MTG EFAL P1 Language and Context

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Study Guide 12
© Department of Basic Education 2015
This content may not be sold or used for commercial purposes.
Curriculum and Assessment Policy Statement (CAPS) Grade 12 English First Additional
Language Mind the Gap study guide for Language in Context
ISBN 978-1-4315-1939-2
This publication has a Creative Commons Attribution NonCommercial Sharealike license.

You can use, modify, upload, download, and share content, but you must acknowledge the
Department of Basic Education, the authors and contributors. If you make any changes to the
content you must send the changes to the Department of Basic Education. This content may not
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please see:
http://creativecommons.org/licenses/by-nc-sa/3.0/.
Copyright © Department of Basic Education 2015

222 Struben Street, Pretoria, South Africa
Contact person: Dr Patricia Watson
Email: [email protected]
Tel: (012) 357 4502
http://www.education.gov.za
Call Centre: 0800202933
The first edition published in 2012 for the Revised National Curriculum Statement (RNCS)
Grade 12 Mind the Gap study guides for Accounting, Economics, Geography and Life Sciences;
the second edition, published in 2014, aligned these titles to the Curriculum and Assessment
Policy Statement (CAPS) and added more titles to the series, including the CAPS Grade 12
English First Additional Language Mind the Gap study guide for Language in Context,
ISBN 978-1-4315-1939-2
Mind the Gap team

Series managing editor: Dr Patricia Watson
Production co-ordinators for CAPS edition: Rachel Adatia and Gill McDowell
Authors: Norman Fumba, Susanna Gildenhuys, Emmanuel Gomba, Thobani Gumede,
Fazeela Haffejee, Elizabeth Huggett, Melanie Jansen, Jeanette Kemp,
Carol MacDonald, Jacqueline Mdleleni, Sylvester Mensah, Robert Moungedzo,
Pila Mngqibisa, Pila Masakane, Eugene Snayer, Matshidiso Taole, Suzanne van Neel
Expert readers: Suzanne Jordaan and Yvonne Reed
Editor: Julia Grey
Proofreaders: Catharina Minervini and Pat Tucker
Designers: Gill McDowell and Nomalizo Ngwenya
Illustrators: Michele Dean, Ivan Keir, Vusi Malindi, Khosi Pholosa, Kenneth Tekane
Series cover illustration: Alastair Findlay
Onsite writers’ workshop support: Wayne Cussons
Ministerial foreword
The Department of Basic Education (DBE) has pleasure in releasing the
second edition of the Mind the Gap study guides for Grade 12 learners.
These study guides continue the innovative and committed attempt by the
DBE to improve the academic performance of Grade 12 candidates in the
National Senior Certificate (NSC) examination.
The study guides have been written by teams of exerts comprising
teachers, examiners, moderators, subject advisors and coordinators.
Research, which began in 2012, has shown that the Mind the Gap series
has, without doubt, had a positive impact on grades. It is my fervent wish
that the Mind the Gap study guides take us all closer to ensuring that no
learner is left behind, especially as we celebrate 20 years of democracy.
The second edition of Mind the Gap is aligned to the 2014 Curriculum and
Matsie Angelina Motshekga, MP
Assessment Policy Statement (CAPS). This means that the writers have Minister of Basic Education
considered the National Policy pertaining to the programme, promotion
requirements and protocols for assessment of the National Curriculum
Statement for Grade 12 in 2014.
The Mind the Gap CAPS study guides take their brief in part from the 2013
National Diagnostic report on learner performance and draw on the Grade
12 Examination Guidelines. Each of the Mind the Gap study guides defines
key terminology and offers simple explanations and examples of the
types of questions learners can expect to be asked in an exam. Marking
memoranda are included to assist learners to build their understanding.
Learners are also referred to specific questions from past national exam
papers and examination memos that are available on the Department’s
website – www.education.gov.za.
The CAPS editions include Accounting, Economics, Geography, Life
Sciences, Mathematics, Mathematical Literacy and Physical Sciences.
The series is produced in both English and Afrikaans. There are also nine
English First Additional Language (EFAL) study guides. These include EFAL
Paper 1 (Language in Context); EFAL Paper 3 (Writing) and a guide for each
of the Grade 12 prescribed literature set works included in Paper 2. These
are Short Stories, Poetry, To Kill a Mockingbird, A Grain of Wheat, Lord of
the Flies, Nothing but the Truth and Romeo and Juliet. Please remember
when preparing for Paper 2 that you need only study the set works you did
in your EFAL class at school.
The study guides have been designed to assist those learners who
have been underperforming due to a lack of exposure to the content
requirements of the curriculum and aim to mind-the-gap between failing
and passing, by bridging the gap in learners’ understanding of commonly
tested concepts, thus helping candidates to pass.
All that is now required is for our Grade 12 learners to put in the hours
required to prepare for the examinations. Learners, make us proud – study
hard. We wish each and every one of you good luck for your Grade 12
examinations.
Matsie Angelina Motshekga, MP

Minister of Basic Education
2015
Table of contents
Dear Grade 12 learner.........................................................................................................vii
How to use this study guide................................................................................................vii
Top 7 study tips....................................................................................................................viii
On the exam day....................................................................................................................ix
Overview of the English First Additional Language Paper 1:
Language in Context Exam........................................................................................x
Question words......................................................................................................................xi
Words to know.....................................................................................................................xiii
Section A............................................................................................................ 1
Comprehension................................................................................................. 1
1. All about comprehension.............................................................................................1
1.1 Steps to writing the written comprehension question in the exam...............2
2. Text A: Written extract..................................................................................................2
Activity 1.........................................................................................................................5
3. Text B: Visual text........................................................................................................10
Activity 2.......................................................................................................................11
4. What is expected from you in the exam................................................................. 12
Section B.......................................................................................................... 13
Summary........................................................................................................... 13
1. All about summaries..................................................................................................13
2. Writing a summary.....................................................................................................14
2.1 Steps to writing a summary in the exam.........................................................14
Activity 3.......................................................................................................................19
3. What is expected from you in the exam................................................................. 20
Section C.......................................................................................................... 21
Language structures and conventions....................................................... 21

1. Visual literacy.............................................................................................................. 22
2. Critical language awareness.................................................................................... 22
3. Analysing and advertisement................................................................................... 23
Activity 4...................................................................................................................... 25
Activity 5.......................................................................................................................27
3.1 What is expected from you in the exam.......................................................... 28
4. Analysing a cartoon................................................................................................... 29
Activity 6.......................................................................................................................31
Activity 7...................................................................................................................... 33
Activity 8...................................................................................................................... 35
4.1 What is expected from you in the exam.......................................................... 36
5. Language......................................................................................................................37
5.1 Verb tenses.......................................................................................................... 38
5.2 Subject/verb agreement (concord).................................................................. 40
Activity 9...................................................................................................................... 42
5.3 Verbs in active and passive voice..................................................................... 43
Activity 10................................................................................................................... 44
5.4 Question tags...................................................................................................... 45
Activity 11................................................................................................................... 46
5.5 Direct and indirect speech................................................................................ 46
Activity 12................................................................................................................... 48
5.6 Negative sentences............................................................................................ 49
Activity 13................................................................................................................... 50
5.7 Combining two short sentences into one longer sentence...........................51
Activity 14................................................................................................................... 52
5.8 The apostrophe: when and how to use it........................................................ 53
Activity 15................................................................................................................... 54
5.9 Prepositions......................................................................................................... 55
Activity 16................................................................................................................... 56
5.10 Vocabulary..........................................................................................................57
Activity 17................................................................................................................... 59
5.11 Language and editing skills in context.......................................................... 60
Activity 18................................................................................................................... 60
Activity 19................................................................................................................... 62
Dear Grade 12 learner

This Mind the Gap study guide helps you to prepare for the end-of-year
Grade 12 English First Additional Language (EFAL) Language in Context
exam.
There are three exams for EFAL: Paper 1: Language in Context; Paper 2:
Literature; and Paper 3: Writing.
There are nine great EFAL Mind the Gap study guides which cover Papers
1, 2 and 3.
Paper 2: Literature includes the study of novels, drama, short stories and
poetry. A Mind the Gap study guide is available for each of the prescribed
literature titles. Choose the study guide for the set works you studied in
your EFAL class at school.
This study guide focuses on the skills and knowledge you will need to
prepare yourself for Paper 1: Language in Context.
How to use this study guide

This study guide looks at the three sections of the Paper 1: Language in
Context curriculum:
• Section A: Comprehension
• Section B: Summary
• Section C: Language structures and conventions
In sections A and B, you are taken through a step-by-step approach to
writing a comprehension and summary question in the exam.
In Section C: Language structures and conventions of this study guide, the
following areas are covered:
• Analysing an advertisement Look out for
• Analysing a cartoon these icons in the
• Language use in context study guide.
There are also worked examples of grammar questions.

In all the sections of this study guide, there are activities based on exam
questions for you to practise your skills. Answers are given for all questions
so that you can assess your progress as you revise.
NB Pay special attention e.g. Worked examples

Step-by-step
instructions
Hints to help you

Activities with
remember a concept Refers you to
questions for you
hint or guide you in solving
to answer
exam questions
problems

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION vii
Try these
Top 7 study tips
study tips to
make learning 1. Break your learning up into manageable sections. This will help
easier. your brain to focus. Take short breaks between studying one
section and going onto the next.
2. Have all your materials ready before you begin studying a

section – pencils, pens, highlighters, paper, glass of water, etc.
3. Be positive. It helps your brain hold on to the information.
4. Your brain learns well with colours and pictures. Try to use them
whenever you can.
5. Repetition is the key to remembering information you have to

learn. Keep going over the work until you can recall it with ease.
6. Teach what you are learning to anyone who will listen. It is

definitely worth reading your revision notes aloud.
7. Sleeping for at least eight hours every night, eating healthy food
and drinking plenty of water are all important things you need to
do for your brain. Studying for exams is like exercise, so you must
be prepared physically as well as mentally.
Use this
study guide as a workbook.
Make notes, draw pictures
and highlight important
ideas.

viii INTRODUCTION Mind the Gap English First Additional Language: Paper 1 Language in Context
On the exam day

1. Make sure you bring pens that work, sharp pencils, a rubber
and a sharpener. Make sure you bring your ID document and
examination admission letter. Arrive at the exam venue at least an
hour before the start of the exam.
2. Go to the toilet before entering the exam room. You don’t want to
waste valuable time going to the toilet during the exam.
3. Use the 10 minutes’ reading time to read the exam instructions

carefully. Remember that you must answer ALL the questions in
the three sections of Paper 1: Language in Context.
4. Read through each exam extract carefully so that you fully

understand it.
5. Break each question down to make sure you understand what is

being asked. If you don’t answer the question properly you won’t
get any marks for it. Look for the key words in the question to
know how to answer it. You will find a list of question words on
page xii of this study guide.
6. Manage your time carefully. Start with the question you think
is the easiest. Check how many marks are allocated to each
question so you give the right amount of information in your
answer.
7. Remain calm, even if the question seems difficult at first. It will be

linked with something you have covered. If you feel stuck, move
on and come back if time allows. Do try and answer as many
questions as possible.
8. Take care to write neatly so the examiners can read your answers
easily.

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION ix
Overview of the English First

Additional Language Paper 1:
Language in Context Exam
The Paper 1 exam is two hours long. You must answer ALL the questions
in the exam paper.
Here is a summary of the three sections you will need to complete in the
Paper 1: Language in Context exam:
Question number Section Number of marks

Question 1 A. Comprehension Total: 30 marks
Text A: Prose text 24 marks
Text B: Visual text 6 marks
Question 2 B. Summary Total: 10 marks
C. Language structures and Total: 40 marks
conventions
Question 3 Advertisement 10 marks
Question 4 Cartoon 10 marks
Question 5.1 Prose extract 14 marks
Question 5.2 Visual extract 6 marks
It is recommended that you spend the following amount of time on each

section:
Section 1: Comprehension 50 minutes
Section B: Summary 30 minutes
Section C: Language structures and conventions 40 minutes
NB
• Make sure that you number Manage your

your answers correctly, time so that you
according to the numbering answer all the
questions.
system used in the question
paper.
• Start each section on a new
page.

x INTRODUCTION Mind the Gap English First Additional Language: Paper 1 Language in Context
Question words
Here are examples of question types found in the exam.
Question type What you need to do

Literal: Questions about information that is clearly given in the text or extract from the text
Name characters/places/things ... Write the specific names of characters, places, etc.
State the facts/reasons/ideas … Write down the information without any discussion or
comments.
Give two reasons for/why … Write two reasons (this means the same as ‘state’).
Identify the character/reasons/theme … Write down the character’s name, state the reasons.
Describe the place/character/what happens when … Write the main characteristics of something, for
example: What does a place look/feel/smell like? Is a
particular character kind/rude/aggressive …
What does character x do when … Write what happened – what the character did.
Why did character x do … Given reasons for the character’s action according to
your knowledge of the plot.
Who is/did … Write the name of the character.
To whom does xx refer … Write the name of the relevant character/person.
Reorganisation: Questions that need you to bring together different pieces of information in an organised way.
Summarise the main points/ideas … Write the main points, without a lot of detail.
Group the common elements … Join the same things together.
Give an outline of ….. Write the main points, without a lot of detail.
Inference Questions that need you to interpret (make meaning of) the text using information that may not
be clearly stated. This process involves thinking about what happened in different parts of the text; looking
for clues that tell you more about a character, theme or symbol; and using your own knowledge to help you
understand the text.
Explain how this idea links with the theme x … Identify the links to the theme.
Compare the attitudes/actions of character x with Point out the similarities and differences.
character y …
What do the words … suggest/reveal about /what State what you think the meaning is, based on your
does this situation tell you about … understanding of the text.
How does character x react when …. Write down the character’s reaction/what the character
Describe how something affected … did/felt.
State how you know that character x is …
What did character x mean by the expression … Explain why the character used those particular words.
Is the following statement true or false? Write ‘true’ or ‘false’ next to the question number. You
must give a reason for your answer.
Choose the correct answer to complete the following A list of answers is given, labelled A–D. Write only the
sentence (multiple choice question). letter (A, B, C or D) next to the question number.
Complete the following sentence by filling in the Write the missing word next to the question number.
missing words …
Quote a line from the extract to prove your answer. Write the relevant line of text using the same words
and punctuation you see in the extract. Put quotation
marks (“ ” inverted commas) around the quote.

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION xi
Evaluation Questions that require you to make a judgement based on your knowledge and understanding of the
text and your own experience.
Discuss your view/a character’s feelings/a theme ... Consider all the information and reach a conclusion.
Do you think that … There is no ‘right’ or ‘wrong’ answer to these questions,
but you must give a reason for your opinion based on
information given in the text.
Do you agree with …
In your opinion, what …
Give your views on …
Appreciation Questions that ask about your emotional response to what happens, the characters and how it is
written.
How would you feel if you were character x when … There is no ‘right’ or ‘wrong’ answer to these questions,
but you must give a reason for your opinion based on
information given in the text.
Discuss your response to …
Do you feel sorry for …
Discuss the use of the writer’s style, diction and To answer this type of question, ask yourself: Does the
figurative language, dialogue … style help me to feel/imagine what is happening/what
a character is feeling? Why/why not? Give a reason for
your answer.

xii INTRODUCTION Mind the Gap English First Additional Language: Paper 1 Language in Context
words to know
100 most commonly used English words

This is a useful list of words to learn that will boost your English vocabulary and help you with
writing and reading. These words make up about half of all written texts!
Knowing these words will also help you to read faster and understand more.
You will be able to identify them quickly in any text and then have more time to focus on the
words you don’t know.
In alphabetical order
a back even her just not over the to when
about be first him know now people their two which
after because for his like of say them up who
all but from how look on see then us will
also by get I make one she there use with
an can give if me only so these want work
and come go in most or some they way would
any could good into my other take think we year
as day have it new our than this well you
at do he its no out that time what your

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION xiii
xiv INTRODUCTION
Time Value Joining Modal Verbs Number Nouns Articles Preposition Pronouns Function Function
words words words
after good and can come all day a by I back also
now just because could do any people an in he it as
then like but will get first the into her its even
words to know
time how would give one on him most for

when what go some over his new if
year which know two to me no of
who look up my not or
make about our only out
say at she other so
see from their than that
think them this there
work they way these
The table below shows how the 100 words are used:
have us well use

take we with
be you want
your
Mind the Gap English First Additional Language: Paper 1 Language in Context
words to know
These are useful words for you to learn for the Language in Context exam.
abbreviation – a shortened version of assonance – repetition of vowel connotation – the feelings attached
a word (e.g., prof (professor); doc sounds in two or more words to to the meaning of words (e.g.,
(doctor)) create effect (e.g., slow boats float holiday has positive feelings
acronym – a word made up from on the ocean) attached to it; murder has feelings
the first letters of the name of assumptions – something that you of fear and negativity)
something (e.g., SARS (South think is true although you have no context – the part of a text which
African Revenue Service)) definite proof surrounds a word and gives it
active voice – the subject of the bias – an opinion about whether meaning (e.g., The judge had
sentence does the action (e.g., something is good or bad which a grave look on his face as he
Sipho threw the ball) influences how you feel towards it sentenced the prisoner. The
adjective - the part of speech used to caricature – a cartoon type drawing context of “grave” tells the reader
describe a person, place or thing of a well-known person which which meaning “grave” has in this
(e.g., The old, gray cat slept in a exaggerates their most obvious sentence.)
warm basket.) features (e.g., Barack Obama with denotation – the literal meaning of
adverb – the part of speech which big ears) a word; the definition given by a
describes a verb (e.g., The old man cartoon – a drawing, which may dictionary
walked slowly.) include words, which is meant to direct speech – the exact words
alliteration – the use of several words be amusing someone says. These should be
that begin with the same sound or clause – a group of words which written in inverted commas (e.g.,
letter in succession (e.g., silvery contains a finite verb. A sentence “I am ready to write my exams,”
snakes slide swiftly) is made up of one or more clauses. Thabo said.)
allusion – writing or speaking that coherent – something which edit – to read over carefully what has
mentions a subject, person, etc. makes logical sense (e.g., a been written, to improve the style
indirectly (e.g., Some members of coherent paragraph has a clear and correct errors
the class seem to think rules don’t development of ideas) emotive – emotive language is
apply to them.) cohesive – a cohesive answer or text language which arouses strong
ambiguity – a possible double is one which flows and where all feelings
meaning which may make a ideas hold together euphemism – a polite word or
message unclear when used by colloquial – language or words expression that you use instead
mistake (e.g., The lady hit the man that are used mainly in informal of a more direct one to avoid
with the umbrella.) conversations rather than in shocking or upsetting someone
analyse – to look closely at a text so writing or formal speech (e.g., (e.g. Pass away is a euphemism
that you notice everything about How’re you doing? rather than the for die)
the way in which it has been formal, How are you?) evaluate – to judge the value or worth
written comic strip – a series of pictures of something, taking into account
anecdote – a short story based on or drawings which tell a funny or the information and experience
personal experience interesting story which you have
antonym – a word that is opposite in concord – the agreement of subject exaggerate – to describe something
meaning to another word in the and verb. If a subject is singular, as greater or larger than it really
same language (e.g., tall is an the verb must be singular (e.g., is (e.g., His shoes must have cost
antonym of short) The team has new members). If a millions.)
appreciation – an understanding subject is plural, the verb must be explicit – clearly or directly stated
of the importance or meaning of plural (e.g., The teams have new (the opposite of implicit)
something, such as a piece of members). figurative – language which
writing conjunction – the part of speech describes things by using figures of
appropriate – correct or suitable which is used to join ideas (e.g., speech (e.g., similes, metaphors,
for a particular time, situation, or and, but, or) alliteration. Figurative expressions
purpose are descriptive and not literal.)

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION xv
words to know
font – the style and size in which a literal – the exact, straightforward preposition – the part of speech
text is printed meaning of something which shows the link between two
homonym – a word which has both literacy – the ability to read and write things (e.g. The basket is on/over/
the same sound and spelling logo – a symbol which belongs to a under/beside the chair.)
as another word but a different certain product (e.g., each make of pronoun – the part of speech which
meaning (e.g., the noun bear and car has its own symbol) takes the place of a noun (e.g.,
the verb to bear) metaphor – a direct comparison; like John loves Martha – He loves her)
homophone – a word which sounds or as are not used (e.g., Themba is pun – a play on words (e.g., Seven
the same as another but is spelled a lion in battle.) days without water makes a
differently and has a different noun – the part of speech which person weak. “Weak” is a play on
meaning (e.g., one and won) names a person, place or thing “week”, which has seven days.)
hyperbole – an big exaggeration (e.g., (e.g., Angela wore a hat to the reflect – to think carefully about
He ate a mountain of food.) party.) something (e.g., When I reflect
image – a picture. An image can also onomatopoeia – words which sound on how I behaved at school, I feel
be a picture created by words. like what they describe (e.g., a ashamed.)
imagery – lively, detailed description brush swishes, a cow moos) register – the use of a different
through which writers share their oxymoron – words which seem to language style to suit different
ideas contradict each other are used to speakers and audiences.
impact – the effect or influence that describe something (e.g., Being Language can be formal (e.g.,
an event, situation etc. has on sent to prison for life must feel like How do you do?) or informal (e.g.,
someone or something a living death.) Hi/Howzit) depending on who
imply (implied – past tense) – passive voice – the object of a is speaking and who is being
suggest, but not to state directly sentence becomes the subject addressed.
(e.g., He was in the room when (e.g., The ball was thrown by Sipho, root word – a word before it has had
your bag went missing.) instead of Sipho threw the ball.) a prefix or suffix added to it
infer – to form an opinion about personification – something which is sarcasm – speaking or writing using
something; to draw a conclusion not human is described in human expressions which clearly mean
from the information which is terms for effect (e.g., The sun the opposite of what is felt in
available (e.g., If he does not smiled when it looked down at the order to be unkind or offensive
answer your call, you can infer that earth.) in an amusing way (e.g., saying
he does not want to speak to you.) phrase – a group of words which to someone who has arrived at a
inference – an opinion based on the do not contain a finite verb (e.g., meeting very late, “So good of you
information available (e.g. If you The yellow car). A sentence has to come.”)
do not attend soccer practice, phrases in it. scan – to run one’s eyes over a text in
the inference amongst the other point of view – a particular way order to find specific information
players will be that you do not care of thinking about or judging (e.g., you scan a telephone
about the team.) a situation (e.g., From an directory for a name and number,
interpret – to explain the meaning of economic point of view, the new or a timetable for the time of a
something in your own words (e.g., development will benefit the train or bus)
“You must interpret the meaning town greatly.); also someone’s simile – a comparison using ‘like’ or
of line 2 of the poem”, the teacher personal opinion or attitude about ‘as’ (e.g., He ran like the wind. He
told the class.) something (e.g., I respect your is as brave as a lion.)
irony – something which is the point of view, but I’m not sure I skim – to read a text very quickly to
opposite of what is expected agree with you.) get an overview (e.g., skim the
(e.g. She found maths difficult at prefix – a syllable added to the newspaper headlines for the main
school, so it is an irony that she is beginning of a root word to change news)
now an accountant.) the meaning of the original word slogan – a well-known saying which
key words – the most important (e.g., co-operate, preview). Prefixes belongs to a certain product
words in a piece of writing. are often used to create opposites (e.g., ‘finger lickin’ good’ is KFC’s
You may be asked to underline (e.g., disappoint, unhappy) slogan)
key words to improve your prejudice – an opinion already
understanding of a passage. formed; bias (e.g., It is prejudiced
to expect all nurses to be women.)

xvi INTRODUCTION Mind the Gap English First Additional Language: Paper 1 Language in Context
words to know
suffix - a small word added to the symbol – something which stands for text – a written text is a piece of
end of a root word to change the or represents something else (e.g., writing. A visual text conveys
meaning of the original word (e.g., a dove is a symbol of peace) a message through pictures,
helpless, manager) synonym – a word which has the diagrams etc.
stereotype – a fixed (and often same meaning or nearly the same tone – the emotional message in a
biased) view about what a meaning as another word in the text (e.g., The tone of the letter is
particular type of person is like same language (e.g., big and large angry and critical.)
(e.g., the stereotype of a rugby are synonyms) verb – the part of speech which
player is of a big, strong man). target market – a group of people an describes doing (e.g., to play, to
Stereotypes can be dangerous advertisement aims to attract as fight) or being (e.g., to be, to seem)
when all members of a particular customers visual literacy – the ability to see
group are regarded in the same and find meaning in pictures,
negative way (e.g., foreigners) photographs, diagrams, etc.

Mind the Gap English First Additional Language: Paper 1 Language in Context INTRODUCTION xvii

xviii INTRODUCTION Mind the Gap English First Additional Language: Paper 1 Language in Context
Section A
Comprehension
A comprehension tests your understanding of the meaning of a text or
message that you have read.
In this section, you will learn the steps that will help you to answer the
comprehension question in the exam:
1. The exam comprehension
2. Text A: Written extract
3. Text B: Visual text
4. What is expected from you in the exam?
1. The exam comprehension

The comprehension question in the exam has two parts – Text A and
Text B:
• Text A is a written extract.
• Text B is a visual text. It includes a picture, for example, a photograph or
a drawing. It will also include some words linked to the picture.
The exam questions based on these two texts will test your ability to:
• Make sense of what you read and respond to it.
• Understand the literal meaning; and the deeper, figurative meaning of
a text.
• Understand the writer’s intention or purpose in writing the text. vocab
• Appreciate the text and reach conclusions by forming your own opinions Appreciate: To give an
about the text. opinion on a text based
on your own view.
• Evaluate the effectiveness of the text in terms of its purpose.
In this study guide, you will find examples of how to answer the Evaluate: To assess or
comprehension question based on the questions and answers from past judge a text.
exam papers. You will be shown how to approach the exam question by:
• Reading the exam instructions carefully so that you understand what
the examiner requires you to do.
• Reading through an exam extract carefully so that you gain the most
understanding from it.
• Reading the exam questions carefully so that you understand how to
answer them.

Mind the Gap English First Additional Language: Paper 1 Language in Context LANGUAGE 1
Language in Context
Steps to writing the

written comprehension
question
There are three main steps involved in writing a comprehension question
in the exam:
2. Text A: Written extract

The first part of the comprehension question is Text A. It includes a written
extract and questions. You will need to read the extract carefully and then
answer questions on it. When you answer the questions, follow this three-
step reading process:
Step 1 - Skim and scan the text extract and questions
Step 2 - Read the text carefully
Step 3 - Answer the questions
Remember to
read the exam
instructions
carefully.

2 LANGUAGE Mind the Gap English First Additional Language: Paper 1 Language in Context
Section A
Step 1 - Skim and scan the text and

questions vocab
Look over the text quickly (skim) to get an idea of what the text is about. Skim: To read through the
text and the questions to
Take note of things such as:
quickly to get an idea of
• How many paragraphs there are in the extract; what they are about.
• The title of the extract, which may also offer a clue to the content of the
passage and the writer’s intention;
• The headings and sub-headings;
• Who wrote the text and where it came from, if this information is given;
• Key words and names;
• Topic sentences;
• Unfamiliar, unusual or difficult words;
• The introductory paragraph – it often creates the atmosphere and
provides the setting for what is to follow; and
• The final paragraph – it usually summarises the extract.
vocab
Then, quickly look at (scan) the questions. This will give you an idea of Scan: To look quickly
what kind of information to look for when you read the text again. Notice through a text for specific
things such as: information, for example,
• Names of people or places; and names of people or places.
• The question words and instructions.

Spend about 5 minutes on Step 1 (for text A).
A text can also

be called an extract
or a passage in
the exam.

Language in Context
Step 2 - Read the text carefully

Keep these
question words in
When you read the extract, take time to read it closely so that you
mind. They will help understand what you are reading. Once you have read the text, think about
you understand the ‘W-H’ question words: who, what, where, when, why, how.
the text.
• WHO are the characters (in a fiction text) or the people written about (in
a non-fiction text)?
• WHAT is the main idea in the extract?
• WHERE do the events in the extract take place?
• WHEN do the events in the extract take place?
• WHY has this text been written?
• HOW does the writer express himself or herself? What type of language
has the writer used?
As you read, consider both the literal and figurative meaning of words,
phrases and sentences. For example, ‘the story touched my soul’ does not
literally mean that a story touched your soul, but figuratively that it had an
emotional effect on you.

Read the questions. As you read through them, jot down any answers
that immediately come into your mind in the ‘rough work section’ of your
answer book.
Take a minute to think about what each question asks you to do. Here are
some tips for answering comprehension questions:
vocab • The mark allocation indicates the number of points required. For
example, if the question is for 2 marks, you need to make two points.
Key words and topic
sentences show • Look for the key words or topic sentence in each paragraph – it often
the main ideas in the suggests what each paragraph is about. (Sometimes a paragraph does
paragraph. not have a topic sentence.)
• Do not copy directly from the text, unless you are asked to quote. Try to
answer the questions in your own words, using full sentences.
• If you are asked to give a synonym or antonym of a word, use the same
part of speech and tense as the original word. For example, replace a
noun with a noun (joy – happiness); and a verb with a verb (look – stare;
looked – stared).
• Avoid starting sentences with conjunctions such as “but” or “because”.
• Do not confuse TRUE/FALSE questions with YES/NO questions. Do not
write T/F for TRUE/FALSE. Always back up a TRUE/FALSE or YES/NO
answer with a reason unless the question specifically says that all you
vocab need to do is give the one-word answer.

• When asked to quote a phrase, remember that a phrase refers to a
Consecutive words:
group of words without a verb, for example, ‘in the morning’. If asked to
Words that follow one after
quote consecutive words, keep to the required number of words.
the other, with no other
words between them.

Section A
Activity 1
The key words
have been underlined in
Read TEXT A and answer the questions that follow. the first five paragraphs
to show you how to
Text A do this.
1. In South Africa, more than 8 million children currently receive social grants
from the state. The Department of Social Welfare regards 1,5 million children
as orphaned or vulnerable, but only 500 000 of these children have been
placed in foster care, leaving a large number still waiting to be placed.
Another cause for concern is that 20 000 households in our country are 5
headed by children. Only 1 900 children are adopted in South Africa every year.
2. Poverty is often a root cause of child abandonment, threatening the hopes

and dreams of these innocents. A mended pair of pants still shows its
damage, and so it is with children who adapt to their environment but carry
scars with them throughout their lives. Yet every so often someone comes 10
along and does a great patch-up job.
3. They say home is where the heart is. For the children of House Jerome, in
Irene, the joy on their faces is proof of this. At first glance, you would not know
that many were abandoned in dirty toilets or on rubbish dumps.
4. The family home of Basil and Dehlia Fernie serves as a shelter for abandoned 15
babies and children seeking crisis care. Living in a household with 10
children who are not your own seems like a job for an abnormal person. Why
would anyone choose this lifestyle? For the past 28 years they have opened
up their home to more than 300 children; nurtured and cared for them. Their
purpose is to provide a stable place of safety which will help prepare these 20
children for long-term foster families or potential adoptions.
5 The Fernies are a happy couple with a good sense of humour. After many
years of being involved in children’s ministries, they established House
Jerome as a means to help children in need. With four biological children
already, their home became a playground filled with love and dedication. 25
6 I notice Basil drinking coffee out of a mug with a picture of a teddy bear on it.
What seems like a job that could truly drive a person insane is, in actual fact,
the source of peace and contentment in their lives.

Language in Context
7. One such example is the story of Jerome. At only ten days old, he was taken
to House Jerome and set up for a possible adoption. It is just coincidence that 30
the little boy carried the same name as the shelter. This encouraged the
Fernies to adopt him as their own. Jerome was one of the first adoptions by a
family from a different race. A decision that was unheard of before the 1994
elections has become a worldwide trend in recent years. Jerome confesses
his upbringing was never focused on growing up with white parents. “I 35
am here, this is me and this is my home. My family is just as normal as yours.”
vocab 8. Jerome has had to face a number of challenges in his life, such as Attention
Attention Deficit Deficit Disorder (ADD), academic failure and a struggle with drug addiction.
Disorder (ADD): A Now 19, he is an optimistic young man about to write his matric. Dehlia notes
condition causing that even though these children come with baggage, you cannot blame 40
people not to be rejection for a child’s wrongdoings. In the end, it was her love and
able to concentrate commitment that saw Jerome through his teenage troubles. The family works
on something for a closely with social workers to ensure a detailed screening process is done
long period of time. before all placements, and the majority are given the gift of a happy ending.
9.
While some come and go, for Basil and Dehlia the joy lies in seeing how the 45
child has grown and knowing they played a role in making a difference.
[Adapted from Centr’d, Spring 2010]
1. Refer to paragraph 1.
Who is responsible for giving the numbers of ‘orphaned or
vulnerable children’? (1)
1.1. A large number of children are awaiting foster care or
adoption. Identify another social problem mentioned
in this paragraph. Do NOT quote. (1)
1.2 Choose the correct answer to complete the following
sentence.
PAY SPECIAL ATTENTION
By using the word ‘only’ in line 6, the writer is emphasising
NB thatNB
the number of children adopted is …
A acceptable.
B too small.
C incorrect.
When asked
HINT! D too large. (1)
hint to refer to a
paragraph, it means
2.1 Using your OWN words, explain what is meant by the
you must go back to that
phrase ‘root cause’. Refer to BOTH words. (2)
paragraph in the extract to
2.2 Explain why the writer compares ‘a mended pair of
e.g.
find the answer. EG - worked examples
pants’ to children who ‘carry scars with them’. (2)
Quote FIVE consecutive words from the text that support the
exams idea that the children of House Jerome are satisfied. (1)
Using your OWN words, say what Basil and Dehlia Fernie’s TWO
long-term aims are in providing shelter for abandoned children. (2)
activity
ACTIVITIES boy
and girl-left and © Department of Basic Education 2015
right of page
Section A
5.1 Why is it important for the Fernies to have a good sense
of humour? (1)
5.2 Is the following statement TRUE or FALSE? Give a reason to
support your answer.
The Fernies do not have any children of their own. (2)
6.1 Do you think the picture of the teddy bear on Fernie’s mug
is suitable? Give TWO reasons for your answer. (2) vocab
6.2 Write a synonym for ‘insane’ (line 28). (1) Synonym: A word that
7. Refer to paragraph 7. has the same, or similar,
7.1 What encouraged the Fernies to adopt Jerome? (1) meaning as another word
7.2 What was unusual about Jerome’s adoption? (1) in English.
8.1 Write down any TWO difficulties Jerome has had to face
in his life. (2)
8.2 In lines 41 – 42 it is stated: ‘… you cannot blame rejection
for a child’s wrongdoings’.
Do you agree? Give a reason to support your answer. (2)
9. This passage does not have a title.
9.1 Provide a suitable title of no more that SIX words for this
passage. (1)
9.2 Explain why you have chosen this particular title. (2)
[25]

Language in Context
Answers to Activity 1
1. The Department of Social Welfare 3
OR Social Welfare Department 3
PAY SPECIAL ATTENTION OR Social Welfare 3 (1)
NB NB
1.2 About 20 000 households are headed by children. 3
OR Many children are in charge of households/ families. (1)
1.2 B/ too small 3) (1)
2. 2.1 It is the basic reason for child abandonment. 3
HINT!
To answer (2)
OR thing that leads to child abandonment.
hint question 2.2, you
2.2 When trousers are mended the stitches can be seen
must not copy
and they look like a scar. In the same way, children who have
sentences directly from the (2)
been damaged may have emotional scars. 3
text. Your “OWN words” does
e.g. EG - worked examples
not mean your own opinion. 3. ‘the joy on their faces’ 3
4. They prepare children to go to foster homes or to be legally
(1)
It means you must re-write
the text according to how you adopted.33. (2)
understand it. 5. 5.1 They need a sense of humour because their job is
exams serious and difficult. 3
OR
They need a sense of humour because seeing the funny or
lighter side of life helps them to keep going. (1)
NB 5.2 False. They have four of their own children. 33 (2)
6. Yes, it is suitable because their house is filled with children
A TRUE activity
or FALSE answer must and children like teddy bears. He is able to relate to the
always be supported by a strong children and it shows that he likes the children. 33
ACTIVITIES boy
reason. If you only write the and girl-leftOR
and
word TRUE or FALSE, you will right of page
No, the picture is not suitable because Fernie is a grown-up
get no marks.
activity and he should project a grown-up image and not use a mug
that looks childish. 33 (2)
6.2 mad 3 or abnormal 3or crazy 3 (1)
PAY SPECIAL ATTENTION 7. 7.1 Jerome had the same name as the shelter. 3 (1)
NB NB
7.2 He was from a different race. 3 (1)
Step by step comment comment
8. He had Attention Deficit Disorder (ADD). 3
He failed at school. 3
He was addicted to drugs. 3 (2)
Any TwoHINT!
of these 8.2 Yes, Jerome is a perfect example of overcoming rejection
hint answers to question
as he made a success of his life. 33
8 will earn you 2
OR
marks.
No, Jerome might be one example of someone overcoming
e.g. EG - worked examples rejection but sometimes the damage is lasting or
permanent. 33 (2)
exams
activity
ACTIVITIES boy
and girl-left and
right of page © Department of Basic Education 2015
activity
Section A
NB
9. Help for the vulnerable. 3
OR
House Jerome offers hope. 3 (1)
9.2 The title ‘Help for the vulnerable’ expresses that the HINT!
These are
extract is mainly about people who are helping vulnerable
children. 33
hint examples of the
types of answers
OR that will earn you marks
The title ‘House Jerome offers hope’ shows that the extract
is about a place called House Jerome which is giving hope to
(2) e.g. EG - worked examples
desperate children. 33
[25]
exams
When you are
asked for your opinion,
you can agree OR disagree
with the question. You
must also give a reason
for your answer.
activity
For more practice on
ACTIVITIES boy
writing comprehensions, and girl-left and
right of page
go to these past exam
papers:
activity
• November 2010, page 3,
Question 1
Question 1
Step by step comment
Question 1

Language in Context
3. Text B: Visual text

The second part of the comprehension question is Text B. Text B is a visual
A visual text is a picture or
text – it has a picture and some text, followed by some questions.
image that is linked to words.
Steps to writing the visual

comprehension question in
the exam
When you read a visual text, follow these steps:
vocab Step 1 - Look at the picture

Facial expression: Look at ALL the details in the picture. For example:
How people’s faces show
• What is the content of the picture? If there are people in the picture,
emotion, for example, a
what are they doing? Where are they?
smile shows happiness.
Body language: How
• The facial expressions of the people in the picture;
people move, stand or sit, • The body language of the people in the picture;
and what they do with their
hands to show how they • The gestures the people are using in the picture;
feel. • The use of light and darkness in the picture;
Gesture: How people use • The positioning of each part of the picture – what is in the front,
their hands to show emotion background or centre of the picture?; and
or to emphasise what they
are saying. • Think about the mood created by the picture.
Look at the Read the

picture words
Link the picture and the words
Step 2 - Read the words and link them

to the picture
Read the words in the heading of the picture and the words below the
picture.
• Look at the picture again.
• Think about how the words support what you see in the picture.

Read the questions for Text B and answer them.

Section A
Activity 2
Look closely at the image and the text below, and then answer the In Text B,
questions that follow. the words and the
picture are always
linked.
Text B
JOURNEY TO CONFIDENCE
When you are self-assured, you can tackle challenges head-on. But self-
belief does not come naturally to everyone. Sometimes you need some help
on the way to a more confident you.
Questions NB
1. Refer to the following:

‘… you can tackle challenges head-on.’
The word ‘head-on’, in the context of TEXT B, means …
A facing challenges directly. To answer
HINT!
B hitting challenges with your head. hint question 1, write

down the question
C thinking about challenges often.
number and the correct
D avoiding challenges. (1)
letter and/or words.
2. In your OWN words, explain what is meant by ‘journey to
confidence’. (2) e.g. EG - worked examples
3. How is the idea of self-confidence supported by the picture? (2)

[5]
exams
activity
ACTIVITIES boy
and girl-left and
right of page
© Department of Basic Education 2015 activity

Language in Context
NB NB
‘Head-on’
HINT!is a 1. A/ Facing challenges directly. 3 (1)
hint saying or idiom.
It means to face
2. Confidence is not achieved easily. 3
It takes some time to become confident. 3 (2)
something directly. 3. The girl is smiling and looking confident. 3
She is not afraid to hang on a rope in mid-air. 3 (2)
[5]
exams
4. What is expected from you
in the exam?
In the exam, the comprehension question is worth 30 marks out of 80
marks for Paper 1. You must answer both parts of the comprehension
question – Text A and Text B.
activity
Text A is an extract of between 600 and 700 words. You will need to read
ACTIVITIES boy
the extract carefully and then answer the questions based on the extract.
and girl-left and
right of page
For more practice on Text A is worth 24 marks.

activity
visual comprehensions, Text B is a visual text. It includes a picture, for example, a photograph or a
go to these past exam drawing. It will also include some words related to the picture.
papers:
• November 2011, page 6, Text B is worth 6 marks.
Question 1
Step by step The exam iscomment
comment two hours long and your should spend about 50 minutes on
the comprehension question.
Question 1
• Feb/March 2013, page 6,
Question 1
Remember practice
makes perfect! Practise
writing comprehensions to
do well in the exam.

Section B
Summary
A summary is a shortened version of a longer text. It keeps the basic
meaning of the text. It contains relevant facts and accurate information
from the text. It does not contain details from the text, for example, direct
quotations.
In this section, you will learn the steps that will help you to write the
summary question in the exam:
1. The exam summary
2. Writing a summary
3. What is expected from you in the exam?
1. The exam summary

In the exam for Section B: Summary, you will be instructed to:
• Read a text of about 250 words;
• Write a summary of the text in point form. Write SEVEN points using no
more than 70 words in total. Make sure each point is numbered.
• Write only one point per sentence. Each point must be a complete
sentence;
• Not quote or copy sentences directly from the text. Use your own words,
as far as possible; and
• Count your words when you are finished and write the total number of
words down underneath your summary.
Think of a summary as the skeleton of a fish. You are given a whole

fish and you have to extract the bones only. The shape of the fish stays
the same, just as the basic meaning of the extract or text stays the
same.

Language in Context
vocab 2. Writing a summary

Keep to the topic means A good summary should contain seven correct points that keep to the
that you keep to the topic and are expressed clearly. You should use your own words, as
main idea or message far as possible. Your summary should not contain grammar, spelling or
in each of your seven points. punctuation errors.
Steps to writing a summary

in the exam
There are five steps involved in answering a summary question in the exam.
Step 1 - Read the question

• Read the question carefully. The question will tell you what the summary
is about.
• Look for the key words in the question. These will guide you so that you
know what information to look for in the text extract.
• Read the instructions.
Step 2 - Read the text extract

• Read the text extract carefully.
vocab • Underline key sentences that are related to the topic in the question.
Key words and key

sentences link to the Step 3 - Plan your summary
main idea or topic in the
• Look at the key sentences or phrases you have underlined. Make sure
extract.
that they focus on the topic.
• Number each sentence to check that you have identified seven points.
Step 4 - Draft and edit your summary

• Write a draft summary – your list of seven points – in your own words.
• Edit your work by correcting any errors.
• Count the number of words to check whether you need to write more or
edit (cut) your text down.

Section B
Step 5 - Write your final summary

• Write your final summary of seven points.
NB
• Cross out your draft.
Be honest in your word count!
• Count the number of words and write an accurate word count in brackets If you write more than 70
at the end of your summary. words, the examiner will only
mark up to 70 words
Summarising is
a skill we all use. When you
tell a friend about a film you It’s true.
watched, you give them a Also when you revise for
brief outline of the story. exams, you make notes
That’s a summary! and summarise important
points.

Language in Context
Worked example: Summary

e.g. Here is an example of a summary question from a past exam
paper. Try to do the summary, following the steps on the next
page. When you have finished, compare your summary to the example on
page 18.
Question
Read the
question and The summer holidays are approaching. You have been asked to write a list
instructions of SEVEN safety tips for this period. Use the following passage to compile
carefully. your list.
Read the passage (TEXT C) below and write a list of SEVEN main points for
inclusion in your list.
Instructions
1. List SEVEN points in full sentences using NO MORE than 70 words.
2. Number your sentences from 1 to 7.
3. Write only ONE point per sentence.
4. Use your OWN words.
5. Indicate the total number of words you have used in brackets at the
end of your summary.
Text C
PLAY IT SAFE THIS SUMMER
Summer is here and those long winter days of being cooped up in the house are all but gone.
But while we want to have fun, warmer weather comes with many hidden dangers, some
of which can be fatal. The hot summer weather attracts all South Africans to water, but it is
not just a pool that can pose a drowning risk. Our country also has many rivers, dams and
beaches. Regardless of their swimming ability, children should never be allowed in the water
without adult supervision.1
Avoid sunburn. Applying a good sunscreen and reapplying often is vital.2 This goes for all
skin types. Use a good product and wear a wide-brimmed hat for extra protection.2 Active
people who sweat a great deal become dehydrated easily. Drinking plenty of fluids to prevent
dehydration is essential.3 Water, milk and fruit juices are ideal, but drinks containing caffeine
should be avoided.
Insects carrying diseases love bushy areas as much as nature lovers do. A person showing
signs of fever, headache or fatigue may have been bitten by an insect. To avoid being bitten,
use long-lasting insect repellent and treat clothes with it too.4 Food poisoning is no fun.
Use caution when eating food from picnic baskets in hot weather.5 Pack food in insulated
containers and keep it cool with ice bricks.
At a playground, ensure that all equipment is safe and be careful of hot surfaces 6 like metal
slides which can cause serious burns. Always adhere to safety regulations because a fun ride
on a scooter or skateboard without protective gear might end with you landing in hospital.7
A few simple precautions can ensure a healthy, happy summer in the great South African
outdoors.
[Adapted from YOU PULSE, 3 November 2011]

Section B
Step 1: Read the question

The question says:
‘The summer holidays are approaching. You have been asked to write
a list of SEVEN safety tips for this period. Use the following passage to
vocab
Key words are words that
compile your list.’
link to the main idea or topic
The key words in the question are safety tips. This will be the topic of your in the extract.
summary.
The topic in this extract
is safety tips.
Step 2: Read the text extract
• Read the text extract carefully.
• Underline key sentences that are related to safety tips. This has been
done in the extract on page 16 to show you how.
Step 3: Plan your summary

• Make sure each of the sentences focuses on safety tips.
• Number the underlined sentences to check that you have identified
seven points. This has been done in the extract on page 16 to show you
how.
Step 4: Draft and edit your summary

• Write a draft summary – your list of seven points – in your own words.
• Edit your work and correct any errors.
• Count the number of words to check whether you need to write more or
cut down the number of words.
An imperative
sentence is an order or
instruction. “Sit!” is an
notes Writing summaries using the imperative form imperative sentence
of just one word!
A useful way to write your summary for a text like this, which is about
giving instructions, is to use the imperative form for each of your
sentences.
The usual word order in an imperative sentence is:
verb + object, without a subject.
For example, a sentence states: “Everyone must follow all safety
rules.”
You can change this to the imperative form by dropping the subject
(“Everyone”) and the auxiliary verb (“must”).
Now your sentence reads: “Follow all safety rules.”
This is an imperative sentence.
Using imperatives will cut down the number of words in your summary.

Language in Context
Step 5: Write your final summary

• Write your final summary of seven points. Number the points. Cross out
your draft.
• Count the number of words and write an accurate word count at the end
of your summary.
• The table below shows how the seven points identified in the text have
been rewritten in point form. The most important facts have been
drawn from the extract. It is an example of a good summary using the
imperative form. It has a total of 67 words.
Answer to Worked example: Summary

Point Relevant part of Text C Summary in point form in own
words
1. “Regardless of their swimming Always supervise children near
ability, children should never water, even those who are good
be allowed in the water without swimmers.
adult supervision.”
2. “Avoid sunburn. Applying a Protect yourself from sunburn
good sunscreen and reapplying with effective sunscreen and a
often is vital” / “wear a wide-brimmed hat.
wide-brimmed hat for extra
protection.”
3. “Drinking plenty of fluids Keep hydrated by regularly

to prevent dehydration is drinking fluids.
essential.”
4. “To avoid being bitten, use Use an insect spray on yourself
long-lasting insect repellent and your clothes to prevent
and treat clothes with it too.” harmful bites.
5. “Use caution when eating food Avoid food poisoning by keeping
from picnic baskets in hot food in picnic baskets cool.
weather.”
6. “At a playground, ensure that Check for unsafe, hot playground
all equipment is safe and be equipment.
careful of hot surfaces.”
7. “Always adhere to safety Follow safety rules and wear
regulations because a fun ride protective equipment to avoid
on a scooter or skateboard injury.
without protective gear might
end with you landing in
hospital.”
Summary total: 67 words

Section B
Activity 3
Note that the
Question key words in the
question are “manage
Last year has been one of the most exciting yet stressful years of your stress”. All seven of your
life. You have been asked to talk to your fellow learners at the next school points must focus on
assembly on how to manage stress. this topic.
Read the passage (TEXT C) below and write a list of SEVEN points for
inclusion in your talk.
Instructions
1. List SEVEN points in full sentences using NO MORE THAN 70 words
2. Number your sentences from 1 to 7.
3. Write only ONE point per sentence.
4. Use your OWN words.
5. Indicate the total number of words you have used in brackets at the end
of your summary.
Text C
BEAT THE BURN
We live in a stressful world. The general truth is that stress is not something that
happens to you, but something you do to yourself. The good news is that there
are a few things you can do to turn your stress into joy.
Our thoughts create stress.
When you have negative pictures in your mind, deliberately change them into
positive thoughts and paint the best possible pictures in your mind. Repeat this
as many times as it takes. The purpose of meditation is to keep your attention in
the present moment, away from stressful thoughts that are in the past or future.
When your mind runs away, mentally relax and focus on your breathing. When you
are stressed, you deprive your body of precious oxygen. At regular intervals, take
ten deep breaths in and out, feeling your stomach move. Visualise oxygen going
to your toes, fingertips and brain. Creativity takes your mind away from difficult
issues, forcing you to focus on the task at hand. Being creative can, therefore,
help you feel good while creating something beautiful.
Any form of exercise rids the body of unfriendly hormones. Exercise causes your
body to release hormones which will leave you feeling great. Science has proven
that laughing can beat illnesses, including cancer. Laughing rids the body of bad
chemicals. Fill your diet with vegetables, fruit, nuts, lean meat and fish. Limit your
caffeine intake which will not only stabilise your blood-sugar level, but also your
mood. Do not have too many late nights as you could be deprived of sufficient
rest.
Only you can turn your stress into joy.
[Adapted from Longevity, June 2009]

Language in Context
NB
Answers
NBto Activity 3
1. Convert negative thoughts into positive thoughts.3 Think
positively. 3
There are eight 2. Meditate to help focus your mind on the present. 3
HINT!
3. Take deep breaths regularly to enable oxygen to flow to your
hint answers here. You
can use any seven organs. 3
answers for your seven 4. Being creative can take your mind off your problems. 3
points. 5. Exercise to rid the body of harmful substances. 3
6. Laughter helps to heal the body. 3
7. Eat healthy foods. 3
8. Get enough sleep.3 Rest sufficiently. 3
exams
Remember to
use the five steps
when writing your
summary. 3. What is expected from you
activity in the exam?
In the exam, the summary question is worth 10 marks out of 80 marks for
ACTIVITIES boy
and girl-left and
Paper 1.
right of page
The examiners are looking for seven correct points that keep to the topic
activity and are expressed clearly, using your own words. They must not contain
grammar, spelling or punctuation errors. Each correct point will earn a
mark; and 3 marks will be given for correct language use.
The exam is two hours long and you should spend about 30 minutes on
the comment
summary.
Remember practice
makes perfect! Practise
writing summaries to do
well in the exam.
summaries, go to these
past exam papers:
Question 3
Question 2
Question 2

Section C
Language
structures and
conventions
The exam for Section C will test your knowledge of language structures and
conventions. This will include:
• Vocabulary and language use;
• Sentence structure; and
• Writing and editing skills.
It will also test your visual literacy skills and your ability to critically analyse
In this section,
a text so that you understand what is being communicated.
pay special attention
In this section, you will learn the steps that will help you to write the to your grammar
and spelling!
advertisement, cartoon and language parts of the exam:
1. Visual literacy
2. Critical language awareness
3. Analysing an advertisement
4. Analysing a cartoon
5. Language
You will find examples of how to answer the questions in Section C, based
on questions and answers from past exam papers. When answering the
questions, you must:
• Read the exam instructions carefully so you understand what the
examiner requires you to do;
• Read the exam questions carefully so that you understand how to
answer them; and
• Answer the questions according to the exam instructions. Pay attention
to your use of language, grammar and spelling.

Language in Context
1. Visual literacy
Visual literacy is the ability to make meaning of information presented
A person who is
literate is able to read in the form of an image. In other words, if you are visually literate you
and write. A person who is understand what the drawings in a cartoon, or the drawings or photographs
visually literate can make in an advertisement, are communicating to you.
sense of images or
pictures. In order to answer exam questions that are based on advertisements or
cartoons, you need to be visually literate because advertisements and
cartoons include both words and images (drawings or photographs).
2. Critical language
awareness
To be critical when reading, viewing or listening means to analyse the
material so that you can understand what is really being communicated.
When you study advertisements and cartoons, you should watch out for:
• Emotive or manipulative language. Advertisers use emotive (emotional)
language and images to persuade us to buy products.
• Stereotyping. A stereotype is a misleading idea of someone or something
as a type, with no regard to the truth about the actual person or thing.
The ideas that ‘all children are noisy’, ‘women belong in the kitchen’ or
‘strong men don’t cry’ are examples of stereotyping. We know that not
all children are noisy, women do not all belong in the kitchen and many
strong men do cry.
• Prejudice or bias. This is close to stereotyping. It is a way of thinking
that makes us believe that we know something about a whole group of
people, and that makes us feel good or bad about them, no matter what
the facts are. Racial, religious and political prejudices are very common.
• Lies. People often lie to make you believe or do something, so we
forget to ask: ‘Is this the truth?’ For example an advert may promise
‘Our miracle diet pills will turn you from plump to slender in only three
weeks.’ You are not also told that you will lose weight only if you exercise
and eat a healthy diet at the same time, and what, exactly, ‘plump’ and
‘slender’ mean.
• Association. When two things are associated in your mind, you may
feel that they ‘go together’. For example, if you are told about beautiful
people who use Whammo deodorant and who have lots of fun, you
are being asked to believe that if you use Whammo deodorant you will
become like the beautiful people and have lots of fun. Even great music
in a TV commercial can persuade you that the product being advertised
will make you feel as good as the music does.

Section C
3. Analysing an
advertisement vocab
The purpose of advertising is to persuade someone to buy a product To persuade: To try to
(for example food or clothing); or to do something (for example, to stop convince a person to do
smoking or to vote in an election). Advertisements also announce events something or to influence or
(for example, Mandela Day or a sporting event) and inform the public about guide a person’s thinking.
jobs or services that are available.
Advertisements come in many forms:

• Printed advertisements, which may be:
- Advertisements containing words and images in newspapers and
magazines;
- Short advertisements in newspapers using words only, called
classified advertisements;
- Posters on walls, or streetlight poles, or notice boards;
- Flyers (loose sheets of paper handed to people in the street or
dropped into post boxes); and
- Catalogues (booklets advertising all the products made by a particular
company or sold by a particular store).
• Radio commercials
• Television and film commercials
• Advertisements on smart phones and on the internet
Advertisements attract people’s attention by:

• Using layout and colours which draw attention to specific words;
• Being amusing or clever;
Read adverts
• Featuring attractive or interesting people and places; whenever you get
the chance!
• Using catchy slogans and phrases, for example, ‘Betty’s buns are better’;
• Promoting a bargain; and
• Playing interesting music (television and radio).
When you study advertisements, think about:

• What is being advertised? How do I know?
• Who is likely to be interested in/ who would like to buy this product?
• How do the designers of the advertisement try to make the product
appealing?
• What is the meaning of the words they use? Why do they use these
words?
• What does the picture (drawing/photograph) show? Why has this picture
been chosen?
• If I had the money, would I buy this product? Why or why not?

Language in Context
Terms related to advertisements

Slogan: Words that are linked to a product and that are easy
to remember (for example, “Finger-licking good”).
Logo: A visual design, sometimes including letters, words
or symbols, that is the official sign of a company or
organisation (for example, the Nike tick).
Font: The style and shape of printed letters, often
especially chosen for emphasis in advertisements or
cartoons.
Target market: The type of people an advertisement wants to attract
(for example, fashionable young people; wealthy
business people).
Layout: The way the advertisement is set out on the page so
that certain words and pictures attract attention.
To answer questions
about adverts you need Language use: The choice of words and ways of saying things (for
to notice every detail of example, the use of slang to sell jeans to young
how the advert is
presented.
buyers; formal language used to sell banking services
to business people; dramatic language used to sell
adventure equipment; repetition used to make the
reader remember the message).
Figures of speech: The use of metaphor, simile, hyperbole (great
exaggeration), onomatopoeia, puns, personification
and alliteration (for example, hyperbole and
alliteration used together: ‘Betty bakes the best buns
in the world’).
Sound devices: Words chosen for the effect of their sounds (for
example, onomatopoeia and alliteration used
together: ‘Shush, baby’s sleeping, it’s time for a
soothing sip of rooibos tea’).
notes Analysing advertisements
To answer questions on advertisements, you need to:

• Understand what the words in the advertisement mean; and
understand what is shown in the advertisement drawings or
pictures;
• Pay attention to how the words and the pictures work together to
persuade the reader to buy a product or do what the advertisement
suggests (for example, a road safety advertisment may ask that
drivers drive slowly);
• Understand how the layout of the advertisement and the use of
fonts attracts the reader’s attention;
• Pay attention to how punctuation has been used; and
• Notice the use of figures of speech.

Section C
Activity 4
Study the advertisement below and answer the set questions.
Full of
Omega 3 & 6
seed goodness
Flora is made from seed oil.
Seeds are high in essential fats,
Omega 3 and 6, which are
good for your heart.
1. Who is the advertisement aimed at? Give a reason for your

answer. (2)
2. Discuss how the picture used in the advertisement supports
each of the following claims:
(a) ‘Full of Omega 3 & 6 seed goodness.’ (2)
(b) ‘Seeds are high in essential fats Omega 3 & 6, which are
good for your heart.’ (2)
3. How is the slogan, ‘LOVE YOUR HEART’, meant to influence
the reader? (2)
4. Does the advertisement tempt you to buy the product?
Give a reason for your answer. (2)
[10]

Language in Context
1. It is aimed at people who are health-conscious 3 OR people

who want to increase the amount of Omega 3 & 6 in their
diet 3 OR people who have heart problems 3 OR people
who want to take care of their hearts. 3 (1)
AND
The advertiser claims that the product is filled with Omega 3
& 6 which are very healthy and good for you/ good for your
heart. 3 (1)
2. a) The picture emphasises how ‘full’ Flora is of ‘seed
NB NB
goodness’. The seed man’s foot against the tub shows how
hard he is trying to tie the seed goodness into the tub, but
the tub is still bursting open. 33 (2)
b) The seed man has a heart-shaped head.3 The Flora
Any TwoHINT!
of these
logo is heart-shaped.3 The Heart Foundation logo is a
2b will earn you 2 heart shape.3 The Flora tub bursting open emphasises
marks the margarine’s high seed/Omega 3 & 6 content. 3 This
PAY SPECIAL ATTENTION (2)
NB NB that seeds are good for your heart. 3
emphasises
3. It is meant to persuade readers of the advert to buy Flora by
convincing them that if they are concerned about their hearts
they will use this product. 33 (2)
Question 4 is
HINT!
4. Yes. It is a product which contains essential fats that we
need/ are good for you. 33
hint
exams an open-ended
question, which OR
means you should give your No. I do not believe that you will have a healthy heart just by
opinion. You must also give using this product alone. 33 (2)
areason for your EG
view.
e.g. - worked examples [10]
activity
exams ACTIVITIES boy
and girl-left and
right of page When reading an
advert, you must look
activity at the picture and
read the words.
activity
ACTIVITIES boy
comment
and girl-left and
right of page
activity

Section C
Activity 5
Study the advertisement below and answer the set questions.
...a delicious world in which coconut combines

with chocolate to create uniquely textured, melt-
in-the-mouth biscuits with a dreamy, creamy milk
chocolate filling. All this wrapped up in a bite-
size treat. Of course you’ll never be able to limit
yourself to just one bite. Romany Creams - the
things dreams are made of.
You can answer

‘yes’ OR ‘no’ to the last
question, but you must
1. Who is the advertisement aimed at? Give a reason for your support your answer with
answer. (2) a good reason.
2 Why are the words ‘Romany Creams … irresistibly delicious’
written in a larger font size? (2)
3. How are the following words expected to influence the reader:
‘take your tastebuds travelling to another world …’ ? (2)
4. Would this advertisement tempt you to buy Pyotts Romany
Creams biscuits? Explain why. In your answer, you should
focus on both the pictures used and the written text. (4)
[10]

Language in Context
1. This advert is aimed at people who like chocolates OR like

having biscuits with their tea or coffee OR people with a
sweet tooth. 3 (1)
The advertisement is about chocolate biscuits. 3 OR The
cups in the picture suggest this would be a good biscuit to
have with a hot drink.3 OR Chocolate biscuits are sweet. 3 (1)
2. The big words help to attract the reader’s attention. The
words emphasise how delicious/irresistible these biscuits
are. The words emphasise the name of the biscuits. 33 (2)
3. It convinces the reader that the product is very special and
that this is a delicious biscuit. The taste is better than the
ordinary tastes in this world. 33 (2)
4. Yes. (Picture) The big picture and box make these biscuits
look delicious. The cups in the picture suggest this will be a
good biscuit to have with tea/coffee. 33
(2)
AND
Question 4 (Text) The advertisement promises these biscuits are
is for 4 marks, so you
‘irresistibly delicious’ and that I will not be able to say no. The
need to make four points:
two about the picture and milk chocolate filling tempts me as I love chocolate. There is
two about the text. a promise that these biscuits have a unique taste and this
will tempt me to buy them. 33 (2)
OR
No. (Picture) The picture does not look appealing to me at
all because I do not like biscuits OR chocolate. Biscuits are
unhealthy. 33 (2)
AND
(Text) The language used will not persuade me to buy the
biscuits because there are no facts, only opinions. The
language the advertiser has used does not succeed in
persuading the reader to buy the product. 33 (2)
[14]
3.1 What is expected from you

in the exam?
advertisements, go to these In the exam, the advertisment question is worth 10 out of 80 marks for
past exam papers: Paper 1.
• November 2011, page 9, The exam question will include an advertisement made up of words and
Question 3
images. You will be required to answer questions about this advertisement.
Question 3 The exam is two hours long and your should spend about 10 minutes on
• November 2012, page 9, the advertisment question.
Question 3
Question 3

Section C
4. Analysing a cartoon
A cartoon is a single drawing, often accompanied by words. A cartoon may
be:
• Amusing, in order to make us laugh; or
• Serious, in order to draw attention to something the cartoonist wants
people to think about (for example, an event that is in the news).
A cartoon strip is a series of drawings where each separate drawing tells
part of the story. Each separate drawing is called a frame. The story in a
cartoon strip usually builds up to, and ends with, a punch line. A punch line
consists of the last few words of a story which make that story amusing or
clever (or both). In a cartoon strip, both the words and the drawing in the
final frame contribute to the punch line.
A text box sets the scene Each picture is called a frame.

There are three frames in this
cartoon strip. A shout bubble
has a spiky edge
One Monday at
lunch Time... and tail.
Yes. And that one above your head
is a thought bubble.You use it when HEY! ARE
A speech bubble is YOU LISTENING
a speech in a bubble with a you are thinking to yourself and
not talking to TO ME?!
tail pointing to who is talking.
Sometimes there is only a anyone. Get it?
tail and no bubble. Mmm, I can Bold font, capital
smell hot chips...
letters and
exclamation mark
indicate shouting.
Yes! You don’t

need to shout.
Like this one?
Punch line
A thought bubble has The tail of a speech
Sometimes cartoons
rounded edges and bubble points to the
have speech without a
circles for the tail. person who is talking.
bubble, only a tail.
Like single cartoons, cartoon strips may also be amusing or serious (or
vocab
both). Cartoons and cartoon strips may use satire. Satire makes fun of Satire: Making fun of
people, especially public figures such as politicians, in order to criticise people in order to criticise
them. them.

Language in Context
Cartoons may include people, animals or imaginary creatures, or all three.

Cartoonists (people who draw cartoons) may change or exaggerate some of
the features of these figures. For example, people may have huge heads or
skinny legs, animals may wear clothes and talk. A cartoonist commenting
on current affairs may draw a person’s head bigger than it is in real life,
or emphasise his or her nose, his or her glasses, or his or her hair, for
example. This is called a caricature.
When you study cartoons or cartoon strips, think about the following:
• Is this meant to make me laugh or to think seriously about something,
or to do both?
• What do I notice about the body language of each person or animal in
the frames?
• What do I notice about the font and size used for the words?
Caricature of Didier Drogba • What do I notice about the punctuation?
• What connections can I make between the words and the drawings?
notes
Analysing cartoons
To answer questions on cartoons, you need to:

• Understand the ‘message’ or point of a serious cartoon (i.e. one
that is making a comment about something in society that the
cartoonist is concerned about) and understand the joke in an
amusing cartoon;
• Understand that the way people, animals or objects are drawn in
the cartoon affects the meaning of the cartoon (for example, body
language and facial expressions);
• Understand how the way words are written in the cartoon (for
example, font size, use of capital letters and bold type) affects
meaning; and
• Understand how punctuation is used to affect the meaning of the
cartoon.
Read and analyse

cartoons whenever you
get the chance!

Section C
Activity 6
Carefully look at the cartoon below and then answer the questions that Each of the frames in the
follow. cartoon is numbered as
questions are asked about a
Note: The name of the dog in this cartoon is Fred. particular frame.

FRAME 1 FRAME 2 FRAME 3 NB 4
FRAME
1. Refer to frames 1 and 2 of the cartoon.

How does the cartoonist show that the man is angry with
his dog? HINT!body
The man’s
In your answer consider BOTH the man’s body language and hint language means
the expression on
his words. (4)
his face and what he is do-
2. Refer to frame 3. ing with his hands.
Why are the words “ ‘MY CHAIR!’ ” repeated? (1)
3. Refer to frame 4. e.g. EG - worked examples
Choose the correct answer to complete the following sentence.

Write down only the question number (3) and the letter (A – D).
The sentence “ ‘I switched off ages ago!’ ” suggests that the exams
dog is …
A indifferent.
B self-conscious.
vocab
C embarrassed.
D guilty. (1)
4. Do you find this cartoon humorous? Give a reason for your Humorous: Funny or
answer. (2)
activity
amusing; something that
makes you laugh. ACTIVITIES boy
[8] and girl-left and
right of page
activity

Language in Context
NB NB
Your answer 1. In the picture: To show he is angry with the dog, the man
HINT! must
waves a finger or hand at the dog in frames 1 and 2. 3 He
hint focus on both the
also has an angry look on his face.3 (2)
image and the
words for 4 marks. AND
In the words: The exclamation marks in both frames suggest
e.g. EG - worked examples he is using an angry tone or shouting at Fred. 3 The use of
capital letters suggests that he is angry. 3
The man is scolding Fred and telling him what he has done
wrong. 3 (2)
exams
vocab 2. The words “MY CHAIR” are repeated to show how angry the
man is with Fred. 3
To scold: To tell someone OR
in an angry way that they The man wants Fred to feel really sorry for what he has
have done something done. 3
wrong.
OR
activity The man wants to emphasise to Fred that the chair belongs
to him ― not to Fred. 3 (1)
ACTIVITIES boy
3. A/indifferent
and girl-left and 3 (1)
right of page
4. Yes. The dog stopped listening a long time ago, just as
vocab
activity humans often do. 33
OR
Indifferent: Not interested Yes. Whatever the man is saying will have no effect on Fred,
or not caring about just as parents’ words often do not have an effect on their
something. children. 33
OR
Yes. The man is becoming very angry but the dog stopped
listening a long time ago. 33
OR
No. I feel sorry for the dog because its master does not treat
it well. 33 (2)
[8]
To get marks,
always give a reason
for a ‘YES’ or “NO”
answer.

Section C
Activity 7
Read the cartoon below and answer the questions that follow.
Note: In this cartoon, the man is Hägar and his dog is Snert.

NB
1. Refer to frame 3. To whom does the phrase “MY SOMEONE”
refer? (1)
2. Refer to frame 4. Name TWO ways in which the cartoonist
shows the reader that the dog is very hungry. (2) To answer
HINT!
3. Refer to frame 8. hint question 2, look

at the dog’s face.
(a) How does the dog feel at this point? (1)
Also look at what is written
(b) How do you know this? Mention TWO points. (2) in bold type and the
4. Explain how this cartoon makes you feel about Hägar. (2)
5. Do you think the cartoon conveys an important message e.g.
punctuation in his
bubble.
EG - thought
worked examples
to readers?
Give a reason for your answer. (2)
[10] exams
activity
ACTIVITIES boy
Mind the Gap English First Additional Language: Paper 1 Language in Context LANGUAGE 33 and girl-left and
right of page
Language in Context
1. The word refers to Hägar, the dog’s owner. 3 (1)

2. The word “STARVED“ is written in bold font for emphasis.3
The exclamation mark emphasises the dog’s hunger.3
The dog thinks his master has forgotten his dinner again.3
The expression on the dog’s face suggests he is sad.3. (2)
3. (a) He is very happy and full of love for his owner.3 (1)
(b) His legs are off the ground, suggesting he is running after
his master in excitement.3
The heart shape above his head suggests he is very happy/
loves his master.3
His helmet has flown off his head, suggesting the speed at
which he is following Hägar.3 (2)
4. I feel angry and disturbed that he shows no care or concern
for his dog, which depends so much on him. 33 (2)
5. Yes. It is important to take take responsibility for your
pets. 33
OR
Yes. The comment being made is that people often take care
Questions 4 and 5 are of their own needs and neglect their pets. 33
open-ended questions. An open-
ended question requires you to OR
give your own opinion. Support No. The cartoon is only meant to entertain. 33 (2)
your opinion with a strong [10]
reason.

Section C
Activity 8
Read the cartoon below and answer the questions.

Note: In this cartoon, Andy is the man in the striped jersey and Chalkie is
his friend.
FRAME 1 FRAME 2 FRAME 3
1. Refer to frame 1. Identify the sport that Andy and Chalkie are
talking about. (1) PAY SPECIAL ATTENTION
2. Give TWO reasons for your answer to QUESTION 1. (2)

NB
3. Refer to frame 1.
a) Choose the correct word to complete the following sentence:
Andy’s feeling towards Chalkie is one of …
To answer
HINT!both
A affection.
B despair.
hint parts of question
3, look at what the
C jealousy. men are wearing and what
D anger. (1) is in the background of
b) Give a reason for your answer to QUESTION 3a. (1) e.g.
frame 1. EG - worked examples
4. How do Chalkie’s body language AND facial expression

support his words? (2)
5. Do you think Chalkie’s apology has had any effect on Andy
throughout the cartoon? Give TWO reasons for your answer. (2) exams To answer
6. Refer to frame 2. question 5, look
at what Andy says with
Why is the word STOP written in bold capital letters? (1) words AND his body
[10] language.
activity
ACTIVITIES boy
and girl-left and
right of page
activity

Language in Context
NB NB
1. soccer/football 3 (1)
Any TWO of these
HINT! 2. goal posts in frame 3
2, 4 and 5 will earn
corner flag 3
soccer boots 3
you 2 marks soccer clothes 3
use of the words ‘goalpost’ and ‘goalie’ 3 (2)
3. a) D/anger (1)
b) Chalkie made them lose the match. 3 (1)
4. Body language:
exams An outstretched hand suggests that Chalkie is pleading.3
He is following Andy around.3
His shoulders are slumped and his arm is hanging limply.3
Facial expression:
His eyes are looking downwards.3
His mouth is drooping and turned down.3 (2)
activity 5. No. Andy never faces Chalkie.3
OR No. His facial expression does not change.3
ACTIVITIES boy
OR No. Andy keeps his arms folded.3
and girl-left and
right of page
OR No. Andy’s final answer is abrupt/short and cross. 3 (2)
activity 6. He is emphasising what Chalkie did not do. (1)
[10]

in the exam?
cartoons, go to these In the exam, the cartoon question is worth 10 out of 80 marks for Paper 1.
past exam papers:
The exam question will include a cartoon made up of images and words.
You will be required to answer all the questions about this cartoon.
Question 4
• November 2012, page 11, The exam is two hours long and you should spend about 10 minutes on
Question 4 the cartoon question.
Question 4

Section C
5. Language
This part of Section C is a challenge to prepare for because the examiners
test your knowledge of many different aspects of language:
• Grammar
• Punctuation
• Vocabulary
• Spelling
• Abbreviations
In the exam, these aspects of language will be tested by answering
questions based on:
• A word extract; and
• A picture with a short text.
This section focuses on the following aspects of grammar, punctuation
and vocabulary:
5.1 Verb tenses

5.2 Subject/verb agreement (concord) and singular/plural conversion
5.3 Verbs in active and passive voice
5.4 Question tags
5.5 Direct and indirect speech (reported speech)
5.6 Negative sentences
5.7 Combining two short sentences into one longer sentence
5.8 The apostrophe: when and how to use it
5.9 Prepositions
5.10 Vocabulary
The meanings of words; knowledge of different forms of the same
word; spelling of words.
5.11 Language and editing skills in context
5.12 What is expected of you in the exam?
To improve your language And look at the Mind

Also work through the Gap Paper 3: Writing
skills, read as much English
this section carefully. study guide. It gives you
as possible. Reading will improve
It will help you to revise information about how
your grammar, punctuation,
many rules of writers use language.
vocabulary and spelling.
language.

Language in Context
5.1 Verb tenses

Several of the questions require you to know how the different tenses of
verbs are formed (for example, those on question tags, active and passive
voice, reported speech.) It is a good idea to revise these in your language
textbook.
Below is a verb tense table for the regular verb ‘to walk’ to help you to
revise the different forms that a regular verb may take in the active voice.
‘to walk’ Present Past Future Conditional

Simple I walk. I walked. I will walk. I would walk
He/she walks. He/she walked. He/she will He/she would
walk. walk.
Continuous I am walking. I was walking. I will be walking. I would be
He/she is He/she was He/she will be walking.
walking. walking. walking. He/she would
We are walking. We were be walking.
walking.
Perfect I have walked. I had walked. I will have I would have
He/she has He/she had walked. walked.
walked. walked. He/she will He/she would
have walked. have walked.
Perfect and I have been I had been I will have been I would have
Continuous walking. walking. walking. been walking.
He/she has He/she had He/she will He/she would
been walking. been walking. have been have been
walking. walking.
There are also many irregular verbs, including commonly used verbs such
as ‘to be’, ‘to have’, ‘to eat’, ‘to sing’, ‘to run’ and many others which take
different forms in the various tenses. You need to become familiar with
these by studying them in your language textbook and by noticing them
whenever you read.
For the past tense of a

regular verb, add ‘ed’ to the
end of the present tense verb. For
example, ‘I walked’. You cannot do
this with an irregular verb.
For example, the past tense of
‘I eat’ is ‘I ate’ .

Section C
Worked examples: Verb tenses

e.g. Sometimes an exam question requires knowledge of the correct
form of the verb in a particular tense.
1. Rewrite the following sentence in the past tense:
She’s healthy and I love her. (2)
Correct answer: She was healthy and I loved her. (2)
In the past tense, the contracted form ‘She’s’ (meaning ‘She is’) has to
be written as a full verb (‘was’). ‘To love’ is a regular verb so the past
tense is formed by adding ‘ed’. Because ‘love’ already ends in ‘e’, only
the ‘d’ is added.
2. Rewrite the sentence in the future tense:
She has received numerous humanitarian awards. (1)
Correct answer: She will receive numerous humanitarian awards. (1)
The future tense requires the use of ‘will’ with the base form of the verb
(‘receive’).
3. Rewrite the following sentence in the present tense:
I wanted to say I was in awe of him. (2)
Correct answer: I want to say I am in awe of him. (2)
This question is for 2 marks because two verbs need to change.
In this case ‘wanted’ becomes ‘want’ (a regular verb) and ‘I was’ (first
person, past tense) becomes ‘I am’ (first person, present tense of the
irregular verb ‘to be’).
If the question is for

2 marks, you know that
there are two changes that
need to be made to the
sentence.

Language in Context
vocab 5.2 Subject/verb agreement

Concord: The agreement (concord)
between words in a
sentence. For example, if the
In English, all the words in a sentence that have a special kind of ‘connection’
noun is plural, the verb is with each other must be in the same form (that is, they must be all singular
also plural. or all plural). This special connection is discussed in this section.
If the noun or pronoun in the subject of the sentence is plural, then the
verb must be plural. If the noun or pronoun is singular, then the verb must
be singular.
The subject of a sentence is a noun, a pronoun, or a phrase (a group of
words without a verb) which includes a noun. For example:
• The policeman (noun) arrested the robbers.
• He (pronoun) arrested the robbers.
• The tall, strong policeman (phrase) arrested the robbers.
The exam will test your knowledge of this part of English grammar in two
ways:
• By asking you to rewrite a singular sentence in plural form
• By asking you to correct an error of subject/verb or pronoun/noun
agreement.
Worked examples: Subject/verb agreement

e.g. (concord)
PAY SPECIAL ATTENTION Read the examples from past exam papers below. This will help you to
NB understand NBthis part of English grammar and to answer questions of this
kind correctly in the exam.
1. Rewrite the following sentence in the plural form:
Note that question
HINT! That mother and baby still move in my thoughts. (4)
hint 1 is worth 4 marks,
so you need to
Correct answer: Those mothers and babies still move in our thoughts.
make four changes in the To answer correctly you need to know the following:
sentence.
(i) The plural form of ‘this’ is ‘these’; and the plural form of ‘that’ is
‘those’.
(ii) To form the plural of ‘mother’, just add ‘s’; but to form the plural of
‘baby’, change the ‘y’ to ‘ies’.
exams (iii) Although ‘thoughts’ is already in plural form, to show that these
are the thoughts of more than one person, change ‘my’ (singular first
person) to ‘our’ (plural first person).
2. Correct the single error in the following sentence:

activity … my heart was in my throat and a thousand thoughts was racing
through my mind. (1)
ACTIVITIES boy
and girl-left and
right of page
activity

Section C
Correct answer: … my heart was in my throat and a thousand thoughts

were racing through my mind.
The noun ‘thoughts’ is plural, therefore it must be followed by the plural
verb form ‘were’, not the singular form ‘was’.
The Minister of Education worked tirelessly. (1)
Correct answer: The Ministers of Education worked tirelessly.
The only change you can make to this sentence is to the number of
ministers in the subject. Education is never written with an ‘s’, and in the
past tense the verb has the same form for both singular and plural. The
question is for one mark, so this means only one change is required.
4. Correct the single error in the following sentence: An exam question
may ask you to
However, it is possibly due to her warm personality that she make an correct the single error in
impact on people. (1) a sentence. This will often
be a concord error.
Correct answer: However, it is possibly due to her warm personality that
she makes an impact on people.
‘She’ is a third person singular subject and ‘make’ is a present tense
verb. In English, when the subject is third person singular (for example,
he, she, it, Jabu, Cindy) in the present tense, the verb always ends in ‘s’.
His face were still partially paralysed and he spoke in a soft voice. (1)
Correct answer: His face was still partially paralysed and he spoke in a
soft voice.
‘His face’ is a singular subject and so the correct singular past tense
form of the verb ‘to be’ is ‘was’. “Were” is the plural form.
Robert Phipps, a body language expert, tells you how to interpret this
non-verbal clues. (1)
Correct answer: Robert Phipps, a body language expert, tells you how to
interpret these non-verbal clues.
To answer correctly you need to know that ‘non-verbal clues’ is plural, so
the correct form is the plural ‘these’, not the singular ‘this’.
Body language make up 50 to 100% of a conversation. (1)
Correct answer: Body language makes up 50 to 100% of a conversation.
‘Body language’ is singular (i.e. language, not languages) and the
sentence is in the present tense. This means that the third person
singular present tense form of the verb must be used (‘makes’). (1)
When a person is lying, he tends to become generally less
expressive. (4)

Language in Context
Correct answer: When people are lying they tend to become generally
less expressive.
The singular subject (‘a person’; ‘he’) must become plural (‘people’;
‘they’) and the form of the verb must agree with the plural subject (‘are’;
‘tend’).
Activity 9
1. Correct the single error in each of the following sentences:

1.1 His younger brothers walk to their primary school but Sipho
travel to high school by taxi. (1)
1.2 Unfortunately the taxi fares is becoming expensive. (1)
1.3 Sipho is looking for a Saturday job so that he can afford this
higher fares. (1)
2. Rewrite the following sentences in the plural form:
2.1 In the procession, the princess walks behind the king
and queen. (4)
2.2 The conference is being hosted by a government
department. (2)
[9]
1.1 His younger brothers walk to their primary school but Sipho
travels to high school by taxi. 3 (1)
1.2 Unfortunately the taxi fares are becoming expensive. 3 (1)
1.3 Sipho is looking for a Saturday job so that he can afford these
higher fares. 3 (1)
2.1 In the processions, the princesses walk behind the kings and
queens. 3333 (4)
2.2 The conferences are being hosted by government
departments. 3 (2)
[9]

Section C
5.3 Verbs in active and

passive voice
A verb is in the active voice when its subject does the action. For example:
‘The striker scored a goal.’ The subject is the striker and the striker is doing
the action. To find the subject of a verb ask who or what does the action.
A verb is in the passive voice when the subject ‘receives’ the action: ‘The
goal was scored by the striker.’ When a sentence is written in passive voice
‘I kicked the ball.’
it is possible to leave out the ‘doer’ of the action: ‘The goal was scored.’
I am the subject, the ball
is the object and kicked
is the verb. This is the
Four steps to change a sentence active voice.
from active voice to passive voice:

1. Underline the verb in the sentence.
2. Divide the sentence into a Subject – Verb – Object.
3. Begin the new sentence with the object.
4. The verb in the passive voice consists of the past participle form with
some form of the verb ‘to be’ or, occasionally, the verb ‘got’ (for example,
‘I was stung by a bee’.)
When you are asked to change a sentence from one voice to the other,
make sure that you keep the tense of the original sentence. For example:
• Present continuous tense
Active voice: The striker is scoring a goal.
Passive voice: A goal is being scored by the striker.
• Perfect tense
Active voice: The striker has scored a goal.
For the passive voice,
Passive voice: A goal has been scored by the striker. begin the sentence with
the object - the ball. The
• Simple future tense
sentence becomes:
Active voice: The striker will score a goal. ‘The ball was kicked
Passive voice: A goal will be scored by the striker. by me.’
e.g. Worked examples: Active and

passive voice
1. Rewrite the following sentence in the passive voice starting with the
given word (or words):
1.1 Money provides financial freedom. Start with: Financial freedom…
Correct answer: Financial freedom is provided by money.
1.2 Robert is training someone every week. Start with: Someone…
Correct answer: Someone is being trained by Robert every week.
1.3 The 18-year-old had developed an illness causing paralysis.
Start with An…
Correct answer: An illness causing paralysis had been developed by the
18-year-old.

Language in Context
2. Rewrite the following sentence in the active voice starting with the
given word (or words):
2.1 Graça Machel is admired greatly by the people of Mozambique.
Begin your answer with: The people
Correct answer: The people of Mozambique greatly admire Graça
Machel.
Activity 10
1. Write down what you have noticed about the ways in which a
sentence written in the active voice changes when it is
written in the passive voice. (4)
2. Rewrite the following sentence in the passive voice starting
with the given word (or words):
2.1 Thomas Edison invented the electric light bulb in 1879.
The electric light bulb … (1)
2.2 Police arrested two men yesterday in connection with a
car hijacking. Two men … (1)
2.3 The Umlazi high school choir won first prize in an
international school choirs’ competition.
First prize …. (1)
3. Rewrite the following sentence in active voice starting with
the given word (or words):
3.1 Four rhinos were found dead by members of an
anti-poaching unit. Members … (1)
3.2 Unusually heavy rainfall has been experienced this year
in the Eastern Cape. The Eastern Cape... (1)
[9]
1. The order of the words in the sentence changes. 3

When a sentence is written in passive voice it is often necessary
to add a preposition such as ‘by’. Verbs in the active form have
fewer words than they do in the passive form. 3
The same tense and form of the verb (for example, present, past,
continuous) is used in both the active and the passive voice
sentences. 33 (4)
2.1 The electric light bulb was invented by Thomas Edison. 3 (1)
2.2 Two men were arrested yesterday in connection with a car
hijacking. 3 (1)
2.3 First prize in an international school choirs’ competition was won
by the Umlazi high school choir. 3 (1)
3.1 Members of an anti-poaching unit found four dead rhinos. 3 (1)
3.2 The Eastern Cape has experienced unusually heavy rainfall this
year. 3 (1)
[9]

Section C
5.4 Question tags

In English, questions can be asked in various ways. For example, this
can be done by putting one of the ‘W-H’ words (‘Who’, ‘What’, ‘Where’,
‘When’, ‘Why’) or ‘How’ at the beginning of a sentence. Another way of
asking a question is by adding what is called a question tag at the end of
a statement.
There are many ways that a sentence written as a statement changes
when a question tag is added to it:
• If the verb in the statement is in the negative form, the verb in the tag is
in the positive form.
Statement: He didn’t always feel this way.
Question: He didn’t always feel this way, did he?
• If the verb in the statement is in the positive form, the verb in the tag is
in the negative form.
Statement: The blind immigrants were treated badly.
Question: The blind immigrants were treated badly, weren’t they?
• When the verb in the tag is in the negative form, it is written as a vocab
contraction: ‘weren’t’ is correct but “were not” is incorrect in a question Contraction: A shortened
tag. form of a word; or two
words that are combined
• The verb in the statement and the verb in the question tag must be in
into one. For example,
the same tense. For example:
‘doesn’t’ is a contraction
Graça Machel is a really wonderful person, isn’t she? of ‘does not’.
Here, both verbs are in present tense.
• Sometimes a different verb needs to be used in the question tag.
For example:
Most people cross their arms if they are feeling defensive, don’t they? A question tag
comes at the end
• The subject in the statement changes to a pronoun in the question tag. of a question,
For example: doesn’t it?
The blind immigrants were treated badly, weren’t they?
A singular pronoun is used for a singular subject and a plural pronoun
is used for plural subject.
• There must be a comma before the start of the question tag.
• The question tag must end with a question mark.

Language in Context
Activity 11
Change the following sentences into tag questions by filling in the blanks.
1. Cyclists should ride in single file on the road, … … (1)
2. The traffic police were very busy at the big cycle race, … … (1)
3. The Tour de France cycle race has been run for 100 years, … … (1)
4. Professional cyclists shouldn’t have to struggle for
sponsorship, … … (1)
5. Racing bicycles cost a great deal of money, … … (1)
[5]
1. Cyclists should ride in single file on the road, shouldn’t they? 3 (1)
2. The traffic police were very busy at the big cycle race, weren’t
they? 3 (1)
3. The Tour de France cycle race has been run for 100 years,
hasn’t it? 3 (1)
4. Professional cyclists shouldn’t have to struggle for
sponsorship, should they? 3 (1)
5. Racing bicycles cost a great deal of money, don’t they? 3 (1)
[5]
5.5 Direct and indirect speech

Direct speech refers to the actual words spoken or written by someone.
When someone else uses these exact words, that person ‘quotes’ them.
NB The words are put in quotation marks and all other punctuation marks
used in the sentence will be captured inside these quotation marks.
Indirect speech is also
When someone else reports what someone said without using the exact
called reported speech.
words, they use indirect or reported speech.
Read the example of the same sentence written in direct speech and
reported speech.
Direct speech:
Nosipho said, “My family will be going to a soccer match next Saturday.”
Reported speech:
Nosipho said that her family would be going to a soccer match the
following Saturday.
Here are the differences between the two sentences:
• The comma and the quotation marks are not used in reported speech.
• The form of the verb changes in reported speech. (In this example, ‘will’
changes to ‘would’.)

Section C
• The time word changes. (In this example, ‘next’ changes to ‘the
following’.) Direct speech
uses quotation
• The word ‘that’ is used to introduce the new version of the words which marks; reported
were spoken. speech does not.
Rules for changing direct speech to indirect

(reported) speech
1. In sentences that start with a present tense verb, only the pronouns
change. For example:
Direct speech: He says: ‘I am sorry.’
Reported speech: He says (that) he is sorry.
In sentences that start with a past tense verb, the tense becomes one
tense ‘older’. The pronouns and time words also change.
For example:
Direct speech: He said: ‘I am sick.’
Reported speech: He said (that) he was sick.
2. In reported speech there are no quotation marks, but you add a
conjunction such as ‘that’ or ‘whether’. For example:
Sibongile asked whether I would be going to the party.
3. The tenses ‘backshift’ (go back in time) as follows:
- The simple present tense changes to the simple past tense.
For example, go /goes becomes went; walk/walks becomes walked.
- The past simple tense changes to the past perfect tense. For example,
went becomes had gone; walked becomes had walked.
- The present perfect tense changes to the past perfect tense.
For example, has gone becomes had gone; has walked becomes had
walked.
- The present continuous tense changes to the past continuous tense.
For example, am walking becomes was walking.
4. Some pronouns change: ‘I’ becomes ‘he’ or ‘she’; ‘we’ becomes ‘they’;
‘us’ becomes ‘them’; ‘our’ becomes ‘their’.
5. In direct speech, punctuation marks are used to show tone of voice or
expression. These are not used in reported speech.
In reported speech, tone and expression are sometimes shown through
the use of words.
For example:
Direct speech: ‘We’ve won the competition!’ the boys shouted.
Reported speech: The boys shouted that they had won the competition.
6. Time words change. For example:
- ‘now’ becomes ‘then’
- ‘today’ becomes ‘that day’
- ‘tomorrow’ becomes ‘the next day’
- ‘last week/month/year’ becomes ‘the week/month/year before’
- ‘next week/month/year’ becomes ‘the following week/month/year’.
7. The words ‘this’ and ‘that’ change to ‘these’ and ‘those’.

Language in Context
Worked examples: Direct and

e.g. indirect speech
Rewrite the following sentence in reported speech:
1. The young lady said, “I can’t give my baby a good life here.” (4)
The number of
marks after each question Correct answer: The young lady said that she couldn’t
tells you how many
give her baby a good life there.
changes you must make
in the sentence. 2. Graça Machel said, “It is something you give a young girl
that can never be taken away.” (3)
Correct answer: Graça Machel said that it was something
you gave a young girl that could never be taken away.
3. He wanted to say, “I will never forget you or your parents
and the sacrifices you have made.” (3)
Correct answer: He wanted to say that he would never forget
him (OR her) or his (OR her) parents and the sacrifices they
had made.
4. Yesterday Robert Phipps said, “Mary, your eyes are the
windows to your soul.” (3)
Correct answer: The previous day (OR The day before) Robert
Phipps told Mary that her eyes were the windows to her soul.
Activity 12
Rewrite each of the following sentences in reported speech:
1. Nompumelelo said, “My favourite TV programme is Muvhango.” (3)
2. Mpumi said, “The story has too many characters for me and
so I get confused.” (3)
3. “Are you planning to watch the programme even though it’s
confusing for you?” Thulani asked. (5)
4. “It will depend on whether you can help me understand these
characters,” Mpumi replied. (6)
[17]
1. Nompumelelo said that 3 Muhvango was 3 her 3 favourite

TV programme. (3)
2. Mpumi said that 3 the story had 3 too many characters for
her and so she got 3 confused. (3)
3. Thulani asked whether 3 she 3 was planning 33 to watch
the programme even though it was 3 confusing for her. (5)
4. Mpumi replied that 3 it would 3 depend on whether he
3 (OR Thulani) could help her 3 understand those 3
characters. (6)
[17]

Section C
5.6 Negative sentences

In the exam, you may be tested on your knowledge of how to change a
positive statement into a negative one.
There are many ways that a sentence written as a positive statement
changes when it is written in the negative:
• Two words need to be added: (i) a form of the auxiliary verb ‘do’; and
In English, the auxiliary or
(ii) ‘not’. An auxiliary verb is used with another verb to form negative
helping verbs are be, have
sentences or questions or tenses. In English, the auxiliary or helping
and do.
verbs are be, have and do.
• The tense of the auxiliary verb must be the same as the tense of the
verb in the positive sentence. For example, ‘understands’ becomes
‘does not understand’ (simple present tense); ‘failed’ becomes ‘did not
fail’ (simple past tense).
• In the negative form, the ending of the main verb changes. For example,
‘excludes’ becomes ‘does not exclude’; ‘failed’ becomes ‘did not fail’.
• In the present tense, the third person singular form of the auxiliary verb
‘do’ is ‘does’.
e.g. Worked examples: Negative

sentences
Rewrite the following sentence in the negative:
1. The child belongs with her mother.
Correct answer: The child does not belong with her mother.
2. She became a Dame Commander of the Order of the British Empire.
Correct answer: She did not become a Dame Commander of the Order
of the British Empire.
3. Words failed me.
Correct answer: Words did not fail me.
4. Robert understands body language very well.
Correct answer: Robert does not understand body language very well.
5. A well-balanced diet excludes vegetables.
Correct answer: A well-balanced diet does not exclude vegetables.

Language in Context
Activity 13
NB Rewrite each of the following sentences in the negative:
1. The guitarist plays very well. (1)
Note that the negative of a
sentence DOES NOT always 2. She seems to be really enjoying herself. (1)
mean the opposite of a 3. Last week the group played in Cape Town. (1)
positive sentence. 4. They travelled there by bus. (1)
For example: ‘He never does 5. Most musicians earn a great deal of money. (1)
his work.’ [5]
The negative is:’He doesn’t
ever do his work.’
The opposite would be:
‘He always does his work.’ Answers to Activity 13
1. The guitarist does not play very well. 3 (1)

2. She does not seem to be really enjoying herself. 3 (1)
3. Last week the group did not play in Cape Town. 3 (1)
4. They did not travel there by bus. 3 (1)
5. Most musicians do not earn a great deal of money. 3 (1)
[5]
It is best not to use

contracted forms when
making the sentence negative.
For example, use ‘cannot’
rather than ‘can’t’

Section C
5.7 Combining two short

sentences into one
longer sentence A combined
sentence is also called
It is useful to be able to combine short sentences into longer ones, not only a complex sentence.
to answer a question in the Language paper, but when you write a report,
a letter or an essay, for example.
Here are some ways to join two sentences into a longer one:
• When two sentences are combined, pronouns are used in the second
part of the sentence. A sentence can be combined with the word ‘but’.
For example:
The mother loved her child dearly. Poverty forced the mother to give
the child up for adoption.
becomes ‘The mother loved her child dearly but poverty forced her to
give him/her up for adoption.’
• Combine sentences using the word ‘who’. For example:
Miriam Makeba was one of the greatest performers South Africa has
ever produced. Miriam Makeba spent many years in exile.
vocab
becomes ‘Miriam Makeba, who was one of the greatest performers
South Africa has ever produced, spent many years in exile’.
A complex sentence always has two clauses: a main and a subordinate A clause: A group of
(secondary) clause. Miriam Makeba was one of the greatest words that contains a verb.
performers South Africa has ever produced is the main clause as it
can stand alone. When you use ‘who’ instead of ‘Miriam Makeba’ in the
second sentence, it becomes who spent many years in exile which is
a subordinate clause as it cannot stand alone.
When the subordinate clause comes between the subject (‘Miriam
Makeba’) and the verb in the main clause (‘spent’) there must be a
comma immediately before and immediately after it. For example,
‘Miriam Makeba, who was one of the greatest performers South Africa
has ever produced, spent many years in exile’.
• Combine sentences into a single sentence starting with the word ‘when’. NB
For example:
I saw Mark again after his graduation. Mark was feeling great.
becomes ‘When I saw Mark again after his graduation, he was feeling In the second
HINT! part
great.’ hint of this sentence,
use a pronoun
• Combine sentences into a single sentence starting with the word ‘if’. For
(“he”) instead of repeating
example: the proper noun (Mark).
Your health improves. You stop eating junk food.
becomes ‘If you stop eating junk food, your health will improve.’
exams

Language in Context
Activity 14
1. Combine the following sentences into a single sentence,
using the word ‘although’:
The organisers expect many people to attend the concert.
Never combine two sentences
by just using a comma. Look
The tickets are expensive. (2)
carefully at the examples of 2. Combine the following sentences into ONE complex sentence,
the joining words used on using the word ‘which’:
pages 54 and 55 to combine The province of KwaZulu-Natal is popular with tourists.
two sentences. The province has beautiful beaches, game reserves and
majestic mountains. (2)
using the word ‘if’:
You exercise every day.
You will get fit. (2)
beginning with ‘After’:
The children ate a lot of cake at the party.
The children felt sick. (2)
5. Combine the following sentences into ONE complex sentence,
using the word ‘that’:
The team won the race in record time.
The team has been training with an Olympic sprinter. (2)
[10]
1. The organisers expect many people to attend the concert

although the tickets are expensive. 33 (2)
2. The province of KwaZulu-Natal, which has beautiful beaches,
game reserves and majestic mountains, is popular with
tourists. 33
OR
The province of KwaZulu-Natal, which is popular with
tourists, has beautiful beaches, game reserves and majestic
mountains. 33 (2)
3. You will get fit if you exercise every day. 33
OR
If you exercise every day, you will get fit. 33 (2)
4. After the children ate a lot of cake at the party they
felt sick. 33
OR
After they ate a lot of cake at the party the children (2)
felt sick. 33
5. The team that won the race in record time has been training
with an Olympic sprinter. 33
OR
The team that has been training with an Olympic sprinter won
the race in record time. 33 (2)
[10]

Section C
5.8 The apostrophe: when

and how to use it
In writing, the apostrophe sign (’) is used for two purposes:
Firstly, the apostrophe is used to show that letters have been left out (for
example, ‘do not’ becomes ‘don’t’; ‘I will’ becomes ‘I’ll’; ‘it is’ becomes
‘it’s’). Another name for the shortened form of the word is the contracted
form (i.e. the word has shrunk, or contracted).
Secondly, the apostrophe is used to show that something relates to or
belongs to or is possessed by someone or something (e.g. ‘Sam’s book’;
‘the players’ uniforms’). In this case the apostrophe is used before the ‘s’
in the singular and after the ‘s’ in the plural.
Worked examples: The apostrophe

e.g.
1. Why has an apostrophe been used in the underlined word in the
following sentence?
Mpho’s commitment to education comes from her training as a
teacher.
Answer: It shows that the commitment to education belongs to Mpho/
was Mpho’s own (shows ownership).
2. Rewrite the underlined contracted word in full:
When Mark needed to spell a word, he’d nod ‘yes’.
Answer: he would.
(The first verb in the sentence (‘needed’) is in the past tense, so the
word that you write needs to be in the past tense, as part of the verb
‘nod’.)
3. Correct the SINGLE error in the following sentence
Most of us are comfortable with a few second’s eye contact.
Answer: Most of us are comfortable with a few seconds’ eye contact. NB
(‘Seconds’ is plural (not one second, but a few seconds), so the
apostrophe to indicate belonging/possession must come after the ‘s’.)
4. Correct the SINGLE error in the following sentence:
Note that ‘it’s’
HINT!
‘Have one of these,’ says the tall man, popping open a pod and hint is written with an
apostrophe only
shaking it’s contents into my hands.
when the writer means ‘it is’.
Answer: ‘Have one of these,’ says the tall man, popping open a pod and In a sentence such as, ‘The
shaking its contents into my hands.
(In this sentence, ‘its’ does not mean ‘it is’. It is a pronoun and therefore
e.g.
dog chased its tail’,
EG -there
workedisexamples
apostrophe because ‘its’ does

no
the word does not have an apostrophe.) not mean ‘it is’ here.
exams

Language in Context
Activity 15
1. Correct the SINGLE error in each of the following sentences:
a. Please collect the childrens’ medicine from the clinic. (1)
b. ‘Mr President, its a great pleasure to meet you,’ the
young girl said. (1)
c. The doctors husband does the accounts for her practice
because he is an accountant. (1)
2. Rewrite only the underlined word in the following sentences
in full:
a. I wish you’d asked me. (1)
b. I could’ve given you a lift. (1)
c. Next time we’ll do that. (1)
d. You can’t rely on the bus being on time. (1)
e. You’re right about that! (1)
[8]
1 a. Please collect the children’s medicine from the clinic. 3 (1)

(In this sentence the medicine belongs to the children and
the apostrophe indicates this ownership.)
b. ‘Mr President, it’s a great pleasure to meet you,’ the young
girl said.3 (In this sentence ‘it’s’ is a shortened (contracted) (1)
form of ‘it is’.)
c. The doctor’s husband does the accounts for her practice
because he is an accountant. 3(The ‘doctor’s husband’ (1)
means the husband of the doctor – ownership is shown by
means of the apostrophe.)
2 a. you had 3 (1)
b. could have 3 (1)
c. we will 3 (1)
d. cannot 3 (1)
e. you are 3 (1)
[8]

Section C
5.9 Prepositions An easy way to

A preposition is a kind of linking word. Prepositions link nouns with other remember prepositions is to
think of the word position:
nouns, or pronouns. They are used to express several kinds of meaning. where people and things are
in relation to one
Here are some examples of prepositions:
another.
• Possession (having):
The books of the student (books and student are linked).
The house with a red roof (house and roof are linked).
• Time:
Two days before the weekend (‘days’ and ‘weekend’ are linked).
At soccer practice after school (‘soccer practice’ and ‘school’ are linked).
• Direction:
He ran towards the taxi rank (‘he’ and ‘taxi rank’ are linked).
A metre to the left (‘metre’ and ‘left’ are linked).
• Position:
She is under the table (‘she’ and ‘table’ are linked).
The furniture beside the window (‘furniture’ and ‘window’ are linked).
• Place:
The party at my house (‘party’ and ‘house’ are linked).
The shoes beneath the bed (‘shoes’ and ‘bed’ are linked).
e.g. Worked examples: Prepositions

1. Choose the correct word from those given in brackets:
The guards of the security company had to appear (in/before) court
the next day.
Answer: in
(This is a tricky question! The phrase ‘in court’ refers to the place where
the guards had to appear. If the sentence had included ‘the’ before
court, it would refer to the people (lawyers, judges, etc.) and then the
correct answer would be ‘before the court’.)
2. Choose the correct word to complete the following sentence.
Write down only the question number and the letter (A – D).
Graça Machel has been an inspiration … women around the world.
A for
B to
C by
D with
Answer: 2 B

Language in Context

His parents insisted he was a fighter; he would get through this and
The more you read go onto attend university.
English, the more practice
you will get in using Answer: His parents insisted he was a fighter; he would get through
prepositions correctly. this and go on to attend university. (When it is written as one word, the
preposition ‘onto’ describes movement to a position on the surface of
something: ‘The cat jumped onto the table’.)
4. Complete the following sentence by writing down only the missing word:
Research has shown that a diet without meat is associated … a lower
risk of diabetes, heart disease, hypertension and some cancers.
Answer: with
(In English, the word ‘associated’ is usually followed by the preposition
‘with’. For example: ‘Two benefits usually associated with exercise are
increased fitness and improved sleeping habits.’)
Activity 16
1. Choose the correct word to complete the following sentence:
The money was hidden _____ the mattress.
a. on
b. under
c. at
d. by (1)
2. Choose the correct word to complete the following sentence:
My sister will come ______ me to the meeting.
a. for
b. to
c. with
d. beside (1)
3. Choose the correct word from those given in brackets:
The meeting will be held (at / in) Johannesburg on Saturday. (1)
[3]
NB
The preposition ‘in’ is used
with the name of a town or 1. a. under 3 (1)
city. The preposition ‘at’ is 2. c. with 3 (1)
used for a particular place, (1)
3. in 3
for example, ‘at my house’ or
[3]
‘at the club house’.

Section C
5.10 Vocabulary
The meanings of words; knowledge of
different forms of the same word; spelling of
words and degrees of comparison
In this section of the exam there are usually some grammar questions that
require you to know:
• The meaning of particular words;
• How a word changes its form as a noun, verb, adjective or adverb.
For example, ‘competition’ (noun); ‘compete’ (verb); ‘competitive’
(adjective); ‘competitively’ (adverb);
• The correct spelling of words;
• Synonyms (words similar in meaning);
Antonyms (words opposite in meaning);
Homophones (words that sound the same but are spelt differently and
have different meanings); and
Homonyms (words spelt and pronounced the same way, but with
different meanings); and
• What abbreviations and acronyms stand for.
e.g. Worked examples: Vocabulary

‘She’s healthy and I Iove her,’ she continued calm.
Answer: ‘She’s healthy and I Iove her,’ she continued calmly.
(The word ‘calm’ is an adjective, but in this sentence the adverb ‘calmly’
is required because it describes how the woman continued speaking,
i.e. it adds further information to the verb ‘continued’.)
2. Give the correct form of the words in brackets:
According to the mother, her baby is the (beautiful) of all those at the
centre.
Answer: most beautiful
(The mother is comparing her baby to the many babies at the centre.
The degrees of comparison for the adjective ‘beautiful’ are: beautiful;
more beautiful; most beautiful. So the superlative form of the adjective
‘beautiful’ must be used: ‘most beautiful’, as this is the most beautiful
baby of them all!)
The teacher never lost patients, even though the class was often
rowdy.

Language in Context
Answer: The teacher never lost patience, even though the class was
often rowdy.
(‘Patients’ and ‘patience’ have been confused because they are
homophones (words which sound the same but are spelt differently and
Question 4 tests have different meanings).
your dictionary
skills! 4. Choose the correct dictionary entries from the following list to complete
the sentence below.
immobile adj. 1. not moving 2. not able to move

DERIVATIVES immobility n
immobilise verb to make something unable to move or work
DERIVATIVES immobilisation n
Mark’s illness caused him to become (a) … . However, this (b) ... did
not prevent him from being successful.
Answer: (a) immobile (b) immobility
If you are training someone, it is usefull to know how his mind works.
Answer: If you are training someone, it is useful to know how his mind
works.
(The word ‘full’ (meaning containing as much or as many as possible)
is spelt with a double ‘ll’. Words that end in ‘ful’ for example, ‘useful’,
‘beautiful’, ‘dreadful’, ‘wonderful’ have only one ‘l’.)
Robert Phipps has (information) us about the importance of studying
someone’s eyes closely.
Answer: informed
(The answer has to be part of the verb ‘has _____’, so the noun
‘information’ has to change to ‘informed’.)
Having enough money makes you (a) (independence). The more
money you have, the (b) (happy) you might be.
Answer: (a) independent (b) happier
(‘independent’ is an adjective that can be used to describe a person.
‘happier’ is correct because the comparative form of the adjective
‘happy’ is needed - ‘the more… the happier’.)

Section C
Activity 17
After the call he said: “Now, where were we?” as if he’d
just orded a cup of tea. (1)
(a) (Adopt) a child requires a great deal of love, commitment and
(b) (responsible). (2)
3. Correct the SINGLE error the following sentence:
Graça Machel is the only women in history ever to be
married to two presidents. (1)
4. Give the part of speech of the underlined word in the following
sentence. Write down only the question number (4) and
the letter (A–D).
She campaigned endlessly to improve the literacy rate
of children in her country.
A Noun
B Verb
C Adverb
D Adjective (1)
Machel believes that (education) girls is very important. (1)
6. Rewrite the underlined abbreviation in the following sentence
in full:
Robert Phipps is a body language expert on a TV show. (1)
7. Study the following sentence: He stopped eating meat.
Use a homophone for the word ‘meat’ in a sentence of your own. (1)
8. Form suitable nouns from the words in brackets:
She sees expensive items in her (a) (imagine), but she must
remember that she cannot buy (b) (happy). (2)
[10]
Grow your
vocabulary! The more
1. After the call he said “Now, where were we?” as if he’d just words you know, the more
ordered a cup of tea. 3 (1) you will enjoy
2. Adopting, responsibility 33 (2) reading.
3. Graça Machel is the only woman in history ever to be married
to two presidents. 3 (1)
4. C3 (1)
5. educating 3 (1)
6. television 3 (1)
7. I will meet you at the post office 3 (1)
(Any sentence with the word ‘meet’ can be written here.)
8. (a) imagination 3 (b) happiness 3 (2)
(In English, many abstract nouns, such as ‘imagination’ and
‘happiness’, end in ‘-ion’, ‘–tion’ or ‘–ness’.)
[10]

Language in Context
5.11 Language and editing

skills in context
In the language and editing section of the exam, you will be tested on your
grammar, punctuation and vocabulary skills by answering questions based
on:
• A prose (word) extract; and
Here is an example of a prose extract and a picture question from a past
exam paper.
Activity 18
Read the following passage, which contains some deliberate errors, and
then answer the questions.
WHY KINDNESS IS GOOD FOR YOU
The idea of a universal bond of sharing connects all humanity –

ubuntu – is as old as the hills in black South African culture.
Imagine, for a minute, a world were everyone is just a little kinder.
When you are trying to merge into traffic, someone let’s you in. At the
supermarket, you allow a person in a hurry to go ahead of you in the 5
checkout queue. You get back to your car and find someone have
put money in the parking meter. A new theory called “survival of the
nicest” says that because of kindness, the human race prospered as
a species.
Kindness is good for you in other ways. Studies have found that 10
helpful people are less likely to fall ill from chronic disease and tend
to have better immune systems. “A strong correlation exists between
the well-being, happiness and health of people who are kind,” wrote
Professor Stephen Post.
Kindness has another simalarity with happiness: it cannot be bought. 15

Kindness, then, is just a matter of choice. It is an attitude you carry
PAY SPECIAL ATTENTION with you that can make a difference, however small, in someone’s life.
NB NB
[Adapted from Reader’s Digest, January 2009]
1. Rewrite the following sentence in the past tense:

Check each
HINT!
The idea of a universal bond of sharing connects all humanity. (1)
hint language aspect
to find the errors
2. Correct the SINGLE error in each of the following sentences:
in question 2. They may a. Imagine, for a minute, a world were everyone is just a little
be spelling, punctuation or kinder. (1)
b. When you are trying to merge into traffic, someone let’s
e.g.
concord errors. EG - worked examples
you in. (1)
exams
Section C
c. You get back to your car and find someone have put money
in the parking meter. (1)
vocab
d. Kindness has another simalarity with happiness. (1) An idiomatic expression
3. Rewrite the following idiomatic expression in its original form: or idiom: An expression
whose meaning is different
Survival of the nicest (1)
from the literal meaning of
4. Complete the following sentence in the singular form, starting the words.
with the given words:
Studies have found that helpful people are less likely to fall ill.
A study has found that a helpful ... (2) In question 5,
5. Rewrite the following sentence in reported speech: remember that reported
Professor Stephen Post wrote, “A strong correlation exists speech is indirect speech.
It does not use any
between happiness and health.” (2) quotation marks.
6. Combine the following sentences into a single sentence using
the words “not only”:
Kindness is a matter of choice.
Kindness is an attitude. (2)
7. Rewrite the following sentence in the negative form:
Kindness makes a difference in your life. (1)
8. Identify a noun in the following sentence:
Kindness can make a difference. (1)
[14]
1. The idea of a universal bond of sharing connected all
humanity. 3 (1)
2. a. were – correct answer: where 3 (1)
b. let’s – correct answer: lets 3 (1)
c. have – correct answer: has 3 (1)
d. simalarity – correct answer: similarity 3 (1)
3. Survival of the fittest 3 (1)
4. A study has found that a helpful person is less likely to
fall ill. 33 (2)
5. Professor Stephen Post wrote that a strong correlation
existed between happiness and health. 33 (2)
6. Kindness is not only a matter of choice but (it is) also an
attitude. 33
OR
Not only is kindness a matter of choice but (it is) also an
attitude. 33
OR
Kindness is not only an attitude but (it is) also a matter of
choice. 33
OR
Not only is kindness an attitude but (it is) also a matter of
choice. 33 (2)
7. Kindness does not make a difference in your life. 3 (1)
8. Kindness OR difference 3 (1)
[14]

Language in Context
Activity 19: Picture and text
We can find partnerships in unlikely places. Since 1993 South Africans have
collected 950 000 tons of cans from our surrounding environment. However, we
can increase this recovery rate and further conserve and sustain the environment.
Recycle cans today. Sustain tomorrow.
[Adapted from Simply Green, Issue 4, 2012]
vocab 1. Change the following question into a tag question:

We can find partnerships in unlikely places. (1)
Antonym: A word that 2. Write down an antonym for the underlined word in the following
means the opposite of a
sentence:
NB
given word. We can NB
increase this recovery rate. (1)
3. Choose the correct answer from the brackets:
Since 1993, we have collected no (few/fewer) than 950 000
tons of cans. (1)
In question
HINT! 4 4. Give the correct form of the word in brackets:
hint ‘conserve’ is a
verb. To answer the
The (conserve) of the environment is important. (1)
5. Rewrite the following sentence in the passive voice, starting
question, you need to find the with the given words:
noun form of this word.
We can keep our country beautiful.

exams
Section C
Start with: Our country... (1)

6. Choose the correct answer to complete the following sentence.
Write down ONLY the question number (6) and the letter (A – D)
of the correct answer.
Recycle cans today. Sustain tomorrow.
This is an example of ... language.
A persuasive
B manipulative
C sarcastic
D biased (1)
[6]
1. We can find partnerships in unlikely places, can’t we/ can we

not? 3 (1)
2. decrease OR reduce 3 (1)
3. less 3 (1)
4. conservation (noun) 3 (1)
5. Our country can be kept beautiful (by us) 3 (1)
6. A/persuasive 3 (1)
[6]

in the exam?
In the exam, the language and editing skills section is worth 20 marks out
of 80 marks for Paper 1.
This section is made up of two parts: For more practice on
language and editing
• A written extract of 150 – 200 words. skills, go to these past exam
This part is worth 14 marks. papers:
You will be required to answer a set of questions based on the extract • November 2010, page 10,
that test your language and editing skills. Question 5
Question 5
This part is worth 6 marks.
You will be required to answer a set of questions based on the picture
Question 5
and text that test your language and editing skills.
The exam is two hours long and your should spend about 20 minutes on Question 5
the language and editing skills questions. • November 2012, page 13,
Question 5.1 and 5.2
Question 5.1 and 5.2

The Mind the Gap study guide series assists you to make the leap by studying
hard to achieve success in the Grade 12 exam.
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Mind the Gap team

Matsie Angelina Motshekga, MP

Language structures and conventions....................................................... 21

Dear Grade 12 learner

How to use this study guide

There are also worked examples of grammar questions.

NB Pay special attention e.g. Worked examples

Hints to help you

© Department of Basic Education 2015

2. Have all your materials ready before you begin studying a

3. Be positive. It helps your brain hold on to the information.

5. Repetition is the key to remembering information you have to

6. Teach what you are learning to anyone who will listen. It is

© Department of Basic Education 2015

On the exam day

3. Use the 10 minutes’ reading time to read the exam instructions

4. Read through each exam extract carefully so that you fully

5. Break each question down to make sure you understand what is

7. Remain calm, even if the question seems difficult at first. It will be

© Department of Basic Education 2015

Overview of the English First

Question number Section Number of marks

It is recommended that you spend the following amount of time on each

• Make sure that you number Manage your

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Question type What you need to do

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100 most commonly used English words

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time how would give one on him most for

have us well use

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1. The exam comprehension

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Steps to writing the

2. Text A: Written extract

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Step 1 - Skim and scan the text and

• The question words and instructions.

A text can also

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Step 2 - Read the text carefully

Step 3 - Answer the questions

vocab need to do is give the one-word answer.

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2. Poverty is often a root cause of child abandonment, threatening the hopes

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© Department of Basic Education 2015