Grade 7 English FAL Navigation Pack - DBE Aligned

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. 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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: • eating • entering the classroom • using the toilet • blowing their noses or coughing • touching tears, mucous, saliva, blood or sweat. 6 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. • Encourage kindness towards one another and avoid any stereotyping when talking about the virus. • Stay home if you have a temperature or are ill. • 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 • 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. 42 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. • Everybody let’s party now, yeah yeah! • I love you! • Don’t talk to me! • Let’s all go to my place! (2) 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) 4. Learners draw their own two speech bubbles to show what the people are saying. (3) • My parents at their dance class. • Our teachers show us how to clap. • My cousins describe the size of the fish they caught. 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. (2) d) theme you expect: most likely something bad has happened or will possibly happen unless Lesibo is saved in some way (2) 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) (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

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