First Additional Language

Grade 7
Management Document

Term 2

Edition 5, 2023

The development of this programme was funded by the Anglo American South Africa Education Programme
Contents
Introduction and Guidelines for the PSRIP EFAL SLP 1

Term 2 Curriculum Tracker & Textbook Activities 3

Weeks 1-2 The legacy continues 3
Weeks 3-4 Changing world, changing jobs 7
Weeks 5-6 Designers and developers 11
Weeks 7-8 Staying safe 15

Term 2 Programme of Formal Assessment 19

Term 1 Assessment Tasks, Tools & Memoranda 20

Term 2 Task 5 Responds to Texts 24
Term 2 Task 5 Responds to Texts 27
Term 2 Task 5 Responds to Texts 29
Term 2 Task 5 Responds to Texts 30
Term 2 Task 5 Responds to Texts Memoranda 32

Term 2 Learner Book Memoranda 34

Weeks 1 & 2 Memorandum 34
Weeks 3 & 4 Memorandum 36
Weeks 5 & 6 Memorandum 38
Weeks 7 & 8 Memorandum 40
Dear Grade 7 EFAL Teachers,

Welcome to the Primary School Reading Improvement Programme (PSRIP).

The PSRIP is a structured learning programme for EFAL. This means that a programme has been
carefully designed for you to follow on a day-by-day basis as you teach EFAL to your learners. This
includes lesson plans, learner books, resources, curriculum trackers and assessments.

Using a Structured Learning Programme (SLP) has many benefits for teachers and for learners.
At first, it may seem a little overwhelming, but please keep trying. Once you are familiar with the
routine and core methodologies, your pacing will improve and your life will definitely get easier!

Please look after the resources that you have been given.

Please also try to source a variety of reading resources for your learners and encourage them to do
as much independent reading as possible.

Best wishes for a great term,

The PSRIP Team

  1
Guidelines for the PSRIP EFAL SLP
This structured learning programme is designed to teach EFAL at senior phase level, in a South
African context. The programme is CAPS aligned, and assessment tasks are aligned to the CAPS
ATPs.
It is important to fully understand the concepts embedded in this approach.

STRUCTURED LEARNING PROGRAMME

• A structured learning programme provides day-by-day lesson plans, together with all the
required resources.
• For this SP EFAL programme, a routine has been designed to teach each component of
language in a 10-hour cycle, that extends across two weeks. In the first week, the lessons
focus on receptive language skills; and in the second week the lessons facilitate expressive
language skills.
• Within this routine, selected pedagogies, or ‘core methodologies’ have been included to
teach different aspects of literacy and language. These core methodologies are used over and
over, in every two-week cycle. This allows teachers to become experts in the delivery of these
lessons, and to focus on the content. It also helps learners to focus on the content, once they
understand the structure of each lesson.
• Content is developed around a theme, and each theme runs for two-weeks, as per the cycle
routine. In the Grade 7 programme, these themes align with other subjects: Natural Sciences;
Social Sciences; Life Orientation; and Technology, so that learners can build and use the
vocabulary and concepts required for these learning areas.
• As per policy, the programme’s lessons and resources use the following approaches to teach
reading and viewing, writing and presenting, listening, speaking and LSCs: text-based,
communicative, integrated and process orientated.
• In addition, the programme is designed to support the development of technical reading
skills and comprehension skills in a structured, explicit manner.

2  Grade 7 • Term 2 • English First Additional Language

Term 2 Curriculum Tracker & Textbook
Activities
Weeks 1-2
Week 1: The legacy continues
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral Activities
• Introduce theme: The legacy continues
• Activate background knowledge
• Develop theme vocabulary
• Question of the day
Monday Activity 2: Listening activity
• Listening Text: The effects of slavery
• Genre: Information text
• Three read
• Model comprehension skill: Make evaluations
• Oral comprehension
Tuesday Activity 1: Speaking Activity
• Listen: Th effects of slavery
• Genre: Information text
• Use the discussion frame
Tuesday Activity 3: Shared reading: Pre-Read
• Read: The return
• Genre: Fiction text
• I wonder / make evaluations
Wednesday Activity 1: Oral Activities
• Build and monitor knowledge
• Develop theme vocabulary
• Question of the day
Wednesday Activity 2: Shared reading: First Read
• Read: The return
• Genre: Fiction text
• Model comprehension skill: Make inferences
• Oral comprehension
• Introduce the LSC in context
Thursday Activity 1: LSC
• Build & monitor background knowledge
• Teach & practice the LSC: punctuation of direct
speech

Term 2 Curriculum Tracker & Textbook Activities  3

Week 1: The legacy continues
Day CAPS content, concepts, skills Date completed
Thursday Activity 2: Shared reading: Second Read
• Read: The return
• Genre: Fiction text
• Model comprehension skill: Make evaluations
• Oral comprehension
• Learners generate questions
Friday Activity 1: Independent Reading and Comprehension
• Individual reading sessions

Week 2: The legacy continues

Day CAPS content, concepts, skills Date completed
Monday Activity 1: Teach the Comprehension Strategy
• Read: The return
• Genre: Fiction text
• Teach: Make evaluations
Monday Activity 2: Shared reading: Post-Read
• Read: The return
• Genre: Fiction text
• Summary
• Comprehension strategy: Summarise
Tuesday Activity 1: Teach the Genre
• Narrative essay
• Sample text: Changing attitudes
Tuesday Activity 2: Writing: Planning
• Genre: Narrative essay
• Topic: A disagreement
• Planning Strategy: Narrative arc
Wednesday Activity 1: Writing: Drafting
• Use plan to draft narrative essay
Thursday Activity 1: Writing: Editing
• Edit narrative essay using checklist
Thursday Activity 2: Writing: Publishing & Presenting
• Publish and present narrative
Friday Activity 1: Listening & speaking
• Role play
Friday Activity 2: Theme Conclusion
• Summarise
• Reflect
• Acknowledge and celebrate

4  Grade 7 • Term 2 • English First Additional Language

Weeks 1 and 2 Textbook Activities
Week 1 Reading and Viewing
Textbook Supplementary Reading Activity: Date Completed
Reads a literary text like a novel
SUCCESSFUL OXFORD Read a humorous text from a play, 99
Oxford
SPOT ON Read an autobiography extract, 66
Pearson
INTERACTIVE ENGLISH Read an extract from a novel, 91
St Mary’s Interactive Learning
VIA AFRICA Read a drama, 71
Via Africa
ENGLISH TODAY Read an extract from a novel, 77
Maskew, Miller, Longman
PLATINUM Read a drama, 74
Pearson
TOP CLASS Read an extract from a novel, 65
Shuter & Shooter
Week 2 Writing
Textbook Supplementary Writing Activity: Date Completed
Writes a narrative essay
SUCCESSFUL OXFORD Write a narrative essay, 102
Oxford
SPOT ON Write a narrative essay, 70
Pearson
INTERACTIVE ENGLISH Write a narrative essay, 99
St Mary’s Interactive Learning
VIA AFRICA Write a narrative essay, 76
Via Africa
ENGLISH TODAY Write a narrative essay, 81
Maskew, Miller, Longman
PLATINUM Write a narrative essay, 78
Pearson
TOP CLASS Write a narrative showing character, 68
Shuter & Shooter
Week 2 LSC
Textbook Supplementary LSC Activity: Date Completed
Complex nouns, predicate and object, adjectives
SUCCESSFUL OXFORD Comparative and superlative forms, 111
Oxford Literal and figurative language, 109
SPOT ON Emotive language, 64
Pearson Past tense, 65

Term 2 Curriculum Tracker & Textbook Activities  5

Weeks 1 and 2 Textbook Activities
INTERACTIVE ENGLISH Degrees of comparison, 97
St Mary’s Interactive Learning Complex nouns, 96
Antonyms, 96
VIA AFRICA Subject and predicate, 77
Via Africa
ENGLISH TODAY Subject, predicate, object, 79
Maskew, Miller, Longman
PLATINUM Subject, predicate, 77
Pearson
TOP CLASS Subject, predicate, object, 70
Shuter & Shooter Literal and figurative meaning, 68

Theme Reflection: The legacy continues

1 What went well this cycle?
2 What did not go well this
cycle? How can you improve
on this?
3 Did you cover all the work for
the cycle? If not, how will you
get back on track?
4 Do you need to extend
or further support some
learners?
5 In which area / activity? How
will you do this?

SMT Comment

SMT name and signature Date

6  Grade 7 • Term 2 • English First Additional Language

Weeks 3-4
Week 3: Changing world, changing jobs
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral Activities
• Introduce theme: Changing world, changing jobs
• Activate background knowledge
• Develop theme vocabulary
• Question of the day
Monday Activity 2: Listening activity
• Listening Text: News of the world
• Genre: Story
• Three read
• Model comprehension skill: Predictions
• Oral comprehension
Tuesday Activity 1: Speaking Activity
• Listen: News of the world
• Genre: Reflective text
• Use the discussion frame
Tuesday Activity 3: Shared reading: Pre-Read
• Read: Future world
• Genre: Cartoon strip
• Visualise
Wednesday Activity 1: Oral Activities
• Build and monitor knowledge
• Develop theme vocabulary
• Question of the day
Wednesday Activity 2: Shared reading: First Read
• Read: Future world
• Genre: Cartoon strip
• Comprehension strategy: Visualise
• Oral comprehension
• Introduce the LSC in context
Thursday Activity 1: LSC
• Build & monitor background knowledge
• Teach & practice the LSC: demonstrative adjectives
Thursday Activity 2: Shared reading: Second Read
• Read: Future world
• Genre: Cartoon strip
• Comprehension strategy: Visualise
• Oral comprehension
• Learners generate questions
Friday Activity 1: Independent Reading and Comprehension
• Individual reading sessions

Term 2 Curriculum Tracker & Textbook Activities  7

Week 4: Changing world, changing jobs
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Teach the Comprehension Strategy
• Read: Future world
• Genre: Cartoon strip
• Teach: Visualise
Monday Activity 2: Shared reading: Post-Read
• Read: Future world
• Genre: Cartoon strip
• Comprehension strategy: Visualise
Tuesday Activity 1: Teach the Genre
• Job advertisement
• Sample text: End-of-life coach
Tuesday Activity 2: Writing: Planning
• Genre: Job advertisement
• Topic: Create a job advertisement
• Planning Strategy: Write a list
Wednesday Activity 1: Writing: Drafting
• Use plan to draft job advertisement
Thursday Activity 1: Writing: Editing
• Edit job advertisement using checklist
Thursday Activity 2: Writing: Publishing & Presenting
• Publish and present job advertisement
Friday Activity 1: Oral Presentations
• Panel discussion: role play
Friday Activity 2: Theme Conclusion
• Build and monitor knowledge
• Summarise

8  Grade 7 • Term 2 • English First Additional Language

Weeks 3 and 4 Textbook Activities
Week 3 Reading and Viewing
Textbook Supplementary Reading Activity: Date Completed
Reads literary text or advertisement/novel
SUCCESSFUL OXFORD Read and view an advertisement, 116
Oxford
SPOT ON Understanding an advertisement, 79
Pearson
INTERACTIVE ENGLISH Read an advertisement, 107
St Mary’s Interactive Learning
VIA AFRICA Read an advertisement, 85
Via Africa
ENGLISH TODAY Read an extract, 91
Maskew, Miller, Longman
PLATINUM Read an advertisement, 86
Pearson
TOP CLASS Read an advertisement, 75
Shuter & Shooter
Week 4 Writing
Textbook Supplementary Activity: Date Completed
Writes a transactional text (advertisement/poster)
SUCCESSFUL OXFORD Design and present a poster, 120
Oxford
SPOT ON Create an advertisement, 82
Pearson
INTERACTIVE ENGLISH Design a poster, 116
St Mary’s Interactive Learning
VIA AFRICA Create an advertisement, 86
Via Africa
ENGLISH TODAY Design a poster, 93
Maskew, Miller, Longman
PLATINUM Create an advertisement, 88
Pearson
TOP CLASS Design a poster, 79
Shuter & Shooter
Week 4 LSC
Textbook Supplementary LSC Activity: Date Completed
Proper nouns, gender, plural, singular,
demonstrative and relative adjectives
SUCCESSFUL OXFORD Relative and demonstrative adjectives, 124
Oxford
SPOT ON Interrogative and demonstrative adjectives, 75
Pearson

Term 2 Curriculum Tracker & Textbook Activities  9

Weeks 3 and 4 Textbook Activities
INTERACTIVE ENGLISH Simple and compound sentences, 112
St Mary’s Interactive Learning
VIA AFRICA Gender, relative and demonstrative adjectives, 92
Via Africa
ENGLISH TODAY Gender, simple & compound sentences, 85
Maskew, Miller, Longman
PLATINUM Relative and demonstrative adjectives, 93
Pearson
TOP CLASS Relative and demonstrative adjectives, 81
Shuter & Shooter Simple and compound sentences, 81

Theme Reflection: Changing world, changing jobs

1 What went well this cycle?
2 What did not go well this
cycle? How can you improve
on this?
3 Did you cover all the work for
the cycle? If not, how will you
get back on track?
4 Do you need to extend
or further support some
learners?
5 In which area / activity? How
will you do this?

SMT Comment

SMT name and signature Date

10  Grade 7 • Term 2 • English First Additional Language

Weeks 5-6
Week 5: Designers and developers
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral Activities
• Introduce theme: Designers and developers
• Activate background knowledge
• Develop theme vocabulary
• Question of the day
Monday Activity 2: Listening activity
• Listening Text: Bringing buildings to life
• Genre: instructional brief
• Three read
• Model comprehension skill: Make inferences
• Oral comprehension
Tuesday Activity 1: Speaking Activity
• Listening Text: Bringing buildings to life
• Genre: instructional brief
• Use the discussion frame
Tuesday Activity 3: Shared reading: Pre-Read
• Read: Welcome to Mapungubwe
• Genre: Brochure
• Comprehension strategy: Making connections
Wednesday Activity 1: Oral Activities
• Build and monitor knowledge
• Develop theme vocabulary
• Question of the day
Wednesday Activity 2: Shared reading: First Read
• Read: Welcome to Mapungubwe
• Genre: Brochure
• Comprehension strategy: Making inferences
• Introduce the LSC in context
Thursday Activity 1: LSC
• Build & monitor background knowledge
• Teach & practice the LSC: active and passive voice
Thursday Activity 2: Shared reading: Second Read
• Read: Welcome to Mapungubwe
• Genre: Brochure
• Comprehension strategy: Making inferences
• Learners generate questions
Friday Activity 1: Independent Reading and Comprehension
• Individual reading sessions

Term 2 Curriculum Tracker & Textbook Activities  11

Week 6: Designers and developers
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Teach the Comprehension Strategy
• Read: Welcome to Mapungubwe
• Genre: Brochure
• Teach: Making inferences
Monday Activity 2: Shared reading: Post-Read
• Read: Welcome to Mapungubwe
• Genre: Brochure
• Comprehension strategy: Making inferences
Tuesday Activity 1: Teach the Genre
• Instructional text
• Sample text: A design brief from a developer for an
architect
Tuesday Activity 2: Writing: Planning
• Genre: Instructional text
• Topic: Instruct an architect on what you want for a
new building
• Planning Strategy: Write a list
Wednesday Activity 1: Writing: Drafting
• Use plan to draft instructions
Thursday Activity 1: Writing: Editing
• Edit instructions using checklist
Thursday Activity 2: Writing: Publishing & Presenting
• Publish and present instructions
Friday Activity 1: Oral Presentations
• Panel discussion: different scenarios
Friday Activity 2: Theme Conclusion
• Summarise
• Reflect
• Acknowledge and celebrate

Weeks 5 and 6 Textbook Activities

Week 5 Reading and Viewing
Textbook Supplementary Reading Activity: Date Completed
Instructional text e.g. recipes/direction
SUCCESSFUL OXFORD Read an instructional text, 132
Oxford
SPOT ON Read instructions, 92
Pearson
INTERACTIVE ENGLISH Read instructions, 122
St Mary’s Interactive Learning
VIA AFRICA Read an instructional text, 97
Via Africa

12  Grade 7 • Term 2 • English First Additional Language

Weeks 5 and 6 Textbook Activities
ENGLISH TODAY How to read instructions, 97
Maskew, Miller, Longman
PLATINUM Read instructions, 96
Pearson
TOP CLASS Read instructions, 89
Shuter & Shooter
Week 6 Writing
Textbook Supplementary Activity: Date Completed
Writes a shorter transactional text (instructions)
SUCCESSFUL OXFORD Write instructions, 142
Oxford
SPOT ON Write instructions, 93
Pearson
INTERACTIVE ENGLISH Write instructions, 129
St Mary’s Interactive Learning
VIA AFRICA Write instructions, 98
Via Africa
ENGLISH TODAY Write instructions, 102
Maskew, Miller, Longman
PLATINUM Write instructions for a game, 102
Pearson
TOP CLASS Write instructions, 94
Shuter & Shooter
Week 6 LSC
Textbook Supplementary LSC Activity: Date Completed
Adverbs, prepositions of time, place, movement,
SUCCESSFUL OXFORD Active and passive voice, 136
Oxford
SPOT ON Active and passive voice, 90
Pearson
INTERACTIVE ENGLISH Prepositions of time, place, movement, 126
St Mary’s Interactive Learning Active and passive voice, 128
VIA AFRICA Prepositions of time, place, movement, 99
Via Africa
ENGLISH TODAY Active and passive voice, 103
Maskew, Miller, Longman
PLATINUM Active and passive voice, 106
Pearson
TOP CLASS Prepositions of time, place, movement, 97
Shuter & Shooter

Term 2 Curriculum Tracker & Textbook Activities  13

Theme Reflection: Designers and developers
1 What went well this cycle?
2 What did not go well this
cycle? How can you improve
on this?
3 Did you cover all the work for
the cycle? If not, how will you
get back on track?
4 Do you need to extend
or further support some
learners?
5 In which area / activity? How
will you do this?

SMT Comment

SMT name and signature Date

14  Grade 7 • Term 2 • English First Additional Language

Weeks 7-8
Week 7: Staying safe
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Oral Activities
• Introduce theme: Staying safe
• Activate background knowledge
• Develop theme vocabulary
• Question of the day
Monday Activity 2: Listening activity
• Listening Text: Know your rights
• Genre: Information text
• Three read
• Model comprehension skill: Making evaluations
• Oral comprehension
Tuesday Activity 1: Speaking Activity
• Listening Text: Know your rights
• Genre: information text
• Use the discussion frame
Tuesday Activity 3: Shared reading: Pre-Read
• Read: On a knife’s edge
• Genre: Short story
• Comprehension strategy: Making evaluations
Wednesday Activity 1: Oral Activities
• Build and monitor knowledge
• Develop theme vocabulary
• Question of the day
Wednesday Activity 2: Shared reading: First Read
• Read: On a knife’s edge
• Genre: Short story
• Comprehension strategy: Making connections
• Introduce the LSC in context
Thursday Activity 1: LSC
• Build & monitor background knowledge
• Teach & practice the LSC: literal & figurative language
Thursday Activity 2: Shared reading: Second Read
• Read: On a knife’s edge
• Genre: Short story
• Comprehension strategy: Making connections
• Learners generate questions
Friday Activity 1: Independent Reading and Comprehension
• Individual reading sessions

Term 2 Curriculum Tracker & Textbook Activities  15

Week 8: Staying safe
Day CAPS content, concepts, skills Date completed
Monday Activity 1: Teach the Comprehension Strategy
• Read: On a knife’s edge
• Genre: Short story
• Teach: Making connections
Monday Activity 2: Shared reading: Post-Read
• Read: On a knife’s edge
• Genre: Short story
• Comprehension strategy: Making connections
Tuesday Activity 1: Teach the Genre
• Review
• Sample text: Award winning SA book
Tuesday Activity 2: Writing: Planning
• Genre: Review
• Topic: Write a review for a short story
• Planning Strategy: Write a list
Wednesday Activity 1: Writing: Drafting
• Use plan to draft review
Thursday Activity 1: Writing: Editing
• Edit review using checklist
Thursday Activity 2: Writing: Publishing & Presenting
• Publish and present review
Friday Activity 1: Oral Presentations
• Panel discussion: people and issues arising in
developing, designing and building
Friday Activity 2: Theme Conclusion
• Summarise
• Reflect
• Acknowledge and celebrate

Weeks 7 and 8 Textbook Activities

Week 7 Reading and Viewing
Textbook Supplementary Reading Activity: Date Completed
Reads a literary text (drama/novel)
SUCCESSFUL OXFORD Read an extract of a play, 150
Oxford
SPOT ON Read extracts from novels, 98
Pearson
INTERACTIVE ENGLISH Read an extract from a novel, 135
St Mary’s Interactive Learning
VIA AFRICA Read a dramatic text, 105
Via Africa Read a drama review, 113
ENGLISH TODAY Features of a drama text, 108
Maskew, Miller, Longman

16  Grade 7 • Term 2 • English First Additional Language

Weeks 7 and 8 Textbook Activities
PLATINUM Read an extract from a drama, 115
Pearson
TOP CLASS Read an extract from a drama, 106
Shuter & Shooter
Week 8 Writing
Textbook Supplementary Activity: Date Completed
Writes a drama review
SUCCESSFUL OXFORD Write a drama review, 161
Oxford
SPOT ON Write a book or drama review, 107
Pearson
INTERACTIVE ENGLISH Write a drama review, 141
St Mary’s Interactive Learning
VIA AFRICA Write a drama review, 110
Via Africa
ENGLISH TODAY Write a drama review, 114
Maskew, Miller, Longman
PLATINUM Write a drama review, 118
Pearson
TOP CLASS Write a drama review, 115
Shuter & Shooter
Week 8 LSC
Textbook Supplementary LSC Activity: Date Completed
Transitive and intransitive verbs
SUCCESSFUL OXFORD Transitive and intransitive verbs, 158
Oxford
SPOT ON Present progressive tense, 102
Pearson
INTERACTIVE ENGLISH Transitive and intransitive verbs, 139
St Mary’s Interactive Learning
VIA AFRICA Transitive and intransitive verbs, 115
Via Africa
ENGLISH TODAY Transitive and intransitive verbs, 113
Maskew, Miller, Longman Literal and figurative meaning, 117
PLATINUM Transitive and intransitive verbs, 120
Pearson
TOP CLASS Present progressive tense, 112
Shuter & Shooter Transitive and intransitive verbs, 116

Term 2 Curriculum Tracker & Textbook Activities  17

Theme Reflection: Staying safe
1 What went well this cycle?
2 What did not go well this
cycle? How can you improve
on this?
3 Did you cover all the work for
the cycle? If not, how will you
get back on track?
4 Do you need to extend
or further support some
learners?
5 In which area / activity? How
will you do this?

SMT Comment

SMT name and signature Date

18  Grade 7 • Term 2 • English First Additional Language

Term 2 Programme of Formal Assessment
1 There are 3 formal assessment tasks for Grade 7 Term. (Note: Task 1 is the Oral task which was
started in Term 1 and is to be completed in Term 2.)
2 Please complete these tasks as detailed below.

GRADE 7 TERM 2 PROGRAMME OF FORMAL ASSESSMENT

TASK ACTIVITY MARKS WEEK DAY LESSON DATE
COMPLETED
1 Reads aloud (see 20 Listen to individual learners read aloud
rubric below) throughout the term during independent
reading and comprehension lessons. This can be
completed in Term 2.
4 Writes a 10 6 Tues, Wed, Writing
transactional text - Thurs
2 short or 1 long
(see rubric below)
5 Response to text 60 6 or 8 Fri Independent reading
(see assessment task and comprehension
and memoranda
below)

Term 2 Programme of Formal Assessment  19

Term 2 Assessment Tasks, Tools &
Memoranda
TASK 1 READ ALOUD
MARKS Maximum total of 20
OBJECTIVE Demonstrates oral reading fluency and reading for meaning
IMPLEMENTATION • Listen to individual learners read a standardised text throughout Terms 1 & 2
• Do this during Independent Reading and Comprehension
ACTIVITY 1 During Independent reading and comprehension, call up individuals.
2 Next, listen to each learner read the same text.
3 It is important that for this activity, the text that is standard for all learners in
the class. It is important that you see where all learners in your class are reading
against the benchmark.
4 Select a text from the Learner Book that at least 50% of learners are comfortable
with.
5 Explain that the learners will have 1 minute to read.
6 Instruct the learner to read this text out loud to you.
7 Time the learner. When 1 minute is up, instruct the learner to stop reading.
8 Once the learner is finished, ask them one or two questions to establish how
much they understood what they have read. Assess using the rubric below.
Criteria Exceptional Good Fair Improving Needs Support
9-10 7-8 5-6 3-4 1-2
READING WITH
The learner The learner The learner The learner The learner
MEANING
clearly understands understands understands struggles to
understands the content most of the some of understand
10 MARKS
the content and topic of content and the passage. the passage.
and topic of the passage topic of the Struggles No reading for
Demonstrates
the passage. very well. Can passage. Can to respond meaning.
an understanding
Reads read with respond to to the
of the passage
exceedingly meaning. S/ some of the questions.
well with he responds questions.
meaning and well to the
has clear ideas questions.
and responds
well to the
questions.

20  Grade 7 • Term 2 • English First Additional Language

TASK 1 READ ALOUD
PACING and 9-10 7-8 5-6 3-4 1-2
EXPRESSION
Learner reads Learner Learner reads Learner tries The learner
the passage reads mostly fairly fluently but reads struggles to
10 MARKS
fluently fluently with with some hesitatingly, read. There is
with good confidence expression without no expression,
Passage is fluently expression, and that shows fluency or and the pace
read at a flowing, expression comprehension meaningful is too slow and
Voice is projected confident that shows of the topic. S/ expression. faltering. Words
Words clearly pace. Good understanding he needs some S/he needs mispronounced
enunciated voice Projects prompting assistance. and no
Good use of pause projection. voice and and No understanding
Maintenance of Words clearly enunciates assistance. connection of pauses or
audience rapport enunciated. well. Uses Does not with projection.
Uses pauses pauses to connect with audience.
and shows an help make audience.
understanding meaning.
of how Connects with
punctuation audience.
enhances
meaning.
Connects well
with audience.

TASK 4 TRANSACTIONAL WRITING: INSTRUCTIONAL TEXT

MARKS Maximum total of 10
OBJECTIVE Writes an instructional text in 4 paragraphs
• In Week 6 the process writing task requires learners to write an instructional
IMPLEMENTATION
text of 4 paragraphs
1 Write an instructional text for a design brief for an architect.
ACTIVITY 2 Collect learners’ transactional texts at the end of the week for formal
assessment.

Term 2 Assessment Tasks, Tools & Memoranda  21

TASK 4 TRANSACTIONAL WRITING: INSTRUCTIONAL TEXT
CONTENT &
5 4 3 2 1
STRUCTURE
The learner’s The learner’s The learner’s The learner’s The learner’s
response is response is response is response response is
interesting, interesting and relevant to does not irrelevant
relevant relevant to the topic. show a good to the topic.
and exceeds the topic. The The design understanding The design
expectations. design brief brief has 4 of the topic. brief is not
The design is organised, paragraphs The design organised into
brief is well and has 4 but they brief has 4 paragraphs.
organised, paragraphs are not fully attempted There is no
and has used that work developed. to follow the connection
4 paragraphs. together well. The ideas are structure linking
The learner The ideas are not totally and use the ideas
has used the connected connected and paragraphs. presented.
structure and the brief more thought But many
to enhance is creatively into the overall ideas seem to
the text. The structured. idea is needed. be missing.
ideas are well The ideas are
connected not connected.
for the overall
design.
PLANNING &
5 4 3 2 1
EDITING / LSC
The learner The learner The learner The learner The learner
makes a plan makes a plan makes a plan makes a plan does not make
before writing. before writing. before writing. before writing. a plan OR the
The learner The learner The learner The learner learner’s plan
uses the plan uses their uses some attempts is irrelevant.
to inform their plan to inform ideas from to use their The learner
drafting, and their drafting. their plan to plan. The has not used
expands on The learner inform their learner has the active and
the plan with uses active drafting. not used the passive voice.
creativity. The and passive The learner passive voice. The learner
learner uses voice mostly attempts The learner does not edit
active and correctly. The to use the attempts their own work
passive voice learner edits active and to edit their
correctly. their own work passive voice. own work,
The learner and mostly The learner but there are
successfully corrects edits their many errors
edits their their style, own work to remaining.
own work to grammar, correct style,
correct style, spelling and grammar,
grammar, punctuation. spelling and
spelling and punctuation,
punctuation. but there are
still some
errors.

22  Grade 7 • Term 2 • English First Additional Language

TASK 5 RESPONDS TO TEXT
MARKS Maximum total of 50
OBJECTIVE • Literary/Non- literary text (20 marks)
• Visual text (10 marks)
• Summary (10 marks)
• Language Structures and Conventions (20 marks)
IMPLEMENTATION • These assessments do not have to be written in one session.
• The assessments can be administered during Independent reading and
comprehension in Weeks 6 and 8.
ACTIVITY 1 Hand out the assessment tasks to learners.
2 Read through the texts and papers once, and explain what is required of
learners.
3 Collect the assessments and mark them using the memoranda provided.

Term 2 Assessment Tasks, Tools & Memoranda  23

Term 2 Task 5 Responds to Texts
PART A: READING COMPREHENSION

NAME: ______________________________

Instructions:
• Read the text below twice.
• Answer the questions that follow.

Ndlovu’s got talent!

1 Since the Ndlovu Youth Choir started in 2009, it has had a great impact on the lives of the singers.
The choir has shown that any human being can achieve excellence no matter their background,
education, or place of birth.

2 The Ndlovu Youth Choir started from a community care programme in the Moutse Valley in rural
Limpopo. The choir was created to ensure that a child from a disadvantaged community can have
the same level of musical teaching and opportunities as a child from a wealthier society. It started as
just another after-school activity to give an alternative in a community where many of the children
get caught in bad habits like alcohol and drug abuse and struggle with teenage pregnancies. But it
went further than its aims. Being part of the group has taught the children so much more than just
music. They have gained important values like leadership, self- confidence, self-discipline, respect,
and tolerance.

3 In 2019, the choir got the opportunity to perform in the popular TV reality show, America’s got talent.
The audience immediately loved them, and the judges all gave them the votes and support they
needed to go all the way to reach the finals! They were an international hit! After the show the choir
signed a record deal. Their debut album, ‘Africa’, was released on November 29, 2019.

4 The Ndlovu Youth Choir sings in all 11 South African languages. The choir’s music has traditional
South African genres such as isicathamiya, a style popularised by Ladysmith Black Mambazo. They
also use ancient tribal chants, inspirational gospel, contemporary Afro-Pop and Jazz by globally
acclaimed South African artists such as Hugh Masakela and Miriam Makeba, as well as original songs
describing African life with a call for African unity.

5 In an interview in February 2020, some of the singers were asked what they have learnt and gained
from being in the choir. Wearing her colourful performance clothes, Nonhlanhla Thandazo Somo
answered, ‘Knowing who you are. First you respect yourself and then others will respect you.’
Mary Thulisile Masanabo said, ‘What I’ve learnt is confidence in my abilities. Putting in the work pays
off. So, it doesn’t matter where you come from, if you do the work, you can get there.’
‘I’ve learnt to believe in the beauty of my dreams,’ said Sandile Blessing Majola with a smile.

6 The choir is an example and an inspiration to all. Their journey to the stars has just begun!

24  Grade 7 • Term 2 • English First Additional Language

QUESTIONS
1 When did the Ndlovu Youth Choir start? (1)
The choir started in ____________________.
2 Why did the Ndlovu Care Group originally start a choir? (2)
They started the choir so that
___________________________________________________________________________
___________________________________________________________________________
3 What are some of the bad habits and difficult situations that the youth can get
involved in? (1)
Young people can get caught up in ______________________________________________
4 Tick the correct answer: When the Ndlovu Youth Choir competed in America’s Got
Talent,
a the audience and the judges loved them. __________

b only the audience loved them. __________

c some of the judges supported them. __________ (1)

5 We can infer that the choir experienced many things in America! Put the following in the
correct order:
Quarter-finals
1 Audition
Sign a record deal
Semi-finals
Finals (4)
6 Can you infer how the choir members felt when they got to the finals? (2)
I can infer that they felt ________________________________________________________
__________________________________________________________________________ .
7 Is the following statement True or False? (Give reasons for your answer.)
The choir has a large and varied source of musical inspiration and influences. (2)
The statement is ____________________. In the text it says __________________________
___________________________________________________________________________
__________________________________________________________________________ .
8 Find a word, in paragraph 4 that says South African musicians Hugh Masakela and
Miriam Makeba were famous all over the world.(1)
___________________________________________________________________________
9 Find a word in paragraph 4 that shows the choir do not only perform other musicians’
songs they created their own as well. (1)
___________________________________________________________________________

Term 2 Assessment Tasks, Tools & Memoranda  25

10 Paragraph 5: Mary Thulisile Masanabo said, ‘What I’ve learnt is confidence in my
abilities. Putting in the work pays off. So, it doesn’t matter where you come from, if you
put in the work, you can get there.’
Can you make an evaluation about the kind of person Mary Masanabo is? (2)
I can make an evaluation that she is ______________________________________________
11 Tick the correct answer: ‘Journey to the stars’ is a figurative expression meaning:
a Travel into space ____________________

b Study the night sky ____________________

c Become celebrity performers ____________________ (1)

12 Do you agree that the Ndlovu choir is an inspiration to all? Why or why not? (2)
I agree/disagree because ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 TOTAL: 20 MARKS

26  Grade 7 • Term 2 • English First Additional Language

Term 2 Task 5 Responds to Texts
PART B: VISUAL COMPREHENSION

NAME: ______________________________

Glossary:
Vocal – voice or speaking
Tip – advice or suggestion

QUESTIONS:
1 What does hydrate mean? (Clue: use the picture to help you.) (1)
Hydrate means_______________________________________________________________
2 How could you warm up your voice before singing? (1)
I could_____________________________________________________________________
3 Why is smoking bad for your vocal health? (1)
Smoking is bad because_______________________________________________________
4 Name something that you could do that would abuse your voice. (1)
If I ___________________________________________________that would abuse my voice.

Term 2 Assessment Tasks, Tools & Memoranda  27

5 Two of the Quick Health Tips are positive (things you must do) and three are
negative (things you must not do). Fill in the table correctly. (½ x 4 = 2)

Positive Health Tips Negative Health Tips

1. Stay hydrated 1.

2. 2.

3.

6 Which of these tips do you think is the most important? Why? (2)
I think ___________________________________________________ is the most important,
because ____________________________________________________________________
__________________________________________________________________________ .
7 Who would find these tips useful? (1)
__________________________________________________________________________ .
8 Write down your own additional Vocal Health Quick Tip to add to this list. (1)
__________________________________________________________________________ .
 TOTAL: 10 MARKS

28  Grade 7 • Term 2 • English First Additional Language

Term 2 Task 5 Responds to Texts
PART C: SUMMARY

NAME: ______________________________

Instructions:
• Read the text, ‘Ndlovu’s got talent’.
• Complete the summary frame.
• For each point you should have at least 2 sentences.
• Make sure you are writing in correct, complete sentences and showing an understanding of the
text.

1 This text is about… (2)

2 The author wrote the text for… (2)
3 In the text I learnt… (2)
4 I liked…because… (2)
5 Overall, I think the text is… (2)
 TOTAL: 10 MARKS

Term 2 Assessment Tasks, Tools & Memoranda  29

Term 2 Task 5 Responds to Texts
PART D: LANGUAGE IN CONTEXT

NAME: ______________________________

Instructions:
• Read the comprehension text and visual text again.
• Answer the questions that follow.

QUESTIONS:
1 Change the following sentences into the simple past tense:
a The Ndlovu Youth Choir sings in all 11 South African languages. (1)
________________________________________________________________________
b The choir has been an example and an inspiration to all. (1)
________________________________________________________________________
2 Change the following underlined verbs into the present progressive:
a I have learnt to believe in the beauty of my dreams. (1)
________________________________________________________________________
b They have gained important values like leadership, self-confidence, self-discipline, respect,
and tolerance. (1)
________________________________________________________________________
3 Change the following into the future tense:
The Ndlovu Youth Choir started from a community care programme in the Moutse Valley in
rural Limpopo. (1)
___________________________________________________________________________
4 Change the sentence into the passive voice:
The audience immediately loved them. (1)
___________________________________________________________________________
5 Change the sentence into the active voice:
After the show a record deal was signed by the choir. (1)
___________________________________________________________________________
6 Reread paragraph 5 and find and write down an example of:
a an adjective ______________________________

b a common noun ______________________________

c a proper noun ______________________________

d an abstract noun ______________________________

e a pronoun ______________________________(5)

30  Grade 7 • Term 2 • English First Additional Language

7 ‘The choir was created to ensure that a child from a disadvantaged community can
have the same level of musical teaching and opportunities as a child from a wealthier
society.’
Fill in the correct form of the adjective: positive, comparative or superlative.
a When they reached the finals, South Africa was even (proud) of the young Limpopo
performers.
b The Ndlovu choir were the (talented) choir in the competition. (2)
8 Fill in the apostrophes correctly. (2)
All the performers families are so happy! Its a dream come true!
9 Correct the verb in brackets so that it correctly agrees with the subject: (Both sentences
are in the present tense.) (2)
a The audience sits in silence, while the judge (to make) her decision.
b The singers (to have) so many opportunities ahead of them.
10 Underline the conjunction (linking word) to join the main and dependent clause so that
the sentence makes sense: (1)
They had never performed for an international audience before (nor / but / so / while) they
were professional and excellent!
11 Choose the idiom that fits best.
Everyone loved the Ndlovu Youth Choir. Even though there were other great performers,
the Limpopo choir (got the most attention).
a stole the show ______________________________

b had two left feet ______________________________

c sang a different tune ______________________________

(1)
 TOTAL: 20 MARKS

Term 2 Assessment Tasks, Tools & Memoranda  31

Term 2 Task 5 Responds to Texts Memoranda
PART A: READING COMPREHENSION MEMORANDUM
1 The choir started in 2009. (1)
2 The choir started as an after-care activity to provide good musical tuition to disadvantaged
youth and to create an alternative to poor life choices. (1)
3 Young people can get caught up in alcohol and drug abuse, teenage pregnancies. – any one (1)
4 a the audience and the judges loved them. ✓(1)
5 2 Quarter-finals
1 Audition
5 Sign a record deal
3 Semi-finals
4 Finals (4)
6 I can infer that they felt overjoyed / disbelieving / proud / emotional / exhausted / relieved
(any 2) (2)
7 The statement is true. In the text it says their music has some isicathamiya, ancient tribal
chants, inspirational gospel, contemporary Afro-Pop and Jazz. (2)
8 global(1)
9 original(1)
10 I can make an evaluation that she is hard-working and developing a confidence in her abilities.
She is prepared to put the hours of practice and effort because she’s seen the results of her
hard work. (2)
11 c Become celebrity performers ✓(1)
12 I agree/disagree because learner’s own response with reason.(2)
 TOTAL: 20 MARKS

PART B: VISUAL COMPREHENSION MEMORANDUM

1 Hydrate means keep lots of water in your body - drink water. (1)
2 I could sing softly / practice lots of different sounds / I could hum / sing scales (1)
3 Smoking is bad because it damages your throat and your lungs which you need for singing. (1)
4 If I screamed very loudly for a long time that would abuse my voice or other suitable answer.(1)
5  (½ x 4 = 2)
Positive Health Tips (1) Negative Health Tips (1)
1. Hydrate 1. Don’t smoke

2. Warm up before singing 2. Avoid abusing or over-using your

voice
3. Know your limits

6 Learner’s own response with reason. (2)

7 A singer, a member of a choir, an actor, a performer, a public speaker (1)
8 Learner’s own idea, e.g.: mint tea, gargle with salt, avoid polluted places (1)
 TOTAL: 10 MARKS

32  Grade 7 • Term 2 • English First Additional Language

PART C: SUMMARY MEMORANDUM
Learners to be awarded marks for 2 good sentences per point. The sentences must make sense
and show an understanding of the text.
1 This text is about the Ndlovu Youth Choir. The choir started in a poor rural place and went on
to win America’s got talent! There is information about the choir’s music and interviews with
some of the singers. (2)
2 The author wrote the text for readers to learn and know about these amazing South Africans.
It is important that people know the talent we have here in South Africa and know what the
youth are capable of. (2)
3 In the text I learnt that the choir has many interesting musical influences / signed a record
deal / it doesn’t matter where you come from and if you are poor, you can still do incredible
things and achieve a lot. (2)
4 I liked learning more about the choir/ reading about their interviews because I watched them
on TV / I love seeing their performances / I am inspired by their attitude and achievements. (2)
5 Overall, I think the text is interesting and enjoyable to read / It was inspiring hearing about
their journey. / It makes me think of what I can achieve. / …the text was boring, and I did not
enjoy reading it. / I prefer to watch them sing to reading about them. (2)
 TOTAL: 10 MARKS

PART D: LANGUAGE IN CONTEXT MEMORANDUM

1 a The Ndlovu Youth Choir sang in all 11 South African languages. (1)
b The choir was an example and an inspiration to all. (1)
2 a I am learning to believe in the beauty of my dreams. (1)
b They are gaining important values like leadership, self-confidence, self-discipline, respect,
and tolerance. (1)
3 The Ndlovu Youth Choir will start from a community care programme in the Moutse Valley in
rural Limpopo. (1)
4 They were loved by the audience immediately. (1)
5 The choir signed a record deal after the show. (1)
6 Any correct 1 for each part of speech:
a an adjective – colourful / performance
b a common noun – interview / singers / clothes / choir / dreams / smile
c a proper noun – February / Nonhlanhla Thandazo Somo / Mary Thulisile Masanabo / Sandile
Blessing Majola
d an abstract noun – confidence / beauty
e a pronoun – they / yourself / you / I (5)
7 a When they reached the finals, South Africa was even prouder of the young Limpopo
performers.
b The Ndlovu choir were the most talented choir in the competition. (2)
8 All the performers’ families are so happy! It’s a dream come true! (2)
9 a The audience sits in silence, while the judge makes her decision.
b The singers have so many opportunities ahead of them. (2)
10 They had never performed for an international audience before, but they were professional and
excellent! (1)
11 a stole the show ✓(1)
 TOTAL: 20 MARKS

Term 2 Assessment Tasks, Tools & Memoranda  33

Term 2 Learner Book Memoranda
Weeks 1 & 2 Memorandum

DECODABLE TEXT: THE VIOLENCE OF SLAVERY

1 What is one kind of violence called?
One kind of violence is called slavery.
2 What is one thing that a slave could never do?
One thing that a slave could never do is go home.
3 What can’t we accept?
We can’t accept violence / slavery.

FICTION TEXT: EMAIL ABOUT PLANTATION TOUR

1 Who wrote this email and where is she?
Fundi wrote the email. She is in America.
2 Who is the email written to and where is that person?
The email is to Siphokazi and she is in Johannesburg/Joburg/Jozi.
3 List 3 facts of how the slaves on the plantations lived.
The slaves on the plantations usually worked for 12-15 hours a day. They had to work without
any breaks. Most slaves lived in one room cabins (see learners’ answers).
4 What can you infer about how the writer of the email and her sister were like when they were
little?
I can infer that they were naughty and played.
5 Can you make an evaluation about how the writer feels about slavery? Give a reason for your
answer.
I make the evaluation that the writer feels that slavery is bad. I make this evaluation because
she describes all of the conditions that slaves go through and it seems as though she is shocked
by them/ she says their lives were so hard.

VISUAL TEXT: OAK ALLEY BROCHURE

1 How did the plantation get its name?
It got its name from the double row of oak trees.
2 On this tour you will learn about and see how the plantation owners lived. What else will you
learn about?
You will also learn about how the slaves lived.
3 Would you like to go on this Oak Alley Plantation tour? Why or why not?
I would/ would not like to go on this tour because… (see learners’ answers).

CHALLENGE YOUR BRAIN!

1 In your opinion, should tourists have the choice: learn about the plantation owner’s house and
life, or the slaves’ lives; or should all tourists have to go to both?
In my opinion, tourists should be able to choose / tourists should learn about both, because… (see
learners’ answers). Answer could be something like – tourists should learn about both because
they should be know what the slaves had to go through to give the plantation owners their houses.
2 Do you think that people should still feel angry about slavery and things that happened
hundreds of years ago? Why or why not?
I feel that people (see learners’ answers).

34  Grade 7 • Term 2 • English First Additional Language

LSC: PRACTICE
1 Punctuate the following direct speech correctly:
a ‘I’m so excited to visit the South and see what the sugar plantations look like,’ said
Jermaine.
b He looked at the huge house and said thoughtfully, ‘It’s quite crazy how owners and slaves
lived so close together, but their lives were so different.’
c ‘I’d love to go visit the South,’ she sighed, ‘but I can’t afford the ticket.’
d ‘What do you mean?’ he said with a gasp.
2 Underline the main clause and circle the conjunction and the dependent clause. (Warning:
sometimes the conjunction and the dependent clause are at the beginning of the sentence!)
a I want to go for a walk, but now it’s raining.

b We always have special food whenever they come to visit.

c You mustn’t buy it unless you are sure you love it!

d Those are the people who live in the new house.

e While I was asleep, the storm blew my washing away.

3 Write down a synonym for each word from the 3rd paragraph of: Email from a plantation tour:
a difficult – hard
b disease – illness
c beaten - punished
4 Write down an antonym for each word from the 2nd paragraph of: Email from a plantation tour
a Ugly – beautiful
b New – old
c Inexpensive – valuable
5 fingers to the bone – work very hard
butter fingers – a clumsy person
then and there – immediately
eye to eye – agree

Term 2 Learner Book Memoranda  35

Weeks 3 & 4 Memorandum
DECODABLE TEXT: THE WORLD IS CHANGING
1 What are two things that may change in the future?
Two things that may change in the future are my home and my career.
2 What new thing has the person in this story found in the future?
The person in this story has found a new career in the future.
3 What will this new career be about?
This new career is about helping people.

NON-FICTION TEXT: JOBS FOR THE FUTURE

1 What does a virtual doctor do with the diagnosis (information about the patient’s medical
condition) from the computer scan?
First the virtual doctor will examine all of the evidence then say if the computer’s diagnosis is
correct.
2 How does a virtual home visitor speak to patients?
The virtual home visitor will beam into the patients’ homes to speak to them.
3 What is the job of a transport systems co-ordinator?
A transport systems operator has to confirm decisions made by computers and check the
decisions about all the different types of transport.
4 Why will some fruit and vegetables be grown up the side of buildings (vertically)?
Some plants will be grown vertically because there is not enough horizontal space in the city.
5 Which of these jobs would you like to have? Why?
I would like to be a…because… (see learners’ answers).

VISUAL TEXT: JOB ADVERTISEMENT IN LWAZI COMMERCIAL NETWORKL

1 What is the abbreviation for a transport systems co-ordinator?
The abbreviation is TSC.
2 List three characteristics that a transport systems co-ordinator must have.
A transport systems co-ordinator must be highly alert, enjoy working under pressure and must
be able to co-ordinate and manage many systems at the same time.
3 Why do you think you need 5 years’ experience to get this job?
You need 5 years’ experience because it is a highly demanding job and can be complicated.

CHALLENGE YOUR BRAIN!

1 Why do you think a transport systems co-ordinator needs to be able to work under pressure?
A transport systems co-ordinator needs to be able to work under pressure because they are
managing many systems at the same time.
2 To work ‘remotely’ means to work not in a traditional office with your colleagues. What are the
positive things about working remotely and what are the negative things?
The positive things are that you don’t have to spend money on fuel/you don’t have to waste
time travelling/you can be comfortable/ you don’t have to buy work clothes/you feel more
relaxed.
The negative things are that you get distracted/you can’t talk to your colleagues immediately/
you may not be as motivated.

36  Grade 7 • Term 2 • English First Additional Language

LSC: PRACTICE
1 Copy the following into your exercise book and capitalise the proper nouns.
I was born in the city of Bojanala. Not too far away there is a magnificent national park called
the Pilanesberg National Park. My sister, Tshanduko, loves reading. Her favourite author is the
South African Deon Meyer.
2 Give the plural form of the following common nouns:
a City – cities
b Society – societies
c Technology - technologies
d Visitor – visitors
e Person – people
f Quantity – quantities
3 Choose the correct conjunction to join the simple sentences into a compound sentence:
a A virtual doctor will examine the information, but a virtual home visitor will talk to the
patient.
b A transport systems co-ordinator must be highly alert, and she must be able to work under
pressure.
c In the future, farms may be vertical, so they do not take up too much land.
4 Rewrite the sentences below in your exercise book, replacing each underlined word with a
synonym.
a In the future your disease will be treated by a virtual medical team.
b A medical data analyst will study all the information.
c A transport systems co-ordinator must like working under pressure.
5 Fill in the correct demonstrative adjective: this, that, these or those:
a Come and watch this news item on farming in the future! It’s really interesting!
b Can you hear that drone in the distance? I think I heard it yesterday too.
c Our teacher predicted these things when he was young.
d I would love to have that stylish career, but I need to study first.
e These images of the Hyperloop are inspiring!
6 Match Column A with Column B so that the figurative expressions make sense:
• We never even think about cell phones, we just - take them for granted.
• Don’t let today’s technology stop your imagination, - the sky’s the limit for future careers.
• She is doing so well in her career, her ideas for the virtual body scan are really - up and
coming.
• We know how our family is, even if they live far away. Because of all our technology, we can
always - keep in touch.

Term 2 Learner Book Memoranda  37

Weeks 5 & 6 Memorandum
DECODABLE TEXT: THINKING ABOUT DESIGN AND TECHNOLOGY
1 What do designers need to think about?
Designers need to think about a way to develop technology.
2 What do we need to save the day?
We need more technology to save the say.
3 Why must designers develop sustainable technology?
Designers must develop sustainable technology because we need to save the Earth.

NON-FICTION TEXT: HOW TO MAKE ADOBE BRICKS

1 What did Anele learn about in Technology?
Anele learnt about about structures and about how some buildings are made from natural
materials.
2 Where are two places in Africa where Adobe bricks are used in buildings?
Adobe bricks are used in Mali and Egypt.
3 What is the best kind of soil to make adobe bricks and where can you find it?
The best kind of soil is clay. You can find it on the top or side of a natural hill.
4 Why do you think it’s important that the bricks do not have any air bubble in them
(fourth step)?
The bricks should not have any air bubbles because it will make their structure weaker/ they
would break more easily / they would not be as solid or strong.
5 Would you like to have a brick hand press? Why or why not?
I would/wouldn’t like to have a brick hand press because… (see learners’ answers).
6 What kind of relationship do Anele and her grandfather have?
I can infer that Anele and her grandfather have a good/close relationship.

VISUAL TEXT: TABLE OF ARCHITECTURAL STYLES

1 What are the 3 main building materials used in Ndebele houses?
The 3 main building materials used are cow dung, mud and clay soil.
2 True or False: Victorian style is very plain and simple. Explain your answer.
False, Victorian style buildings have a very decorative style and include lots of extra
decorations.
3 How does Mid-Century style bring nature into its buildings?
Mid-Century style brings nature into its buildings by including large windows to let in lots of
natural light.
4 Which of these styles of architecture do you prefer (like best)? Why?
I prefer…style because… (see learners’ answers).

CHALLENGE YOUR BRAIN!

1 The Zulu hut has the same dome shape we saw in the structures at Mapungubwe. This is a
traditional design. How do think this design helps to keep houses at a regular temperature?
I think the style regulates the temperature because there is more space inside for air to move, it
is smaller than other buildings.
2 Which of these designs do you think is best for sustainable development? Why?
I think the…style is best for sustainable development, because… (see learners’ answers).

38  Grade 7 • Term 2 • English First Additional Language

LSC: PRACTICE
1 Write down 3 adverbs of manner from the text How to make adobe bricks.
(Hint, look for words ending in – ly.)
a Slowly
b Encouragingly
c Proudly
2 Underline the adverbs of place in the following sentences:
a ‘As Anele happily returned home from school, she found her grandfather sitting outside in
the garden, enjoying the sun.’
b ‘Anele moved towards the bench and sat down.
c ‘These days, most people use a brick hand press to make them at home.’
3 Choose from the following adverbs of time to complete the sentences: monthy / earlier /
constantly / immediately / sometimes / regularly / never
a You must go there immediately or it will be too late!
b The art students meet every four weeks. It’s a monthly class.
c If you exercise regularly you stay healthy and fit.
d Constantly / Sometimes I dream about building my own house.
e The sun rises earlier in the summer and I can’t sleep late
4 Change the following instruction into the passive voice.
a The ingredients are mixed into a stiff mud paste.
b The mixture is put into a brick hand press.
c Any air bubbles are pressed out and a spade is used to level off the mixture.
d The bricks are left to dry in the hand press for 2 to 4 days.
5 Change the following into the active voice:
a They used sapling poles.
b They then use grass to make a thatch covering.
c They make the floor of the hut from a mixture of anthill clay and cow-dung.
6 Fill in the missing numerical adjectives so that the instructions
make sense: First / second / third / fourth
a Second, when the frame is complete, it is thatched with grass.
b Third, the floor of the hut is made from a mixture of anthill clay and
c cow-dung.
d First, the frame of the hut is made of sapling poles placed in a circle, bent inwards and
lashed together.
e Fourth, once dry, the floor is covered with cattle-fat.
7 Fill in the apostrophe in the correct place:
a The children helped to clean the old lady’s house.
b My uncle’s friend redesigned the building.
c You shouldn’t play in unused buildings. They’re dangerous places.
d That tree’s leaves are starting to fall.
e I’m thinking of ways to make my house more practical.
f The cities’ decisions were the same: all decided to follow the aims of sustainable
development.
g It’s a beautiful day!
h Architects’ ideas have changed peoples’ lives.

Term 2 Learner Book Memoranda  39

Weeks 7 & 8 Memorandum
DECODABLE TEXT: CHILDREN’S RIGHTS
1 What does the person in this story learn about at school?
At school this person learns about their rights and how to protect one another.
2 Why must children be alert and know their rights?
Children must be alert and know their rights because they are vulnerable and can be hurt.
3 What does the person in the story dream about?
The person in the story dreams about a safe future for all vulnerable children.

NON-FICTION TEXT: SPEECH TO GRADE THE 7S

1 Who has come to speak to the Grade 7s? What is she speaking about?
Sergeant Nandi Masiko has come and she is speaking about keeping ourselves safe.
2 True or false: Abusers will always be bad, scary people. Explain your answer
The statement is false, because abusers can be people you know who are well-dressed.
3 How many children go missing in South Africa every day? Why do you think this happens?
Two children go missing every day. I think this happens because children are being human
trafficked.
4 List 3 things you should never do when you’re online.
You should never accept friend requests from strangers, give out your personal information or
agree to meet anyone you’ve never met online.
5 Your stomach will feel funny if you are uncomfortable or scared. Quote the expression that
shows you must trust your stomach and leave a bad situation.
The expression is: Trust your gut.
6 Sergeant Masiko said ‘information is protection’. What do you think you need to know to
protect yourself from abuse?
To protect myself from abuse, I think I must know how to look out for signs of abuse/know how
to avoid situations that put me in danger/know who to contact in case of abuse etc.

VISUAL TEXT: RSA SOCIAL DEVELOPMENT POSTER

1 What is this poster giving information about?
This poster is giving information about child abuse, neglect and exploitation and numbers to
call and organisations to contact to report abuse.
2 What is the Crime Stop tollfree number and the Childline toll-free number you can call if you
need to report abuse?
The Crime Stop number is 08600 10 111. The Childline number is 0800 055 555
3 In the picture, an adult hand is holding the children. What message / idea is this picture trying
to share?
The message that the picture is trying to share is that we should all work together to keep
children safe in our communities / hands should be used to protect children, not harm them.

40  Grade 7 • Term 2 • English First Additional Language

CHALLENGE YOUR BRAIN!
1 What does your eye first focus on when you look at this poster? Why do you think it was
designed this way?
My eye first focuses on the children in the adult’s hand I think it was designed this way so that it
highlights the need for communities to keep our children safe (see learners’ answers).
2 Read all the words and look at the picture. How does the picture support what the words are
saying (‘Working together to protect children’)?
The picture and the words are all about how adults and children must work together to stop
child abuse (see learners’ answers).

LSC: PRACTICE
1 Read the following warnings from Sergeant Masiko and write down the imperative verb.
(Remember they can be in the negative.)
a Know an adult whom you can trust and talk to. – know
b Be aware in a public place. – be aware
c Don’t accept money or presents or a lift from anyone you don’t know well. – don’t accept
d If someone grabs you, scream! – scream
e Never accept friend requests from strangers. – never accept
f Never agree to meet anyone that you’ve met online. - Never agree
g Look out for your friends and classmates – look out
2 Now, imagine you are telling a child how to protect herself. Write an instruction starting with
an imperative verb.
Always make sure an adult knows where you are or where you are going. (see learners’ answers).
3 Punctuate the following sentences, filling in the necessary colons or semicolons.
a Every holiday we do the following: sleep late, see our friends and watch movies.
b I love reading novels and stories; my cousin prefers nonfiction about our planet.
c She marched into the room and said: ‘I am ready! Let’s go!’
d Just then the child screamed; the bird landed on his head.
e South Africa is filled with great things to visit: game parks, beaches, mountains, and
museums.
4 Change the following sentences into the present progressive tense.
a They are walking to school despite the weather.
b Bongi is talking to her friends about the soccer game.
c Even though Olwethu is laughing, he is feeling sad inside.
d They are cooking the best food.
e Don’t disturb me while I am reading.
5 Rewrite the following sentences in your exercise book. Include all punctuation marks. Notice
that the sentences show direct speech.
a ‘Are you ready to leave? I’ve been waiting for half an hour!’ she said impatiently.
b Yusuf whispered, ‘I’m really scared. This doesn’t feel safe.’

Term 2 Learner Book Memoranda  41

6 Connect the adjective in Column A with its antonym in Column B.

COLUMN A COLUMN B
Public Private
Depressed Cheerful
Safe Dangerous
Vulnerable Resilient
Protect Harm
Well-dressed Scruffy

7 Use the following figurative expressions in your own sentence

a The best advice I can give is to go with your gut!
b I had to apologise for being late because I was so out of it that day.
c She finally found her voice and stood up for herself!

42  Grade 7 • Term 2 • English First Additional Language