Efal Grade 10 Participants Manual

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SECONDARY SCHOOL IMPROVEMENT

PROGRAMME (SSIP) 2017
EDUCATOR DEVELOPMENT
SUBJECT: ENGLISH FIRST ADDITIONAL LANGUAGE
GRADE 10
TEACHER DEVELOPMENT
PARTICIPANT’S MANUAL
Digital Age
AIM: To improve the overall performance in English FAL through the
integration of the four skills as well as improving the quality of the
assessment tasks by providing teachers with the necessary tools to
integrate technology into the classroom.
© Gauteng Department of Education

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Table of Content
I. Guiding Principles 3
II. Rationale 4
III. Goals 5
Session 1 – Step into the digital age 6
Session 1.1 – Planning and integration 7
Session 1.2 – ATP 10
Session 1.3 – Barret’s Taxonomy 12
Session 1.4 – Listen for attitude and position 21
Session 1.5 – Summary 25
Session 2 – Sharenting 35
Session 2.1 – Comprehension 35
Session 2.2 – Language 47
Session 3 – The bright side of the digital age 49
Session 3.1 – Cartoons 49
Session 3.2 – Advertisements 54
Session 4 – Addiction 58
Session 4.1 – Literature addiction 59
Session 4.2 – Process writing addiction 61
Session 5 – Now you are digitally addicted 62
Addendum A – Resources 71
- Examination text bank 71

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I. Guiding Principles
High Expectations – Learners are held to high expectations to master
the English Language fully.
Full Proficiency – Learners develop full receptive and productive
proficiencies in English in the domains of listening, speaking, reading
and writing, consistent with expectations in CAPS.
Challenging Content – Learners are taught challenging content to
enable them to meet standards in all content subjects (English being
the LOLT).
Build on Previous Knowledge – Learners receive instruction that builds
on previous knowledge and cognitive abilities that reflect their language
proficiency.
Valid and Appropriate Assessment – Learners are evaluated with
appropriated and valid assessment that are aligned with the CAPS
document and that take into account the language acquisition stages
and cultural backgrounds of learners.

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II. Rationale
The subject of English Language draws on concepts from a range of
academic areas including Linguistics, Literature, Media and
Communication, but its object of study is English.
Programmes in English Language cover a range of topics and
individual programmes manage the balance between them differently.
Students study the linguistic systems underlying English, as well as
language in use and the relationship between language and context,
the society and the individual. They typically study both written and
spoken language, with multimodal texts also a focus on some
programmes.
English may be studied in its cultural, contemporary and historical
background; it may be related to literary texts, everyday discourse, and
the structure of languages other than English.
Descriptive analysis will be combined with more critical and theoretical
work which develops students' understanding of texts and/or language
systems.

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III. Goals
At the end of this weekend participants will:
• Master assessment for learning
• Strategize and practically display planning and integration skills
• Brainstorm Comprehension teaching skills.
• Gain a deeper understanding of marking of comprehension
questions.
• Learn exciting new skills in teaching visual literacy.
• Understand and display skills in teaching and marking of letters and
diary entries.

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Session 1 – Stepping into the Digital

Age
What do you see when you look up?

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Session 1.1 – Planning and

integration
Objectives:
 To be able to have a functional plan per cycle as per ATP.
 To ensure that all the topics in the cycle are dealt with
accordingly.
 To be able to integrate all skills in a 2 week cycle.
The Importance of Planning
Planning may be broadly defined as a concept of executive action that

embodies the skill of anticipating, influencing and controlling the nature and
direction of change.
The purpose of this English improvement strategy is to ensure the integration

of knowledge, skills and values where the subject is viewed as dynamic,
always responding to new and diverse knowledge, including knowledge that
traditionally has been excluded from the formal curriculum.
GDE is committed to the improvement of the teaching and learning of English

FAL. It is the Language of Learning and Teaching and not the Home
Language of either learners or educators.
Strategies:
 To create expanded opportunities for learners, not only in schools that

perform exceptionally, by encouraging participation in enrichment
projects such as essay writing competitions and debating.
 Schools are to put in place their own intervention programmes so as
not to solely depend on district support programmes.
 An audit of physical resources has to be conducted to establish the
extent to which availability of resources impacts on quality of results.
 Effective implementation of ICT.
 Early identification and monitoring of learners at risk through an
effective administration system.
 Effective planning and preparation by educators to complete all skills in
the ATP.
 Educators to be in class on time and teaching during contact time.

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 Effective analysis of all assessment tasks to identify problem areas for

remedial work.
 Motivate learners to use the language effectively and to nurture them
towards a love of the language.
 To encourage educators to use English as the language of teaching
and instruction exclusively.
 Educators to be familiar with the CAPS documents.
 Educators to be familiar with the requirements of a Lesson Plans.
 Encourage teachers to communicate all assessment plans with parents
so that they can assist learners to attain their personal goals.
 Establish the individual needs of each educator.
 Complete all learning outcomes timeously to allow time for revision.
 For teacher to establish Professional Learning Communities (PLCs)
and teachers in schools in geographical proximity to actively participate
in Professional Learning Communities (PLCs) to encourage and
support each other.
Recommendations
Educators should ensure that they:
 are re-skilled in how to teach reading, comprehension and writing skills;

 are exposed to Barrett’s taxonomy so that each exercise incorporates
all levels of questioning;
 re-introduced book/article review; spelling rules and dictation;
 guard against word-recognition by requesting learners to relate to what
was read;
 emphasise basic grammatical skills such as punctuation, parts of
speech, direct and indirect speech and passive voice;
 pay greater attention to exposing learners to different types of text or
genres (e.g. tables, cartoons, narratives, etc.), while at the same time
developing strategies on how to interact with these different reading
texts, identify main ideas, and explain and support their understanding
of what they had read. In other words, teachers need to use scaffolding
as a methodology in the teaching of reading and writing;
 spend more time on reading instructions and planning their reading
programmes. If the basics on how to read and write are not in place,
learners will struggle to learn at subsequent levels and in other
subjects such as Science, Life Orientation, etc. In other words, learners
will struggle with interpretive and evaluative comprehension; linked to
English Across the Curriculum.

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 promote independent reading (e.g. reading at home, as well as in the

classroom);
 encourage learners do more written work. Frequent writing, of different
kinds, with an emphasis on extended passages, must be part of
curriculum planning and monitoring;
 ensure that learners receive regular relevant homework assignments.
Answers should be mediated with learners;
 are aware of the value of differentiation.
Why is lesson planning important?
 Being clear on what you want to teach.

 Being ready to cope with whatever happens.
 Give your teaching a framework, an overall shape.
 A reminder for the teacher when they get distracted.
 It suggests a level of professionalism and real commitment.

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Session 1.2 – ATP

Term 2
Listening & Reading & Writing and Language structures

Weeks
speaking Viewing Presenting and conventions
1 hour 4 hours 3 hours 1 hour (integrated
and explicit)
Create an
Figurative language and
advertisementinclude
Read for critical rhetorical devices used to
visual elements.
awareness. text which catch attention and
Simple persuasion
gives persuade, e.g. simile,
techniques Write a
viewpoint/attitude/ alliteration, repetition
recommendation for a
Panel assumptions from Reason, cause and effect
book from Extended
discussion/inter literary or media source logical connectors and
Reading programme
17 and 18 view Listen for Visual text which conjunctions Vocabulary
Focus on: Process
attitude and illustrates viewpoint, meta-language above;
writing Planning,
position e.g. photograph, meta-language of
drafting, revising,
film, advertising, e.g. copy,
editing, proof-reading
cartoon, AIDA formula, layout
and presenting text
illustration, Vocabulary related to
structure and
advertisement etc. reading text(s)
language features
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(see 3.3)

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Cycle plan format: Date: _________to _______
Theme: _______________________ Resources: Text book: p ____to ______

Activity Resources/ ICT Planned Completed
dated
1. Listening and speaking
Type of activity: Pre-activity
Activity
Post activity
2. Reading and viewing

Comprehension
Summary
Visual literacy
Reading
Literature:
Genre 1 Reading:
Title:
Questions:
__________
Genre 2 Reading:
Title:
Questions:
__________
3. Writing and presenting
Topic: Pre-activity
During activity
Post activity
4. Language structures and conventions

Topics:
5. Assessment
Task/s:

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Session 1.3 – Barrett’s Taxonomy

Objectives:
 To reinforce the effective use of cognitive levels in setting
question papers.
As a teacher it is important that you know and understand how to

apply cognitive levels when asking questions in the class and
when setting tasks. Cognitive levels are only one way of
differentiating between levels of learning. The cognitive levels are
subjective and contested, e.g. one can analyse at a very high
level of complexity or one can analyse very simply.
The most commonly used taxonomy in the South African context is Bloom’s
taxonomy. However, according to CAPS, Barrett’s taxonomy is used to
classify the cognitive levels in any literary text. The policy has reduced the
number of cognitive levels by combining levels with one another.
According to the Examination Guidelines of 2014 and the CAPS (p78), it is

compulsory for cognitive levels to be taught and tested as indicated below:
Lower order questions – Level 1 and 2 – Literal and Reorganisation -
40%
Middle order questions – Level 3 – Inference –
40%
Higher order questions – Level 4 and 5 – Evaluation and Appreciation -
20%

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Barrett’s Taxonomy of Cognitive Difficulty of Questions

Some Question
Level Description Skills
Starters
Requires the student Recognition or recall of details. Find
to focus on ideas and Recognition or recall of main ideas. Show
Literal comprehension
information explicitly Recognition or recall of sequence. Identify

stated in the text. Recognition or recall of Point out
comparisons. Read the line that
Level 1
Recognition or recall of cause-effect State

relationships. List
Recognition or recall of character Recall
traits. Describe
What caused
What part of the story
describes…
Requires the student Classifying Compare
to recall from memory Outlining Contrast
Reorganisation
information explicitly Summarising List

stated in the text. Synthesising Paraphrase
Level 2
Classify
Divide
Summarise
How is … different than
How is … the same as
Requires the student Inferring supporting details: Pretend
to use information requires the student to conjecture Suppose
explicitly stated in the about information that might have Could
text along with been included in the text. How would
personal experience Inferring the main idea. What might happen if
and knowledge in Inferring sequence: requires the What would be the
Inferential comprehension
order to conjecture student to conjecture about what consequences

and to form might have occurred in addition to What are the
hypotheses. explicitly stated events; includes implications of
conjecture about extending events Interpret the following
Level 3
beyond the completion of the text. figurative expressions

Inferring comparisons.
Inferring cause-and-effect
relationships.
Inferring character traits.
Predicting outcomes Requires the student to conjecture
about the outcome of the text after
considering a portion of it.
Interpreting figurative Requires the student to infer literal
language meanings from the author’s
figurative use of language.

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Requires the students Judgments of reality and fantasy: Could this really happen
to compare information require the student to answer the Should
and ideas in a text with question, “could these events really In your opinion
material presented by happen?” Do you agree
the instructor or other Judgments of fact or opinion: Do you believe
authorities and with require the student to evaluate the Would you have
the student’s own author’s or speaker’s ability to Is it right that
knowledge and provide support for conclusions and
experience in order to the author’s or speaker’s intent.
form judgments of Judgements of adequacy and
various kinds. validity: require the student to
Evaluation
compare the text to related

Level 4
materials in order to express

agreement or disagreement.
Judgments of appropriateness:
require the student to determine
which part of the text is most
important (i.e. in defining
characters, in determining
outcomes, etc.)
Judgments of worth, desirability,
and acceptability: require the
student to make judgments based
on value systems, morality,
personal experience, etc.
Emotional and Emotional response to the text: Do you know anyone
aesthetic response. requires the student to articulate like
Requires the student feelings of interest, boredom, What did you think
to articulate emotional excitement, etc. when
and aesthetic Identification with characters or Did you (dis)like
Appreciation
responses to the text incidents. Why did you (dis)like

Level 5
according to personal Reactions to the author’s or

standards and to speaker’s connotative and
personal standards denotative use of language.
and to professional Reactions to imagery.
standards of literary
forms, styles, genres,
theories, personal
experience, etc.

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Activity
Read the story of Goldilocks and the three bears. Refer to the
list of questions below and complete the table to categorise
each question according to the different cognitive skills.
Once upon a time there was a girl with long golden hair called Goldilocks who
lived near the forest. In the forest three bears (Mama Bear, Papa Bear and
Baby Bear) had a lovely house under the big Oak tree. Mama Bear made
porridge for breakfast, but it was so hot that Papa Bear suggested they go for
a walk while the porridge cools down. The three bears take a walk in the
woods while their porridge cools. While they are out, Goldilocks comes into
the house. She tastes the porridge and eats up the little bear's porridge, sits
on the chairs and breaks the little bear's chair, tries out all the beds and falls
asleep in his little bed. When the bears return from their walk, they discover
what Goldilocks has done. In fact, she is still sleeping in the little bear's bed.
Goldilocks wakes up and runs away, but Baby Bear calls her back to play for
the day.
Use the following tips to assist you:

 Encircle action word
 Underline the required response
Example:
Mention what kind of food was prepared. Level 1
Encircle action word Mention what kind of food was prepared.
Underline the response required Mention what kind of food was prepared.

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1. Re-tell the story in your own words.

2. What is the name of the girl?
3. Describe the use of natural elements throughout the story. What feelings,
themes, responses and comparisons do you think the illustrator wants to
elicit?
4. What happened from the time Goldilocks entered the house to the time the
bears returned?
5. Does the story represent housebreaking as a crime realistically? Give
reasons for your opinion.
6. What will happen if Goldilocks cannot escape?
7. Why did Goldilocks not like the chairs of Mama and Papa bear?
8. Which part of the story made you feel hopeful?
9. What are the names of the various characters in the story?
10. In your opinion why is Goldilocks portrayed as a heroine despite the fact
that she is trespassing?
11. What actions do you think the bears will take to secure their home in the
future? Explain.
12. Where does the story take place? How do you know?
13. Make a time-line of events in the story.
14. What is the reason for the bears going for a walk?
15. Tell the story of the baby bear.
16. How are Goldilocks and the little bear alike?
17. What is the daily routine of the family? Suggest details based on the text.
18. Is breaking into a house when you are hungry and tired the right thing to
do?
19. Why do you think that Goldilocks dislikes Papa bear’s items?
20. Name two character traits of Goldilocks.
21. What is Goldilocks’ hair colour?
22. Why do you think the bears were not given actual names in the story?
23. Are the events in the story likely to happen? Explain.
24. Is it true that an unlocked door is an invitation to enter the room?
25. Which part of the story illustrates Papa bear’s character most effectively?
26. How would you feel in this situation?

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27. How does the author use language to show the relationship between the
three bears?
Complete:
Level Skills Questions/Instructions
Recognition or recall
I.
of details.
II.
of main ideas.
Literal comprehension
III.
of sequence.
Level 1
IV.
of comparisons.
V. of cause-effect
relationships.
VI.
of character traits.
VII. Classifying
Reorganisation
VIII. Outlining
Level 2
IX. Summarising
X. Synthesising

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Inferring supporting
XI.
details.
XII. Inferring sequence.

Inferential comprehension
XIII. Inferring comparisons.
Inferring cause-and-effect
Level 3
XIV.
relationships.
XV. Inferring character traits.
XVI. Predicting outcomes
Interpreting figurative
XVII.
language
Judgments of reality and

XVIII.
fantasy
Judgments of fact or opinion
XIX.
Judgements of adequacy
XX.
Evaluation
and validity
Level 4
Judgments of
XXI.
appropriateness
Judgments of worth,
XXII.
desirability, and acceptability
Judgements regarding
XXIII.
character traits

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Emotional response to the

XXIV.
text
Identification with characters
Appreciation XXV.
or incidents.
Level 5
Reactions to the author or

XXVI. speaker connotative and
denotative use of language.
XXVII. Reactions to imagery.
Activity
In pairs, set one level 1-2, one level 3 and one level 4-5 question
and supply a memo that will be shared with your colleagues.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Possible questions:
1. Where was the bear’s house located?
2. Who was the biggest bear? Why would you say this was the biggest bear?
3. Mention what kind of food was prepared?
4. Which plate of porridge did Goldilocks eat first?
5. Did the bears eat the porridge? Give a reason for your answer.
6. Explain briefly why the bears left their house?
7. List the sequence of events in the story.
8. Draw 3 pictures showing the beginning, middle and end of the story.
9. Why do you think Goldilocks went for a nap?
10. How would you feel if you were Baby Bear? Explain your answer
11. What kind of person do you think Goldilocks is and why?

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12. Write a review of the story and specify the type of audience that would
enjoy this book.
13. Rewrite this story to suit a city setting.
14. You are the prosecutor in the case: Bears vs Goldilocks. Write down the
contents of your charge sheet.

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Listen for
Session 1.4 –
Attitude and position
Objectives:
 To be able to listen and participate orally in expressing emotions
and opinions.

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Group Activity 1:
1. Participants will be called to the front to volunteer for the group discussion.
o Have you ever used a cell phone while driving?
___________________________________________________
___________________________________________________
___________________________________________________
_____________________________________________
o What reasons do you have to text or take a call on your cell
phone while driving?
___________________________________________________
___________________________________________________
___________________________________________________
_____________________________________________

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2. Answer the questions after watching the clip.

1. 1.Shortly describe the overall mood of the clip in the
beginning.__________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________________________
1.2 Refer to at least two instances where facial expression and body
language emphasises the mood of the clip.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________________________
1.3 At which point does the clip radically change in mood?

___________________________________________________________
________________________________________________________
1.4 Where was Jacey coming from when she got into the accident?
__________________________________________________________
1.5 Which of the following names is NOT mentioned in the passage:

A) Alexis
B) Justin
C) Jessica
D) Dash
1.6 Make a prediction on how Jacey’s wedding day would have been different
if she had not gotten into an accident.
___________________________________________________________
___________________________________________________________
___________________________________________________________
_______________________________________________________

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1.7 How does the name of the website link to the message of the video?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________________________
1.8 In your opinion, is this an effective advertisement? Fully motivate your
answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________________________
Exam Tips: If you do not have ANY access to the internet (and
thus YouTube) at school, consider the following ways in which to
integrate listening into your daily class activities:
 Play the learners a short section of a movie on a television.
 Using your cellphone, play the learners a song or and extract of a
speech.
 Employ the culture or drama club at school, have them do a group
discussion (as we did in the beginning of this ;lesson) and the students
in your class could react to that.
 If nothing else, you as the educator, could read the text to the learners.

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Session 1.5 – Summary

Objectives:
 To enhance the skill of summarising.
This section is focused on the CAPS, National Examination

requirements for setting a Summary. In addition this Section will
display a guideline in order to successfully set a Summary
assignment.

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How do you go about setting a summary question?

 First of all, find a text that links to a theme that the learners have been in
contact with before. This endures that learners have prior knowledge of the
information they are dealing with.
 Check the length of the passage against the CAPS requirements!
 Ensure that your passage lends itself to a summary. In other words, are there 5
or 6 SPECIFIC aspects that can be lifted from the text.
 Consider the following strategy:

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GROUP ACTIVITY
Refer to text: ‘Be aware of what you post”.

Change the statement within the heading into a question, for example:
things students should never do on social media will change into:
Is this something that a teenager should never do on social media?
Examine the text sentence by sentence. Decide if the sentence is relevant to

the summary. Make a cross underneath the correct block. If the answer is
yes, then it is an aspect that must be summarised and rewritten in their own
words.
QUESTION 1
The use of social media is filled with dangerous pitfalls. You were requested
to draw up a flyer listing some things students should never do on social
media.
INSTRUCTIONS
1. List SEVEN things students should never do on social media in full

sentences, using not more than 70 words.
2. Your summary must be written in point form.
3. Number your sentences from 1 to 7.
4. Write only ONE point per sentence.
5. Use your OWN words as far as possible.
6. Indicate the total number of words you have used in brackets at the
end of your summary.
TEXT C
Be Aware of what you post
The last thing young people want is another set of rules. But social media comes
with great responsibility, whether you're just starting school or finishing it.
Irresponsible social media conduct could potentially ruin your life. But most of
those consequences are preventable.
High school students experiment with many activities. The second you post a
video of last weekend's adventure, you become vulnerable; the consequences
may affect the rest of your life.

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Bullying is a serious problem in schools today. Vicious treatment between students

often leads to violence, suicide, depression and discrimination. Bullying doesn't
just apply to student-to-student interactions. Students who speak poorly of their
teachers run a huge risk, too. After all, your teachers have a right to privacy and
respect.
Young people are vulnerable to online predators and identity thieves. Think about
how easy it is to share content on Facebook; if a single person shared that photo
to his public profile, it would be accessible by anyone, no hacking required. Similar
to protecting your identity, try not to get too specific with your social check-ins.
Threatening a person or group of people is serious. Even posting an anonymous,

empty threat will raise red flags.
A student named Alexander Song posted his intentions to "kill enough people to
make it to national news." Police located the young man and arrested him at
school, despite the fact that he carried no weapons.
We've all said and done things we regret. It's human nature to react without
thinking through the consequences. However, take a moment to breathe,
think and reboot.
http://mashable.com/2012/09/04/students-social-media-warnings (edited)
TOTAL SECTION B: 10
Examine the text sentence by sentence. Decide if the sentence is relevant to

the summary. Make a cross underneath the correct block. If the answer is
yes, then it is an aspect that must be summarised and rewritten in their own
words.
This way you examine the text sentence by sentence. If the answer is yes,
then it is an aspect that must be summarised.
Quoted sentence from the Is this IF the answer is YES, rewrite the
something that
text. a teenager
sentence into your own words
should never do
on social
media?
The last thing young people

want is another set of rules.
But social media comes with
great responsibility, whether

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you're just starting school or

finishing it.
Irresponsible social media
conduct could potentially ruin
your life.
But most of those
consequences are
preventable.
High school students
experiment with many
activities.
The second you post a video

of last weekend's adventure,
you become vulnerable; the
consequences may affect the
rest of your life.
Bullying is a serious problem
in schools today.
Vicious treatment between
students often leads to
violence, suicide, depression
and discrimination.
Bullying doesn't just apply to
student-to-student
interactions.
Students who speak poorly of
their teachers run a huge risk,
too.
After all, your teachers have
a right to privacy and respect.
Young people are vulnerable
to online predators and
identity thieves.
Think about how easy it is to
share content on Facebook; if
a single person shared that
photo to his public profile, it
would be accessible by
anyone, no hacking required.

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Similar to protecting your

identity, try not to get too
specific with your social
check-ins.
Threatening a person or
group of people is serious.
Even posting an anonymous,

empty threat will raise red
flags.
A student named Alexander
Song posted his intentions to
"kill enough people to make it
to national news."
Police located the young man
and arrested him at school,
despite the fact that he
carried no weapons.
It's human nature to react
without thinking through
the consequences.
However, take a moment
to breathe, think and
reboot.
This Summary has a BIG magical mistake! Be a detective witch and find out what
is wrong with this passage! (HINT: a bat flying by whispered that the answer might
be found in the CAPS document!)

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Individual Activity
Refer to Text: “10 Steps to erase your digital footprint”.
10 steps to erase your digital footprint

How do you vanish online? Follow these 10 steps to get started.
Read Less
1. Search yourself
It is customary practice among many employers to perform searches online

when vetting job applicants. The information pulled up by search engines
such as Google can be seen not only by you, but future bosses -- and so if
there is anything unprofessional, this has the potential to scupper your career
prospects. Run a search on your name and see what appears, and don't
forget to also pull up image searches, as they can link to websites or accounts
you've forgotten about. Understanding your basic digital footprint is the first
step in taking control of it.
2. Deactivate old social media accounts and check privacy settings.
MySpace, Facebook, Twitter, LinkedIn and Google+ are social media

websites that can be mined by potential employers for personal information. If
privacy settings are not at their highest, this could mean viewers can access
pictures, posts and status updates best kept within your private life.
One thing to remember is that the Web often forgets about context -- and so
Tweets can be misconstrued, events from years ago can end up hampering
your prospects, and your profile may not show you to be the type of person a
company would want to hire.
In relation to accounts you actively use, check your privacy settings. For

Facebook, head over to account settings through the top-right button, and
then select 'privacy' from the menu on the left. You can then decide who can
see what information is posted -- and whether you can be looked up based on
your email address, phone number or search engines. You can also use
another handy tool from your profile page to see what others view, by
selecting the '...' button and choosing 'View as..'.

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Twitter users, click your profile avatar in the top right of the Twitter.com
screen, and select 'Settings.' From this menu, you can make your profile
private or change a range of basic account options.
If you want to be completely hidden on social media, consider using a

different surname.
3. Hide others, or add false information
Honesty may not be the best policy if old social media accounts hold
information you'd prefer to keep quiet. In addition, some services do not allow
you to delete accounts -- instead, permit only for accounts to be "deactivated."
In these cases, consider changing your name, email address and uploading
an innocuous profile picture -- as well as deleting as much information as
possible -- before deactivation.
If you've conducted a Google search and found pictures linked to old accounts
you'd rather not have displayed, hiding your accounts may help in eventual
refreshes. It will take time for search engines to stop pulling up these images,
but the sooner you tweak old accounts, the better.
4. Contact webmasters
If websites have posted public information about you, contacting webmasters

may be the only option to remove this information. Send them an email or give
them a call, and explain what, and why, you need something removed.
5. Unsubscribe from mailing lists
Mailing lists are part of a digital trail leading back to you, and unsubscribing
can help break these connections -- as well as decluttering your inbox.
6. Have a secondary email account
There are services online which require you to register and submit an email
address before use. Creating a secondary email account for these websites --
which may insist upon sending you marketing emails and sales pitches on
occasion -- can help keep your footprint clean.

34
7. Consider the 'right to be forgotten'
The 'right to be forgotten' ruling recently enforced in Europe means that

search engines can be made to remove links to publicly available news items
from their search results. While Google has appealed the ruling, many links
have been removed -- although this has resulted in the creation of lists to de-
indexed pages in its stead -- due to the belief that irrelevant and inaccurate
information gives a data subject the right to request removal from a search
engine data controller.
8. Check e-commerce and retail accounts
Do you still use eBay, Amazon and other retail accounts? If not, consider
deleting your accounts -- and financial data with them. We hear often of
cyberattacks on major retailers and services, and if you no longer use your
account, there's no need to keep sensitive data stored on company servers.
9. Cover your tracks
Since the NSA revelations and Edward Snowden's disclosures on the

surveillance activities of the United States, there has been an explosion in
interest based around private browsing and ways to curb spying. While both
Apple and Google recently revealed they would boost basic levels of
encryption in their services, a number of simple ways to become less
trackable have been on the market for some time.
It needs to be kept in mind that despite some start-up claims and businesses
jumping on the anti-NSA bandwagon, no solution is going to be 100 percent
surveillance-proof. However, for the average home user, Microsoft's Internet
Explorer InPrivate Browsing, Chrome's Incognito mode, and Firefox's Private
Window can limit trackable data -- such as cookies -- being scraped by
services as you browse.
10. A fresh start
Although extreme, if you have the need, wiping all of the aforementioned
services and deleting your email inbox can be the best way to remove your
footprint. Very little is ever truly forgotten, but falsifying social media account
names, locking up security settings tightly, deleting email inboxes and e-
commerce accounts will help wipe your presence from the Web.

35
Participants: Consider this passage carefully. How would you go about

adapting this passage to make it appropriate for a Grade 10 Summary
Question?
Information that you need to consider:

 The passage has 939 words.
 The passage outlines TEN steps to erase a digital footprint.
 The passage has headings.
 Each paragraph is numbered.
Once you have considered this information, delete any information that you
deem unnecessary in the final text in a learner’s exam.

36
Session 2 SHARENTING
Icebreaker:
Have you ever posted something on social media that you are ashamed
of?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Session 2.1 Comprehension

Objectives:
 To develop skills to enable the setting of Comprehension tests
and exams.
This section is focused on the CAPS, National Examination and

Barret’s Taxonomy requirements to be considered and implemented when
setting a Comprehension test. In order to successfully set up a magical
comprehension test, it is very important to keep referring back to the CAPS,
National Examination and Barret’s Taxonomy requirements. Since Section 1
fully examined Barret’s Taxonomy, the provided notes in this section will focus
on CAPS and National Examination requirements.

37

38
GROUP ACTIVITY
Read “Pause before you post, cringing teens beg”.
Within groups, fully analyse and critique the following existing Comprehension
test against the requirements of CAPS, National Examination guidelines as
well as Barret’s Taxonomy.
Remember that the CAPS, National Examination and Barret’s Taxonomy

requirements are the ingredients that make a “Perfect Comprehension
Potion”, this potion will ultimately ensure that your planning leads to
successful Comprehension tests.
SECTION A: COMPREHENSION
QUESTION 1
Read BOTH TEXT A and TEXT B and answer the set questions.
TEXT A
Pause before you post, cringing teens beg

Parents mortify kids with online oversharing
-Suthentira Govender
1 Teens have it hard – not only do their parents embarrass them all
the time in real life, but now social media have brought the new
horrors of “sharenting”.
2 And the practice – the online sharing of pictures of their offspring –

is sparking a widespread adolescent rebellion. So much so that 5
children are banning their parents from posting cringeworthy
pictures on Facebook and Instagram and are insisting on a family
social media policy.
3 10
New research by the universities of Washington and Michigan in
the US revealed that many youngsters want to ban their parents
from sharing their pictures online without their permission. The
study of nearly 250 families found that while many kids between
the ages of 10 and 17 were concerned about the way their parents 15
shared their lives online, the parents often did not see the problem.
4
The aversion to sharenting is not limited to the US. Local social
media experts this week warned that youngsters’ concerns about
privacy held weight.
“What we see is that parents are not looking after the privacy 20

39
rights of their children,” said Johannesburg media law consultant

Emma Sadleir.
“Before children have the autonomy to decide the extent of their
digital footprint, or even if they want to be on social media at all,
5 their images are splashed around the world by their parents.”
25
Many parents did not realise how dangerous digital content could
be. “You may post a photo of your own child which criminals can
download, photoshop and use for unspeakable purposes,” said
Sadleir. 30
In France, there has been heated debate about the possibility of
parents being sued, or even jailed, by their children for not
6 guarding their privacy.
German authorities have called for parents to stop sharing pictures
of their children online because they may be embarrassing or
compromise their safety. They might suffer the same fate as some 35
French parents.
7
Lisa Sukdev of Durban has been banned from her teenage son
from tagging him in pictures she posts to Facebook. He has
moved to Instagram to avoid her. “Apparently they are
8 embarrassing pictures,” said Sukdev.
40
A study of 6 500 British schoolchildren found that 57% of them had
signed up for real-time video- and picture-sharing network
Snapchat, because they believe it is more private.
45
Ingrid Jones, a director of Mikateko Media, a content company
9 based in Cape Town, has been ordered by her 16-year-old
daughter, whom she refers to as “The Teen” on social media, not
to tag her in pictures.
‘She’s not on Twitter, has a Facebook profile, but posts very little,
and none of the other big social media sites excites her,” Jones 50
said.
“I put it all out there even if the The Teen messes up. Social media
is not a true reflection of our lives, according to The Teen.”
Nurah Hannibal, 12, of Cape Town, said parents “should use their 55
10 discrection”.
“Pictures of birthday parties or family gatherings are fine, but not
when you’re in the bath or doing something dumb,” she said. Her
mother, Nashira, said she used to post news of her children on
Facebook to keep her family in other parts of the country and
abroad up to date.
“These days, however, I’ve cooled down. Of late Nurah says ‘Are
you gong to post that?’ and rolls her eyes whenever I take a
photograh of them. I have to respect her privacy. My son, on the
other hand, loves seeing himself on timeline and reading the
comments.”

40
Social media commentator and writer Sipho Hlongwane said

parents should accept that kids were “autonomous human being
with rights”.
“If a parent wants to post a photo of their child on Facebook, for
instance, even if that child is 10 years old, they should ask.”
Sunday Times, 27 March 2016
NOTE
 Answer ALL the questions in your OWN WORDS.
 For one-word answers, write only the question number and the word.
 For multiple choice questions, write only the question number and
the letter (A-D) of the correct answer.
1.1 Refer to paragraph 1

Explain in your own words what is meant with the term (2)
“sharenting”.
1.2.1 List TWO ways how teenagers are taking action

against “sharenting”. (2)
1.2.2 The word “cringeworthy” means …

A to cause someone to be physically disabled.
B to feel embarrassed about something.
C a feeling of not liking someone.
D to get rid of unpleasant feelings. (1)
1.2.3 Give an outline of the type of information that

would be included in a “family social media (2)
policy”.
1.3.1 The following statement is TRUE. Prove your

answer by quoting a phrase of no more than
FOUR words.
Sharenting is seen as a negative concept in the (1)

US.
1.3.2 How can a child’s privacy rights be

compromised, according to Emma Sadleir?
Explain in your own words. (2)
1.4 Refer to paragraph 5.
1.4.1 Sharenting can be dangerous, according to

41
Sadleir. Can she be considered an expert? Give

a reason for your answer. (2)
1.4.2 What can the possible outcome be, if parents do

not listen to the German authorities’ plea? (2)
What does the comment of Sukdev reveal about her

feelings of oversharing? (2)
Do you agree with the Teen, (that) “social media is not a

true reflection of their lives”? Give reasons for your (3)
answer.
What do you think will be the outcome if Nashira stops

posting photos for her family abroad? (2)
Should a 10 year old child, have the right to say no, if his
parents want to post something? Discuss your answer. (3)
TEXT B

42
1.9 Give a possible reason why THINK is written in a bigger (1)

font.
1.1 What does the thumbs down sign mean? (1)

0
1.1 Show the contrast between the target audiences of TEXT

1 A and TEXT B. (2)
TOTAL SECTION A: 28

43
Activity: Does the comprehension comply with CAPS?
ASPECTS THAT WERE WELL ASPECTS THAT ARE NOT COMPLIANT

IMPLEMENTED
NATIONAL EXAMINATION GUIDELINES
ASPECTS THAT WERE WELL ASPECTS THAT ARE NOT COMPLIANT

IMPLEMENTED
BARRET’S TAXONOMY
ASPECTS THAT ARE WELL ASPECTS THAT ARE NOT COMPLIANT

IMPLEMENTED
Level 1 and 2 =
Level 3 =
Level 4 and 5 =
OVERALL IMPRESSION OF THE COMPREHENSION TEXT

44
USEFUL TIPS FOR SETTING A COMPREHENSION

Every good spell or potion starts with quality ingredients! If you want to make
magic, you have to throw all these ingredients together, step by step (in the
right cycle of the moon)! The following steps and ingredients are important
when setting a Comprehension test:
 Step 1: Add 1 dash of PREVIOUS KNOWLEDGE from the last Cycle theme
you presented. What do your learners know? What are they interested in?
More importantly, link your comprehension passage to a theme you have
already implemented. This way your learners have a vast amount of previous
knowledge and vocabulary to build upon! It is always easier to understand
information on a topic or aspect that learners are already familiar with.
 Step 2: Twirl around 4 times and pull out your spell books! Search on the
internet and consult magazines to find a text and image that relates to the
previous theme you have done. Ensure that your notes are on the correct level
of understanding.
 Step 3: Retreive your wand. You wand is the magical CAPS, National
Examination and Barret’s Taxonomy guidelines. Without a wand, no Witch
can produce magic. So without these documents and guidelines you cannot set
up a successful Comprehension Task.
 Step 4: Double check that your potion is the colour it should be! Moderate the
Comprehension yourself, check your Comprehension against the documents
you have and ensure that you are complying to all of the requirements.

45
Group activity
Refer to text: “Making a MMS of things.”
Utilise the following texts and set your own Comprehension test based on
these texts:
Set up questions that span the following Barret’s requirements:
Level 1 and 2 questions = 12 marks
Level 3 questions = 12 marks
Level 4 questions = 6 marks
Remember to keep referring to the CAPS and National Assessment

guidelines to ensure you implement requirements.

46
MAKING A MMS OF THINGS

Words by Barry Ronge
1 It’s official. The multimedia message service (MMS) is dead.

Several network spokesmen have confirmed that MMS has been
a grave disappointment, whereas its smarter older brother, the
SMS, is the star of the industry.
2 5
The advertising campaigns that tried to sell us the MMS concept
prayed a whole bunch of sentimental “Ag!” ideas, like sending
pictures of sleeping children or pets to relatives that are far from
home; or of the traveller taking pics of fab spots or amazing
objects they have seen on their journey and sending them home
3 to loved ones. 10
In the ads those pics look large and lush. On your tiny phone
screen, it’s a different picture. The image is never properly lit and
phones don’t have a proper viewfinder. As a result, it often hard
to work out what you are seeing because it is often and extreme
4 close up of the photographer’s finger. 15
MMS served no actual purpose. It was just a huge gimmick, put

5 in place to lure you to upgrade your phone.
So like the hula-hoop, Smurfs and the Ninja Turtles, MMS finds
itself on the heap discarded fads. The Economist says “The
6 20
number of picture messages sent is so tiny that many firms keep
their figures secret.”
That’s why I hate cell phone culture. I know it makes me sound

7 like Luddite and I truly do appreciate the ease and access that
this technology has brought to every day communications, but I 25
am appalled by gimmick-driven craziness of the marketing.
Another big phone fad at the moment is movies and movie

trailers that can be downloaded onto your cell phone. I believe
8 that anyone who wants to watch a movie on their cell phone
does not really want to watch a movie at all. The just want to tell 30
other people that they are able to do so.
9 Take out your phone and look seriously at the size of your
screen. Now try to imagine what your favourite movie would look
like on a screen that is much smaller than palm of your hand.

47
35
Listen back to your recorded phone messages and think of what
10 tinny mono sound would do to the film’s soundtrack. Watching a
movie on a cell phone would be like vintage champagne that has
to be filtered through cotton wool before it hits palate.
11
I can understand watching news on your cell phone, but not
movies. Yet it’s supposed to be the next big thing and so the 40
frenzy continues.
I know a young woman who owns six different phones to

coordinate with her different fashion looks. For high-powered
12
business meetings she uses her Blackberry. She colour codes 45
her other phones to her wardrobe and she even has “evening
phone,” which shouts “formal but fun”. That’s six different
contracts to be paid each month, six different sets of calls to
tract, but she sees it as a justifiable expense.
I, however, cannot understand why anyone actually needs six

phones, when they have only two hands and two ears.
(Source: Adapted from Sunday Times Magazine, 27 August 2006)
TEXT B:
Session 2.2 Language

48
Objectives:
 To be able to teach language effectively within different situation.
 To integrate language teaching into all aspects of the cycle plan.
Activity 1
Describe the person next to you using adjectives.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

49
Group Activity 2
You will receive a picture of an object from the digital age.
You will also receive 10 words. Place the words underneath the correct
column.
Adverbs Adjectives
Use the words to describe the product given. Use the adverbs and adjectives
to compile an advertisement. The adverbs and adjectives have to appear in
the advertisement. The group will have to perform the advertisement in front
of an audience.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

50
Session 3 The Bright side of the

digital age
Objectives:
 To be able to critically analyse visual texts.
 To ensure that visual texts comply to Barret’s taxonomy.
Session 3.1 Cartoons
Group Activity: Complete the table.
1. EYES: The eyes usually show a lot of emotion. If the eyes are
big and wide open it usually shows surprise or fright. If the
cartoon’s eyes are small, then it indicates anger.
Explain what the body language of the cartoon characters means:

51
You have just lost your

cellphone. Draw the facial
expression
MOUTH: It the mouth is open and big – then the person is

happy. If the mouth is turned down it means they are sad or
unhappy.

52
5. BODY POSITION: If the arms are folded over the chest – it

means that he/ she is not interested in hearing what the other
person is saying. If the body is leaning forward, it means he/ she is
moving into the other person’s space and an argument can ensue.
Boy’s body The teacher’s
language body language
Pair Activity
Facilitator: Study the cartoon and the set questions which were
done according to Barret’s taxonomy.
Use the table to see whether it is Barret compliant.

53
1.1 What is the mother doing in frame 1 and 2? (1)

1.2 In frame 3, Jeremy gives his reason for wanting a new
phone, Is it a valid reason? (2)
1.3 How is the question “Why?” emphasized in frame 4? List
TWO different ways. (2)
1.4 Explain Jeremy’s attitude in the cartoon.
NOTE: In your answer consider his body language. (2)
1.5 Do you think the cartoonist succeeds in showing that the (3)
woman is upset? Discuss your view.
Question Level 1 & 2 Level 3 Level 4 & 5

number
1.1
1.2
1.3
1.4
1.5
Total
Individual Activity
Use the cartoon below and set questions on the cartoon using the
knowledge you have learned in this passage.

54
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

55
Session 3.2 Advertisements
Pair Activity
Refer to the text below and answer the questions.
1) What is the product?
______________________________________________________________
2) What kind of person are the advertisers aiming at? What sex, what age and
what class?
______________________________________________________________
______________________________________________________________
______________________________________________________________

56
3) What sort of magazine or newspaper would this advertisement appear in?
______________________________________________________________
5) What do you think of when you see these pictures? What message do they
give about the product?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6) Does the product have a logo, i.e. a symbol or a badge,like the Nike tick? Is
it a well-known logo?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
7) Does the image imply that this product fits into the “new South Africa”?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
8) Does the advert use brand names or slogans?
______________________________________________________________
______________________________________________________________
______________________________________________________________
9) How are words and phrases positioned on the page?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
10) How are headings used?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

57
Below is an example of questions that was used in an exam paper

with regard to the advertisement.
1.1 Why is it not a good idea to write on your hand? (1)
1.2 In what TWO ways does the advertiser emphasize the idea of
chaos? (2)
1.3 Study the features of the phone display. What does it suggest
about the phone? (2)
1.4 In your view, does the picture of the woman support the message
of the advertisement? Explain fully. (3)
1.5 Why did the advertiser decide to name the product ‘Palm”?
Choose the correct answer.
A The phone fits perfectly in the palm of your hand.

B Palm refers to the extinction of palm trees.
C It means to hit someone.
D It refers to the idiom, to have somebody in the palm of your (1)
hand.
1.6 Whose attention does the advertiser hope to attract with this (1)
advertisement?
Individual Activity

58
Use the advertisement to set questions according to the Barret taxonomy.

59
Session 4 Addiction
What is your addiction?
Refer to Poem “I am addicted to …”
Individual activity:
Complete the following poem in which you examine one of your addictions!
I am addicted to …..
I am __________________________
I wonder _______________________
I hear _________________________
I see __________________________
I want _________________________
I am __________________________
I pretend ______________________
I feel _________________________
I touch ________________________
I worry ________________________
I cry __________________________
I am __________________________
I understand ___________________
I say _________________________
I dream _______________________
I try __________________________
I hope ________________________
I am __________________________

60
Session 4.1 Literature Addiction

Objectives:
 To develop the skill to integrate Barret’s taxonomy into literature
texts.
Group activity:
Refer to the poem “Internet Addiction” and reflect intensively on the questions
that follow:
Internet Addiction
Incredible urges to get away
Not caring about what people say.
They say it is a disease
Every second I’m in need, without it I freeze.
5 Realize the power of the internet
Nothing can stop me from leaving it.
Everything else means nothing
The internet is everything.
A necessity to me
10 Days go by why can’t you see?
Days I wish I could let this go.
Impossible to just get up and go.
Can’t keep my eyes off the screen
This has taken over me, without it I scream.
15 I need this to avoid suffocation
Oh, I know this is a depraved condition
No, this is my internet addiction.
Jovanna Lizarraga
Use the poem as a guideline and set questions on the poem using
the keywords given. Write the answers on a poster and present to
the rest of the participants.
Level 1
1. Name ___________________________________________ ( )
2. Identify __________________________________________ ( )
3. List _____________________________________________ ( )

61
Level 2
4. Give an outline of
__________________________________________________ ( )
5. State the differences/ similarities
__________________________________________________ ( )
6. Summarize the main points
__________________________________________________ ( )
Level 3
7. What is the character’s attitude towards
_______________________________________________ ()
8. How does the metaphor/simile/ image
___________________affect your understanding? ()
9. What do you think, will be the effect of ________________? ()
10. Choose the correct option ….. ()
Level 4: Evaluation
11. Is the writer’s argument valid/logical/conclusive? ()
12. Do you agree with the view/statement that ____________? ()
Level 5: Appreciation
13. Do you empathise with the character? ()

62
Session 4.2 Process Writing

Addiction
Objectives:
 Understanding the importance of planning a theme to develop
prior knowledge within learners, to ultimately aid writing tasks.
Process writing makes educators cringe and learners want to run

and hide! If you insert a bit of fun into the process, and physically see marks
and writing improve through the writing process, it becomes less of a chore
and more MAGIC!

63
Topic 1: Write an essay of 150 – 200 words on the SILLIEST,

CRAZIEST thing you can imagine any person on earth being addicted to.
Topic 2: Write a story where your addiction got you into trouble.
Session 5 Now you are ready to be

digitally addictive
Setting question papers.
Types of questions:
Various types: choice will be influenced by purpose of test and subject

content
 Pairing of Items
 True versus False Items
 Completion type Items
 Multiple choice Items
 Complex Multiple Choice Item
1. Pairing of items:
These items consist of two lists in which items must be paired. Keep the
following in mind
 Keep the lists homogenous (similar)
 Sort alphabetical/ numerical/ chronological
 Two lists should not be the same length
 Do not make the lists too long
Match each opera in column I with the name of a composer in column II. Write the
appropriate symbol A – G next to the corresponding number 1 – 5 in your answer book.
1. Carmen A. Bizet
2. Don Giovani B. Brahms

3. La Traviata C. Gounod
4. Madame Butterfly D. Mozart
5. Tanhauser E. Puccini

64
F. Verdi
G. Wagner
NB: Beware of testing irrelevant information
2. Completion types
Item should be unambiguous with only one possible answer:
Poor Reason Better Reason

The play “ Nothing Candidate could The name of the Only one possible
but the Truth” was respond …a well- playwright who answer
written by…… known South wrote “Nothing but
African writer  the Truth” is ….
Remember: Stupid questions will get stupid answers, e.g. What do you know
about Shakespeare? Answer: Nothing (should get full marks!)
Section 3: Multiple Choice Questions and Barrett’s

Taxonomy
Setting question papers

Types of questions:
Various types: choice will be influenced by purpose of test and subject
content.
 Pairing of items
 True versus False items
 Completion type items
 Multiple choice items
 Complex Multiple Choice item
1. Pairing of items:
These items consist of two lists in which items must be paired. Keep the
following in mind:
 keep the lists homogenous (similar)

65
 sort alphabetical/ numerical/ chronological

 two lists should not be the same length
 do not make the lists too long
Match each opera in column I with the name of a composer in column II. Write the
appropriate symbol A – G next to the corresponding number 1 – 5 in your answer book.
1. Carmen A. Bizet
2. Don Giovani B. Brahms
3. La Traviata C. Gounod
4. Madame Butterfly D. Mozart
5. Tanhauser E. Puccini
F. Verdi
G. Wagner
NB: Beware of testing irrelevant information.
2. Completion types
Item should be unambiguous with only one possible answer:
Poor Reason Better Reason
The play “Nothing Candidate could The name of the Only one possible
but the Truth” was respond …a well- playwright who answer
written by… known South wrote “Nothing but
African writer  the Truth” is ….
Remember: Stupid questions will get stupid answers, e.g. what do you know
about Shakespeare? Answer: Nothing (should get full marks!)
3. Multiple choice
 Most favoured in the world and enjoy preference as test item.

66
 Are versatile and can test various aspects of achievement.

 Usually in written form, but maps, diagrams, graphs and sketches
can be used very effectively – guard against cosmetic sketches that
are not related to the work.
 Possibility of obtaining a significant mark by pure guessing each
answer is extremely limited.
3.1 Terminology
 Item – This is the single unit of the test
 Stem – The part of the item in which the question is asked/ problem stated
 Options – The possible answers
 Distracters – The options representing the incorrect answers
3.1.1 The stem should contain as much of the question as possible:

Weak Better
What is the degree of longitude? A degree of longitude is an
A. An imaginary line which circles imaginary line which…
the earth from east to west. A. circles around the earth from
B. An imaginary line that separates east to west
two continents. B. separates two continents
C. An imaginary line that circles the C. circles the earth in the centre
centre of the earth from east to from east to west
west D. separates two oceans
D. An imaginary line that separates E. stretches over the surface of the
two oceans. earth from north to south
E. An imaginary line on the surface
of the earth from the North Pole
to the South Pole.
3.1.2 Format and wording of options should be of the same length and type
Identify TWO advertising techniques used in the advertisement to draw
the reader’s attention.
A. Capital letters and overuse of punctuation marks
B. Strong verbs and colours

67
C. Pictures and emotive language

D. Visuals and small writing
3.1.3 An item must never require the option of a candidate.
Poor Better
Who was the best President of the Which President of the RSA is
RSA? known for the “Rubicon Speech”?
A. Mandela A. Mandela
B. De Klerk B. De Klerk
C. Botha C. Botha
D. Mbeki D. Mbeki
3.1.4 Choose wording so that the answer cannot be deducted from the
options.
Which instrument has the biggest representation in a symphonic
orchestra?
A. Violin
B. Trumpets
C. Trombones
D. Drums
When used with a T-square, the left vertical edge of a triangle is used
to draw … lines.
A. Slanted
B. Vertical
C. Horizontal
D. Diagonal
3.1.5 The options must complete the stem in a correct grammatical manner
Weak Better (improve)

68
An electrical transformer can be

used…
A. to convert alternating current to
direct current.
B. store electrical; energy .
C. it converts electrical energy to
mechanical energy.
D. electrical energy is converted to
heat energy.
3.1.6 Options should be linguistically parallel in form

Poor Better
The first activity on a cold wintry The first activity on a cold wintry
morning was… morning was…
A. to gather food and built a fire. E. gathering food and building a
B. eating a hearty breakfast. fire.
C. fishing for mackerel. F. eating a hearty breakfast.
D. to fetch fresh water . G. fishing for mackerel.
H. fetching fresh water .
3.1.7 If the stem is an incomplete statement, it is better for the omission to be

at the end of the sentence.
Poor Better
...is the chief export product of the The chief export product of the RSA
RSA is …
3.1.8 Use of negatives

 Highlight the negative by underlining/bold printing.
 Do not try to complicate the item by the use of negatives.
 If all but one of the options are correct and the wrong one must be
identified, highlight the indicator.
o I.e. Immunization is available against all the following diseases
EXCEPT:

69
3.1.9 Punctuation
3.1.9.1 If the stem is an incomplete statement with the blank space at the end,
each option should begin with a lower case and end with a terminal
punctuation such as a full stop.
A rose is a …
A. flower.
B. vegetable.
C. fruit.
D. seed.
3.1.9.2 If the item is a question and the options are words or phrases (not
complete sentences), begin each option with a capital letter but
do not use any terminal punctuation.
Which one of the following kinds of wood used in furniture
construction is classified as hardwood?
A. Walnut
B. Pine
C. Red cedar
D. Teak
3.1.9.3 If the options take the form of numbers they are not followed by any
terminal punctuation. The speed limit in urban areas is…
A. 60 km/h
B. 80 km/h
C. 100 km/h
D. 120 km/h
3.1.9.4 If the option must be inserted in a blank space in the stem, the options
start with lower case with no terminal punctuation.
The explanation …will indicate a change of government through
coup’d etat.

70
A. royal decree
B. dishonest election
C. mutual agreement
D. violent or illegal act
3.1.9.5 There is little advantage in an incomplete statement over a question,

but the latter is preferred because it can be expressed in a similar way
with fewer words.
Incomplete statement Question
A seismograph is an apparatus for What type of waves does a
measuring ….. seismograph measure?
A. earthquake waves. A. Earthquake
B. heat waves. B. Heat
C. ocean waves. C. Ocean
D. sound waves. D. Sound
3.2 Summary of Basic Principles

• Design each item to measure an important learning outcome.
• Present a single clearly formulated problem in the stem.
• Put alternatives at the end of the question and not in the middle.
• Eliminate unnecessary wordiness.
• Avoid negatively worded stems.
• Avoid eliciting a personal opinion.
• Avoid textbook wording.
• Do not have linked or clued items.
• All options should be homogenous.
• All options should be plausible.
• Put repeated words in the stem and not in the options.
• Punctuation should be grammatically correct and consistent.
• Make options grammatically consistent with the stem.
• List options vertically.
• Order options logically.

71
• Use the options “all of the above” and “none of the above” sparingly.
Template for setting of question papers: electronically

72
Addendum A Resoources
Documents used:
 CAPS document Further education and Training Phase – Grade 10 –
12
 Examination Guidelines Grade 12 2014
 BE A STAR TEACHER – Barret’s taxonomy
 The English Grammar book - Oxford
Videos used in presentations:

 Look up experiment – YouTube
 This might save your life – YouTube
 Hey! Adjectives Grammarheads – YouTube
 Rock and Roll Adverbs – YouTube
Useful website:
 edutopia.org
Examination text bank
Question Bank for Exam

Question 1: Comprehension
Example 1:
TEXT A
How could this have happened?
1 On 26 March 2010 a terrible incident in Chatsworth left 13

children dead and injured 54 others.
2 By three o’clock that afternoon The Throb nightclub was packed with
children – between 600 and 1000 people were inside, some of them
as young as 11. There were no windows in the nightclub, the existing 5
ventilation was totally inadequate and bouncers guarded the entrance.
As the music thundered, a seething crowd of end-of term

73
3 revellers were unaware of what was happening outside. It is

alleged that a rival business opponent approached, carrying a
teargas canister. As soon as he had thrown it into the packed 10
club, chaos followed as all the youngsters battled to get outside.
Bouncers were still blocking the only exit they could use. In the
stampede some children were trampled underfoot, while the
pressure of bodies caused an internal wall to collapse, crushing
children to death and injuring many others.
15
4
Policemen and emergency workers had to cope with anxious
crowds that gathered outside the nightclub. Frantic parents
arrived, fearing for the safety of their children. Some of the
parents didn’t know where their children had gone for the 20
afternoon. The police cordoned off the area, but found it difficult
to keep them from rushing into the nightclub while emergency
workers and injured children were still inside. The police, using
loudspeakers, pleaded with the children who had survived, to go
home so that their parents would know they were safe.
5 25
At the hospitals where the injured had been taken, hospital staff
battled to maintain order as they had to console hysterical
parents and at the same time do whatever was necessary for
the injured, and badly injured children.
6
30
Teachers from local schools were called in to assist the police at
the Chatsworth police station mortuary to identify the bodies of
the victims. Here, too, the police battled with parents who
7 wanted to go and see whether their children were among the
dead.
35
In the meantime, forensic staff was trying to establish where the gas
canister had come from. The national head of the detective unit,
Commissioner M J Schoeman, told News24 yesterday afternoon they
were looking at a rival club owner. Four men were being questioned
8 yesterday as Chatsworth buried its dead children, who died in one of
the worst discotheque disasters in the country. 40
Rumours had been flying around about who could be

responsible, including “a security guard who has disappeared”
but police spokesman Bala Naidoo said they were not going to
9 identify the people who were being questioned. “Our
investigation is directed at the rivalry between two club owners,” 45
he said.

74
By that time the community was criticising the police, who were
still battling to have all the bodies identified. Many frenzied
parents still didn’t know whether their children had survived the
disaster. It was only later that other members of the community
started asking questions about the children and even their
parents: how was it possible that eleven-year-old children were
allowed to go to, and get admittance, to a nightclub?
News24 (edited)
TEXT B
Example 2:
TEXT A
KA-CHING!
1 Don’t stash your cash under floorboards – that’s what bank accounts
are for. Follow our advice to open one that’s right for you.
2 Do your homework- Examine your financial situation. Do you have
enough money? Most banks require a certain amount, R500 foe
instance, to open a bank account. Always go for a bank that is well
known and has a good reputation.
3 Choose wisely – Find out about the extra charges you could incur
every month, such as the service fees the bank will charge, to get the
best deal possible.
4 Compare the interest you could earn on money you put away – pick the
bank that offers the highest return on your cash.

75
5 Does the bank offer easy access to information about what is

happening in your account? Does it offer online banking? And
telephone banking? Are there ATM’s close to your home and school?
6 Compare the rewards programmes of different banks. Depending on
the bank you sign up with, there can be a number of cool benefits in
cash-back or points accumulation, which you can redeem against
products or save on other purchases in the future.
7 Select an account – What kind of account do you need? Savings
accounts are just what the name says – an account where you keep
your cash, into which you can make deposits or withdraw money
whenever you want. If you’re serious about saving, then consider an
additional call account, which is like a savings account, but requires a
certain notice period before you can withdraw from it, for example 30
days or six months. These types of accounts make it easier not to
spend all your money on a whim – and you get higher interest rates.
8 Plan for the extra expenses – Certain accounts require you to have a
small amount of money in the bank at all times, which you’ll be unable
to withdraw. Most banks charge a small monthly fee to manage your
account, so plan for this.
9 Withdrawals form ATMs cost money. Your own bank will charge you a
nominal fee, but is you withdraw from another bank’s ATM, it will end
up costing you far more.
10 Decide on the type of card – A debit card is a good option to start
with, as you can only withdraw what is in the bank account and nothing
more – unlike a credit card, which allows you to borrow money from the
bank and pay back later (with interest).
11 TIP: Download your bank’s mobile app to keep track of your money on
the go.
[Adapted from Club X – December 2013
TEXT B

76
Example 3:

77
TEXT A
TECH-NO?
1. Gone are the days when the setting sun meant that it was time for
bed. Now, when it gets dark out, TVs, computers and cellphones light
up our lives, and people are awake until all hours browsing the internet
or streaming series. But, according to the Harvard Health Letter, this is 5
not good news at all, as bright lights at night throw off your body’s
biological clock and your sleep cycle suffers as a result.
2. In a study published in the Applied Ergonomics journal, research showed that
exposure to light from computers and phones can lower levels of the hormone
melatonin. This is important, as melatonin regulates your internal clock and plays a 10
role in your sleep. When precious shut-eye time is affected, general health and well-
being decreases.
3. Although it is not specifically the bright screens that cause eye

trouble, staring at your computer all day can have a negative effect on
your vision. According to optometrist Jacqui Bauer, it’s the shorter 15
distance that the eyes are having to work at that is the real problem.
‘Short distance causes the eyes to focus three times as much and if
the visual system isn’t adequate in that regard, it will cause strain,
resulting in headaches, burning and irritated eyes and general physical
discomfort.’ 20
4. You more than likely use your left hand to hold your tablet steady,
but doing this can result in painful symptoms such as repetitive strain
injury or even carpal tunnel syndrome. Osteopath Guy Ashburner says 25
‘An extended right index finger used for repetitive, prolonged scrolling,
typing documents or emails can put you at risk of a muscle injury.
Muscle fatigue, strain and prolonged muscle tension can lead to aches
and pain in the muscles and tendons, and may also affect the flexibility
of the thumb. “Over time, excessive and repetitive use can also cause
30
tendonitis and possibly lead to premature arthritis due to wearing of the
joint. Most of these ailments are relatively minor, but can become quite
serious if proper precautions aren’t taken.’
5. You’ve probably spent hours in front of a computer screen and our 35

bet is you’re not sitting in the correct position. Unfortunately, the
human body just isn’t designed to sit for long periods of time, so your
health is suffering every time you slump in your chair. Guy explains,
‘What people don’t realise is that posture affects and moderates every
physiological function in your body, from the breathing to hormonal 40
production. Spinal pain, headaches and lung capacity are among some
of the functions that are most commonly influenced by how you sit.’
Luckily, Guy says, posture is a bad habit you can easily change.
6. You’d think having 915 FB friends would make you feel good, but 45
research shows it actually has the opposite effect. Registered
counsellor Punam Dave sums it up: ‘People tend to post their best-
looking photos on FB, sometimes with filters to make them seem

78
better. This can make you look at yourself in the mirror and start to pick
out your perceived flaws. FB is where your friends post about all the
places they have been and their accomplishments. This end up making
you feel as though your achievements – or the lack thereof – aren’t
important enough or are not as special.’
[Adapted from: ClubX, February 2015]
TEXT B
Question 3: Summary
Example 1
TEXT C
You may not have the time to check an ATM and your surroundings before
inserting your card, there are a few quick and simple things you can do.
Use an ATM located indoors, for example in a bank or building society

branch, or one that is monitored by CCTV. Only use ATMs in well-lit and busy
areas, especially after nightfall. Always place your hand over the keypad to
act as a shield while inputting your PIN. Avoid putting your PIN if there are
people to close to you and never reveal your PIN to anyone, not even bank
staff. Never write down your PIN as a note in your wallet or handbag. Doing
so will provide thieves with your cards and PIN in one swoop.

79
If your card gets stuck in a machine, do not leave it there. Report it

immediately using your mobile phone. It doesn’t matter how inoffensive,
friendly or gallant someone may appear, never accept help from strangers.
Strangers may offer to help, but they can’t.
Sometimes even the most cautious people can get caught by fraudsters. Your
bank should compensate any losses, but the onus will be on you to report it.
Check all cash withdrawals against your bank statements. Always select “yes”
if a cash machine asks if you require a receipt. Then you will have evidence of
the transaction.
[Adapted from www.banksafety.co.za]
Example 2:
TEXT C
LET’S TALK ABOUT BULLYING
How many friends have you heard your parents or their friends say to you,
‘Your school-days are the best days of your life?’
Well, that’s true – if you’re not being bullied, that is. Just ask anyone who
has suffered torment at the hands of his or her classmates. The memories
and effects of bullying usually last a lifetime.
If you are being bullied, admit the problem to yourself. Don’t blame yourself
for the others’ behaviour or try to justify it in any way. Admit their behaviour
towards you is unfair and unjustified.
There are also other things you can do to prevent bullying. Believe in
yourself. Don’t believe what the bully says about you – you know you are a
great person who is worthy of friends. Don’t suffer in silence – talk to
someone you can trust. Chat to a teacher. Remember, if no one knows
about the problem, it can’t be solved.
If the bullying is affecting you physically, go see your doctor. A talk with your
GP or a spell of sick leave may give you the space and energy in which to
bounce back. Try to stand up for yourself. If necessary, attend one of
Lifeline’s assertiveness training courses or study one of those self-help
books which will help you develop confidence.
When a bully does confront you, train yourself to remain calm and try not to
let him see how upset you are. Try to stare him down (it gives the
impression of confidence), teach yourself to say ‘No’ firmly and then walk
away. Examine your body language. Act like a person with confidence.
Stand up straight with your head held high and take deep breaths. If you
stoop, drag your feet when you walk, hang your head and hunch over, you
may be giving off ‘victim’ signals.
Adapted from People, 13 July 2001
Example 3
You. Improved. The Gill Guide to being a gentleman
The first cut
So many gentleman shave incorrectly, leading to cuts, razor burns,
ingrown hairs and ultimately to social exile. Dispose of your disposable
razors and use a quality multi-blade razor. Luckily there is our Anti-Bump

80
Aftershave Balm to smooth you down. Not only is it oil and alcohol free so
as not to irritate your skin but it has Ticlosan to protect against bacteria
and Vitamin E to soothe your skin after your shave.
A gentleman (occasionally) goes with the grain
Gill’s Invisible Problem Skin Gel will give you an opportunity to show the
ladies that you are a different type of gentleman. If you have a blemish
or a bump this gel with Vitamin E is ideal to help restore skin and
minimize scarring.
Before you do something rash

Before shaving, use our Gentle Daily Exfoliating Face Wash as an
exfoliant scrub. Use warm water and some elbow grease to open pores and
remove deep-down oil and dirt without causing dryness. A gentleman
prides himself on cleanliness.
Be showered with affection

Several ladies will tell you that a man smells wonderful, immediately after
stepping out of the shower. This is probably true, but it is impractical for
us to be constantly jumping in and out of the showers. So use, Gill
Energising Shower Gel 3 in 1, with Triclosan to protect you against body
odour and bacteria while you rush about your tasks for the day. If you
prefer a bar of soap, the Hygiene Face and Body Soap is what you need to
fight grime. It has been specially formulated to cleanse your skin of oil
and dirt without causing dryness.
Smoothing out the rough parts

Good grooming leads to a smooth look and moisturizing your skin will help
prevent premature wrinkles and lines. You cannot do without our Anti-
shine Moisturiser. The active ingredients will replenish moisture, smooth
and repair problem skin while protecting you from the sun.
Have a good hair day.

Gill’s Moisturising Anti-Dandruff Shampoo is enhanced with Moisture Cell
and Pro-vitamin B’s that penetrate the hair shaft and root to revitalize
the hair and the scalp. Give your hair a shiny, healthy lease on life .
[Adapted: YMAG, August/September 2007]
Question 3: Advertising
Example 1:

81
Example 2:

82
Example 3:
Question 3: Cartoon
Example 1:

83
Example 2:
Example 3:

84

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1

SECONDARY SCHOOL IMPROVEMENT

SUBJECT: ENGLISH FIRST ADDITIONAL LANGUAGE

© Gauteng Department of Education

© Gauteng Department of Education

the English Language fully.

Full Proficiency – Learners develop full receptive and productive

proficiencies in English in the domains of listening, speaking, reading

and writing, consistent with expectations in CAPS.

Challenging Content – Learners are taught challenging content to

enable them to meet standards in all content subjects (English being

Build on Previous Knowledge – Learners receive instruction that builds

on previous knowledge and cognitive abilities that reflect their language

Valid and Appropriate Assessment – Learners are evaluated with

and cultural backgrounds of learners.

© Gauteng Department of Education

academic areas including Linguistics, Literature, Media and

Communication, but its object of study is English.

Programmes in English Language cover a range of topics and

individual programmes manage the balance between them differently.

Students study the linguistic systems underlying English, as well as

language in use and the relationship between language and context,

spoken language, with multimodal texts also a focus on some

English may be studied in its cultural, contemporary and historical

background; it may be related to literary texts, everyday discourse, and

the structure of languages other than English.

Descriptive analysis will be combined with more critical and theoretical

work which develops students' understanding of texts and/or language

© Gauteng Department of Education

• Master assessment for learning

• Strategize and practically display planning and integration skills

• Brainstorm Comprehension teaching skills.

• Gain a deeper understanding of marking of comprehension

• Learn exciting new skills in teaching visual literacy.

• Understand and display skills in teaching and marking of letters and

© Gauteng Department of Education

Session 1 – Stepping into the Digital

© Gauteng Department of Education

© Gauteng Department of Education

Session 1.1 – Planning and

The Importance of Planning

Planning may be broadly defined as a concept of executive action that

The purpose of this English improvement strategy is to ensure the integration

GDE is committed to the improvement of the teaching and learning of English

 To create expanded opportunities for learners, not only in schools that

© Gauteng Department of Education

 Effective analysis of all assessment tasks to identify problem areas for

Educators should ensure that they:

 are re-skilled in how to teach reading, comprehension and writing skills;

© Gauteng Department of Education

 promote independent reading (e.g. reading at home, as well as in the

Why is lesson planning important?

 Being clear on what you want to teach.

© Gauteng Department of Education

Session 1.2 – ATP

Listening & Reading & Writing and Language structures

© Gauteng Department of Education

Cycle plan format: Date: _________to _______

Theme: _______________________ Resources: Text book: p ____to ______

2. Reading and viewing

4. Language structures and conventions

© Gauteng Department of Education

Cycle plan format: Date: ___to _

Theme: _________________ Resources: Text book: p to