ENGLISH HOME LANGUAGE REVISION PAPER 1

STRINI NAICKER – DCES FET HOME LANGUAGES

25 OCTOBER 2024
 OVERVIEW OF PAPER 1 - STRUCTURE
In the Paper 1 examination, you need to answer questions from three
sections:

• SECTION A: Comprehension (30) – 60 minutes (includes reading time)

• SECTION B: Summary (10) – 20 minutes

• SECTION C: Language in context (30) – 40 minutes

• A total of 70 marks is allocated for Paper 1. You will have 2 hours for this
exam.
OVERVIEW OF PAPER 1 - STRUCTURE

• You may begin with any question first but make sure
that you number your questions correctly and as they
have been numbered in the question paper.

• Start with the easiest question first – Question 2

(Summary)
SECTION A: COMPREHENSION
• There will be ONE comprehension text/passage of 700-800 words,
and this will be TEXT A.
❖ Then there will be a VISUAL IMAGE (could be a cartoon, poster,
chart, diagram or advert)
• NOTE THAT TEXTS A AND B WILL BE LINKED IN TERMS OF
THE THEME.
❖ Questions will be asked on TEXT A, TEXT B and then one question
on TEXTS A and B.
• The questions on TEXT B will not be visual literacy questions – they
will focus more on comprehension and also linking it to the content
of TEXT A.
Comprehension
• Spend 15 minutes reading – and re-reading the passage.
Highlight the topic sentence of each paragraph
• 45 minutes to be spent answering the questions.
• Q 1.12 ( Comparison between Text A and Text B question for 4
marks) should receive 6 minutes on its own!
• Read through the passage quickly. The TITLE of the passage
will give you a clue as to what is the passage about.
• Read through the comprehension questions: When you do this,
keep the main ideas of the passage in mind.
ANSWERING TECHNIQUES

o The mark allocation is usually a suggestion of the number of

points needed.

o MARK ALLOCATION:

o A 2-mark question means that you are required to write down 1

idea with detail while 3 marks means 2 ideas with some detail
for one of these ideas.
ANSWERING TECHNIQUES
• It is important to interpret and follow the instructions exactly as
they are given:
o Does the answer need a full sentence, a word or a phrase?
o Avoid starting sentences with conjunctions such as because,
and, but and so.
o The first few questions are generally less challenging. You
MUST attempt these questions.
o You need to score at least 12/30 in the comprehension
question.
SECTION A: COMPREHENSION
• The last question of Question 1 will be a comparative question
between TEXT A and TEXT B. It is normally allocated 3 or 4
marks.

• Please ensure that you answer it fully – read the question

thoroughly and make sure that you answer all aspects of the
question.

• This can be a good quick win of 3 or 4 marks.

SECTION A: COMPREHENSION
• If you study previous years’ papers, you will see that you may
be expected to:
*Compare the entire TEXT A to B
*Compare a certain number of paragraphs in TEXT A to TEXT B
• *Link the title of TEXT A or a few paragraphs of TEXT A
and TEXT B.
• The final 3/4-mark compare/contrast question MUST be
attempted: it is a simple summary question with a
comparison/contrast angle.
ANSWERING TECHNIQUES
• COMPARISON BETWEEN TEXT A AND TEXT B question:
➢ Refer to the SPECIFIC PARAGRAPH in TEXT A
➢ Summarise the main idea/s(theme/s) in the paragraph indicated in the
question (TEXT A)
➢ Summarise the gist of TEXT B keeping in mind the overall main idea of
the passage
➢ Then look for similarities/link between the 2 texts. In most cases
there will be similarities between the selected paragraph in text A
and the visual (text B).
➢ Explain HOW they are similar. Identify the LINK between the 2 texts.
ANSWERING TECHNIQUES
• Critically discuss the extent to which TEXT B reinforces the writer's views presented in
paragraph 9 of TEXT A.

• Laughter and humour could also be used as a coping mechanism. The news that the first
confirmed Covid-19 patient had returned to South Africa from a ski holiday unleashed
jokes about rich jetsetters becoming infected. This may be a way to take the sting out of
racial inequality and economic hierarchies. Several jokes on Twitter named other threats
as a reminder that, while Covid-19 is serious, other concerns should not be lost from
sight. A jibe about the coronavirus having to show its proof of residence at the port of
entry hinted at the high levels of violent xenophobia in South Africa. Humour in this
context is a way of showing resilience and agency. The daily tally of the infected and
dead can also be overwhelming. Given the other risks that South Africans have to
contend with daily, making jokes about an added worry may help to take the sting out of
the new, unknown threat.
ANSWERING TECHNIQUES
• Summarise the main points in paragraph 9 and text B.
• PARAGRAPH 9 OF TEXT A highlights the trauma and stresses
caused by Covid-19/racial and socio-economic inequalities. (1
mark)
• In TEXT B, the crises of poverty and hunger are presented
alongside the deadly Covid-19 pandemic. (1 mark)
• 'The daily tally of the infected and dead' referred to in Text A, is
represented by the cemetery in Text B. (SIMILARITY) (1 mark)
• Text B depicts the seriousness of the situation in a graphic
manner. (COMMENT) (1 mark)
ANSWERING TECHNIQUES
• Ensure that you attempt all questions even though you may
think that your answer might be incorrect.

• Never leave any questions unanswered.

• You will be penalised for ‘lifting’ if you copy sentences from the
passage word for word. Always rephrase sentences ( in your
own words) from the passage
Summary: 10 marks

• The concept of summary writing

is producing a shortened text after
reducing large sections to the
essentials: the gist, the key ideas, the main points that
are worth noting and remembering.
Summary:

PS: if you note 7 direct quotes, you would still score 7/10.
QUESTION 2: SUMMARY
• AN APPROACH TO ANSWERING THE SUMMARY
QUESTION:
• Read the passage and identify the central idea/subject of the
passage.
• Identify 7 points linked to the topic. Underline the TOPIC (e.g.
Young people as emerging leaders- NSC June 2022) on
your question paper. This is provided in the INSTRUCTION
(Summarise, in your own words, how young people can
emerge as the next generation of leaders).
• Underline the key words/ Use highlighters to identify key
words/phrases that relate to the topic.
QUESTION 2: SUMMARY
• Distinguish between the QUESTION and the HEADING
• QUESTION 2: SUMMARISING IN YOUR OWN WORDS
• TEXT C discusses the mysteries of the teenage brain. Summarise, in your
own words, how parents can better understand their teenage child.
NOTE: 1. Your summary should include SEVEN points and NOT exceed 90
words.
2. You must write a fluent paragraph.
3. You are NOT required to include a title for the summary.
4. Indicate your word count at the end of your summary.
TEXT C
THE MYSTERIES OF THE TEENAGE BRAIN
SUMMARY QUICK WINS

• Avoid the repetition of points.

• Remember that it is not necessary in an examination to

rephrase the entire passage into your own words which often
leads to misinterpretation of the original text.

• All you need to do is to make slight alterations to the passage

to score a minimum of 7/10.
SUMMARY QUICK WINS
• You can obtain more marks if you do the following:

o Substitute just a single word with a synonym

o Remove a word from the original sentence or you can add a

word as well

o Changing the tense of the sentence

o Change the order of the sentence.

QUESTION 3: VISUAL LITERACY - ADVERTISEMENTS
Advertisements: AIDA
ADVERTISEMENTS
• Refer to the advertisement and identify the product (e.g. Big
Mac burger) or service ( that is being advertised- car
insurance, medical aid or home loans etc.)
• You need to understand what the words (DICTION) in the
advertisement mean; and understand what is shown in the
advertisement (drawings or pictures) in order to identify the
advertiser’s MESSAGE.
• Ask yourself what attracts you to the advertisement? Why? Use
of font (types of lettering), bold print, eye-catching images,
catchy slogans and phrases, pictures, photos, celebrities, etc.
 A - ATTENTION
• Odd/unusual images
• Catchy phrases
• Layout and design
ADVERTISEMENTS

• Identify the LOGO and SLOGAN used in the advertisement.

LOGO – THE BRAND NAME (e.g. McDonalds, Coca Cola) as
an IMAGE/SYMBOL (like the Nike tick).

• SLOGAN (‘CATCH PHRASE’) – Words are linked to a product

and that are easy to remember e.g. “finger –licking good”, “Just
do it!” or “I’m loving it”.
ADVERTISEMENTS
• Now look at the TECHNIQUES USED BY THE ADVERTISER to
keep the reader interested in reading further.

• VISUAL TECHNIQUES – visual effects (it refers to what you SEE

that attracts your attention) such as cartoons, graphs, colourful,
attractive photographs, outline diagrams, unusual layouts.

• LINGUISTIC TECHNIQUES – LANGUAGE DEVICES. Look for

examples of figurative language such as puns, ambiguity etc.
ADVERTISEMENT

• Pay attention to how PUNCTUATION has been used

(commonly used punctuation marks include exclamation marks,
question marks and ellipsis).

• You must refer to both the text and the illustration if it is

required

• In addition, there are 2 marks allocated for language questions.

Apply your understanding
HOW DO YOU ANALYSE ADVERTISEMENTS
Steps you can take to
Spot it and Stop it

Speak up and speak out if you

are being bullied or if you know
someone who is being bullied
Speak to your Manager and/or
HR who will be supportive and
helpful in finding the right way
through. Try to sort the issue
informally first of all
Make a formal complaint to your
Line Manager, Hospital Director or
HR Manager/Lead
Raise the issue on the staff
feedback website with direct access
to the CEO
 HOW DO YOU ANALYSE ADVERTISEMENTS?
3.1 Account for the tone of the headline: Bullying: Spot it
and Stop it! (2)
[Account for – explain/provide a reason/s] – TASK WORD
(DO)
[Tone – the manner in which something is said – brings out
your attitude towards a particular issue] – KNOWLEDGE
WORD ( KNOW)
The commanding tone✓(use of punctuation mark[!] for
emphasis) compels the reader to act on the instruction,
namely reporting and curtailing bullying ✓.
[Award 1 mark for the identification of the tone and 1 mark
for the explanation.] (2)
 HOW TO ANALYSE ADVERTISEMENTS
3.4 Provide a suitable synonym for 'intimidating', in context. (1)
threatening✓/menacing ✓ /frightening ✓ [Accept valid, alternative
responses in context.]
(1)
3.5 'Raise the issue on the staff feedback website’
Provide the part of speech for 'staff' in the sentence
above. (1)
adjective ✓(1)
[10]
Cartoon Analysis: 10 marks
A cartoon can be a single frame or consists

of a series of frames.
 SHORTFALLS: CARTOONS
• Learners could not identify the tone in the cartoon.

• Poor interpretation of questions. All aspects of questions were

not answered fully

• Poor knowledge of cartoon techniques

• Terminology of Cartoons not always understood, e.g.

Stereotype, Caricature.
Cartoon Analysis
•astrange, funny or sad situation in which things happen the opposite
Irony way to what you would expect.

• saying or
writing the opposite of what you mean, or speaking in a way
Sarcasm intended to make someone else feel stupid or show them you feel angry.

•a humorous use of a word that has two meanings or of words with the
pun same sound but different meanings.

• the
use of humour to criticize someone or something and make them
satire seem silly.
Speech Bubble vs Thought Bubble

Speech bubble: direct

words of the character

Thought bubble: words not spoken aloud

Jagged edge speech bubble:

emotional
reactions of the character

43
SECTION C – QUESTION FOUR (CARTOON)

• Identify the Setting: Where is the scene taking place? Look at

the Location/ specific place based on the clues in the cartoon
e.g. hospital, restaurant etc. You must specify.

• Figure out the Purpose of the cartoon: Is this meant to make

you laugh or to think seriously about something, or to do both?
SECTION C – QUESTION FOUR (CARTOON)
• FACIAL EXPRESSIONS:
o When answering questions on a cartoon, do not just write ‘facial
expression’ when asked for evidence of emotion.
o Instead you need to DESCRIBE the facial expressions you see.
Remember there are more emotions than just happy, sad or
angry.
o In addition, there are 2 marks allocated for language questions.
Apply your understanding of language taught in class to answer
all the questions.
SECTION C – QUESTION FOUR (CARTOON)
• BODY LANGUAGE:
• In terms of Body Language focus on the following
o Body movement and posture
o Gestures (signals, signs, hand movements)
 META – LANGUAGE OF CARTOONS

❖ Body language gives information

about how the character is feeling
(his/her mood). You may refer to
the position of his arms or legs,
his/her position in relation to
another character in the frame.
 UNDERSTANDING HOW HUMOUR IS CREATED IN CARTOONS

• Cartoonists use humour to bring across a message. This is achieved by

using puns or homophones.
PUNS

vs

Link this technical concept to the VISUAL and VERBAL ELEMENT in the
cartoon.
You MUST discuss both the visual (picture) and verbal (words) elements.
 META – LANGUAGE OF CARTOONS

IRONY: Using words that are

the opposite of what is really
meant, often to be humorous.

SARCASM: To mock
someone in a hurtful manner.
People use it to say the
opposite of what's true to
make someone look or feel
foolish.
Visual Vs Verbal Cues:
HOW DO YOU ANALYSE CARTOONS?
 HOW DO YOU ANALYSE CARTOONS?
4.1 Account for the boy's intention in using the phrases, 'ALL
RIGHT! and 'A TOUGH OL' LADY!' in FRAME 6. (2)
The boy's intention is to convince himself that his teacher will be
well✓✓ /He wants to give his father the impression that he is
confident that she will recover. ✓ ✓(2)
 THE LANGUAGE QUESTIONS IN CARTOONS
4.3 Rewrite FRAME 5 in reported speech. Begin with: Curtis's
father said … (2)

Curtis's father said (that) ✓ with the social-distancing policies,

they could not/couldn’t ✓ visit his/Curtis’s teacher ✓ in the
hospital.

[Award 2 marks only if the THREE conversions are made.]

[Award 1 mark if TWO conversions are made.]
[Award 0 marks if only ONE conversion is made.] (2)
 Cartoon analysis: RECAP
• Identify the Setting: Where is the scene taking place? Look at the Location/ specific
place based on the clues in the cartoon e.g., hospital, restaurant etc.

• Figure out the Purpose of the cartoon: Is this meant to make you laugh or to think
seriously about something, or to do both?

• You need to describe facial features and be specific.

• In terms of Body Language focus on the following:

• Body movement and posture

• Gestures (signals, signs, hand movements)
• Revise concepts such as irony, pun, sarcasm, satire and all the figures of speech
used in literature

• In addition, there are 2 marks allocated for language questions. Apply your
understanding of language taught in class to answer all the questions.
QUESTION 5: USING LANGUAGE CORRECTLY
• Read the text and make sense of what you read
• There may be deliberate errors (spelling, punctuation etc.) in
the passage. Highlight or underline these errors.
• Apply your understanding of language taught in class to answer
all the questions.
• You are tested on a wide range of skills and content. Typical
items that you would need to revise include:
o Punctuation - Use of the apostrophe, semi-colon, ellipsis and
hyphen/dash, parenthesis
Textual Editing:
Revise the following AMONGST OTHERS
• Parts of speech – identification and converting from one to the other
• Concord – plural subject, plural verb n vice versa.
• Reported speech & Tenses
• Ambiguity
• Malapropism
• Tautology/Redundancy
• Active and passive voice
• Purpose/function of punctuation marks
• Phrases &Clauses/ Sentence Structure
• Abbreviation, acronym and contractions
GOOD LUCK