Gr 10
SBA Tasks 2019
Task 1: Oral: Listening Comprehension
Being able to listen well is an important part of communication for everyone. For our
students, guided practice by a teacher is one of the best ways to improve this skill. A
student with good listening comprehension skills will be able to participate more
effectively in communicative situations.
Teaching the skill of listening cannot be emphasised enough in a communicative
classroom. For First Additional Language learners, developing the skill of listening
comprehension is extremely important.
When the learning objective of a language class is explained to students, they can better
focus on specific vocabulary acquisition, grammar practice, listening for different
purposes, and so on. This clear explanation by the teacher of a lesson's pedagogic goals
will help learners to further develop specific objectives in a shorter amount of time. For
instance, by informing students that the lesson will be about giving directions, they can
consciously focus on remembering the vocabulary used in that activity.
It is important to maintain an interactive and communicative approach for teaching
English as a First Additional Language. However, it is also important to vary the students'
learning focus by concentrating on the skills needed to become proficient in a second
language. Listening comprehension is such a required skill.
When designing lessons and teaching materials to further develop listening
comprehension skills, students need to be motivated and stay motivated. This is best
accomplished by determining the suitability of the listening materials, the techniques
used in classroom teaching, and the use of authentic materials. Four sample listening
comprehension tasks have been developed for you convenience.
How to administer the formal listening comprehension tasks:
 Supply learners with a blank page.
 Alert learners to the type of information they will be required to listen for and to
demystify the passage.
 The listening passage for Grade 12 should be approximately 350 words in length.
 During the first reading the teacher should read through the text so learners can
become familiar with the content. (Hint: Teacher can pre-record the passage;
record a good reader reading the passage.) During this time learners should listen
only and may not write.
 During the second reading, the text should be read at normal pace. During this
reading, learners may make listening notes.
 After the second reading, learners should be given the questions and ample time
to answer questions in full sentences.
 Alternatively the educator can read the questions to learners and they answer on a
blank page.
 Ensure the questions and the requirements of the questions are understood by all.
1
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The listening comprehension questions set must follow the requirements of the
Barrett’s Taxonomy.
All formal assessment must be marked by the educator.
Learners should see their marked responses in order to learn from mistakes
made. This is an important part of formative assessment.
Task 1: Listening Comprehension Sample 1
INSTRUCTIONS TO THE TEACHER:
 Explain to the learners how the task will be administered.
 Read the listening comprehension to the class once. With this first reading learners
are NOT allowed to take notes. Read the passage a second time. Learners are
now allowed to take notes.
 Read the questions one by one, giving learners enough time to answer the questions.
Or provide learners with the question sheet and allow enough time to answer.
 Remind the learners that spelling does not count.
 Take the work in for marking and record the marks.
 Give learners the opportunity to acknowledge their marks and do corrections.
 Take the work in for marking and record the marks.
 Give learners the opportunity to acknowledge their marks and do corrections.
TEXT 1:
The early life of Bessie Head
Bessie Head was born on the 6 July 1937, in Pietermaritzburg. Her mother, Toby, was
too ill to raise the child. Her white adopted family soon realized that Bessie was not
“white” and returned her. Bessie was then put into the care of Nellie, a “Coloured”
woman. She grew up believing that Nellie was her real mother.
Bessie’s biological grandmother, Alice, was concerned for Bessie’s welfare. She sent
monthly cheques to Nellie. Toby died when Bessie was only six. After Toby’s death, Alice
stopped sending money to Nellie. Only Toby and Alice knew the identity of Bessie’s
father, but kept it a secret.
At the age 12, Bessie was sent to a boarding school which meant an enormous change
in her life. She didn’t like the strict discipline. She started to love the library, however,
where she spent a lot of her time reading.
At age 18, Bessie left the boarding school. She had enjoyed the protected life of a girls’
boarding school for six years. Real life was about to begin.
2
10
Listening Comprehension
Name: __________________________________
Grade: _____________
Date: _______________________
Questions
1.
Where was Bessie Head born?
2.
Why couldn’t Bessie’s mother raise her?
3.
Choose the correct answer from the options:
Bessie Head was taken away from the white family because:
(a) she was naughty.
(b) they wanted a girl from a poor background.
(c) she was not white.
(d) her grandmother did not pay enough.
_________________
(1)
(1)
(1)
4.
Why did Bessie not have any contact with her father?
________________________________________________________
(2)
5.
How old was she when she was sent to boarding school?
(1)
6.
Explain why Bessie loved the library.
(2)
7.
The last line of the passage is: “Real life was about to begin.” What do
you think these words suggest about the rest of her life?
(2)
TOTAL: 10
3
Memorandum
1.
Possible answers
Where was Bessie Head born?
Pietermaritzburg. √
Mark Level
1
1
Why couldn’t Bessie’s mother raise her?
She was very sick. √
1
1
Choose the correct answer from the options:
Bessie Head was taken away from the white family because:
(a) she was naughty.
(b) they wanted a girl from a poor background.
(c) she was not white.
(d) her grandmother did not pay enough.
C
1
1
Why did Bessie not have any contact with her father?
Neither her grandmother nor her mother ever √revealed the secret/
or his identity. √
2
3
5
.
How old was she when she was sent to boarding school?
At the age of 12.√
1
1
6.
Explain why Bessie loved the library.
She could read√ and it brought a change from the strict discipline/
routine of the school/ she could escape in books. √
2
3
2/0
4
2.
3.
4.
7.
The last line of the passage is: “Real life was about to begin.”
What do you think these words suggest about the rest of her
life?
Learner’s own answer.
When she left school she would have to cope with problems by
herself as she would no longer have any support.
( Accept any reasonable response ) √√
TOTAL:
[10]
4
TEXT: 2
Unusual and mostly unknown facts about South Africa
Roseanna McBain on 11 January 2012
South Africa is full of beauty with many well-known locations which draw tourists. But
South Africa also has its fair share of unusual and strange objects, formations and
customs.
In Limpopo we find the Mompane (of Mompani) worm which is not actually a worm, but a
caterpillar. It’s a great source of protein tasting like honey barbecued chicken.
Apart from being a UNESCO World Heritage Site, the Vredefort Dome is currently the
largest, as well as one of the oldest meteor sites in the world and can be found just
outside of Parys. The meteor impact was believed to have occurred over two billion years
ago The crater is 300km wide, and the meteor was believed to have been roughly 10km
across.
South Africa is the only country in the world to have two nobel peace prize winners who
had houses on the same street. The street in question is Vilakazi Street in Soweto, and
the nobel prize winners were Nelson Mandela and Archbishop Desmond Tutu.
151 words
Adapted from Roseanna McBain ‘Ten unusual and mostly unknown facts about South
Africa’ on 11 January 2012
5
10
Listening Comprehension
Name: __________________________________
Grade: _____________
Date: _______________________
Questions
1. Explain how South Africa’s beauty benefits the economy.
(1)
2.
What kind of insect is the Mopane worm?
(1)
3.
Complete the following sentence:
The Vredefort Dome is not only the (a)______________ but also the
(b) _________________ meteor sites in the world.
(2)
4.
How do we know that the meteor did not recently fall to the earth?
________________________________________________________
(1)
5.
Provide a synonym from the passage for cave.
(1)
6.
Explain why Desmond Tutu and Nelson Mandela are mentioned in
this passage.
(2)
Do you agree with the writer’s opinion that South Africa is a versatile
and interesting country.
(2)
7.
TOTAL: 10
6
Memorandum
1.
.
2.
3.
4.
5.
6.
7.
Possible answers
How does South Africa’s beauty benefit the economy?
Many tourists want to see these sights. √
Mark Level
1
1
What kind of insect is the Mopane worm?
A caterpillar. √
1
1
Complete the following sentence:
The Vredefort Dome is not only the (a)______________ but
also the (b) _________________ meteor sites in the world.
a) largest
b) oldest
2
1
How do we know that the meteor did not recently fall to the
earth?
The event occurred more than two billion years ago. √
1
3
Provide a synonym from the passage for cave.
Crater
1
3
Explain why Desmond Tutu and Nelson Mandela are
mentioned in this passage.
Both are Nobel prize winners √ and they owned property in
Vilakazi Street Soweto.√
2
3
2/0
4
Do you agree with the writer’s opinion that South Africa is a
versatile and interesting country.
Learner’s own answer.
Yes because we have interesting heritage sights as well as
unusual phenomena.
( Accept any reasonable response ) √√
TOTAL:
[10]
7
Grade 10 Essay Tasks
Task 2: Writing: Essay Writing
Guidelines and instructions for the educator on how to administer the essay:
Learners should be familiar with the following types of essays:
 Narrative – to entertain or tell a story;
 Descriptive – to describe in a vivid manner;
 Discursive – to present arguments from differing viewpoints and draw a clear
conclusion of your own;
 Argumentative – to argue a case for one side of a point to convince your
reader of your opinion;
 Reflective – To give emotional reaction and feeling on a specific matter
General teaching guidelines and instructions
 Guide learners on how to choose the correct topic.
 Emphasise the importance of process writing. Learners should first plan using a
method that they are comfortable with, i.e. mind mapping, brainstorming, free
writing, etc.
 Learners must write a draft. Guide learners on how to edit their draft. The final
product should not be a carbon copy of the draft.
 Remind learners of the conventions of essay writing.
 Deter learners from writing on inappropriate content or using inappropriate
language.
8
Final Mark:
Task 2: Writing: Essay
Exemplar 1
Name: ____________________________
50
Grade: 10 ______________
Date for submission: ____________________
INSTRUCTIONS:
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Choose ONE of the following topics and write an essay.
The length of your essay should be 150 - 200 words.
Remember to plan, edit and proofread your essay. Clearly indicate planning and
cross it out before submitting your final essay.
Your essay will be assessed according to the criteria in the rubric that is included with
this task.
Provide a title for your essay, if one is not provided.
Topics
1.
Memories of home.
2.
If you could have any two famous people as your parents, who would you
choose and why?
3.
It takes a great deal of courage to stand up to your enemies, but
50
even more to stand up to your friends.” - J.K. Rowling
Discuss this statement.
50
4.
“When I got off the plane, my hands couldn’t stop shaking.”
5.
A message in a bottle …
50
6.
Should people be judged by their social media postings?
50
7.
The pictures reproduced below may evoke a reaction or feeling in you or
stir your imagination. Select ONE picture and write an essay in response.
Write the question number (7.1 or 7.2) of your choice and give your essay
a title.
NOTE: There must be a clear link between your essay and the picture
you have chosen.
50
9
7.1
OR
7.2
OR
10
7.3
TOTAL 50
Task 2: Marking guidelines and instructions
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Use the marking rubric in the addendum to mark the essay.
For the purpose of these exemplars, specific topic guidelines will not be given as it
limits creativity.
The educator must be familiar with each descriptor on the grid.
Be aware that learners may interpret the topics literally or metaphorically,
especially with the visual stimuli. All interpretations should be given the same
consideration.
There must be a clear link between the picture and the essay in the case of the
visuals.
Read the essay once to get an understanding of the content without being
influenced by the language and structure issues.
Award a content mark out of 30, based on those descriptors in the category that
best suits the essay. Consider every descriptor in the category. If the essay falls
into more than one category, award the mark according to the category where the
majority of descriptors apply.
When the content of the essay is completely off-topic or irrelevant, consider the
content to award a mark within the range of the level 1 category (do not merely
award a zero mark).
Read the essay a second time indicating all mistakes identified in language,
grammar, sentence construction, paragraphing and structure.
Award the language mark out of 15 according to the descriptors in the category
that best suits the language used in the essay. Language includes: spelling,
punctuation, choice of words, tone, register and the use of figurative language.
11
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1.
Award the structure mark out of 5 based on your impression of the coherent
structure of the essay – the logical sequence within the paragraph as well as the
flow of one paragraph into the next, detail, paragraphing and length.
Memories of home.
Narrative/Reflective/Descriptive
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If narrative, the essay must have a strong story line and an
interesting ending.
If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
If descriptive, the writer should create a picture in words using
as many senses as possible to make the description clear.
NOTE: A candidate may write an essay which contains elements of
more than one type of essay/any other essay type.
2.
50
If you could have any two famous people as your parents, who
would you choose and why?
Descriptive/Discursive/Reflective
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
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If descriptive, the candidate should create a picture in words
using as many senses as possible to make the description clear.
If narrative, the essay must have a strong story line and an
interesting ending.
If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
NOTE: A candidate may write an essay which contains elements of
more than one type of essay/any other essay type.
3.
50
It takes a great deal of courage to stand up to your enemies, but
even more to stand up to your friends.” - J.K. Rowling
Reflective/Argumentative/Discursive/Narrative
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If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
If argumentative, the essay must reflect a specific argument or
viewpoint for or against the topic. The candidate should give a
range of arguments to support his/her view. The conclusion
should be a strong, clear and convincing statement of the
writer's opinion.
If discursive, the arguments for and against must be well12
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balanced and clearly analysed in the essay. The candidate must
provide supporting evidence for arguments. The candidate may
come to a particular conclusion at the end of the essay, which
should include recommendations.
If narrative, the essay must have a strong story line and an
interesting ending.
NOTE: A candidate may write an essay which contains elements of
more than one type of essay/any other essay type.
4.
50
“When I got off the plane, my hands couldn’t stop shaking.”
Narrative/Reflective/Descriptive
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

If narrative, the essay must have a strong story line and an
interesting ending.
If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
If descriptive, the writer should create a picture in words using
as many senses as possible to make the description clear.
NOTE:
5.
A candidate may write an essay which contains elements
of more than one type of essay/any other essay type.
A message in a bottle …
Descriptive/Narrative/Reflective
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

If descriptive, the candidate should create a picture in words
using as many senses as possible to make the description clear.
If narrative, the essay must have a strong story line and an
interesting ending.
If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
NOTE: A candidate may write an essay which contains elements of
more than one type of essay/any other essay type.
6.
50
Should people be judged by their social media postings?
Argumentative/ Discursive/Reflective


If argumentative, the essay must convey a specific argument or
viewpoint for or against the topic. The candidate should give a
range of arguments to support his/her view. The conclusion
should be a strong, clear and convincing statement of the
writer's opinion.
If discursive, the arguments for and against must be wellbalanced and clearly analysed in the essay. The candidate must
provide supporting evidence for arguments. The candidate may
50
13
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come to a particular conclusion at the end of the essay, which
should include recommendations.
If reflective, the essay should convey emotional reactions and
feelings the candidate experiences/experienced.
NOTE: A candidate may write an essay which contains elements of
more than one type of essay/any other essay type.
7.
Interpretation of pictures
7.1
The candidate:
•
must give the essay a suitable title.
•
may interpret the pictures in any way, relevant to the picture.
•
may choose to write any type of essay, relevant to the picture.
•
must link the interpretation to the picture.
•
may write in any appropriate tense.
Picture: Silhouette of two people
50
Narrative/Descriptive/Reflective/Argumentative/Discursive
7.2
 Literal interpretations: Couple fighting, a dual
 Figurative interpretations: People are just shadows, relationships
could be harmful
OR
Picture: Boots
Narrative/Descriptive/Reflective/Argumentative/Discursive
7.3
 Literal interpretations: type of shoe, career in uniform, hunter
 Figurative interpretations: the marks footprints leave
OR
Picture: Halloween
Narrative/Descriptive/Reflective/Argumentative/Discursive
 Literal interpretations: Halloween : belief’s, pro-and cons,
recounting of event
 Figurative interpretations: the effects of halloween on someone’s
life
14
Task 3: Writing: Longer Transactional Writing
Learners should be familiar with all the types of transactional formats as prescribed in the
policy documents.
 Friendly/formal letters (request/complaint/ application/business)
 formal and informal letters to the press
 curriculum vitae and covering letter
 obituary/agenda and minutes of meeting
 report
 review
 newspaper article
 magazine article
 dialogue
 interview.
 speech.
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Guide learners on how to choose the correct topic.
Emphasise the importance of process writing. Learners should plan first, using a
method that they are comfortable with, i.e. mind mapping, brainstorming, free
writing, etc.
Learners must write a first draft. Guide learners on how to edit their draft. The
final product should not be a carbon copy of the draft.
Remind learners of the required formats for completion of these tasks.
Remind learners that each transactional writing task requires a specific tone and
register according to the intended audience.
Deter learners from writing on inappropriate content or using inappropriate
language.
15
Final Mark:
30
Task 3: Writing: Longer Transactional Writing
Exemplar 1
Name: ____________________________
Grade: ______________
Date for submission: ____________________
Instructions
1. Write a response to any one of the following topics.
2. The content of your response should be between 120 and 150 words.
3. Write down the number and heading of text you have chosen, for example 1.
Friendly Letter.
4. Remember that you have to show all the steps in your process writing. Draft
pieces without editing will not be accepted.
5. Pay particular attention to format, language, register and audience.
6. Your piece will be assessed according to the attached rubric.
Topics:
1.
2.
3.
4.
Friendly Letter
You have been invited to give a speech at your best friend’s sixteenth
birthday party. Unfortunately you are unable to make it on that day. Write a
letter to your friend explaining why you are unable to attend.
OR
Agenda and Minutes of a meeting
One of your educators is retiring soon. The school has established a
committee to plan the educator`s farewell party. There are many
arrangements to be made. Write the agenda and minutes of the first
meeting that this committee has.
OR
Formal report
Your school requires that all learners, who have progressed from Grade 9
to Grade 10, choose a specific learning stream in grade 10 based on their
strengths or preferences. Most learners have decided to do the General
stream instead of the Science stream. Your Life Orientation teacher has
asked you to write a report on why this is the case.
(30)
(30)
Write a report on your findings and recommendations to change the
situation at your school.
(30)
OR
Dialogue
Your eldest brother/sister was a top learner in the matric class of 2018.
He/She decided to motivate you to work hard in grade 10. Write the
conversation that takes between you and your brother/sister.
(30)
TOTAL: 30
16
Task 3: Marking guidelines and instructions
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Use the 30-mark assessment rubric to mark the longer transactional texts.
The educator must be familiar with each descriptor on the grid.
The texts produced must be assessed according to the following criteria as set out
in the assessment rubric:
o Content, planning and format (18 marks)
o Language , style and editing (12 marks)
1. Friendly Letter
A letter to your friend.
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The following aspects of format must be included:
o Address of sender
o Date
o Greetings/Salutation
o Suitable ending
The tone and register of the letter must be friendly and informal.
2. Agenda and Minutes of a meeting
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The agenda of a meeting provides a structure for a meeting.

The following aspects of format must be included.
o Name of the organisation
o Date, time and place of meeting
o Welcome and apologies
o Matters arising from minutes of previous meeting
o Items to be discussed
o Any other business
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The minutes of a meeting of a meeting provide a record of a meeting.
The following aspects of format must be included.
o Name of organisation
o Date, time and place of meeting
o List of people present and apologies
o Minutes from previous meeting approved(may be amended)
o Record of discussion, decisions/action taken and person responsible
o Time that meeting ended.
3.
Formal report
Report to Life Orientation teacher about subject choice
The report should:
 use a formal tone
 have a subject line
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be addressed to the Life Orientation teacher
clearly indicate who the sender is
make reference to the subject choices
have logically arranged details
be written in the simple present tense
not have contractions or colloquial language
The following must be included in the report:
 A general opening describing what you want to find out
 Description of how you went about doing your findings
 Your findings
 Your recommendations
 The number of words used
4.
Dialogue
A dialogue between you and your brother/sister
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A context must be provided at the beginning of the dialogue.
The tone must be informal
Motivation/encouragement given by elder brother/sister must be clear.
The following aspects of the dialogue must be included:
o The names of speakers written on the left side of the page.
o A colon after the name of the character who is speaking.
o A new line used indicate each new speaker.
Where necessary, actions must be given in brackets.
18
Final Mark:
20
Task 5: Prepared Speech
Date of delivery: ____________________________________
Prepare a speech on one of the following topics. Your oral should be two to three
minutes long.
Instructions

Do thorough research on your chosen topic.
(Collect and keep texts (pictures, posters, cartoons or any other audio-visual
material. Display or refer to these when you present your speech).
 Write a speech which, when read at a moderate pace, lasts at least three
minutes. Read your speech aloud to a friend who will be able to assist you
with pronunciation and fluency.
 Time your presentation.
 Ensure that your teacher will be able to follow your speech.
 Use cue cards to present your speech. Good cue cards only note the main
points of the speech to help you to remember the rest of the presentation.
Number your cue cards to ensure correct sequence of your speech.
 Marks will be awarded according to the extent of preparation and planning
that is evident from the preparation of the speech.
 Refer to the marking rubric that will be used to assess your prepared speech/
presentation. On the day of the presentation ensure that you have the
following:
a copy of your final speech, your visual aids and your cue cards.
 Submit a copy of your speech written on an A4 page, a copy of the poem /
idiom / idiomatic expression/ proverb and all the research done.
Topics
1.
2.
3.
4.
5.
6.
20
20
20
20
20
20
19
Task 8: Oral: Unprepared Speech / Prepared Reading
8.1
Unprepared Speech
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Guidelines and instructions for the educator on how to administer unprepared speeches
Spend some time preparing your learners for this section of the work.
Learners will be given a topic that suits their interests and vocabulary.
Learners will be given 5 (five) minutes to prepare a speech on the given topic.
It would be beneficial for the learners to use a mind map to write down ideas
that they would like to express in their speeches.
Encourage learners to choose main ideas and to develop the ideas and to
support it with examples. Remind learners to organise their material
coherently. Learners have to plan an effective introduction and conclusion.
Encourage learners to enhance the meaning of words through tone, voice
projection, pace, eye contact, posture and gestures.
Do not force learners who stutter or who experience other speech
impediments to perform in the front of the class if they would rather not do
this. Allow them to work alone with you at a pre-arranged time.
Use the grid in the addendum to assess unprepared speech. Discuss the grid
with the learners so that they know how they will be assessed.
20
Final Mark:
20
Task 8: Oral: Unprepared Speech
Exemplar 1
Date: ____________________________________
You will be given a topic and you will have to prepare a speech within five minutes.
Your speech should be two to three minutes long. Carefully follow the instructions:
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Take some time to read the topic carefully.
Brainstorm ideas that are relevant to the topic.
Write down your ideas on a mind map.
Include examples to prove or to explain your statement.
Plan an effective introduction and conclusion.
Organise your statements in the correct order.
If you still have time, write key words on cue cards that you can refer to it.
You will need to project your voice.
Maintain good posture and eye contact as you deliver your speech.
Topic:
TOTAL: 20
21
Final Mark:
20
Task 8: Oral: Prepared Reading Aloud
Guidelines and instructions for the educator on how to administer reading
 Spend some time preparing your learners for this section of the work. It is
possible for all learners to achieve good marks in this section as they have the
opportunity to prepare themselves ahead of time.
 Stress the importance of careful choosing of the passage. It must be at a
Grade 10 level, but also not too difficult for the learner to manage. It must be a
passage on a topic that captures the learner’s interest. They will naturally read
better. It must be long enough for the educator to be able to make a fair
assessment. Learners must submit a copy of the reading passage to keep as
part of SBA evidence.
 There must be clear evidence of preparation. The learners must have found
out the meanings and pronunciation of all the words in the passage.
 Encourage learners to enhance the meaning of words through tone, voice
projection, pace, eye contact, posture and gestures.
 You may wish to add to your conversation assessment by asking the learner
questions on the passage after the prepared reading has been completed.
 Do not force learners who stutter or who experience other speech
impediments to perform in the front of the class if they would rather not do
this. Allow them to work alone with you at a pre-arranged time.
 Use the correct rubric to assess prepared reading. Discuss the rubric with the
learners so that they know how they will be assessed. Clearly indicate the
mark breakdown on the learner evidence that has to be filed in the learner
SBA file.
22
Final Mark:
20
Task 8: Oral: Prepared Reading
Date for submission: ____________________________________
Prepare a reading piece for oral assessment. Your reading should be two to three
minutes long. Carefully follow the instructions:








Take some time to select a suitable passage you enjoy reading. Remember
you have to submit a copy of the passage you have read to the teacher to
keep for evidence.
Read it silently to yourself to familiarise yourself with its contents.
Then read it aloud several times. When you feel that you have mastered it,
read it in front of the mirror making sure that you can see yourself looking at
yourself several times during the reading. If you can do this, it means that you
will look up at your audience several times during the reading.
You might also like to read to a willing audience for practice.
You will need to project your voice and read with good pace.
Maintain good posture and eye contact as you read.
Practise pronouncing all the words correctly.
Remember that you will be required to answer questions about the passage
you have read.
TOTAL: 20
23
Task 9: Shorter Transactional Writing
Learners should be familiar with all the types of transactional formats as prescribe in
the policy documents.
 Advertisements
 Diary entries
 Postcards
 Invitation cards
 Filling in forms
 Direction
 Instructions
 Flyers
 Posters
 Emails
Guide learners on how to choose the correct topic.
 Emphasise the importance of process writing. Learners should plan first, using a
method that they are comfortable with, i.e. mind mapping, brainstorming, free
writing, etc.
 Learners must write a first draft. Guide learners on how to edit their draft. The
final product should not be a carbon copy of the draft.
 Remind learners of the required formats for completion of these tasks.
 Remind learners that each transactional writing task requires a specific tone and
register according to the intended audience.
 Deter learners from writing on inappropriate content or using inappropriate
language.
24
Final Mark:
Task 9: Writing: Shorter Transactional Writing
Exemplar 1
Name: ____________________________
Grade: ______________
20
Date for submission: ____________________
Instructions
 Write a response to any one of the following topics.
 The content of your response should be between 80 and 100 words.
 Write down the number and heading of text you have chosen, for example 1.
Advertisement.
 Remember that you have to show all the steps in your process writing. Draft
pieces without editing will not be accepted.
 Pay particular attention to format, language, register and audience.
 Your piece will be assessed according to the attached rubric.
Topics
1.
2.
3.
4.
5.
6.
Diary entries
A friend has challenged you to change a bad habit that you have in
one week. Write diary entries for the following days:
•
The first day of the challenge.
•
The last day of the challenge.
OR
Advertisement
Design an advertisement for a new, exclusive tropical island called
Santa Orchila. Use emotive language to convince travellers to visit
this island.
OR
Instructions
Write careful instructions for your younger brother or sister on how to
make a perfect cup of coffee.
OR
Flyer
Your school is running a campaign during its “Healthy Eating” week
to persuade students to buy and eat more fruit. It has asked you to
produce a flyer that will be given out during lunch break.
Write your flyer.
TOTAL:
Poster
You want to start a computer training school. Design a poster,
giving all the relevant details about the school. No marks will be
awarded for illustrations.
OR
Directions
Excuse me ,I am lost
A stranger stops you and asks how to get to the local high school in
your town. You offer directions.
[20]
[20]
[20]
(20)
20
[20]
25
 An introduction sentence,
 At least two landmarks.
 Distances.
 Direction words.
Three street names.
[20]
OR
3.
Email
Read Tom’s email and write a reply to him.
10:50
Inbox
Inbox
New E mail
From
:
Tom
Sent
:
Thursday 1 August, 10: 50 a.m.
Subject :
Next
Where are you?
Hi
Where are you? I’m at the station waiting for you.
Are you on the train? What time will it arrive? I’ll wait for you here at the
station.
See you soon
Tom
[20]
OR
4.
Invitation
You are turning 16 soon and plan on having a themed birthday party.
Design the invitation in which you give all the necessary details such
as theme, place, date, time, dress code and RSVP date.
(20)
5.
Postcard
You are currently on a tour with your school. Send a post card to
your parents in which you tell them of your experiences.
TOTAL:
20
26
Task 9: Writing: Shorter Transactional Writing
General Marking Memorandum
 Use the marking rubric in the addendum.
 The educator must be familiar with each descriptor on the grid.
 Read the response once to get an understanding of the content and format
without being influenced by the language and structure issues.
 Award a content mark out of 12 based on those descriptors in the category
that best suits the response. Consider every descriptor in the category. If the
response falls into more than one category, award the mark according to the
category where the majority of descriptors apply.
 The rubric does not allow for penalties (subtracting marks from the total) to be
awarded for formatting errors. Keep in mind format is one of the descriptors
of the content category and cannot be the only point of focus.
 When the content of the response is completely off-topic or irrelevant,
consider the content to award a mark within the range of the level 1 category
(do not merely award a zero mark).
 Read the response a second time indicating all mistakes identified in
language, grammar, sentence construction, paragraphing and style.
 Award the language mark out of 8 according to the descriptors in the category
that best suits the language used in the transaction task. Language includes:
spelling, choice of words, tone, register and style.
Task 9: Writing: Shorter Transactional Writing
Exemplar 1 Marking Memorandum
Topics
1. Diary
The entry should start with the date. Learners should use an appropriate tone, style
and register. The following ideas may be explored, among others:
 Learners should explore …..
 The feelings and mood that this experience or incident evoked in the
character
NOTE: Entries do not necessarily have to be in full sentences.
2. Advertisement
The advertisement should include some details ….
The language, tone and register may be informal.
(Persuasive language and catch-phrases should be used.)
The following should be included, among others:
 Description of the island
 Slogan
 What the island offers
 Price
No marks are awarded for illustrations.
27
3. Instructions
Instructions should be written clearly.
Detail must be given and structured according to the order of action.
Include all details …...
NOTE: Entries do not necessarily have to be in full sentences.
4. Flyer
The flyer should encourage people …...
The following should be included:
 Heading
 Benefits of eating fruit
 When and where fruit will be sold
 Contact person.
No marks are awarded for illustrations.
5. Poster:
The poster should encourage people to study at the computer school.
The following should be included:
o Heading/Slogan.
o Reasons for studying at the computer school.
o Benefits
o Contact details.
NOTE: No marks are awarded for illustrations.
6. Direction:
The directions given must be from … to school.
Learners must make reference to streets and landmarks on the route that they have
chosen.
There may be more than one possible route to the destination mentioned.
7. Email:
The recipient’s email address should be mentioned.
The subject of the email
Learners must mention the dates, time and place.
The sender’s name and contact detail.
8. Invitation:
The invitation must be addressed to guests.
The tone and register of the invitation must be informal.
Important details of the event must be included (e.g. date, time, venue, dress code
and RSVP details).
28
9. Postcard:
The language (including the salutation and ending/conclusion) must be less formal
as learners are addressing a parent
Complete sentences are not required.
The content must be brief but informative.
TOTAL: 20
29
30
31
32
Final Mark
English FAL
Prepared Speaking
Name of School: ________________________________________
Date of assessment: __________________
Name of Learner: ____________________________________________________
Total ÷ 5 =
Class: __________
___
20
100
Code
Outstanding
Code 7
16 – 20
Criteria
Planning
20
Content
20
Critical use of language
20
Outstanding evidence that
more than the minimum of
two relevant resources
have been effectively
consulted and
acknowledged.
Outstanding choice of
topic which is original,
relevant and sensitive to
the audience. Outstanding
introduction which
immediately grasps
audience attention,
outstanding development
of ideas and argument,
outstanding conclusion
that ends the speech
skillfully.
Outstanding ability to
manipulate language
Outstanding vocabulary.
Presentation
20
Impressive presentation
with outstanding style,
register, eye contact, facial
expression, gestures and
body language. Confident
delivery with very effective
use of cue cards.
Use of audio and/or
visual aids
20
Impressive choice and
presentation of visual /
audio aids
Meritorious
Code 6
14 – 15
Substantial
Code 5
12 – 13
Adequate
Code 4
10 – 11
Moderate
Code 3
8–9
Elementary
Code 2
6–7
Not Achieved
Code 1
5–0
Convincing evidence that
more than the minimum of
two relevant resources
have been consulted and
acknowledged.
Very good evidence that a
minimum of two relevant
resources have been
consulted and
acknowledged.
Good evidence that a
relevant resource has been
consulted and
acknowledged.
Some evidence that a
relevant resource was
used.
Limited evidence of use of
a resource.
No evidence of resources
used.
Convincing choice of topic
which is largely original,
relevant and sensitive to
the audience. Convincing
introduction which grasps
audience attention,
convincing development of
ideas and argument,
convincing conclusion that
ends the speech skillfully.
Very good choice of topic
which is original and
sensitive to the audience.
Very good introduction
which grasps audience
attention, very good
development of ideas and
argument, very good
conclusion that ends the
speech skillfully.
Good choice of topic which
is original and sensitive to
the audience. Good
introduction, good
audience attention, good
development of ideas and
argument, good conclusion
that ends the speech.
Choice of topic shows
some originality and
sensitivity to the audience.
Some evidence of
introduction, audience
attention, development of
ideas and argument, and
some attempt at a
conclusion.
Choice of topic shows
limited originality and
sensitivity to the audience.
Limited evidence of
introduction, audience
attention, development of
ideas and argument, and a
limited attempt at a
conclusion.
Choice of topic shows little
or no originality or
sensitivity to the audience.
Little or no evidence of
introduction, audience
attention, development of
ideas and argument, and
no attempt at a conclusion.
Speech completely
plagiarised.
Convincing ability to
manipulate language
Convincing vocabulary.
A well structured
presentation with
convincing style, register,
eye contact, facial
expression, gestures and
body language. Cue cards
used effectively and with
confidence.
Very good ability to
manipulate language. Very
good vocabulary.
Good ability to manipulate
language. Good
vocabulary.
Some ability to manipulate
language. Moderate use of
vocabulary.
Limited ability to
manipulate language
Limited vocabulary.
Unable to manipulate
language. Very limited
vocabulary.
A structured presentation
with very good style,
register, eye contact, facial
expression, gestures and
body language. Cue cards
used effectively.
Adequate presentation
with good style, register,
eye contact, facial
expression, gestures and
body language. Some
dependency on cue cards,
but still good contact.
Moderate presentation
with some use of style,
register, eye contact, facial
expression, gestures and
body language. Use of cue
cards often distracts from
the presentation.
Elementary presentation
with limited use of style,
register, eye contact, facial
expression, gestures and
body language. Dependent
on cue cards.
Ineffective presentation
with little or no style,
register, eye contact, facial
expression, gestures and
body language. No use of
cue cards.
Convincing choice and use
of visual / audio aids
Very good choice and use
of visual / audio aids
Good choice and use of
visual / audio aids
Some use of visual / audio
aids but not always
appropriate
Limited use of visual /
audio aids
Makes no use of visual /
audio aids
Comments:
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
33
English FAL
Prepared Reading
Name of School: ________________________________________
Final Mark
Date of assessment: __________________
Name of Learner: ____________________________________________________
Code
Criteria
Demonstrates use of tone
and inflection to convey
meaning to the audience
10
10
Choice of text and
preparation
Meritorious
Code 6
7
Substantial
Code 5
6
Adequate
Code 4
5
Moderate
Code 3
4
Elementary
Code 2
3
Not Achieved
Code 1
2-0
Reads expressively and
creates atmosphere.
Conveys feelings
exceptionally well
Reads with very good
expression and attempts
made to convey feelings or
atmosphere
Audience reaction largely
showing interest and
involvement
Reads with good
expression and attempts
made to convey feelings or
atmosphere
Makes an attempt to read
with expression
Reads, but with limited
expression
Meaning can be followed
but not expression
Too poor to be expressive.
Meaning lost
Audience reaction shows
interest and involvement
Most members of the
audience show interest
Some members of the
audience show interest
Fails to capture the
attention of most of the
audience
Almost no interest from
audience.
Audience reaction shows a
high degree of interest
Fluent reading
Very good voice projection
and diction which
enhances meaning
Reading fluency in a
monotone
Good voice projection and
diction which enhances
meaning
Reads reasonably fluently
Reading is clear and
audible and diction
enhances meaning
Reads with limited fluency
Reading is audible and
pronunciation does not
affect meaning
Reading not fluent
Reading not always audible
and many words are
mispronounced
Halted reading
Poor pronunciation and
poor delivery make the
delivery almost
incomprehensible
Altogether appropriate
eye-contact
Very good eye-contact
Good eye-contact
Successful efforts to make
eye-contact
Eye-contact adequate
Unsuccessful attempts at
making eye-contact
Almost no eye-contact
10
Handles questions with
total confidence, ease and
sensitivity to the text
Handles questions with
confidence, ease and
sensitivity to the text
Handles questions and
responds sensibly with
minor lapses
Handles questions and
responds sensibly with
lapses
Understand questions and
can answer some of the
questions
Understands questions and
provides flawed answers
Is mostly unable to
understand or respond to
questions
10
Attitude and opinion
confidently sustained and
justified
Opinion well sustained and
justified
Able to sustain opinion and
justify it
Opinion reasonably
confidently supported
Opinion sometimes
adequately supported
Very hesitant to express an
opinion
Unable to substantiate
opinions
10
Outstanding choice of text
which has a strong impact
on the audience
Very interesting test which
has a strong impact on the
audience
Interesting text which has
a strong impact on the
audience
Reasonably interesting text
which captures the interest
of the audience
Text likely to be of interest
to some members of the
audience
Randomly chosen text
which is of little interest to
audience
Very boring totally
unsuitable text
Reading is exceptionally
well prepared and
confident
Reader well prepared and
reads with confidence
Reader prepared and reads
with confidence
Reader is adequately
familiar with the text – has
made an effort to prepare
Limited amount of
preparation. Reads with
moderate confidence
Reader has not prepared
the text. Obviously nervous
No evidence op
preparation. Very nervous
and demonstrates a lack of
commitment
10
Responses to questions
asked by the teacher and
the learner shows critical
interpretation of the text
Outstanding
Code 7
8 – 10
Fluent, very entertaining
reading
Excellent voice projection
and diction which
enhances meaning
Use of voice and mastery
of reading skills
Use of eye / audience
contact
Total ÷ 4 =
Class: __________
___
20
10
10
Comments:
_______________________________________________________________________________________________________________________________
34
Final Mark
English FAL
Unprepared Speaking
Name of School: ________________________________________
Date of assessment: __________
Name of Learner: ____________________________________________________
Code
Outstanding
Code 7
Mark: 16 – 20
Critical
awareness of
language
20
Presentation:
Tone, body
language and
audience
contact
20
Content
20
Criteria
Meritorious
Code 6
Mark: 14 - 15
Is able to select
information and
organise it in a
logical manner.
Speaks on the
topic without
lapses
Is able to select
information and
organise it in a
fairly logical
manner. Speaks
on the topic with
minor lapses
Use of tone and
body language is
fully appropriate.
Excellent
communication
with the audience
/ teacher is
maintained.
Use of tone and
body language is
appropriate. Very
good
communication
with the audience
/ teacher is
maintained.
Excellent ability to
manipulate
language.
Very good ability
to manipulate
language.
Substantial
Code 5
Mark: 12 - 13
Is able to select
sufficient
Information and
organise it.
Speaks on the
topic with only
occasional lapses
Use of tone and
body language is
mostly
appropriate.
Communication
with the audience
/ teacher is
moderately
maintained.
Good language
manipulation.
Class: __________
Total ÷ 3 =
___
20
Adequate
Code 4
Mark: 10 - 11
Moderate
Code 3
Mark: 8 - 9
Elementary
Code 2
Mark: 5 - 7
Not Achieved
Code 1
Mark: 0 - 4
Is able to select
appropriate
information but
cannot always
organise it.
Speaks
occasionally off
the topic.
Use of tone and
body language is
fairly appropriate.
Communication
with the audience
/ teacher is
moderately
maintained.
Is able to select
some information
but presents it in
an unorganised
manner.
Sometimes
speaks off the
topic
Is able to select
minimal
information which
is unorganised.
Speaks off the
topic.
Is unable to select
appropriate
information.
Speaks off the
topic.
Use of, tone and
body language is
mostly
inappropriate
resulting in little
communication
with audience /
teacher.
Use of tone and
body language is
inappropriate
Resulting in no
communication
with audience /
teacher.
Reasonable
language
manipulation.
Use of tone and
body language is
partially
appropriate.
Communication
with the audience
/ teacher is erratic.
Some language
manipulation.
Struggles to
manipulate
language.
Unable to
manipulate
language
Comments:
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
35