Aligned to DBE
Revised ATPs
English First Additional Language
Navigation pack
SENIOR PHASE
GRADE 7
Pearson South Africa (Pty) Ltd
4th floor, Auto Atlantic Building, Corner of Hertzog Boulevard and Heerengracht, Cape Town, 8001
Offices in Johannesburg, Durban, East London, Polokwane, Bloemfontein, Rustenburg and Mbombela.
© Pearson South Africa (Pty) Ltd
All Rights Reserved. This digital publication is protected by copyright, and permission should be obtained from the
publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise except as authorized for use under the product
subscription through which this digital application is accessed.
To request permission to reproduce or adapt any part of this publication, please visit https://www.pearson.com/globalpermission-granting.html
Every effort has been made to trace the copyright holders of material produced in this title. We would like to apologise
for any infringement of copyright so caused, and copyright holders are requested to contact the publishers in order to
rectify the matter.
English FAL Grade 7 Navigation Pack
Print ISBN: 9781485720416
Print GUID: EC6D1333-EA89-4894-88FB-AE4EFE11A1FB
EPDF ISBN: 9781485720386
EPDF GUID: 261F92E1-E435-4C89-8907-2E6802CA727D
Cover design by Pearson Media Hub
Typesetting by TextWrap
Contents
Dear Teacher ............................................................................... 5
Covid 19 Safety Guidelines ......................................................... 6
How to Use ................................................................................... 8
Navigation Guide ......................................................................... 9
Term 1 .................................................................................................... 10
Term 2 .................................................................................................... 15
Term 3 .................................................................................................... 18
Term 4 .................................................................................................... 23
Targeted Worksheets ................................................................ 28
Topic 1.................................................................................................... 30
Topic 2.................................................................................................... 32
Topic 3.................................................................................................... 34
Targeted Worksheets Answers ................................................ 36
Exemplar Assessment ............................................................... 39
FAT 1 ....................................................................................................... 40
FAT 4 ....................................................................................................... 41
FAT 5 ....................................................................................................... 42
FAT 8 ....................................................................................................... 49
FAT 9 ....................................................................................................... 51
FAT 10 .................................................................................................... 52
Exemplar Assessment Answers .............................................. 55
4
Dear Teacher
The National State of Disaster caused by the COVID-19 pandemic disrupted education in
South Africa, leading to the loss of valuable teaching time and the disruption of the school
calendar.
As a result of this, the DBE has created and released revised Annual Teaching Plans (ATPs)
to assist schools and teachers in ensuring that the 2021 school year can be completed. The
2021 ATPs are based on the revised ATPs that were developed in 2020. It is important to
note that fundamental and core topics have been retained in the 2021 ATPs. Some of the
strategies that have been used in the process of developing the 2021 DBE ATPs are:
•
•
•
•
•
•
reducing the content covered in certain topics
merging topics
deleting topics
revising the assessment guidelines
reducing teaching time for certain topics
resequencing topics/concepts.
At Pearson South Africa, we believe that education is the key to every individuals’ success.
To ensure that, despite the challenges, teachers and learners can meet all the necessary
learning outcomes for the year, we have created this Navigation Pack, a free resource to
support teachers and learners during this challenging time.
The Navigation Pack aims to summarise and highlight the changes in the 2021 DBE ATP
and provide teachers and learners with worksheets that focus on impacted topics in the
curriculum.
Due to resequencing of topics, the order of topics in the textbook that is currently used in
the classroom may not be aligned to the new sequence of topics in the ATP. The Navigation
Pack has a set of assessments based on the Section 4 changes and the revised assessment
guidelines.
Introduction
5
COVID-19 safety guidelines for teachers and
learners
Gatherings at school
Where schools are open for learning, it is up to management to take decisive action to
ensure sites are not simultaneously used for other functions such as shelters or treatment
units in order to reduce the risk.
Implement social distancing practices that may include:
•
•
•
•
•
•
A staggered timetable, ensuring that teachers and learners do not arrive/leave at the
same time at the beginning and end of the school day
Cancelling any community meetings/events such as assemblies, cake sales, market days,
tuckshops, after-care classes, matric dances, Eisteddfods and other events
Cancelling any extra-mural activities such as ballet classes, swimming lessons, sport
games, music classes and other events that bring people together in crowds
Creating space and preventing unnecessary touching
Limiting movement and interaction between classes
Schools with an established feeding scheme plan are to ensure that hygiene and social
distancing is always implemented. Teachers and staff members assisting with food
distribution are to wear masks, sanitise prior to issuing food items and learners are to
stand 1,5 m apart in the queue.
Wear a mask at all times.
1. Restrooms/toilets
Handwashing
Washing hands with soap and water
or using alcohol-based
hand sanitisers is one of the most important ways to help
everybody stay healthy at school. Critical to this is preparing and
maintaining handwashing stations with soap and water in the toilets
and in each classroom.
Teachers and learners should always wash their hands after:
•
•
•
•
•
6
eating
entering the classroom
using the toilet
blowing their noses or coughing
touching tears, mucous, saliva, blood or sweat.
Pearson Navigation Pack
2. Premises and classroom settings
When schools open, classroom settings should be altered in order to promote hygiene,
safety and social distancing.
Changed classroom settings may include:
•
•
•
•
Cleaning and disinfecting school buildings, classrooms and sanitising facilities at least
once a day, particularly surfaces that are touched by many people (railings, lunch tables,
sports equipment, door and window handles, toys, teaching and learning tools etc.)
Ensuring proper ventilation and the fresh flow of air through classrooms
Providing learners with vital information about how to protect themselves by
incorporating the importance of hygiene, handwashing and other measures of
protecting themselves, into the lessons
Promoting best handwashing and hygiene practices and providing hygiene supplies.
•
Prepare and maintain
handwashing stations
with soap and water
and, if possible, place
alcohol-based hand
sanitisers in each
classroom, at entrances
and exits, and near
lunchrooms and toilets.
•
Ensure teachers
and learners wear
masks at all times.
Social distancing
•
Space the learners out
in the classrooms (or
outdoors) – try to keep
learners separated by
a minimum of 1,5 m.
•
Create space for
learners’ desks to be at
least 1,5 m apart.
•
Learners are not to
exceed 30 per class
or 50% of the original
class size.
•
Learners should
not share cups,
eating utensils
or food.
•
Do not let learners
eat items that fall on
the floor, or chew
on pencils or other
objects.
•
Ensure learners
avoid close contact,
like shaking hands,
hugging or kissing.
Introduction
7
3. Social behaviour
It is extremely vital during a pandemic that focus is not only directed towards optimal
physical health and hygiene, but in finding ways to facilitate mental health support.
•
•
Treat everybody with respect and empathy – no teasing about COVID-19.
•
•
Stay home if you have a temperature or are ill.
Encourage kindness towards one another and avoid any stereotyping when talking about
the virus.
Do not touch people who are ill, but be empathetic.
Wear a mask at all times.
How to use this Navigation Pack
Revised DBE Teaching Plan: Comprehensive summary of the
CAPS topics according to the revised ATPs
REVISED DBE ANNUAL TEACHING PLAN
Themes
Topic
WAVES, SOUND
AND LIGHT
Electromagnetic radiation
[9 h] *10
Navigation Plan: Links to additional
resources in the Pearson Navigation
Pack
NAVIGATION PLAN
Unit
Time
Links to Pearson Navigation Pack
Page reference
The nature of electromagnetic
radiation
2 hrs
The electromagnetic spectrum
3 hrs
The electromagnetic radiation as
particle – Photon
4 hrs
Navigation Pack: Targeted Worksheet 1
Page 15
End of year exam
Navigation Pack: Paper 1 Physics
Page 45
End of year exam
Navigation Pack: Paper 2 Chemistry
Page 56
Consolidation and revision
16 hrs
[16 h]
HYDROSPHERE *11
ASSESSMENT
TOTAL HOURS = 25
*10 This topic has been moved from term 1 to term 4. This topic is on pages 84–90
in the Platinum LB, and pages 46–48 in the Platinum teacher’s guide book.
*11 The whole topic has been removed.
Assessments for the term as per
the revised ATPs and the Section 4
amendments
Footnotes that provide any
additional information
8
Pearson Navigation Pack
Link to a targeted worksheet in
the Navigation Pack, that focus on
impacted or challenging topics in the
curriculum
Link to an exemplar assessment
in the Navigation Pack, which
was created with Section 4 and
curriculum changes in mind
Navigation
Pack
10
Stories every day
Weeks 1
and 2
Page 10
Page 8
Page 36
Page 26
Pages 6–8
Page 6
Pages 3 and 4
Page 4
Platinum LB Activity 10
Platinum TG Activity 10
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 3
Platinum TG Activity 3
3 hours 30
minutes
1 hour
Writing and presenting
• Write a narrative/reflective paragraph
• Focus on process writing
Language structures and conventions
• Word level: Concrete and abstract nouns
• Sentence level: Finite and non-finite verbs
• Word meaning: Facts and opinions
• Spelling and punctuation: Full stop; comma; question
mark; quotation marks; capital and lower-case letters
Pages 11–13
Page 9
Pages 8–10
Page 7
Platinum LB Activity 7
Platinum TG Activity 7
3 hours 30
minutes
Reading and viewing
• Literary text: Short stories
• Follow the reading process
• Reading comprehension and reading strategies
Pages 6 and 7
Page 6
Page 4
Page 4
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 6
Platinum TG Activity 6
Pages 3 and 4
Page 3
Platinum LB Activity 3
Platinum TG Activity 3
2 hours
Listening and speaking
• Listen to a short story
• Retell a short story
Page references
(to LB unless
stated otherwise)
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
REVISED DBE ANNUAL TEACHING PLAN
FORMAL ASSESSMENT TASK 1: Oral: Reading aloud [Start in Term 1 and conclude in Term 2 when marks are recorded.]
Themes
Weeks
Term 1
SENIOR PHASE
English First Additional Language
New experiences
Weeks 3
and 4
Pages 19–21
Page 15
Page 22
Page 16
Page 24
Page 17
Pages 19–21
Page 35
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
1 hour
Writing and presenting
• Creative writing: write own poem
• Focus on process writing
Language structures and conventions
• Word level: Personal pronouns; possessive pronouns;
articles
• Word meaning: Rhyme; rhythm; borrowed words; idioms;
proverbs; alliteration; similes; metaphors; antonyms
• Punctuation: Full stop; comma
• Spelling: Dictionary use; spelling patterns; spelling rules
Pages 30 and 31
Page 23
Pages 16 and 17
Page 13
Page 266
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 2
Platinum TG Activity 2
Language Toolbox
Pages 23 and 24
Page 16
Pages 18 and 19
Page 14
Platinum LB Activity 4
Platinum TG Activity 4
3 hours 30
minutes
Reading and viewing
• Literary text: Poems
• Pre-reading strategies
• Teach key features of a poem
Pages 17 and 18
Page 14
Page references
(to LB unless
stated otherwise)
Platinum LB Activity 3
Platinum TG Activity 3
Links to Platinum series and
Pearson Navigation Guide
2 hours
Time
NAVIGATION PLAN
Listening and speaking
• Listen to and discuss a poem
Skills
FORMAL ASSESSMENT TASK 2: Writing a narrative or reflexive essay [To be done during the course of the term.]
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 1
English First Additional Language Grade 7
11
12
Themes
What’s on
television?
Weeks
Weeks 5
and 6
English First Additional Language Grade 7
Page 10
Page 8
Page 25
Page 18
Page 31–34
Page 24
Pages 36 and 37
Page 26
Page 37
Page 27
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 8
Platinum TG Activity 8
1 hour
Language structures and conventions
• Word level: Concrete and abstract nouns; compound and
complex nouns; collective nouns; finite verbs; pronouns;
possessive nouns
• Sentence level: Simple present tense; simple past tense
Pages 34–36
Page 25
Platinum LB Activity 6
Platinum TG Activity 6
3 hours 30
minutes
Page 22
Page 16
Page 266
Platinum LB Activity 6
Platinum TG Activity 6
Language Toolbox
Writing and presenting
• Write a dialogue; enact a drama
• Focus on process writing
Pages 31–34
Pages 24 and 25
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
Page 29
Page 22
Page 266
Platinum LB Activity 2
Platinum TG Activity 2
Language Toolbox
Reading and viewing
• Literary text: drama (one act)
• Follow the reading process
• Teach key features of a poem
Page 28
Page 21
Page references
(to LB unless
stated otherwise)
Platinum LB Activity 1
Platinum TG Activity 1
Links to Platinum series and
Pearson Navigation Guide
2 hours
Time
NAVIGATION PLAN
Listening and speaking
• Conversation about drama
Skills
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 1
Myths of the Sun
Weeks 7
and 8
Pages 45 and 46
Page 34
Pages 49–51
Page 36
Pages 52 and 53
Page 38
Page 53
Page 39
Page 53
Page 39
Page 44
Pages 33 and 34
Page 266
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 10
Platinum TG Activity 10
Platinum LB Activity 3
Platinum TG Activity 3
Language Toolbox
3 hours 30
minutes
3 hours 30
minutes
1 hour
Reading and viewing
• Literary text: short stories/folklore
• Follow the reading process
• Reading/viewing for comprehension
Writing and presenting
• Write a review/letter/diary entry
• Focus on process writing
• Write a review/letter/diary entry using process writing
steps
Language structures and conventions
• Word level: Plurals; comparative and superlative
adjectives
• Word meaning: Homophones; homonyms
Pages 51 and 52
Page 37
Pages 42 and 43
Page 32
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listen to a short story/folklore
• Listening comprehension
• Discuss the short story/folklore they listened to
Page references
(to LB unless
stated otherwise)
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
ASSESSMENT TASK 3: Response to texts [This can take place over more than one session.]
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 1
English First Additional Language Grade 7
13
14
English First Additional Language Grade 7
Pictures and
words
Weeks 9
and 10
SUMMARY OF
ASSESSMENTS
Themes
Weeks
3 hours 30
minutes
3 hours 30
minutes
1 hour
45 minutes
3 hours
30 minutes
3 hours
30 minutes
Reading and viewing
• Literary text: Short stories
• Reading process
• Poetry
• Reading/viewing for comprehension
Writing and presenting
• Write a descriptive essay
• Focus on process writing
• Present an essay for assessment
Language structures and conventions
• Word level: Prefixes; suffixes; root words; auxiliary verbs;
finite (main) verbs
• Sentence level: Subject–verb agreement
• Word meaning: Synonyms
Formal Assessment Task 1: Oral
Formal Assessment Task 2: Writing
Formal Assessment Task 3: Response to texts
TOTAL HOURS = 57
2 hours
Time
Listening and speaking
• Listening comprehension
• Discussion
Skills
REVISED DBE ANNUAL TEACHING PLAN
Pages 60–62
Page 44
Page 76
Page 56
Pages 63 and 64
Page 46
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 6
Platinum TG Activity 6
Literary or non-literary (20 marks)
Visual text (10 marks)
Language structures and conventions (20 marks)
[Activities for this task do not have to be written in
one session. Choose activities from the Platinum LB
and TG that the learners have not yet done.]
Essay: Narrative/reflective (20 marks)
Platinum LB Activity 9 Page 66–67
Platinum TG Activity 9 Page 48–49
Reading aloud (20 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 1: Oral
Page 65
Page 47
Platinum LB Activity 7
Platinum TG Activity 7
Pages 66 and 67
Page 48
Pages 60–62
Page 44
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 9
Platinum TG Activity 9
Pages 57–60
Page 43
Page 57
Page 42
Page references
(to LB unless
stated otherwise)
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 2
Platinum TG Activity 2
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
English First Additional Language Grade 7
Term 1
The power of
advertisements
Community
volunteers
Weeks 1
and 2
Weeks 3
and 4
Themes
Weeks
Term 2
Pages 72–74
Page 53
Pages 74–76
Page 55
Pages 70 and 71
Page 53
Page 74
Pages 53 and 54
Page 77
Page 57
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 6
Platinum TG Activity 6
3 hours 30
minutes
3 hours 30
minutes
1 hour
Reading and viewing
• Read a literary text such as a novel or drama
OR
• Reading and viewing for comprehension: a written and/or
visual text such as a cartoon or comic strips
• Reading process
Writing and presenting
• Write a narrative essay
• Use paragraph conventions
• Follow the writing process
Language structures and conventions
• Word level: Comparative and superlative adjectives
• Sentence level: Main and subordinate clauses; subject
and predicate
• Word meaning: Homonyms
Pages 86 and 87
Page 63 and 64
Pages 89–91
Page 66
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 6
Platinum TG Activity 6
3 hours 30
minutes
Reading and viewing
• Reading and viewing for comprehension of a written or
visual text such as an advertisement
OR
• Read a literary text such as a novel
• Reading process
Pages 82 and 83
Page 61 and 62
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listening comprehension: Visual text such as a poster,
advertisement or television news presentation
• Follow the listening process
Pages 78 and 79
Page 57
Pages 70 and 71
Page 53
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listening comprehension
OR
• Tell a story
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 2
English First Additional Language Grade 7
15
16
English First Additional Language Grade 7
A game to make
and play
Weeks 5
and 6
Pages 82–84
Page 62
Pages 86 and 87
Page 63
Pages 89–91
Page 63
Page 93
Page 68
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 9
Platinum TG Activity 9
1 hour
Language structures and conventions
• Word level: Proper nouns; gendered nouns; singular and
plural nouns; demonstrative and relative adjectives
• Sentence level: Simple and compound sentences
• Word meaning: Synonyms; antonyms
Pages 98 and 99
Page 72
Pages 100 and 101
Page 74
Pages 106 and 107
Page 77
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 8
Platinum TG Activity 8
3 hours 30
minutes
1 hour
Writing and presenting
• Shorter transactional text: Instructions
• Focus on process writing
Language structures and conventions
• Word level: Adverbs; prepositions; numerical adjectives
• Sentence level: Active and passive voice
• Word meaning: idioms
• Punctuation: Hyphens
Pages 102 and 103
Page 75
Page 96
Page 72
Platinum LB Activity 2
Platinum TG Activity 2
3 hours 30
minutes
Page 101
Page 74
Platinum LB Activity 5
Platinum TG Activity 5
Reading and viewing
• Reading and viewing for comprehension: Read an
instructional text such as a recipe or directions
Pages 99 and 100
Page 73
Platinum LB Activity 3
Platinum TG Activity 3
2 hours
Listening and speaking
• Listening and speaking strategies: Prepared/unprepared
speaking on how to follow instructions or procedures
Pages 88 and 89
Page 64
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
Writing and presenting
• Write transactional texts: Advertisement or posters
• Focus on process writing
Page reference
Links to Platinum series and
Pearson Navigation Guide
Time
Skills
NAVIGATION PLAN
FORMAL ASSESSMENT TASK 4: Transactional writing (two short or one long) [To be completed before the Controlled test in Weeks 9 and 10.]
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 2
Heritage heroes
Weeks 7
and 8
Pages 110–112
Page 83
Pages 115–117
Page 85
Pages 120 and 121
Page 88
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 7
Platinum TG Activity 7
Targeted Worksheet 1:
Punctuation
3 hours 30
minutes
1 hour
Writing and presenting
• Write a drama review
• Paragraph conventions
• Focus on process writing
Language structures and conventions
• Word level: Transitive and intransitive verbs
• Sentence level: Active and passive voice; reported speech
• Word meaning: Simile; personification
• Punctuation: Colon; quotation, question and exclamation
marks; comma; full stop
SUMMARY OF
ASSESSMENTS
3 hours
30 minutes
Formal Assessment Task 5: Controlled test
TOTAL HOURS = 49
3 hours
30 minutes
Formal Assessment Task 4: Transactional writing
Question 1: Response to literary/non-literary text
(20 marks)
Question 2: Response to visual text (10 marks)
Question 3: Summary (10 marks)
Question 4: Language (20 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 5: Controlled Test
Writing: 2 short or 1 long
(10 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 4: Transactional Writing
Pages 118–120
Page 87
Pages 117 and 118
Page 85
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
Reading and viewing
• Read a literary text such as a drama or novel
• Reading process
Pages 110–112
Page 83
Page reference
Platinum LB Activity 2
Platinum TG Activity 2
Links to Platinum series and
Pearson Navigation Guide
2 hours
Time
NAVIGATION PLAN
Listening and speaking
• Investigation
Skills
Weeks 9 and 10 ASSESSMENT TASK 5: Controlled test: Response to texts (60 marks)
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 2
English First Additional Language Grade 7
17
18
Themes
Questions for you
Women’s work or
men’s work?
Weeks
Weeks 1
and 2
Weeks 3
and 4
Term 3
English First Additional Language Grade 7
Pages 140 and 141
Page 100
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 8
Platinum TG Activity 8
3 hours 30
minutes
Page 133–136
Page 96
Platinum LB Activity 2
Platinum TG Activity 2
1 hour
Language structures and conventions
• Word level: Adverbs of manner and time
• Sentence level: Compound and complex sentences;
proverbs
• Punctuation: Abbreviations; ellipsis
Reading and viewing
• Literary text such as youth drama or radio drama
• Poetry
• Reading process
Page 128–131
Page 98
Platinum LB Activity 6
Platinum TG Activity 6
3 hours 30
minutes
Writing and presenting
• Transactional texts such as filling in questionnaires or
forms
• Focus on process writing
2 hours
Pages 133–136
Page 96
Platinum LB Activity 5
Platinum TG Activity 5
Listening and speaking
• Listening and speaking strategies: Listen to drama
• Follow the listening process
Pages 128–130
Page 94
Platinum LB Activity 2
Platinum TG Activity 2
3 hours 30
minutes
Reading and viewing
• Read a text on the importance of a questionnaire and
how to fill it in
• Reading and viewing for comprehension
Platinum LB Activity 6
Platinum TG Activity 6
Pages 148–151
Page 107
Pages 152–154
Page 109
Pages 146–147
Page 106
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 4
Platinum TG Activity 4
Pages 144–146
Page 104
Platinum LB Activity 2
Platinum TG Activity 2
Pages 136–137
Page 98
Pages 131 and 132
Page 95
Platinum LB Activity 3
Platinum TG Activity 3
2 hours
Listening and speaking
• Listening and speaking strategies: Listening
comprehension on how to fill in a form or questionnaire
• Different forms of oral communication on the use of a
questionnaire
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 3
Themes
Page 146–148
Page 106
Pages 148–151
Page 107
Pages 154 and 155
Page 110
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 7
Platinum TG Activity 7
Weeks 5
and 6
Read and succeed
Pages 163
Page 116
Pages 164–165
Page 116
Page 166
Page 118
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 7
Platinum TG Activity 7
3 hours 30
minutes
Writing and presenting
• Longer transactional texts, e.g. notice/agenda and
minutes
• Focus on process writing
Pages 159–162
Page 115
Platinum LB Activity 3
Platinum TG Activity 3
Pages 165 and 166
Page 117
Platinum LB Activity 6
Platinum TG Activity 6
3 hours 30
minutes
Pages 158 and 159
Page 114
Platinum LB Activity 2
Platinum TG Activity 2
Reading and viewing
• Read text on how to write a notice/agenda and minutes
• Reading process
• Reading and viewing for comprehension written/visual
text/graphs
Listening and speaking
• Listening and speaking strategies: Different forms of oral
communication
• Listening comprehension: Written text/TV news
presentation
• Follow the listening process
2 hours
Pages 144–146
Page 104
Platinum LB Activity 2
Platinum TG Activity 2
1 hour
Language structures and conventions
• Sentence level: Indirect speech
• Word meaning: Roots of words
• Punctuation: Colon; quotation marks; comma; full stop;
apostrophe; question mark
Pages 151–152
Page 108
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
Writing and presenting
• Longer texts, e.g. dialogue or written interview
• Focus on process writing
Page reference
Links to Platinum series and
Pearson Navigation Guide
Time
NAVIGATION PLAN
Skills
FORMAL ASSESSMENT TASK 6: Creative writing project: Stage 1: Research
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 3
English First Additional Language Grade 7
19
20
English First Additional Language Grade 7
Themes
Pages 168 and 169
Page 119
Pages 169 and 170
Page 119
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 10
Platinum TG Activity 10
Weeks 7
and 8
Dangerous
journeys
2 hours
3 hours 30
minutes
3 hours 30
minutes
Listening and speaking
• Listening and speaking strategies: Listens to and
discusses current news based on newspapers and
magazine articles
• Prepared/unprepared reading a newspaper article aloud
Reading and viewing
• Reading and viewing for information (use texts such as
newspaper articles/magazine articles/written speeches)
• Write a comprehension test
• Follow the reading process
Writing and presenting
• Long/short transactional texts: Write a newspaper article
• Focus on process writing
Pages 184 and 185
Page 130
Pages 181–184
Page 128
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 8
Platinum TG Activity 8
Pages 177–179
Page 126
Platinum LB Activity 4
Platinum TG Activity 4
Pages 176 and 177
Page 125
Page 168
Page 119
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 3
Platinum TG Activity 3
Page 165
Page 117
Platinum LB Activity 6
Platinum TG Activity 6
Pages 174–176
Page 124
Page 159–162
Page 115
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 2
Platinum TG Activity 2
Page 159
Page 114
Platinum LB Activity 2
Platinum TG Activity 2
1 hour
Language structures and conventions
• Word level: Personal, possessive and demonstrative
pronouns; prefixes and suffixes
• Sentence level: Simple past tense; direct speech; passive
voice
• Punctuation: Apostrophe
Page reference
Links to Platinum series and
Pearson Navigation Guide
Time
NAVIGATION PLAN
Skills
FORMAL ASSESSMENT TASK 6: Creative writing project: Stage 2: Writing
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 3
Themes
Pages 180 and 181
Page 127
Pages 183 and 184
Page 127
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 6
Platinum TG Activity 6
Targeted Worksheet 2: Parts
of speech
Weeks 9
and 10
Surviving the city
Pages 188–192
Page 133
Pages 197 and 198
Page 137
Pages 200 and 201
Page 139
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 7
Platinum TG Activity 7
1 hour
Language structures and conventions
• Word level: Complex nouns; relative and reflexive
pronouns; articles
• Punctuation: Full stop; comma; colon; semi colon
Pages 192–195
Page 135
Pages 188–192
Page 133
3 hours 30
minutes
Platinum LB Activity 2
Platinum TG Activity 2
3 hours 30
minutes
Reading and viewing
• Literary text such as a youth novel/short story/drama/
radio drama
• Reading process
Writing and presenting
• Write a narrative/descriptive essay
• Focus on process writing
Platinum LB Activity 4
Platinum TG Activity 4
2 hours
Listening and speaking
• Listening and speaking strategies: Listening
comprehension based on giving directions
• Different forms of oral communication, e.g. giving
directions or instructions
Pages 195 and 196
Page 137
Page 174–7
Page 126
Platinum LB Activity 4
Platinum TG Activity 4
1 hour
Language structures and conventions
• Word level: Scanning; abstract and concrete nouns
• Sentence level: Chronological order (by time); order of
importance
• Word meaning: Similes
Page reference
Links to Platinum series and
Pearson Navigation Guide
Time
Skills
NAVIGATION PLAN
FORMAL ASSESSMENT TASK 7: Creative writing project: Stage 3: Oral presentation [This task must be concluded by the end of Term 4.]
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 3
English First Additional Language Grade 7
21
22
Themes
Skills
SUMMARY OF
ASSESSMENTS
English First Additional Language Grade 7
3 hours
30 minutes
3 hours
30 minutes
Formal Assessment Task 7: Creative writing project:
Stage 3
Formal Assessment Task 8: Response to literature
TOTAL HOURS = 59
2 hours
Time
Formal Assessment Task 6: Creative writing project:
Stages 1 and 2
FORMAL ASSESSMENT TASK 8: Response to literature
Weeks
REVISED DBE ANNUAL TEACHING PLAN
Page 201
Page 140
Page 201
Page 141
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 9
Platinum TG Activity 9
Poem (10 marks)
Drama (10 marks)
Short story (10 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 8: Response to Literature
Oral presentation of the project (20 marks)
[Complete as many students as possible in Term 3
and continue in Term 4.]
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 7: Creative Writing Project
Research & write-up of the project (20 + 30 = 50
marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 6: Creative Writing Project
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
English First Additional Language Grade 7
Term 3
Friend or foe
Weeks 1
and 2
3 hours 30
minutes
1 hour
Writing and presenting
• Long/short transactional text, e.g. giving directions
• Follow the writing process
Language structures and conventions
• Word level: Comparative and superlative adjectives;
simple, compound and complex prepositions; adverbs
• Word meaning: Synonyms and antonyms
Pages 207–210
Page 146
Page 213
Page 149
Page 214
Page 150
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 7
Platinum TG Activity 7
Targeted Worksheet 3:
Synonyms and antonyms
Pages 205–207
Page 145
Pages 212
Page 148
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 3
Platinum TG Activity 3
Pages 211 and 212
Page 148
Platinum LB Activity 5
Platinum TG Activity 5
Pages 207–209
Page 146
Platinum LB Activity 4
Platinum TG Activity 4
3 hours 30
minutes
Reading and viewing
• Literary text such as a youth novel/short story/drama
• Reading and viewing for comprehension
• Follow the reading process
Pages 205–207
Page 145
Page 215
Page 150
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 3
Platinum TG Activity 3
Pages 204 and 205
Page 144
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listening and speaking strategies: Unprepared speech
• Reading aloud
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
REVISED DBE ANNUAL TEACHING PLAN
FORMAL ASSESSMENT TASK 7: Creative writing project: Stage 3: Oral [Continue with the remaining students who did not present their Creative Writing Projects in
Term 3.]
Themes
Weeks
Term 4
English First Additional Language Grade 7
Term 4
English First Additional Language Grade 7
23
24
English First Additional Language Grade 7
Friends of the
forest
Weeks 3
and 4
Pages 220–222
Page 155
Pages 222–225
Page 157
Page 230
Page 160
Page 230
Page 161
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 10
Platinum TG Activity 10
3 hours 30
minutes
1 hour
Language structures and conventions
• Word level: Interrogative pronouns; collective nouns;
prefixes, suffixes and root words
• Sentence level: Question prompts and question words;
sentence types; expanding abbreviated sentences
Page 227
Page 159
Pages 227–229
Page 159
Platinum LB Activity 8
Platinum TG Activity 8
Writing and presenting
• Long/shorter transactional texts, e.g. email, posters/diary
entries/flyers
• Produce one of the above-mentioned texts
• Follow the writing process
Pages 222–225
Page 157
3 hours 30
minutes
Reading and viewing
• Read a text: Diary/email/flyer
• Poetry/folklore
• Follow the reading process
Platinum LB Activity 5
Platinum TG Activity 5
Page 226
Page 158
Platinum LB Activity 6
Platinum TG Activity 6
Pages 220–222
Page 155
Page 219
Page 155
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 4
Platinum TG Activity 4
Pages 218 and 219
Page 154
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listening and speaking strategies: Listening
comprehension (written text/TV news presentation)
• Different forms of communication
• Discuss use of email/posters/diary entries/flyers
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
FORMAL ASSESSMENT TASK 9: Transactional writing
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 4
Themes
Animal attitudes
Weeks
Weeks 5
and 6
Pages 234 and 235
Page 164
Pages 235 and 236
Page 165
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 2
Platinum TG Activity 2
Platinum LB Activity 3
Platinum TG Activity 3
3 hours 30
minutes
1 hour
Writing and presenting
• Revision and preparation for examination: Essays
(preparation stage)
• Follow the writing process
Language structures and conventions
• Word level: Auxiliary verbs to indicate tense; auxiliary
verbs as modal verbs; comparative and superlative
adjectives
• Word meaning: Synonyms and antonyms; sorting;
manipulative language; bias and prejudice
• Punctuation: Commas; full stops; question and
exclamation marks
Pages 237–239
Page 166
Pages 240 and 241
Page 167
Page 243
Page 169
Page 243
Page 169
Platinum LB Activity 4
Platinum TG Activity 4
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 7
Platinum TG Activity 7
Platinum LB Activity 8
Platinum TG Activity 8
Pages 241 and 242
Page 168
Pages 240 and 241
Page 167
Platinum LB Activity 5
Platinum TG Activity 5
3 hours 30
minutes
Reading and viewing
• Read a literary text such as a youth novel/short story/
drama/folklore
• Poetry: prescribed poems
• Analysis of a poem
Pages 237–239
Page 166
Pages 235 and 236
Page 165
Platinum LB Activity 3
Platinum TG Activity 3
Platinum LB Activity 4
Platinum TG Activity 4
Pages 234 and 235
Page 164
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Listening and speaking strategies: Listening
comprehension
• Prepared speech
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 4
English First Additional Language Grade 7
25
26
English First Additional Language Grade 7
Simply study
Weeks 7
and 8
Pages 249–251
Page 174
Pages 253 and 254
Page 176
Page 255
Page 177
Pages 255 and 256
Page 178
Page 256
Page 178
Platinum LB Activity 6
Platinum TG Activity 6
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 9
Platinum TG Activity 9
Platinum LB Activity 10
Platinum TG Activity 10
Platinum LB Activity 11
Platinum TG Activity 11
1 hour
Language structures and conventions
• Word level: Pronouns; syllables
• Sentence level: Question prompts and forms; negation
• Word meaning: Synonyms
• Spelling: Easily confused words
Pages 257–259
Page 179
Pages 253 and 254
Page 176
Platinum LB Activity 8
Platinum TG Activity 8
Platinum LB Activity 12
Platinum TG Activity 12
Page 251
Page 175
Platinum LB Activity 7
Platinum TG Activity 7
3 hours 30
minutes
Pages 249–251
Page 174
Platinum LB Activity 6
Platinum TG Activity 6
Writing and presenting
• Revision and preparation for examination
• Writing
Page 247
Page 173
Platinum LB Activity 4
Platinum TG Activity 4
3 hours 30
minutes
Reading and viewing
• Revision and preparation for examination
• Reading strategies for unprepared reading
• Reading and viewing for information (use texts such as
newspaper articles/magazine articles/written speeches)
Page 247
Page 173
Page 248
Page 174
Platinum LB Activity 5
Platinum TG Activity 5
Platinum LB Activity 3
Platinum TG Activity 3
Page 246
Page 173
Platinum LB Activity 2
Platinum TG Activity 2
2 hours
Listening and speaking
• Revision and preparation for examination
• Speaking
• Listening
Page reference
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
Time
Skills
Weeks 9 and 10 b ASSESSMENT TASK 10: Controlled test: Response to texts
Themes
Weeks
REVISED DBE ANNUAL TEACHING PLAN
English First Additional Language Grade 7
Term 4
Weeks
2 hours
45 minutes
3 hours
30 minutes
Formal Assessment Task 7: Creative writing project
(Stage 3: Oral)
Formal Assessment Task 9: Transactional writing
Formal Assessment Task 10: Controlled test
SUMMARY OF
ASSESSMENTS
TOTAL HOURS = 49
Time
Skills
Themes
REVISED DBE ANNUAL TEACHING PLAN
Page reference
Question 1: Response to literary/non-literary text
(20 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 10: Controlled Test
Question 2: Response to visual text (10 marks)
Question 3: Summary (10 marks)
Question 4: Language (20 marks)
2 short or 1 long (10 marks)
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 9: Transactional Writing
Oral (20 marks) [Complete the remaining students,
i.e. those who did not do the presentation of their
Creative Writing Projects in Term 3.]
Navigation Pack: Exemplar Assessments: Formal
Assessment Task 7: Creative Writing Project
Links to Platinum series and
Pearson Navigation Guide
NAVIGATION PLAN
English First Additional Language Grade 7
Term 4
English First Additional Language Grade 7
27
Targeted
Worksheets
English First Additional Language Grade 7
Targeted Worksheets
Targeted Worksheet
Topic in CAPS
1
Language Structures and Conventions
Term 2: Weeks 7 and 8
Punctuation
2
Language Structures and Conventions
Term 3: Weeks 7 and 8
Parts of Speech
Demonstrative Adjectives (This, That, These, Those)
Reading and Viewing
Features of a Novel
3
Language Structures and Conventions
Term 4: Weeks 1 and 2
Synonyms and Antonyms
English First Additional Language Grade 7 Targeted Worksheets
29
English First Additional Language Grade 7
Targeted Worksheet 1
Topic 1: Punctuation
Content summary
Punctuation is listed in CAPS throughout the year. However, it is a part of learning a language
that teachers often set aside in the Senior Phase, because we expect learners to already know
how to use full stops, question marks, capital letters, and so on. This is why Targeted Worksheet
1 focuses on the use of punctuation and how punctuation marks show us how to read a text, e.g.
when to stop reading, when to pause, when to raise the pitch of our voices.
The paragraph in number 2 tests the learner’s ability to recognise the forms of a question, a list
and a statement. Even if they don’t understand every word of the paragraph, they should be able
to insert punctuation correctly in order to divide the paragraph into sentence-sized bits. This can
then help them make meaning.
30
English First Additional Language Grade 7 Targeted Worksheets
English First Additional Language Grade 7
Targeted Worksheet 1
Time: 25 minutes
Topic 1: Punctuation
Name:
Surname:
1. Decide where to place the capital letters in these words.
a)
(10)
diy
b) sam smith
c)
robben island
d) faq
e) kei river
f)
western cape
g)
rsvp
h) aids
i)
freedom day
j)
saturday
2. Rewrite the paragraph, adding commas, full stops and questions marks in the
correct places.
(10)
Have you heard of the Vredefort Dome It is a huge crater also known as an astrobleme It is
situated south of Johannesburg It is 190 kilometres wide Do you know how old it is Scientists
think it is over 2 000 million years old the oldest astrobleme on Earth How do we know this
Geologists use scientific methods which date the rocks accurately How was the Vredefort
Dome created An enormous piece of rock known as a meteorite fell from outer space and
landed on the Earth This may have caused dramatic changes to the Earth’s history climate
geography geology and to evolution itself When will you visit the Dome
(20 x 2 = 10)
Total: 20 marks
English First Additional Language Grade 7 Targeted Worksheets
31
English First Additional Language Grade 7
Targeted Worksheet 2
Topic 2: Parts of Speech
Content summary
Parts of speech are the building blocks of sentences. As learners come to use more tenses, it is
important that they are able to recognise these building blocks and use them correctly.
In the Amended CAPS, poetry and literature seem to be dealt with in slightly less detail than
previously, so this worksheet also includes an activity about the features of a novel.
Learners can always do with more practice on using demonstrative and relative adjectives (e.g.
this, that, these, those, who, which, whose, where) because it is only through using the words that
learners become more familiar with where to use them.
32
English First Additional Language Grade 7 Targeted Worksheets
English First Additional Language Grade 7
Targeted Worksheet 2
Time: 25 minutes
Topic 2: Parts of Speech
Name:
Surname:
1. Use a dictionary to find the following information and use it to complete the table.
Word
Part of speech
(10)
Synonym for the word
a) persuasive
b) vivid
c) infer
d) emotive
e) argument
2. Match the words to their meanings to describe the role of the features of a novel.
Word
(4)
Meaning
a) plot
A) the person or voice that tells the story
b) setting
B) the tension between characters or forces. It is important because it creates
interest and moves the plot to its conclusion.
c) narrator
C) the plan or sequence of events in a piece of writing
d) conflict
D) the place where the action happens
3. Choose the correct demonstrative adjective (e.g. this, that, these, those) or the correct relative
adjective (e.g. who, which, whose, where) in each sentence.
(6)
is the shop I told you about.
a)
b) Here is the boy
c)
mother is mayor.
tickets cost more than my food for the week!
d) On
day each year, we remember them.
e) The match,
was to be played today, will be played next week.
f)
the stone was found is now a big city.
The village
Total: 20 marks
English First Additional Language Grade 7 Targeted Worksheets
33
English First Additional Language Grade 7
Targeted Worksheet 3
Topic 3: Synonyms and Antonyms
Content summary
The prefix “syn-” means “the same”. Synonyms are therefore words with the same or similar
meanings. The prefix “anti-” means “opposite”. Antonyms are words opposite in meaning.
Synonyms and antonyms help learners to express themselves more easily. In language, we often
need to use opposites to explain something. Synonyms, on the other hand, make what we say
more interesting. They enable us to vary the adjectives or verbs we use, instead of always using
the same ones. This builds vocabulary and helps us to express ourselves more clearly.
34
English First Additional Language Grade 7 Targeted Worksheets
English First Additional Language Grade 7
Targeted Worksheet 3
Time: 25 minutes
Topic 3: Synonyms and Antonyms
Name:
Surname:
Use a dictionary to find the information you need to answer the questions.
1. Give an antonym for each word.
a)
(10)
tame
b) rowdy
c)
neat
d) interesting
e) happy
f)
approve
g)
strong
h) generous
i)
dissuade
j)
sincere
2. Give a synonym for each word.
a)
(10)
bold
b) eager
c)
shabby
d) cunning
e) shout
f)
coax
g)
cautious
h) capable
i)
elegant
j)
genuine
Total: 20 marks
English First Additional Language Grade 7 Targeted Worksheets
35
English First Additional Language Grade 7
Targeted Worksheet Answers
Time: 25 minutes
Targeted Worksheet 1
Topic 1: Punctuation
1. a)
DIY
b) Sam Smith
c)
Robben Island
d) FAQ
e) Kei River
f)
Western Cape
g)
RSVP
h) AIDS
i)
Freedom Day
j)
Saturday
(10)
2. Have you heard of the Vredefort Dome? ✓ It is a huge crater, ✓ also known as an
astrobleme. ✓ It is situated south of Johannesburg. ✓ It is 190 kilometres wide. ✓
Do you know how old it is? ✓ Scientists think it is over 2 000 million years old, ✓ the oldest
astrobleme on Earth. ✓ How do we know this? ✓ Geologists use scientific methods, ✓which
date the rocks accurately. ✓ How was the Vredefort Dome created? ✓ An enormous piece of
rock, ✓ known as a meteorite, ✓ fell from outer space and landed on the Earth. ✓ This may
have caused dramatic changes to the Earth’s history, ✓ climate, ✓ geography, ✓ geology and
to evolution itself. ✓ When will you visit the Dome? ✓
(20 marks divided by 2 = 10)
TOTAL: 20
36
English First Additional Language Grade 7 Targeted Worksheets
English First Additional Language Grade 7
Targeted Worksheet Answers
Time: 25 minutes
Targeted Worksheet 2
Topic 2: Parts of speech
1.
Word
Part of speech
Synonym for the word
a) persuasive
adjective ✓
influential / convincing ✓
b) vivid
adjective ✓
vivid ✓
c) infer
verb ✓
work out / deduce / assume ✓
d) emotive
adjective ✓
emotional / moving ✓
e) argument
noun ✓
quarrel / disagreement / dispute ✓
(10)
2. Learners must match the words to meanings as shown below.
Word
Meaning
a) plot
C) the plan or sequence of events in a piece of writing
✓
b) setting
D) the location where the action takes place
✓
c) narrator
A) the person or voice that tells the story
✓
d) conflict
B) the tension between characters or forces. It is important because it
✓
creates interest and moves the plot to its conclusion.
(4)
3. a)
this
b) whose
c)
these or those
d) that or this
e) which
f)
where
(6)
TOTAL: 20
English First Additional Language Grade 7 Targeted Worksheets
37
English First Additional Language Grade 7
Targeted Worksheet Answers
Time: 25 minutes
Targeted Worksheet 3
Topic 3: Synonyms and antonyms
1. Accept any antonym that makes sense.
a)
(10)
tame > wild
b) rowdy > quiet
c)
neat > untidy / messy / disorderly
d) interesting > dull / boring / uninteresting
e) happy > sad / unhappy / melancholy
f)
approve > disapprove / reject
g)
strong > weak / feeble / fragile
h) generous > mean / stingy / tight-fisted
i)
dissuade > persuade / encourage / convince
j)
sincere > insincere / dishonest / two-faced
2. Accept any synonym that makes sense.
a)
(10)
bold > brave
b) eager > keen
c)
shabby > worn / tattered
d) cunning > clever
e) shout > scream / yell
f)
coax > encourage
g)
cautious > careful
h) capable > competent / able
i)
elegant > smart / posh
j)
genuine > authentic / true / real
TOTAL: 20
38
English First Additional Language Grade 7 Targeted Worksheets
Navigation
Exemplar
Assessments
Pack
English First Additional Language Grade 7
Exemplar Assessments
Time: 45 minutes
Formal Assessment Task 1: Oral
INSTRUCTIONS
For this task you will choose a passage to read aloud.
Your teacher will help you to select a passage from your textbook, or you may also choose a
passage from another source such as a novel or magazine.
Once you have chosen your passage, practise reading it aloud. Make sure you can pronounce all
the words correctly, and focus on reading smoothly and with understanding.
Make sure you speak clearly and loudly enough for everyone to hear you.
When reading, stand up straight and keep still so you do not distract your audience.
Do not allow anyone to distract you as you read.
Use the rubric provided to help you see how you will be assessed.
Total: 20
40
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
Time: 1hour
Formal Assessment Task 4: Transactional Writing
INSTRUCTIONS
Create an advertisement or poster to publicise a community issue.
Your advertisement or poster should be no more than 30 words.
Choose one of the following issues or use your own idea:
•
•
•
•
•
promoting recycling
stopping dumping at a certain site
volunteering for a good cause or charity
promoting or volunteering for a food or gardening project
raising awareness or volunteering for a health project linked to Covid-19.
Be sure to:
a)
use the correct format
b) identify the purpose, target audience and context for the advertisement or poster
c)
choose words carefully and construct sentences correctly
d) use visual elements such as an appropriate font, headings, symbols, and colour
e) use persuasive or manipulative language, if appropriate
f)
show that you have followed the writing process of planning, drafting, revising, editing, proofreading, and presenting
g)
use the rubric provided to guide your work.
Total: 10
English First Additional Language Grade 7 Exemplar Assessments
41
English First Additional Language Grade 7
Exemplar Assessment
Time: 1 hour 30 minutes
Formal Assessment Task 5: Controlled Test
INSTRUCTIONS
This task has four questions:
•
•
•
•
Question 1: Response to text
Question 2: Response to visual text
Question 3: Summary
Question 4: Language
You must answer all four of the questions.
Number your answers clearly and accurately.
Use your own words unless you are asked to quote from a passage.
QUESTION 1: Response to text
Read the recipe and answer the questions that follow:
Bean soup
Six to eight servings
Ingredients
1 cup dried sugar beans
2 small carrots
water
oil
1 large potato
salt
1 onion
Method
•
•
•
•
•
•
•
•
•
•
42
Rinse the beans and cover with water to soak overnight.
Next morning, drain the beans.
Fry the onions in a little oil until soft.
Add the soaked beans and cover with water.
Bring to the boil then turn down temperature and simmer on a low heat.
Make sure to top up the water so that the beans are covered.
Chop up the potato and carrots into small pieces all the same size.
When the beans are soft, add the potato and carrots.
Simmer until all the vegetables are cooked and soft.
Add salt to taste.
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
1. What does the method explain to us?
(1)
2. Describe the meaning of the word “ingredients” in a recipe.
(1)
3. What will this recipe make?
(1)
4. How many people will the recipe feed?
(1)
5. In a sentence, compile a list of the ingredients, using the correct punctuation and words
only. Begin your sentence: “You will need …”.
(8)
6. Use the context to work out the meanings of these phrases. Explain the meanings in
your own words:
a)
bring to the boil
b) simmer on a low heat
c)
top up the water
d) add salt to taste
(4)
7. Predict what will happen if you do not add enough water to the pot.
(2)
8. Evaluate the recipe. Give your own opinion about whether or not the recipe is clear
and logical. Justify your answer with a reason.
(2)
Total: 20
QUESTION 2: Response to visual text
Read the recipe and answer the questions that follow:
Question 2: Visual text
1.
Choose the best speech bubble for the cartoon.
•
•
•
•
(2)
Everybody let’s party now, yeah yeah!
I love you!
Don’t talk to me!
Let’s all go to my place!
English First Additional Language Grade 7 Exemplar Assessments
43
English First Additional Language Grade 7
Exemplar Assessments
2. Write your own speech bubble for the girl in the cartoon. It can be funny or serious.
(3)
3.
Choose the best caption for the cartoon.
•
•
•
•
(2)
My parents at their dance class.
Our teachers show us how to clap.
My cousins describe the size of the fish they caught.
Our neighbours were very angry when our ball broke their window.
4. Draw your own two speech bubbles to show what the people are saying in the
cartoon from question 3.
(3)
Total: 10
QUESTION 3: Summary
Write a summary of the following text.
Your summary should include the most important points only and should be shorter than
180 words.
Write the final word count at the end of your summary.
Remember to include the most important points of the story in your summary but to keep your
summary short and to the point.
What’s in a relationship?
1
Mention the word “relationship” and the picture that probably comes to mind is one of a couple walking hand in
hand on a beach. But the word covers different types of relationships, not just the romantic kind.
2
The relationships you have with different people are not the same. For instance, the bond you have with your
parents is different to the bond you have with your baby brother. This, in turn, will not be the same as the one
you have with your best friend. It is obvious then that the relationship between you and your brother and the one
between you and your teacher will be worlds apart, due to the varying authority levels of the people involved.
3
No matter who a relationship is with, there must be trust or it will not work. If trust is absent, the relationship will
break down. If you don’t trust your sister to keep a secret or if you don’t trust the shop assistant to give you the
correct change, your relationship will be problematic.
4
Psychologists describe trust as “the grease that smooths relationships”. If you trust the people you come into
contact with, you will be open and honest with them – you won’t feel like you have to watch your back all the time.
44
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
5
In addition to trust, the other essential elements of a relationship are:
•
mutual respect – when both people value one another’s opinions, ideas and strengths
•
mindfulness – being sensitive to others and making sure that you don’t let any negative ideas of your own affect
those around you
•
respecting diversity – not only being tolerant of differences between people, but fully embracing them
•
open communication – communicating openly with people, irrespective of whether you are meeting them face
to face or writing them a WhatsApp message.
6
You will inevitably come across people you cannot relate to or simply do not like. What’s the best thing to do in this
situation? Ignore them? Badmouth them? Relationship experts suggest trying to find things in common, and not
focusing on your differences. You won’t become best buddies but endeavouring to find common ground will at least
make your time together less tiresome. So, instead of ignoring Jeremy the Jerk (your own unfortunate name for a
boy in your class), why not talk to him about Ronaldo’s sudden move to Juventus from Manchester United, if you
discover that you and he share a passion for football.
Total: 10
QUESTION 4: Language
1. Give the missing degrees of comparison from this table. Write the number for each
answer.
Positive degree
Comparative degree
(10)
Superlative degree
romantic
a)
b)
c)
better
d)
e)
f)
trustiest
grease
g)
h)
happy
i)
happiest
little
less
j)
2. Rewrite each sentence in the given tense.
a)
(3)
We are reading a passage about relationships. (simple past tense)
b) The couple were walking on the beach, hand in hand. (present progressive)
c)
My relationship with my baby brother was really strong. (simple present tense)
3. Rewrite the sentences in direct speech.
a)
(2)
My brother said that he and I had a very close relationship.
b) Jerry the Jerk said that he really liked talking about British football with me.
4. Choose one proverb from each pair. Explain its meaning OR use it in a sentence where
the context clearly shows what it means.
(5)
a) Make hay while the sun shines. OR To have seen better days.
b) A friend in need is a friend indeed. OR A friend to all is a friend to none.
c) As busy as a bee. OR To have a bee in your bonnet.
d) To show your true colours. OR To get flying colours.
e) To be the apple of someone’s eye. OR To upset the apple cart.
Total: 20
Grand Total: 60
English First Additional Language Grade 7 Exemplar Assessments
45
English First Additional Language Grade 7
Exemplar Assessment Answers
Time: 45 minutes
Formal Assessment Task 1: Oral
MEMORANDUM
You should start this task in Term 1 and finish it in Term 2.
Students read any pre-selected texts in Term 1 and 2. Use the reading rubric to assess students’
reading and mark according to the criteria.
Read aloud
1. Give learners a choice of what they will read aloud. Allow them to choose three paragraphs
from any of the reading passages in the Platinum English Grade 7 Learner’s Book. This will
ensure that the level of the passages is consistent across the class.
2. Explain the criteria you will be using, so that learners can focus on the correct aspects of
reading aloud when they prepare themselves:
a)
word accuracy (reading the words accurately, pronouncing them correctly – being
phonemically aware)
b) fluency (reading at a steady rate, pleasing to the listener, without stopping to decipher
words)
c)
expression (reading with expressions shows that the reader understands the meaning of
what they are reading)
d) presentation (posture, how the book is held and clear, confident voice projection)
46
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
QUESTION 3: Summary
2 marks
1 mark
The summary tells a clear
Completely clear and
and logical story.
logical
There is a beginning, middle
and conclusion evident in
0 marks
Slightly muddled or illogical
Unclear and illogical
This is evident in the
Some of these things are
This is lacking altogether
summary
evident
Writing is clearly original
Part of the summary is
The writing is copied, not
original, but more than half
original
the summary
The writing is original, not
copied from the source.
is not
The summary is written in a
Suitable format used
Some mistakes in format
Incorrect format used
Spelling and word choice
Good spelling and word
Some spelling mistakes
Many spelling mistakes
makes sense
choice
or unsuitable words
and mostly unsuitable
unchosen
vocabulary
suitable format (paragraph
or point form)
Total points (from all
columns)
Total: 10
QUESTION 4: Language
1. Learners must spell each word correctly.
a)
(10)
more romantic
b) most romantic
c)
good
d) best
e) trusty
f)
trustier
g)
greasier
h) greasiest
i)
happier
j)
the least
2. a)
simple past tense: We read a passage about relationships.
(1)
b) present progressive: The couple are walking on the beach – hand in hand.
(1)
c)
simple present: My relationship with my baby brother is really strong.
(1)
My brother said, “I have a very close relationship with my sister.”
(1)
b) Jerry the Jerk said, “I really like talking about British football with you.”
(1)
3. a)
English First Additional Language Grade 7 Exemplar Assessments
47
English First Additional Language Grade 7
Exemplar Assessments
4. Learners choose one proverb from each pair and explain its meaning in their own words
OR use it in a sentence where the context clearly shows what it means. Here are the basic
ideas that must be reflected in their answers.
(5)
a)
Seize the moment, act when the moment is right. OR Not as good as it used to be.
b) A friend who is a friend when things are bad is a real friend. OR Someone who is
everyone’s friend probably has no close friends.
c)
Very busy. OR To have something that is worrying you, be obsessed with something.
d) To show who you really are. OR To do very well.
e) To be someone’s favourite. OR To cause confusion, upset plans.
Total: 20
Grand Total: 60
48
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
Time: 45 minutes
Formal Assessment Task 8: Response to literature
Instructions
This task contains THREE questions: Question 1 (Poetry), Question 2 (Drama) and Question
3 (Short story).
You must answer ALL three questions.
Number your answers accurately and clearly.
Use your own words unless you are asked to quote from the text.
Question 1: Poetry
Read the poem “The death of a rainforest” by Aletta Brink (look on page 228 of Platinum English
Learner’s Book), then answer the questions that follow.
1. Read the first seven lines of the poem.
a)
Describe the things that the poet evokes.
(2)
b) Describe how you feel as you read these lines.
(2)
2. Read the last nine lines of the poem.
a)
Describe the things that the poet evokes in these lines.
(2)
b) Describe how you feel as you read these lines.
(2)
3. What does the poem suggest about human activity?
(2)
(10 marks)
Question 2: Drama
Read the extract and answer the questions that follow.
The yellow streetlight cast an insipid pool of light onto the wet tar. The hum of traffic from the highway nearby
provided the bass to the soundtrack created by the unbroken drip-drip-drip of rain off the tin.
We hear the sound of footsteps on the wet road. Someone is running very fast.
Lesibo:
[out of breath and panicked, almost unable to speak] He’s coming, he’s right behind me, I can’t escape!
Somebody! Anyone, help me, help me, please!
Narrator:
Stop right there, Lesibo! Freeze! Gather round, readers, I have an unusual and almost unbelievable tale
to tell you …
1. From this extract, say what you can about the following:
a)
the setting of the play
(2)
b) the characterization of Lesibo
(2)
c)
(2)
the role of the narrator in the play
d) the theme you expect the play to centre on
(2)
English First Additional Language Grade 7 Exemplar Assessments
49
English First Additional Language Grade 7
Exemplar Assessments
2. Write a brief outline (no more than 25 words) of how you would continue the story.
(2)
(10 marks)
Question 3: Short story
1. Read this extract from a short story then answer the questions that follow.
Kagiso could sew really well. When he was a young boy, his grandmother showed him the basics. He was amazed
that by joining two pieces of fabric with thread he could magically conjure up something to wear! As he grew
older, he started to create his own special style.
He began designing his items of clothing with special features that made his creations unique. He added colourful
collars, buttons and stitched patterns.
People started showing an interest in what he made and soon he had orders to keep him busy for a month or
two. As he finished an item and the owner wore it, the people who saw and admired it would place orders with
him. Before long, Kagiso needed an assistant. He decided to advertise online.
a)
What is the meaning of the word “unique” in the first paragraph?
(1)
b) From the context, what do you think the word “conjure” means (sentence 3)?
(1)
c)
(1)
What is the meaning of “the basics” in line 1?
d) Predict what will happen next in this story.
(1)
2. Write your own paragraph of no more than 30 words about Kagiso and his new assistant. You
already know the background to the story. Your paragraph must illustrate the setting and the
character of Kagiso.
(6)
(10 marks)
Total: 30
50
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
Time: 45 minutes
Formal Assessment Task 9: Transactional writing
Instructions
Choose ONE of the topics below and write 80–100 words on it.
Plan your work before writing, using a mind-map or other form of planning.
1. Write instructions about how to complete ONE of these processes. Make sure it’s clear which
one you have chosen.
a)
how to use a hammer and nail to join two pieces of wood
b) how to wash and dry a dirty dish
c)
how to cut a sheet of paper into four equal parts
d) how to grow any vegetable
Your step-by-step instructions must:
•
•
•
•
•
•
•
show that you know who the target audience is
explain what equipment the reader will need in order to complete the task
include warnings about any dangers involved in the process
describe what to do very clearly to the reader
be given one step at a time
use a style, sentences, and words that suit the task
be written neatly and accurately.
TOTAL: 10
English First Additional Language Grade 7 Exemplar Assessments
51
English First Additional Language Grade 7
Exemplar Assessments
Time: 1 hour 30 minutes
Formal Assessment Task 10: Controlled test
Instructions
This task has FOUR questions:
•
•
•
•
Question 1: Response to text
Question 2: Response to visual text
Question 3: Summary
Question 4: Language
You must answer all four of the questions.
Number your answers clearly and accurately.
Use your own words unless you are asked to quote from a passage.
Question 1: Response to text
Read a literary text of 30–40 pages or a drama of 10–20 pages. You can read from any English
book set for Grade 7. You can also select a literary text or drama from your Platinum English
Grade 7 Learner’s Book.
In your own words, write a short paragraph discussing the following:
1. the background and the setting
2. characterisation: identify, describe and evaluate the characters
3. the most important points of the plot logically and in the correct sequence
4. the conflict and how it is resolved.
Make sure you include the title and author of the passage you read, and where you got it from.
(20 marks)
Question 2: Response to visual text
Diagrams and mind maps are useful visual texts. They help us to arrange information graphically
in a way that makes sense to us. It is also easy to add to them.
Where from?
Which are easy to find?
Crochet
Weaving
Pottery
Toys
Knitting
Baskets
52
Materials
relate to each craft
Costs
Crafts
which are free?
Skills
English First Additional Language Grade 7 Exemplar Assessments
teachers?
English First Additional Language Grade 7
Exemplar Assessments
1. Study the mind map and answer these questions.
a)
What is the main topic of the article.
(1)
b) What will the four paragraphs of the article be about?
(2)
c)
(3)
What are the crafts that will be discussed in the article?
d) What information is still missing from the mind map?
(2)
e) What information would you add to the mind map?
(2)
(10 marks)
Question 3: Summary
1. Read a newspaper article reporting on the main news item of the day.
2. Write a summary of six to eight points including:
a)
what the story is about
b) where it happened
c)
when it happened
d) why it happened
e) who it happened to
f)
any other relevant information.
(10 marks)
Question 4: Language
1. Show where one thing is in relation to another by completing the sentences with
prepositions.
a)
The bridge is built
b) The water flows
c)
the river.
the bridge.
People can get from one riverbank
d) If someone jumps
the other by using the bridge.
the bridge, they will land
the water.
2. Rewrite the sentences to make the subject and verb agree with one another.
a)
(5)
(5)
The sheep and cattle lives in that field.
b) The hens stays in a cage, so they are safe.
c)
The eggs is packed into boxes every day.
d) Her father were the farmer before she took over the farm.
e) The scientists meets every Friday to discuss their work.
3. Identify the root word of each of these words.
a)
(5)
sadly
b) performance
c)
musical
d) dancing
e) empower
English First Additional Language Grade 7 Exemplar Assessments
53
English First Additional Language Grade 7
Exemplar Assessments
4. Copy the table. Divide the sentences into main and relative clauses. Write the clauses in
the correct columns.
a)
(5)
The bread was baked in an oven that was very hot.
b) We bought a new ladder which is tall.
c)
My brother, who plays cricket, was selected for the South African team.
d) I just love the dog that visits us every day.
e) Do you know the boy who lives next door?
Sentence
Main clause
Relative clause
a)
b)
c)
d)
e)
(20 marks)
TOTAL: 60
54
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessment Answers
Formal Assessment Task 1: Oral
MEMORANDUM
Use the rubric below for assessing the orals
Rubric for reading aloud
Accuracy
5 marks
7: Outstanding
80–100%
6: Meritorious –
5: Substantial
60–79%
4: Adequate –
3: Moderate
40–59%
2: Elementary
30–39%
1: Not achieved
0–29%
5
4
3
2
1
Reads every word
Misses one or
Misses several
Misses many
Struggles to
in the passage,
two words in
words in the
words in the
read many
does not hesitate.
the passage,
passage, or
passage, or
words in the
Pronunciation is
or hesitates
hesitates
hesitates
passage. Many
excellent
once or twice.
several times.
frequently. Some
pronunciation
Pronunciation is
Pronunciation is
pronunciation
mistakes
good
reasonable, a few
mistakes
mistakes
Fluency
5 marks
5
4
3
2
1
Reads very
Reads confidently,
Reads with
Sometimes,
Minimum
confidently,
coherently and
reasonable
but not always
coherence and
coherently and
cohesively
to adequate
coherent and
cohesiveness,
confidence,
cohesive
difficult to
cohesively
coherence and
understand
cohesiveness
Expression
5 marks
Presentation
5 marks
5
4
3
2
1
Tone and
Tone and
Tone and
Does not
Tone and
expression
expression
expression are
vary tone and
expression are
are excellent
are good and
reasonable
expression
weak and show
and show full
show good
to adequate
effectively. Does
inadequate
understanding of
understanding of
and show
not always show
understanding of
the content
the content
understanding of
understanding of
the content
the content
the content
5
4
3
2
1
Looks relaxed
Looks relaxed
Leans (on wall /
Leans (on wall/
Leans (on wall/
and confident.
and confident.
desk). Some eye
desk) and rocks
desk) and rocks
Eye contact is
Quite good eye
contact. Volume
back and forth.
back and forth.
frequent. Volume
contact. Volume
is loud enough to
Little eye contact.
Doesn’t establish
is loud enough to
is loud enough to
be heard by some
Volume is loud
eye contact.
be heard by the
be heard by most
of the audience.
audience.
of the audience.
enough to be
Volume is too
heard by some of
soft to be heard
the audience.
by most of the
audience.
English First Additional Language Grade 7 Exemplar Assessments
55
English First Additional Language Grade 7
Exemplar Assessment Answers
Time: 1 hour
Formal Assessment Task 4: Transactional Writing
MEMORANDUM
To assess this task, use the rubrics for transactional texts on pages xxxi and xxxvi of the
Introduction to the Platinum Teacher’s Guide.
Total: 10
56
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessment Answers
Time: 45 minutes
Formal Assessment Task 1: Oral
MEMORANDUM
You should start this task in Term 1 and finish it in Term 2.
Students read any pre-selected texts in Term 1 and 2. Use the reading rubric to assess students’
reading and mark according to the criteria.
Read aloud
1. Give learners a choice of what they will read aloud. Allow them to choose three paragraphs
from any of the reading passages in the Platinum English Grade 7 Learner’s Book. This will
ensure that the level of the passages is consistent across the class.
2. Explain the criteria you will be using, so that learners can focus on the correct aspects of
reading aloud when they prepare themselves:
a)
word accuracy (reading the words accurately, pronouncing them correctly – being
phonemically aware)
b) fluency (reading at a steady rate, pleasing to the listener, without stopping to decipher
words)
c)
expression (reading with expressions shows that the reader understands the meaning of
what they are reading)
d) presentation (posture, how the book is held and clear, confident voice projection)
English First Additional Language Grade 7 Exemplar Assessments
57
English First Additional Language Grade 7
Exemplar Assessments
Formal Assessment Task 5: Controlled Test
MEMORANDUM
QUESTION 1: Response to text
Here are sample answers, but learners should answer in their own words.
1. It explains how to do or make something.
(1)
2. Ingredients are the things that we use in any recipe to make the product.
(1)
3. bean soup
(1)
4. six to eight people
(1)
5. You will need one cup dried sugar beans, ✓ water, ✓ one ✓ large potato, ✓
one onion, ✓ two ✓ small carrots, ✓ oil and ✓ salt.
(8)
6. Learners must use their own words to explain what the phrases mean, so these are
sample answers only.
a)
heat to boiling point
b) keep the heat low so that the food cooks but does not boil
c)
add water
d) add the amount of salt that suits your taste (4)
7. The soup in the pot will burn.
8. Learners must express their own opinions – this will largely be determined by how well they
understand and follow the recipe, and whether they think it is clear and logical. Award marks
for any clearly worded answer that expresses an opinion and provides a reason. (2)
Total: 20
QUESTION 2: Visual text
1. This is only one appropriate speech bubble for the cartoon.
•
Don’t talk to me!
(2)
2. Learners write their own speech bubble for the girl in the cartoon. It can be funny or
serious and should make sense when matched with the picture. Spelling and word
order should be correct.
(3)
3. Learners can choose any of these three captions, which all make sense.
(2)
•
•
•
My parents at their dance class.
Our teachers show us how to clap.
My cousins describe the size of the fish they caught.
4. Learners draw their own two speech bubbles to show what the people are saying.
(3)
Total: 10
58
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
Time: 45 minutes
Formal Assessment Task 8: Response to literature
MEMORANDUM
Question 1: Poetry
1. a)
Learners are likely to say that they see a range of animals ✓ in a beautiful forest setting. ✓
b) Learners are likely to say that they feel relaxed and peaceful; ✓ at one with nature. ✓
c)
The noise of the chainsaws breaks the silence conveyed in the previous seven lines. ✓
Frightened animals can be heard. ✓
d) Learners might feel angry that the natural and peaceful surroundings are being
destroyed. ✓ They are likely also to be worried about what will happen to the animals
whose natural habits have been destroyed. ✓
2. The poem is a harsh indictment of the cruelty of humans ✓ who destroy nature for
selfish reasons. ✓
(10 marks)
Question 2: Drama
1. Learners describe what they can work out from the play extract and answer in their
own words.
a)
setting: It is night-time in a city or town. There are almost no people around. It is
raining and the feeling we get at the start of the play is one of bleakness and tension.
(2)
b) characterization of Lesibo: He is probably young. He is very scared. We might assume
he is the hero or main character.
(2)
c)
role of the narrator: The narrator stops the action and is about to start telling us part
of the story.
d) theme you expect: most likely something bad has happened or will possibly happen
unless Lesibo is saved in some way
2. Accept all reasonable answers, i.e. answers that use the character of Lesibo, that are
expressed correctly and appropriately, and that meet the length requirement.
(2)
(2)
(2)
(10 marks)
Question 3: Short stories
1. a)
“Unique” means “like nothing else”, or “the only one like it”.
(1)
b) “Conjure” means to make something in a wonderful or magical way.
(1)
c)
(1)
“The basics” means what you learn as a beginner.
d) Accept any reasonable or creative suggestions.
(1)
3. To answer this question, learners must remember what these words mean: background,
paragraph, character. Their writing must also show evidence of planning, drafting,
revising, editing and proofreading.
(6)
(10 marks)
TOTAL: 30
English First Additional Language Grade 7 Exemplar Assessments
59
English First Additional Language Grade 7
Exemplar Assessments
Time: 45 minutes
Formal Assessment Task 9: Transactional writing
MEMORANDUM
To assess this task, use the detailed rubric for transactional texts on page xxxi or alternatively use
the simpler rubric below, from page xxxv of the Introduction to the Platinum Teacher’s Guide.
Content and format
6
4–5
2–3
1
4
3
2
1
Has the learner applied all the necessary rules of the
relevant format, e.g. letter, newspaper article?
Is the content focused and coherent, with all ideas and
details supporting the topic?
Language and proofreading
Has the learner chosen words well? Are the tone and
register suited to the purpose? Are there no errors/
almost no errors after proofreading and editing?
Total out of 10 marks
TOTAL: 10
60
English First Additional Language Grade 7 Exemplar Assessments
English First Additional Language Grade 7
Exemplar Assessments
Time: 1 hour 30 minutes
Formal Assessment Task 10: Controlled test
MEMORANDUM
Question 1: Response to text
How well does the learner
Very competently
Satisfactorily
Very poorly or not at all
Identify and describe setting
4 marks
2 or 3 marks
1 or 2 marks
2 marks
1 mark
0 marks
4 marks
2 or 3 marks
1 or 2 marks
2 marks
1 mark
0 marks
4 marks
2 or 3 marks
1 or 2 marks
2 marks
1 mark
0 marks
2 marks
1 mark
0 marks
and background
Discriminate between the
meanings of setting and
background
Identify and describe characters
correctly
Appraise characterization
critically
Describe the most important
points of the plot logically and in
the correct sequence
Recognise the moment of
conflict
Evaluate how the plot is
resolved
Total marks (from all columns)
(20 marks)
Question 2: Visual text
1. a)
crafts
(1)
b) materials, costs, skills, kinds of crafts
(2)
c)
(3)
crochet, weaving, knitting, pottery, baskets, toys
d) There needs to be more information on skills. Give marks for other sensible
answers, such as, who can do crafts, where and when crafts should be done, how
to get started, etc.
(2)
e) Learners must give their own opinions. Accept all logical answers.
(2)
(10 marks)
English First Additional Language Grade 7 Exemplar Assessments
61
English First Additional Language Grade 7
Exemplar Assessments
Question 3: Summary
Use this rubric to assess learners’ summaries.
2 marks each
1 mark each
0 marks each
Completely clear and
Partly clear or partly
Unclear and illogical
logical
logical
The parts of the
The parts of the
The summary does not
middle and conclusion.
summary are easy to
summary are hard to
have the structure that
identify
identify / muddled
it should
The writing is original, not copied
The writing is clearly
Part of the summary is
The writing is copied,
original
original but more than
not original
The summary is clear and logical.
The summary has a beginning,
from the source.
half is not
The summary is written in a suitable
Fully achieved
Partially achieved
Not achieved
Fully achieved
Partially achieved
Not achieved
10
5
0
format (paragraph or point form)
Spelling and word choice makes
sense
Total points possible
(10 marks)
Question 4: Language
1. a)
c)
2. a)
over
(1)
b) under
(1)
to
(1)
d) off; in
(2)
The sheep and cattle live in that field.
(1)
b) The hens stay in a cage, so they are safe.
(1)
c)
(1)
The eggs are packed into boxes every day.
d) Her father was the farmer before she took over the farm.
(1)
e) The scientists meet every Friday to discuss their work.
(1)
sad
(1)
b) perform
(1)
c)
music
(1)
d) dance
(1)
c)
power
(1)
3. a)
4.
Sentence
Main clause
Relative clause
a)
The bread was baked in an oven
that was very hot.
b)
We bought a new ladder
which is tall.
c)
My brother was selected for the South African team.
, who plays cricket,
d)
I just love the dog
that visits us every day.
e)
Do you know the boy
who lives next door?
(10 divided by 2 = 5 marks)
(20 marks)
TOTAL: 60
62
English First Additional Language Grade 7 Exemplar Assessments
NOTES
NOTES