NATIONAL SENIOR CERTIFICATE GRADE 12 - … B… · abuse and gangsterism. ... educators have to...

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ENGLISH HOME LANGUAGE P1

PREPARATORY EXAMINATION 2008

NATIONAL SENIOR CERTIFICATE

GRADE 12

English Home Language (HL)/P1 2 DoE/Preparatory Examination 2008 NSC


INSTRUCTIONS AND INFORMATION 1. 2. 3. 4. 5. 6. 7. 8. 9.

This question paper consists of THREE sections: SECTION A: Comprehension (30 marks) SECTION B: Summary (10 marks) SECTION C: Language in Context (30 marks) You are advised to allocate your time wisely. Use the following time frames as a guideline: SECTION A: 50 minutes SECTION B: 25 minutes SECTION C: 45 minutes Answer ALL the questions. Follow the instructions carefully. Start EACH section on a NEW page and rule off on completion of EACH section. Leave a line after EACH answer. Number the answers correctly according to the numbering system used in this question paper. Pay special attention to spelling and grammar. Write neatly and legibly.



SECTION A: COMPREHENSION QUESTION 1: READING FOR MEANING AND UNDERSTANDING Read the passage below and answer the set questions. TEXT A

Surviving the playground 1. 2. 3. 4. 5. 6. 7. 8.

Gone are the days when the local bully pinching you was the only threat at school. A 14-year-old Paarl schoolboy was stabbed to death on the school bus by a fellow learner earlier in August 2007. School is clearly becoming a dangerous place to be. Why are South African schools rife with violence? Violence exists in all communities. This could range from gang violence through to domestic violence. Schools are a reflection of the communities in which they exist. Violence in a school reflects the character of the larger communities. The Trauma Centre in Cape Town comments, "In communities where there are higher rates of violence, schools will naturally be affected. It is of great concern when learners are not in a safe environment. When educators do not feel safe, education and social skills development are likely to be affected." "If we are unable to manage violence in a school environment we are in fact setting up further cycles of victimhood and aggression – undermining the education process entirely," says the Trauma Centre. Traditional beliefs about gender roles influence the types and incidents of violence displayed by learners. Socialisation of boys often rewards and encourages aggression as a way of handling conflict and asserting themselves. The female role is associated with attributes such as forgiveness, compassion and compliance. "Violence in schools often reflects this socialisation process, with boys being more physically expressive during confrontations, whereas girls will tend to express their anger more subtly using verbal abuse, social exclusion, or gossiping. These do not apply to everyone but they do remain pervasive," the Trauma Centre commented. "Learner-on-learner violence seems prevalent in most schools. Learner-on-teacher violence also occurs, and will often take the form of passive-aggressive behaviour, such as disruptive behaviour, taunting and defiance. However, occasionally with certain individuals this behaviour will escalate into physical violence against the teacher," she said. This was demonstrated by an incident in KwaZulu-Natal earlier in 2007 in which a junior teacher was stabbed to death by a learner from the school.



9. 10. 11. 12. 13.

South Africa has a particularly violent history and this has remained deeply embedded in our society. According to the Trauma Centre, apartheid as a form of institutionalised violence has resulted in the 'normalisation' of violent behaviour as a means of accessing power and resources. They commented further that we cannot reflect on school violence without taking into consideration the impact of socio-economic and socio-political realities that exist in most communities in South Africa as a result of the apartheid legacy. This, however, does not absolve parents from their responsibilities. Ineffective parenting can result in low self-esteem and inadequate coping abilities in children, and this could lead to violent behaviour, drug and alcohol abuse and gangsterism. Furthermore, the presence of negative male role models in some communities may contribute to violence being romanticised and glamorised. "In addition, the role of the mass media cannot be underestimated in promoting violence and, to a certain extent, condoning it. Children are constantly exposed to violent material and this desensitises them."

[Adapted from an article by Leandra Engelbrecht, Health 24]

TEXT B 14. 15. 16.

Dealing with bullying in schools

Bullying gangs often become violent gangs that are involved in crime, so schools need to respond pro-actively to bullying to prevent it becoming gangsterism. Research shows that most children believe that when they report the bullying to an educator, nothing is going to be done to stop it. The role of the educators with regards to bullying cannot be underestimated and educators have to help eliminate bullying. There are several things they can do to ensure that bullying does not take place. Educators should set an example by treating all children with respect, and never picking on a physical characteristic or a difference when disciplining a child. Children should be taught to be assertive and the boosting of every child's self-confidence will help him or her deal with bullies. All schools should have an anti-bullying policy that seeks to protect all children. It is very important that learners know that all forms of bullying are totally unacceptable within the school. It is also important to be aware of the needs of a child who is a bully. Bullying behaviour is sometimes a sign that the bully is experiencing problems at home. Educators should indicate to a bully that his behaviour is unacceptable. In addition, educators must be prepared to work with the bullies to help them find alternative ways of behaving.

[Adapted from an article appearing on www.childline.org.za]



QUESTIONS ON TEXT A: 1.1 Refer to paragraph 1.

Explain how violence in our schools changed over the years. (3)

1.2 1.3 1.4 1.5

Refer to paragraph 3. Explain what is meant by 'schools are a reflection of the communities in which they exist.' Refer to paragraphs 4 and 5. Give a reason why the writer uses evidence provided by the Trauma Centre in Cape Town in support of her argument. Refer to paragraph 6. Explain why boys are more aggressive than girls. Choose ONE of the following. Paragraph 7 is an example of the use of ONE of the literary terms below. Choose the correct term.

(3) (2) (2)

A

B C D

Hyperbole Irony Sarcasm Stereotype

(1)

1.6 1.7 1.8

Discuss in what ways the learner-on-educator violence is usually different from that of learner-on-learner. Refer to paragraph 10. Explain what comment this paragraph makes about violence in our society today. Refer to paragraph 13. Comment on how the mass media is also responsible for promoting violence.

(3) (3) (3)

QUESTIONS ON TEXT B: 1.9 Explain what the writer sets out to share with the reader in this passage. (3) QUESTIONS ON TEXT A AND TEXT B: 1.10 1.11

In one or two sentences, summarise the concerns that are common to both passages. Discuss the suitability of the titles chosen for Text A and Text B.

TOTAL SECTION A:

(3) (4) 30



SECTION B: SUMMARY QUESTION 2: SUMMARISING IN YOUR OWN WORDS The passage below is an interesting comment on bullying. You would like to use this information in a presentation you are doing for Life Orientation on the topic: 'Bullying on the Playground'. You are required to do the following:

2.1 2.2

Summarise the passage in point form. Include at least SIX points. Use the points in your answer to QUESTION 2.1 to write a summary in a fluent paragraph of approximately 100 words.

(3) (7)

NOTE: • It is not necessary to write down the title of the summary in your answer. • Indicate your word count at the end of your summary. • Marks will be deducted if you ignore these instructions.

Bullying on the playground

For thousands of children, the school is a battleground where they are subjected to physical or verbal abuse by fellow students. Bullying can take many forms including physical, emotional, verbal, relational, sexual and social bullying.

Until recently, not much was known about the extent and type of bullying in South African schools. A study by Corene de Wet of the University of the Free State surveyed 339 learners in Free State secondary schools. She found that only 29,2% and 32,15% of the school children surveyed had never been exposed to direct or indirect verbal abuse respectively. As many as 32,45% had been physically abused by fellow learners.

Bullying is an age-old and worldwide problem and only one form of school violence. Because of the misperception that bullying is just a part of the process of growing up, many children keep quiet about abuse and many educators fail to take action. This is in spite of the fact that it can have negative lifelong consequences, both for perpetrators and for their victims.

Victims often refuse to go to school or steer clear of certain areas of the school terrain. They struggle with poor self-esteem and can become depressed and withdrawn. In serious cases of bullying, victims have committed suicide or have even murdered their victims.

According to De Wet, many victims are hesitant to tell parents or educators that they are being victimised for fear of retaliation by the bully or other classmates who may regard the disclosure as tale-telling. If the abuse is serious or if it has taken place over a long time, many hide it from their parents for fear of upsetting them. She found that most learners prefer to take fellow learners rather than adults into their confidence. Many witnesses also ignore and keep quiet about abuse for fear that they themselves might become victims. As a result, educators and parents often don't know that someone is being bullied.

[Adapted from an article by Ilse Pauw, Health 24]

TOTAL SECTION B: 10



SECTION C: LANGUAGE IN CONTEXT QUESTION 3: ANALYSING ADVERTISING Study the advertisements below and then answer the set questions. 3.1 TEXT C: yumchums

Refer to Text C and then answer the following questions:

3.1.1

3.1.2 3.1.3

Explain how the illustration of the boy attracts the reader's attention. Justify whether (or not) the poem helps promote the product. Comment on why the information in the textbox at the bottom of the advertisements uses both formal and informal language.

(2) (2) (2)

TEXT C



3.2 TEXT D: POSTER FOR ANTI-BULLYING CAMPAIGN

Refer to Text D and then answer the following questions. Briefly discuss how each of the following aspects of the poster conveys a positive message to the children of South Africa:

3.2.1

3.2.2

Illustrations (visual) Words (written text)

(2) (2)

TEXT D

[10]



QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA TEXT E: OPINION AND ANALYSIS 4.1 Study the cartoon below and answer the set questions. 4.1.1

4.1.2 4.1.3

Explain what comment this cartoon is making about violence at schools today. Show how the changes in font (type and size of print) illustrate the mother's attitude. Describe the boy's reaction.

(2) (2) (1)



TEXT F: CARTOON 4.2 Study the cartoon below and answer the set questions. 4.2.1

4.2.2

Describe the grandmother's first reaction to the little girl as shown in frame 1. Explain what comment this cartoon is making about the differences between the attitudes of the little girl and the grandmother to the expression, 'GO GIRL'.

(3) (2) [10]



QUESTION 5: USING LANGUAGE CORRECTLY Read the text below, which contains several deliberate errors, and answer the set questions.

Picture book helps kids handle anger and bullying

Almost every child will be confronted by a bully at some time … but how will the child react when that situation is encountered? Will she throw a punch? Will he cave in to the bully's demands? Neither of those is a good solution. But there are many options open to the bullied child. In Bullies and Gangs, four children talk about bullying – what it is, how to recognise it, and what to do about it. Samuel, Amy, Jonathan and Neetu have all had experiences with bullying. (Amy, the smallest of the group, even comes clean as an unlikely reformed bully.) As the multi-cultural quartet discuss their experiences, young readers learn that bullying can happen to anyone and that bullies aren't always easy to pick out in a crowd. The four kids also dialogue about possible solutions to bullying behaviour. Many simple solutions are shared in cartoon-style panels in which the cartoon kids model ways to deal with bullies and gangs. As simple as the advice might be, Bullies and Gangs (written by Julie Johnson, with illustrations by Christopher O'Neil and photos by Roger Vlitos) is still a useful tool for engaging classroom discussion about how it feels to be bullied and how to put a stop to bullying behaviour. Building that kind of aware can go a long way toward preventing conflict. Isn't that worth the price of a book?

[Article adapted from: www.educationworld.com]

5 10 15

5.1 5.2 5.3 5.4

Explain the function of the rhetorical questions in paragraph 1. Why has 'Bullies and Gangs' been written in italics in line 5? What other punctuation mark could be used to replace the dash in line 5? Refer to lines 7 – 8. 'Amy, the smallest of the group, even comes clean as an unlikely reformed bully' (lines 7 – 8). Now look at this sentence: 'Even Amy, the smallest of the group, comes clean as an unlikely reformed bully.' Explain the difference in meaning in the two sentences.

(1) (1) (1) (2)


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5.5 5.6 5.7

Correct the concord error in the following sentence: 'As the multi-cultural quartet discuss their experiences, young readers learn that bullying can happen to anyone and that bullies aren't always easy to pick out in a crowd.' (Lines 8 – 9) Replace the word 'kids' (line 11) with a more appropriate synonym. The word 'cartoon-style' (line 12) is an example of a …

(1) (1)

A

B C

compound adjective. personal pronoun. proper noun.

(1)

5.8 Give the correct form of the underlined word in the sentence:

'Building that kind of aware can go a long way toward preventing conflict.' (Lines 17 – 18)

(1)

5.9 Explain the function of the apostrophe in the word: Isn't. (Line 19)

TOTAL SECTION C: GRAND TOTAL:

(1) [10] 30 70

NATIONAL SENIOR CERTIFICATE GRADE 12 - … B… · abuse and gangsterism. ... educators have to...

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