Mostly uses Uses language Uses language Uses flawed Uses seriously
editing punctuation very punctuation language, simplistically; simplistically; language and flawed language
(6 marks) effectively effectively punctuation punctuation punctuation often punctuation and punctuation
Excellent word Very good word effectively adequate inaccurate Limited word Extremely basic or
choice choice Good word choice Word choice Word choice basic choice inappropriate word
Tone and register Tone and register Tone and register adequate Tone and register Tone and choice
highly suited to suited to purpose mostly suited to Some lapses in quite often register mostly Tone and register
purpose Almost no errors purpose tone and register inappropriate inappropriate completely
Almost no or after proofreading Very few errors but mostly suited Several errors Many errors inappropriate
no errors after and editing after proofreading Some errors despite despite Many errors; little
proofreading and and editing following proofreading and proofreading and or no evidence of
editing proofreading and editing editing proofreading
editing
(10 marks x 2 = 20 marks)
Total: 20

65
MEMORANDUM

1. Simon (1)
2. He is 15 years old. (1)
3. Three other characters: Simon’s younger brother; his father; his mother. (3)
4. In Simon’s house in the Underberg. (2)
5. alliteration OR personification (1)
6. alliteration: “Simon felt a shiver go down his spine”. Or personification: “silhouettes of the
trees stood out starkly against the darkening sky‘’ (1)
7. simile OR personification (1)
8. While they did their homework, the boys were in the kitchen, dressed warmly, and they
each had a cup of hot cocoa. (3)
9. The boys’ parents returned home from work. (1)
10. They ate supper, they showered and then they went to bed. OR They did their homework,
they watched television for an hour, they ate supper, they showered and then they went
to bed. (3)
11. Simon started to feel worried around seven o’clock. He thought his parents might have
been in an accident. (2)
12. Any three of the below.
a) rising action: Simon and his brother wait for their parents to come home as it starts
to get dark.
b) climax: Simon thinks his parents might have been in an accident.
c) falling action: Simon is relieved that his parents are safe.
d) conclusion/resolution: The parents come home and bring pizza
for supper. (3 x 2 marks = 6)
(25 marks)


1. caption OR heading OR title (1)
2. Gauteng (1)
3. 14,273,800 (1)
4. 3,854,400 (1)
5. 5.1% (1)
6. Northern Cape (1)
7. 1,213,500 (1)
8. KwaZulu-Natal (1)
9. Limpopo (1)
10. Western Cape, KwaZulu-Natal, Gauteng (3)
11. Eastern Cape, Western Cape, 11.5% (3)
(15 marks)
QUESTION 3: Summary
Covid-19 is a highly contagious disease. Most people will experience mild symptoms but about
15% will experience moderate breathing difficulties and 5% will experience critical problems that
can lead to death. Covid-19 mostly spreads through airborne virus droplets from an infected
person. Vaccination will protect people. In the meantime, do things that will help to prevent the
spread. (58 words)
(10 marks)
1. Simon’s parents: subject. trusted: verb. younger brother: object (4)
2. inside: adverb of place
3. a) were waiting: past continuous. (1)
b) started: simple past (1)
c) was surprised: past continuous (1)
d) felt: simple past (1)
e) drifting: present continuous (1)
4. draw (1)
5. simile (1)
6. personification (1)
7. a) The homework was tidied away by Simon. (1)
b) The television was watched by Simon and his brother. (1)
8. exclamation mark (1)
9. Their mother said that they had takeaway pizza for supper.
10. compound sentence (1)
11. a.m. (1)
12. conjunction (1)
(20 marks)
Total: 70

68
Formal Assessment Task 6: Creative writing project
MEMORANDUM
Stage 1: Research
(20 marks)
Use the rubric below to assess the learners’ work.
Rubric for assessing Stage 1: Research
7: Outstanding 6: 5: Substantial 4: 3: 2: 1: Not achieved

80–100% Meritorious 60–69% Adequate Moderate Elementary 0–29%
70–79% 50–59 % 40–49% 30–39%
Research (8–10 marks) (7–7.5 marks) (6–6.5 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (0–2.5 marks)
(10 marks) Did substantial and Did considerable Researched two Researched one Researched a given Researched Did not do any
detailed research research on at options before option for the text suggested the author of research
on multiple least 3 possible selecting a literary literary text by the teacher/ the prescribed
options before options before text another learner literature text for
selecting a literary selecting a literary the grade

text text
Writing (8–10 marks) (7–7.5 marks) (6–6.5 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (0–2.5 marks)
process Followed the Followed the Followed the Following the Followed some Followed only one Did not follow the
(10 marks) writing process writing process writing process writing process to parts of the writing or two steps in the writing process
meticulously and very well well with a few some extent, with process to a basic writing process
thoroughly gaps some gaps level
Notes (8–10 marks) (7–7.5 marks) (6–6.5 marks) (5–5.5 marks) (4–4.5 marks) (3–3.5 marks) (0–2.5 marks)
(10 marks) Made substantial Made detailed Made reasonably Made some notes. Made a few notes. Made a few brief Did not make any
and detailed notes notes. Notes were detailed notes. Notes were partly Notes were mostly notes. Notes notes
Notes were very clear and well Notes were mostly clear but often not not clear or well- were altogether
clear and well organized clear and well- well-organized organized unclear or poorly
organized organized organized
Stage 2: Writing
(30 marks)
Rubric for assessing Stage 2: Writing
7: Outstanding 6: 5: Substantial 4: 3: 2: 1:
80–100% Meritorious 60–69% Adequate Moderate Elementary Not achieved
70–79% 50–59 % 40–49% 30–39% 0–29%
Writing (14–15 marks) (11–13 marks) (9–10 marks) (7–8 marks) (5–6 marks) (3–4 marks) (0–2 marks)
process Followed the Followed the Followed the Following the Followed some Followed only one Did not follow the
(15 marks) writing process writing process writing process writing process to parts of the writing or two steps in the writing process
meticulously and very well well with a few some extent, with process to a basic writing process
thoroughly gaps some gaps level
Grammar and (14–15 marks) (11–13 marks) (9–10 marks) (7–8 marks) (5–6 marks) (3–4 marks) (0–2 marks)
spelling Uses excellent Uses very good Uses good Uses good Uses poor Uses poor Does not
(15 marks) grammar and grammar and grammar and grammar and grammar and grammar and understand
spelling spelling; one or spelling, with three spelling in places, spelling; six or spelling; eight or grammar and
two mistakes or four mistakes but with four or seven mistakes nine mistakes spelling; ten or
five mistakes more mistakes

69
Formal Assessment Task 7: Creative writing project
MEMORANDUM
Stage 3: Oral presentation

(20 marks)
Rubric for assessing Stage 3: Oral presentation
7: 5–6: 3–4: 2: 1:
Outstanding Substantial Moderate – Elementary Not achieved
80–100% – Meritorious Adequate 30–39% 0–29%
60–79% 40–59 %
Content (5 marks) (4 marks) (3 marks) (2 marks) (1 mark)

(5 marks) Spoke on topic. Spoke on topic. Spoke on topic. Spoke on topic Spoke about the
Content was Content was Content was but content was prescribed literary
interesting. Spoke interesting. Spoke interesting. basic. Covered text but did not
clearly about clearly about Did not cover only a few aspects cover most of the
different aspects most of the sufficient aspects of the literary text literary aspects
of the literary text different aspects of the literary text of the prescribed
of the literary text text
Fluency (5 marks) (4 marks) (3 marks) (2 marks) (1 mark)

(5 marks) Speaks very Speaks Speaks with Speaks with Speaks at a
confidently, confidently and adequate adequate very basic
coherently and coherently but confidence and confidence level and with
smoothly with a few pauses mostly coherently. most of the time little cohesion.
Struggles to but struggles Sometimes
focus. with cohesion. difficult to
Struggles to focus understand
Expression (5 marks) (4 marks) (3 marks) (2 marks) (1 mark)

(5 marks) Tone and Tone and Tone and Tone and Tone and
expression are expression expression are expression are expression
excellent. Shows are good. adequate to not varied. Does are weak and
full understanding Shows good reasonable. not always show inadequate.
of content understanding of Shows understanding of Shows
content understanding of content inadequate
content understanding of
content
Pronunciation (5 marks) (4 marks) (3 marks) (2 marks) (1 mark)

(5 marks) Pronunciation is Pronunciation is Pronunciation is Pronunciation is Many
excellent good reasonable with a fair with several pronunciation
few mistakes mistakes errors

Formal Assessment Task 8: Response to literature
MEMORANDUM
QUESTION 1: Poem
1. Accept reasonable answers, such as: The poem is about a person from KwaZulu-Natal
who has gone to live in Johannesburg but misses his or her home. (2)
2. alliteration (1)
3. loud and lurid (1)
4. a melting pot of cultures (1)
5. The poet feels like he or she doesn’t fit in/feel comfortable in Jozi and wants to be where
his or her heart is. In the final stanza, the poet says “This is where I belong” referring to
the Valley of a Thousand Hills. (2)
6. “the undulating hills that go on forever” (1)
7. the sense of hearing (1)
8. The italic shows emphasis which tells the reader how strongly the poet believes he or
she belongs in the Valley of a Thousand Hills/KwaZulu-Natal. (1)
(10 marks)
QUESTION 2: Drama
1. Grace and Ernest (2)
2. conversational OR friendly OR relaxed (1)
3. Accept reasonable answers, such as: The problem is something to do with damaging our
planet. OR The problem is probably about pollution.
Answers must include a supporting quotation, such as: The words “what a mess we are
making of our world” give the clue that the learners are discussing something like pollution
or the way that people are damaging the planet. (3)
4. actions speak louder than words (1)
5. Accept reasonable answers, such as: It means rushing into something without any careful
thought. OR It means rushing into something in a rough manner. (2)
6. It means to put one’s plans into action OR to do something that one has planned. (1)
(10 marks)

QUESTION 3: Short story

1. The setting is the early morning and one can tell this from the fact that the sun is just
rising over the horizon. (2)
2. The soldiers and Joanna’s brother. (2)
3. Accept reasonable answers, such as: The country is ravaged by warfare. OR There is a
war in their country. (1)
4. Accept reasonable answers, such as: They are close to the border. OR They might get
to the border the next day. (1)
5. Samson and Maureen felt that everything depended on getting hold of Maureen’s brother.
The words “they hoped all was well with him and that he would be able to help them settle”
show that Maureen’s brother was going to be an important part of their future. (2)
5. show that it is hot and there are hardly any trees or plants growing. (2)
(10 marks)
Total: 30

Time: 1 hour

MEMORANDUM
To assess this task, use the rubric below for all the questions.
For Questions 1 and 2, which are worth 5 marks each, divide the total by 2.
For Question 3, which is worth 10 marks, keep the total out of 10.
Content and format (6 marks) (4–5 marks) (2–3 marks) (1 mark)

Has the learner applied all the necessary rules of the
relevant format, e.g., letter, newspaper article?
Is the content focused and coherent, with all ideas and

details supporting the topic?
Language and proofreading (4 marks) (3 marks) (2 marks) (1 mark)

Has the learner chosen words well? Are the tone and
register suited to the purpose? Are there no errors/
almost no errors after proofreading and editing?
Total out of 10 marks
TOTAL: 20

Time: 1 hour
MEMORANDUM

1. Jamaica (1)
2. He holds word records in three sprint events. (1)
3. the 100 m, ✓ the 200 m ✓ and the men’s 4 x 100 m relay (3)
4. Lightning Bolt (1)
5. Yes, it is, ✓ because he runs very fast, like a lightning bolt. ✓ (2)
6. a) False. ✓ The author mentions his ‘customary showmanship’. ✓ (2)
b) False. ✓ Simbine “took over the baton” which means that he was not the first runner.
OR Simbine ran the “anchor leg” of the relay, ✓ in other words, he was the fourth
runner. (2)
7. 9.95 seconds (1)
8. When Simbine started running, the team was not even in third position. ✓ He made up
time by running exceptionally fast ✓ to bring his team in first. ✓ (3)
9. He had been out of competitive sport for two years ✓ after a serious knee injury. ✓ (2)
10. Covid-19 (OR the coronavirus) ✓ might prevent the event from taking place. ✓ (2)
11. On his retirement, Bolt predicted that Van Niekerk would be the next big track star to
watch, a person to whom he would proudly pass the baton. ✓✓ (2)
12. a) to pass the job or responsibility to another person (1)
b) It is appropriate. ✓ This expression comes from the world of relays and Van Niekerk
is a relay runner, so it is appropriate. ✓ (2)
(25 marks)


1. a) Zharnel Hughes (1)
b) Justin Gatlin (1)
c) Zharnel Hughes (1)
d) Justin Gatlin ✓ and Yohan Blake ✓ (2)
e) 1 point (1)
f) 46 points (1)
(7 marks)
2. a) South Africa (1)
b) 29 (at the time of this teaching support material being printed; update as necessary) (1)
c) USA (1)
d) Michael Johnson. ✓ He is 54. ✓ (at the time of this teaching support material being
printed; update as necessary). (2)
e) 11 points (1)
f) They both have the same number of points and are therefore tied. (1)
g) Based on his current form and the fact that he holds the world record in this event,
Wayde van Niekerk could win the event at the Olympics. ✓ (1)
(8 marks)
(15 marks)
QUESTION 3: Summary
Use the rubric below to assess the learners’ summaries.
2 marks each 1 mark each 0 marks each
The summary is clear and Completely clear and Partly clear or partly logical Unclear and illogical
logical. logical
The summary has a The parts of the summary The parts of the summary The summary does not
beginning, middle and are easy to identify are hard to identify / have the structure that it
conclusion. muddled should
The writing is original, not The writing is clearly Part of the summary is The writing is copied, not
copied from the source. original original, but more than half original
is not
The summary is written in a Fully achieved Partially achieved Not achieved
suitable format (paragraph or
point form)
Spelling and word choice are Fully achieved Partially achieved Not achieved
correct or appropriate
Total points possible 10 5 0
(10 marks)

Here is a sample answer to guide your assessment of learners’ work.

If you are a new runner, you may wonder how you can run better. Many runners ask themselves
the same thing.
Research has shown that doing speed work and endurance training can help runners improve.
Running performance improves with gradual yet consistent training.
Here are five tips to help you achieve this goal.
Tip 1. Increase how long you run.
Run shorter runs during the week and longer distances on the weekends. Gradually increase the
number of kilometres you run every week.
Tip 2. Listen to your body.
Do not increase your running distance by more than 10 per cent per week because this can lead
to more injuries.
If you are very tired or injured, shorten your distance or take a rest day. Don’t take more than one
rest day per week.
Tip 3. Add speed to your long runs.
On long runs, run faster for some sections like in an actual race.
Tip 4. Practise running at speed.
Do speed work on certain days of the week because it will improve your running speed. Try to run
with other people because speed work is difficult to do on your own.
Tip 5. Run.
Run often. (197 words)
1. a) prowess > skill
b) contender > challenger
c) counterpart > equivalent OR peer OR colleague
d) derail > ruin (4)
2. a) superlative (1)
b) abstract (1)
c) compound (1)
3. a) Something can only be judged to be good or bad after it has been tried or used. (2)
b) not in line to win or gain a position (2)
c) to compete to see who wins (2)
4. a) Wade van Niekerk ✓ had pretty much been written off ✓ by ✓ the world’s media. (3)
b) People ✓ in many places ✓ acknowledge ✓ Jamaican sprinter Usain Bolt ✓ as the
greatest sprinter of all time. (4)
(20 marks)
TOTAL: 70

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