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Question: 1. Read Text A below and answer the questions that follow. TEXT A 5. 10 15 CHANGE THE WORLD 1. The motto of Nelson Mandela Metropolitan University is: “Change the World”, a noble mission inspired by the famous statement, Nelson Mandela that “education is the most powerful weapon which you can use to change the world”. For, “it is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of a mine, that the child of farm workers can become the president of a great nation”. 2. True to the legacy of Nelson Mandela, this University is also a valuedriven institution where social justice and equality are paramount in the endeavour to rectify the inequalities in our world. The African philosophy of “ubuntu” underpins what you aim for and do as an institution. 3. Like all universities the world over, in line with your values, you had to quickly adapt in the face of the pandemic to offer your twenty-nine thousand or more students online and mask-to-mask tuition. This has not been easy for you, especially given the gap in content knowledge between those who are privileged to have access to data, devices, and internet and those who do not. Source: Adapted from www.mandela.ac.za 3 1.1 Refer to paragraph 1. (a) Identify the modal verb used in paragraph 1 and explain its purpose in the context of the text. (2) (b) There is always a relationship between tone and purpose. Mention the tone used in paragraph 1 and provide a reason why (purpose) the speaker had to use this tone. Support your answer by citing an example from the text to substantiate your response. Pay careful attention to the correct use of language. (2) (c) Identify a proper noun used in paragraph 1 and support your answer by explaining why you think this is a proper noun. (2) 1.2 Refer to paragraph 2. The underlined word is formed from the root ‘equal’. Discuss the changes that occurred. (2) 1.3 Refer to paragraph 3. When listening to words, over and above the context in which a word has been used, syllabic stress also gives a clue whether a homonym has been used as a noun or a verb. Refer to the sentence “This has not been easy for you, especially given the gap in content knowledge between those who are privileged to have access to data, devices, and the internet and those who do not”. (a) State whether the word ‘content’ has been used as a verb or a noun and underline the syllabic stress. (2) (b) Construct another sentence in which the word ‘content’ shows a different meaning. Underline the syllabic stress and indicate whether the word has been used as a verb, noun or adjective. (3) 4 1.4 Refer to the whole text (TEXT A). Language features used in a text always influence how that text is understood. Show your understanding of the following language features presented in the text by identifying each of them and giving reasons to support your answers. (a) Audience (b) Setting (4) 1.5 What listening strategy do you think listeners can use when listening to Text A? Give a reason to support your answer. (2) 2. Read the following transcription of a telephone conversation, (TEXT B) and answer the question that follows. TEXT B Telephone conversation Jakie: Hey Sbo! Just saw your missed call, what’s up? Sibonelo: Was just checking if you’re up for the soccer practice this afternoon. Jakie: I can’t go bro, I’m feeling a bit under the weather. I have to take some meds and sleep. Sibonelo: Ohh! Sorry bro; will tell the coach. Cheers! Source: Own creativity 5 2.1 Refer to both TEXT A and TEXT B Discuss the differences in the register used in TEXT A and Text B? Cite examples from the two texts to support your answer. (6) [25 Marks] Section B: Application-Based Questions 3. Read Text C below and answer the questions that follow. TEXT C Nothing gold can stay By Robert Frost Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay. 3.1 Sentence structure can affect comprehension. Read the title “Nothing gold can stay and answer the following questions. The title of the poem does not conform to the structure of an English sentence and may thus be confusing. 3.1.1 Explain the deviation/s from the standard structure. (2) 3.1.2 What do you think is the intended meaning of this title? (2) 3.2 Show your understanding of rhyme scheme by explaining what a rhyme scheme is. Quote TWO pairs of words from the text that rhyme. (4) 3.3 Do you think the poem (Text C) is appropriate for the intermediate phase in the South African schooling system? Give reasons to support your answer based on the poem. (3) 6 3.4 Discuss the use of the pronoun “her” and its purpose according to the context of the poem. Your discussion should be based on why the author had to use the pronoun “her” and not “him”. (2) 3.5 Quote a line which refers to the biblical image and comment on its relevance in the context of the poem. (2) 3.6 Refer to the poem (Text C) and design TWO activities that you can use to teach the poem to your learners. One should be a pre-reading activity and the other, a during-reading activity. Justify your choice by explaining the effectiveness of each activity.
### Section A: Comprehension #### 1.1 Refer to paragraph 1. (a) **Identify the modal verb used in paragraph 1 and explain its purpose in the context of the text.** - **Answer**: The modal verb used in paragraph 1 is "can." Its purpose in the context of the text is to express ability or possibility, emphasizing the power of education to enable significant societal changes. - *Example*: "Education is the most powerful weapon which you can use to change the world." (b) **Tone and Purpose** - **Answer**: The tone in paragraph 1 is inspirational and motivational. The purpose is to encourage and emphasize the transformative power of education using a strong, positive tone. - *Example*: "Education is the most powerful weapon which you can use to change the world." (c) **Identify a proper noun used in paragraph 1 and support your answer by explaining why you think this is a proper noun.** - **Answer**: The proper noun used in paragraph 1 is "Nelson Mandela". It is a proper noun because it is the name of a specific, well-known individual, which is always capitalized in English. - *Explanation*: "Nelson Mandela Metropolitan University" is named after Nelson Mandela, a distinct individual, making it a proper noun. #### 1.2 Refer to paragraph 2. - **Answer**: The root word "equal" changes to "equal" + "ity = equality." The suffix "ity" changes the adjective "equal" into a noun, indicating the state or quality of being equal. #### 1.3 Refer to paragraph 3. (a) **Syllabic stress and word usage** - **Answer**: The word "content" is used as a noun in this context, where the pronunciation is "CON-tent." - *Example*: “... given the gap in **CON**tent knowledge…” (b) **Construct another sentence using "content" differently** - **Answer**: **Sentence**: "She was content with her performance in the exam." - **Usage**: This time, "content" is used as an adjective, with the stress on the second syllable ("con-TENT"). #### 1.4 Refer to the whole text (TEXT A). (a) **Audience** - **Answer**: The audience includes students, faculty, and potentially the general public. This is supported by references to the university and its mission, suggesting that the speech is aiming at stakeholders within the educational community. - *Example*: “...twenty-nine thousand or more students online...” (b) **Setting** - **Answer**: The setting includes a higher educational institution, specifically Nelson Mandela Metropolitan University, dealing with contemporary issues, such as adaptation to online learning during a pandemic. - *Example*: “In the face of the pandemic...” #### 1.5 Listening Strategy - **Answer**: Listeners can use active listening, which involves fully focusing, understanding, and responding thoughtfully to what is being said. - **Reason**: This strategy allows listeners to grasp the key points about the university’s values, adaptation to current challenges, and the historical context linked to Nelson Mandela. ### Section B: Application-Based Questions #### 3.1 Sentence structure and meaning (TEXT C). (a) **Deviations from standard structure** - **Answer**: The title "Nothing gold can stay" deviates from standard structure because it places the negative word "Nothing" first, which might be unconventional for some. A more standard structure would be "Gold cannot stay" or "Nothing that is gold can stay." (b) **Intended meaning of the title** - **Answer**: The intended meaning is that nothing precious, pure, or beautiful (symbolized by "gold") can last forever; all things are transient. #### 3.2 Rhyme scheme explanation - **Answer**: A rhyme scheme refers to the pattern of rhymes at the end of each line in a poem. - **Example Rhymes**: "hold/gold" and "grief/leaf," showing an AABB rhyme scheme. #### 3.3 Appropriateness for intermediate phase - **Answer**: The poem is somewhat appropriate for the intermediate phase because it is short, uses simple vocabulary, and can be understood with some guided discussion on themes like change and impermanence. - *Example*: “Nature’s first green is gold,” which can lead to discussions about nature and metaphors. #### 3.4 Use of the pronoun “her” - **Answer**: The pronoun “her” is used to personify nature, making it more relatable and poetic. Using “her” instead of “him” aligns with traditional literary conventions that often depict nature as nurturing or maternal. #### 3.5 Biblical reference - **Answer**: The line “So Eden sank to grief” refers to the biblical image. It is relevant because it underscores the theme of loss and the fleeting nature of perfection by drawing a parallel to the fall from grace in the Garden of Eden. #### 3.6 Designing activities for learners (a) **Pre-reading activity** - **Activity**: Discussion on the theme of change and impermanence. Have students brainstorm examples of things that change over time, like seasons or emotions. - **Effectiveness**: Prepares students to better understand the poem’s theme, making the main ideas more relatable. (b) **During-reading activity** - **Activity**: Guided reading with pauses to discuss vocabulary and metaphors. For instance, pausing after “Nature’s first green is gold” to discuss what "gold" might symbolize. - **Effectiveness**: Helps students decode challenging metaphors and vocabulary, and fosters deeper understanding as they read. ### Conclusion These answers align with the requirements of understanding and analyzing the texts, providing comprehensive and well-supported responses to each question.
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