English Home Language

This Phot o b y Unknown Author is licensed unde r CC BY-SA

Autumn School Material

© Colleen Callahan

SES: EnglishNelson Mandela Bay Metro District

Module 1: Types of Questions

Study the following diagram on the TYPES OF QUESTIONS.
 TYPES AND DEMANDS OF QUESTIONS
QUESTION TAGS COGNITIVE HOW TO ANSWER
THINKING SKILLS THE QUESTION
1 Refer to paragraph …
What does the writer indicate about
… (2)
Lower Order State in your own words
√ as far as possible what
the writer says about the
topic under discussion in
the given paragraph
√

2 Refer to paragraph … Lower Order Present in your own

Explain how … has influenced … words √ as far as
(2) possible what the text
says about how …
effects √ …
3 Give a synonym / antonym of … Lower Order Give the word of
similar meaning /
opposite meaning √

4 Give the root word of … Lower Order Give the original word
from which another
word has been derived √

5 Identify the figure of speech in …
6 Refer to paragraph …
Suggest why the writer starts the
paragraph with …/ uses the word …
(2)
Lower Order Write the name of the
figure of speech √
Middle Order Make a point about the
writer’s technique √ and
explain what is achieved
by the technique √

7 Comment on … /Discuss … / Explain Middle Order Make a statement

… (3) (point) √, explain your
point √ and refer to the
text (give evidence from
the text) to support your
explanation then check
that what you have
written links with the
question asked.[Apply
the PEEL- rule) √

8 Compare … (2) Middle Order Present the

SIMILARITIES √ and
the DIFFERENCES √
between what you are
comparing
9 Rewrite the sentence in the passive Middle Order Convert the active voice
voice / indirect speech sentence / direct speech
into the
 passive voice / indirect
speech by applying the
rules you have learned
about passive voice /
indirect speech to the
given sentence
√
10 Correct the grammatical error / Middle Order Rewrite the sentence
punctuation error correctly √
11 State why a literary device is Middle Order State what the device
effective … (2) emphasises √ and
how the device
conveys the message
or highlights a theme
√
12 Describe the mood of a figure in a Middle Order State how the character
cartoon (2) is feeling √ by referring
to the visual clues in the
frame of the cartoon
where the character
appears √

13 Comment critically…/Critically Higher Order Evaluate how successful

discuss … (3/4) a text is in conveying
the message. √ Support
your evaluation by
making a point √,
explaining √ your point,
providing evidence from
the text √ (√) and
checking what you have
written links to what the
question asks.
Applying the EPEEL
rule (=
EvaluationPoint-
Explanation-
Evidence-Link)

14 Discuss the theme of the poem / Higher Order Presenting your

novel / drama in a literary essay … discussion in an essay
Discuss the characterisation … / format. You begin with
Discuss the Imagery, Tone and an introduction outlining
Diction of a poem … your approach to the
question. In each
POETRY ESSAY = 1O marks paragraph you make a
LITERARY ESSAY = 25 marks point, explain your
point, and provide
evidence from the text
to support your
 explanation. You then
write a conclusion and
check that your response
links to what the
question asked you to
do.

TASK
Read through the following questions from the JUNE 2023 PAPER 1, and state whether they are
LOWER ORDER, MIDDLE ORDER, or HIGHER ORDER questions. Use the notes on the
TYPES of QUESTIONS and the DEMANDS of the questions to help you in deciding the type of
each question.
Fill in your answers in the table below.
QUESTIO TYPE OF QUESTION (Is the question a LOWER
N ORDER, MIDDLE ORDER, or HIGHER ORDER
question?)
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11

Module 2: Success in COMPREHENSION

 EXERCISES
TIPS
1. Circle the HEADING / TITLE. What does the HEADING / TTLE suggest that the
text is about?
2. Highlight the TOPIC SENTENCE of each paragraph. This is the sentence that
includes the main idea of the paragraph.
3. Read through the questions. Circle/Highlight the INSTRUCTION WORD and
take note of the mark allocation.
4. Look at the VISUAL TEXT (Text B ) and write a HEADING which summarises
what topic is addressed by the VISUAL TEXT.

TASK 1
Apply TIPS 1-4 to the following COMPREHENSION TEXTS.
TASK 2
Answer the Comprehension Questions
[Source: DBE, JUNE 2023 PAPER 1]

Module 2: Success in SUMMARISING EXERCISES

Study the poster below which explains clearly what a summary is.
 This Phot o b y Unknown Author is licensed unde r CC BY-SA

TIPS FOR WRITING A SUMMARY

1. Circle the HEADING / TITLE. What does the HEADING / TTLE suggest that the
text is about?
2. Highlight the TOPIC SENTENCE of each paragraph. This is the sentence that
includes the main idea of the paragraph.
 3. CROSS OUT any examples, explanations, or repetition of ideas in each paragraph.
4. Read through the INSTRUCTIONS and highlight the steps of what needs to be done
in order to produce the summary.

TASK 1
Apply TIPS 1-3 to the following passage.
[Source: DBE, JUNE 2023 PAPER 1]
TASK 2: PLAN YOUR SUMMARY
Complete the following table to plan your summary.
POINT QUOTATION OWN WORDS
1

TASK 3: WRITE YOUR SUMMARY

Use what you have written in the column OWN WORDS to write your summary.
REMEMBER to include your word count at the end of the summary.
 Module 3: ADVERTISING
Features of an Advertisement
Study the graphic below

Image / Picture / Graphic

Text

Slogan

Logo

TASK 1
Circle / Highlight the following features in the advertisement on the next page:
• Visual
• Text
• Slogan
• Logo
The AIDA Principle in Advertising
We can analyse advertisements by applying the AIDA principle.
 How does the advertisement
attract the attention?
A
Who is the target audience whose
I interest would be captured? How is
interest in the product/service
maintained?
To what desires does the
D advertisement appeal?

What actions are demanded by the

A advertisement?

TASK 2
Complete an AIDA table for the advertisement on the next page.
How does the advertisement attract
A the attention?
Who is the target audience whose
I interest would be captured? How is
interest in the product/service
maintained?
To what desires does the
D advertisement appeal?
What actions are demanded by the
A advertisement?
TASK 3
Answer the following questions on the advertisement on the previous page.
[Source: DBE, JUNE 2023 PAPER 1]
 Module 4: CARTOONS / VISUAL LITERACY
Study the following pictures that show us the FEATURES of a
CARTOON

[Source: https://www.cartoonstudies.org/wp-content/uploads/2014/06/terminology.pdf]

Some more Emanata

[Source: https://www.cartoonstudies.org]

Kinetic Stripes (Movement Lines) and Other Symbols

Agitrons: Similar in function to blurgits, longer wiggly lines around something that is
shaking or vibrating.
Blurgits: Similar in function to agitrons, parenthesis-shaped symbols used to indicate less
intense movement, such as a nudge, shoulders shrugging, or slow walking (in a waist-up
shot).
 Briffits: Clouds of dust that trail behind fast-moving characters, linger in the spot where a
character suddenly dashed out of frame, or appear in clumps when objects or characters
collide. Car exhaust can serve as a more realistic version of this. Dites: Similar to vites,
diagonal lines placed across glass surfaces (either reflective or clear) to indicate sheen. In
color comics these are sometimes filled in with white, or, in more modern comics, replaced
entirely with a semi-transparent airbrushed white line.
Emanata: Lines that surround a character's head to indicate surprise or shock.
Visually identical to solrads.
Grawlixes: Indicating swearing with non-alphanumeric characters such as stars, angry
scribbles, storm clouds (sometimes complete with lightning bolts), swirls, large
exclamation points, and skulls. Machine-lettered comics will often just use keyboard
characters. Walker identified a number of distinct types based on specific symbols, such as
jarns (curved or angled spirals), quimps (astronomical
objects), nittles (stars and asterisks) and true grawlixes (scribbles suggesting scrawled
writing).
Hites: Horizontal lines that trail behind fast-moving characters to indicate motion. Usually
come in pairs. A variation is up-hites, which are vertical and appear above a falling object
or character.
Indotherm: Squiggly lines placed over an object to indicate radiant heat. May also appear
above the head of an extremely irritated character.
Lucaflects: Thinly-outlined shapes placed on shiny surfaces to indicate reflectiveness.
Often takes the form of a four-paneled window, most commonly on TV screens.
Plewds: Drops of sweat emanating from the character's head to indicate nervousness,
stress, or working hard.
Solrads: Lines proceeding from a light source. Visually identical to emanata. Squeans:
Bubbles and open asterisks (popped bubbles) that appear over a drunk or sick character's
head.
Vites: Similar to dites, vertical lines placed on bodies of ice to indicate
reflectiveness. Often placed directly under a character and filled with whatever color the
character is.
Waftarons: Squiggly solid shapes that taper to a point on both ends, used to indicate strong
odors, either positive or negative (the former typically filled with white, the latter with a
sickly green). Warm food items (like a pie cooling on the windowsill) will typically have
small wafterons in place of indotherms to indicate both heat and odour.

[Source: https://tvtropes.org/pmwiki/pmwiki.php/Main/BriffitsAndSqueans]

TIPS WHEN ANSWERING QUESTIONS ON CARTOONS

1. Always back up your responses by referring to what you see in the cartoon.
2. Try and use the cartoon terminology (e.g. hites, frame, thought-bubble; speech-
bubble) when answering your questions.
 1.2. Name this space
1.1. Give the name of this between the frames .
frame.
TASK1

1. 3 What is this symbol called

and what do es it suggest?
 1.4 Name these
symbols.

1.6 . Name the

Literary device of
which CRASH! Is
an example.

1.5 Give the

name and
function of
this symbol
TASK 2

[Source: DBE, JUNE 2023 PAPER 1]

Module 5: USING LANGUAGE CORRECTLY

INFORMATION ON QUESTION 5

[SOURCE: https://juniortukkie.online/wp-content/uploads/2021/10/English-Home-Language-
Paper-1-Summer-School-exam-preparation.pdf]
[SOURCE: https://7esl.com/wp-content/uploads/2019/10/PUNCTATION-RULES-1-1.jpg]
[SOURCE: https://www.brabynsprepschool.co.uk/assets/uploads/general/Useful-English-
SpellingRules.pdf]
DIRECT AND INDIRECT SPEECH
Conveying the exact words of the speaker in his own actual words without any change to
another person is called ‘the Direct Speech’. Sam said, “I am going to the market now”.
Reporting of what a speaker said in our own words to another person without quoting his
exact words is called ‘Indirect Speech’. Sam said that he was going to the market then.
 Rules of changing Direct into Indirect Speech
Changes in Tenses: The past perfect and past perfect continuous tenses do not
change.
Direct Speech Indirect Speech
Simple Present Changes to
“I always drink tea”, he said He said that he always drank tea.
Simple Past
Present Continuous Changes to She said that she was reading a
“I am reading a book”, she said.
Past Continuous book.
Present Perfect Changes to Past She said, “He has finished his She said that he had finished his
Perfect work” work.
Present Perfect Continuous
“I have been to England”, he told He told me that he had been to
Changes to Past Perfect
Continuous me. England.

Simple Past Changes to Past “Bill arrived on Saturday”, he He said that bill had arrived on
Perfect said. Saturday.
Past Perfect Changes to Past “I had just come back from He said that he had just come
Perfect (No change In Tense) work,” he said. back from work.
Past Continuous Changes to Past “We were living in Hong Kong”, They told us that they had been
Perfect Continuous they told us. living in Hong Kong.
Future Change to Present “I will be in Italy on Saturday”, She said that she would be in
Conditional she said Italy on Saturday.
Future Continuous Changes to He said, “I’ll be visiting mother He said that he would be visiting
Conditional Continuous next Monday.” mother next Monday.

When it is uncertain if the statement is true or when we are reporting objectively, the past
tense is often used.
Indirect Speech conversion Direct Speech Condition
Present Tenses in the Direct Speech are changed If the reporting or principal verb is in the Past
into Past Tense. Tense.
If in direct speech you find say/says or will say.
Direct speech the words within the quotation marks
Do Not Change Tense of reported Speech in
talk of a universal truth or habitual action.
Indirect Speech sentence
The reporting verb is in a present tense.

Words expressing nearness in time or places are generally changed into words
expressing distance.
Direct Speech Indirect Speech
 Here There
Today That day
This morning That morning
Yester day The day before
Tomorrow The next day
Next week The following week
Next month The following month
Now Then
Ago Before
Thus So
Change of place and time Last night The night before
This That
These Those
Hither Thither
Hence Thence
Come Go

Change of in Pronouns
The pronouns of the Direct Speech are changed where necessary, according to their
relations with the reporter and his hearer, rather than with the original speaker.
Direct Speech Indirect Speech
The first person of the reported
speech changes according to the He says, “I am in fifth class.” He says that he is in fifth class.
subject of reporting speech.
The second person of reported
He says to them, “You have He tells them that they have
speech changes according to the
completed your job.” completed their job.
object of reporting speech.
The third person of the reported She says that she is in ninth
She says, “She is in ninth class.”
speech doesn’t change. class.

Changes in Modals
Direct Speech Indirect Speech
 He said, “I can touch the
CAN change into COULD
ceiling”.
MAY changes into MIGHT He said, “I may buy a house”
He said, “I must resign from the
MUST changes into HAD TO
job”
These Modals Do Not Change: Would, Could, Might, Should, Ought to.
She said, “she would apply for a
Would
visa”
He said, “I could climb the
Could
ladder.”
Tom said, “I should go to the
Might
pub.”
She said, “I should go to the
Should
pub.”
She said to me, “you ought to
Ought to
wait for her.”
He said that he could touch the
ceiling.
He said that he might buy a
house.
He said that he had to resign
from the job.
She said that she would apply for
a visa.
He said that he could climb the
ladder.
She said that he might help him.
She said that she should go to the
pub.
She said to me that I ought to
wait for her.

Changes in Imperative Sentences

Imperative sentences consist any of these four: Order, request, advice and suggestion.
Mood in Direct Speech Reporting verb in indirect verb
Order Ordered
Request Requested / entreated
Advice Advised / urged
Never Told, advised or forbade (No need of “not” after forbade”)
Direction Directed
Suggestion Suggested to
Warning Warm
(If a person is addressed directly) called

Changes in Exclamatory Sentences

Exclamatory sentences express emotions. Interjections such as Hurrah, wow, alas, oh,
ah are used to express emotions.

Rules of conversion of Exclamatory Direct Speech into Indirect Speech

 1. Exclamatory sentence changes into assertive sentence.
2. Interjections are removed.
3. Exclamation mark changes into full stop.
4. Wh- words like ‘what’ and ‘how’ are removed and before the adjective of reported
speech we put ‘very’.
Mood in Direct Speech Reporting verb in indirect verb
Exclaimed with sorrow/grief/exclaimed sorrowfully or cried
Sorrow
out
Happiness Exclaimed with joy/delight/exclaimed joyfully
Surprise Exclaimed with surprise/wonder/astonishment
Appreciation Applauded

Rules of conversion of Interrogative Direct Speech

Changes Direct Speech Indirect Speech Condition
Reporting Verb Said/said to Asked, enquired or demanded.
If sentence begins with auxiliary
Joining clause should be if or whether.
verb
Joining clause No conjunction is used as “questionword”
If Sentence begins with “wh”
itself act as joining clause.
Punctuation Question Mark Full Stop
Sentences is expressing positive
Do/does is removed from sentence.
felling
If “No’ is used in interrogative
Do/does is changed into did.
sentences
Helping Verbs
Did or has/have Had

[SOURCE: https://successmantra.in/blog/details/direct-and-indirect-speech]
CONCORD Concord in language refers to Subject-Verb
Agreement

[SOURCE: https://englishatoz24.blogspot.com/2018/05/subject-verb-agreement-withexample.html]
TASK
[Source: DBE, JUNE 2023 PAPER 1]

USEFUL RESOURCE FOR YOUR PAPER 1 PREPARATION

The ENGLISH SELFSTUDY GUIDE BOOKLET 1 INTEGRATED LANGUAGE
LEARNING PAPER 1 at https://www.education.gov.za/SelfStudyGuidesGrade10-12.aspx