English FAL Grade 11 Revision Term 2 - 2024
English FAL Grade 11 Revision Term 2 - 2024
English FAL Grade 11 Revision Term 2 - 2024
REVISION BOOKLET
2024 TERM TWO
Grade 11
Page 1 of 22
TABLE OF CONTENTS PAGE
1 Studying Literature 3-4
2 Elements of a short story 4
3 Literature Test 5-6
4 Literary Assignment 7
5 Oral: A Listening Comprehension 8
6 Language Revision Notes 10
7 Creative Writing 18
Page 2 of 22
1. STUDYING LITERATURE
Literature is one of the most wonderful things in the world. It is the thoughts in a person’s
mind in visual form. In a fictional text you have the chance to go into somebody else’s
mind. You have the opportunity to glimpse at his dreams, fears, fantasies, joys, anger,
hatred, insecurities and other very real emotions.
While reading a text, you sometimes find a word for what you were feeling all along but
you could just never pinpoint it. Then, while reading, you suddenly have that moment
in your mind when you say “YES! This is it!” and you have that word which enables you
to express your thoughts verbally.
Many people do not like literature because they think it is made-up stories, fantasies,
that life cannot be like that. They do not like stories. They like facts and figures.
For those, there is also “literature” or non-fictional texts. This type of literature you will
be able find in text books where you study facts, statistics, figures. You can glance at
advertisements and read flyers. Somebody will send you an e-mail – perhaps a legal
document or a confirmation for a booking or application. You can study the life of one
of your heroes, read everything about the journeys to Mars and the exploration of space
or simply read the record of the previous day’s news in a newspaper.
At this stage, all of this might sound like hard work and… I hear the question, “What
good is it to me?” Studying literature gives you words. It provides you with the tools to
speak your mind. You can learn from the great souls who, over all these centuries, put
their experiences onto paper. You can argue with them, become angry with them, fall
in love with them, start to accept and change with them.
All you need to do, is sit back, read, think and talk to the characters in your text. Give
them advice, tell them how you would have acted if you were them. This is the end goal
of literature, and this is what your teacher teaches you. It is not only about one-mark-
facts, but also becoming angry with Fahfee in Sophiatown that Strijdom’s government
came three days earlier and demolished your home. It is about crying that Charlie is
shot like a dog. You sing with them Kofifi Sophia while doing the Charlston. It is being
happy with Della and Jim in Gift of the Magi that they still have one another although
they have no worldly goods. It is to be able to explain why you do not like Old Splodge
in The Pink Bow Tie.
The “tools” or skills you develop in literature, will enable you to study ALL your other
schoolwork. It will help you to answer questions in Business Economics or
Mathematical Literacy – not only because you will be able to reason logically, but also
because it will provide you with the vocabulary to express your thoughts.
Please do enjoy the literature waiting below. It was written for you all those years ago
to enjoy in this year – 2021 – where we do not yet know what is waiting for us.
Page 3 of 22
2. ELEMENTS OF THE SHORT STORY
CHARACTERS
Characters are the people who are involved in the story. It is important that you know
who the characters are and what the relationships are between them. Look for
descriptive words such as the way a person reacts to other characters. It is important
that you know the heart and mind of characters. This does not include physical
appearance such as that she is tall or thin. If she is thin because she is always stressed
and does not eat enough, then you may mention it.
PLOT
This refers to the order of events that make up a story. The plot usually begins with an
exposition, which introduces us to the characters and background information of the
story. Next comes the rising action, which involves complications that lead to conflicts
between characters. After the rising action we reach the climax, which is a turning point
in the story. After the climax there is a falling action which leads to the resolution of the
conflict.
POINT OF VIEW
This refers to who tells the story, and how they tell it. The narrator is not the writer! The
narrator can tell the story from the third-person point of view, meaning that they can tell
us what the characters think and do, but they are not part of the story. Third-person
narrators use the pronouns he, she or it. If the narrator is telling the story from a first-
person point of view, then they are part of the story and are telling it the way that they
see it. First person narrators use the pronouns I, me, we, us.
SETTING
The setting of a story gives us important information such as:
• When the story is taking place,
• Where the story is taking place, and
• In which environment the story is occurring.
It sets the mood and helps us guess what might happen in the story.
THEME
This refers to the central message or idea of the story; the moral lesson the story is
trying to teach. It is a message that gives an opinion about life, humanity or society.
Examples of theme include love, friendship, good versus evil, the importance of family,
crime is bad, et cetera.
Page 4 of 22
3. LITERATURE TEST
Read the extract below and then answer the set questions.
And so we stopped going to school. Instead we would now go to the maize field
very early in the morning; then we would be back at home in the evening.
I think the maize field marked our transition into womanhood more than the
initiation ceremony had ever done. For the first time in our lives, we could no
longer go swimming. 5
It was while we were occupied with the maize field that I noticed that two of the
village’s promising young farmers, Yakobe and Itimu, seemed to take more than
a polite interest in the two of us. When my mother was not around, the two would
accompany us home, helping us with the maize sacks.
Then one day, after an exhausting day, Aisha turned to me in the evening. ‘Linda, 10
I can’t take this anymore. I’m leaving the village,’ she declared.
‘If I don’t go, I will always be stuck here. It will be the same back-breaking work,
day in, day out. I know that Yakobe is going to ask for my hand in marriage, and
it will probably be soon. Itimu has his eye on you. There must be more to life than 15
this. Come with me, we will leave tomorrow.’
‘We will find jobs. We may not have school leaving certificates, but at least we
are literate.’ I was scared. I had never been to the city. Life in the village was hard,
but I was used to it. 20
But taking a plunge into the city …? ‘I can’t, Aisha’. She stared at me, then played
her trump card. ‘Then I will leave you tomorrow’.
Shuters Short Story Anthology
Write only the letter (A – C) next to the question number, (1.1 – 1.3), in your
answer.
COLUMN A COLUMN B
1.1 Linda A Has to make a difficult
decision about school fees.
1.2 Aisha B Makes a decision that is
out of character.
1.3 Mother C Makes a decision to
improve her life. (3)
Page 5 of 22
2. Refer to lines 3 – 4:
I think the maize field marked our transition into womanhood more than the
initiation ceremony had ever done.
‘There must be more to life than this. Come with me, we will leave
tomorrow.’
Choose the correct answer to complete the following sentence. Write only
the letter (A – D) next to the question number.
A disappointed.
B hurtful.
C confident.
D cautious. (1)
4. What can the girls no longer do and what does this symbolise? (2)
Then one day, after an exhausting day, Aisha turned to me in the evening.
‘Linda, I can’t take this anymore. I’m leaving the village,’ she declared.
5.2 The theme of poverty is evident in this extract. Discuss this theme to
support your answer. (2)
6. What is significant about the fact that the girls do not have school leaving
certificates? (2)
7.1 What do these lines tell us about Linda’s character? Refer to another (2)
part of the story to support your answer.
7.2 Earlier in the story, Linda’s mother said that Linda is like a khope bird.
Explain what her mother means and why Linda’s answer to Aisha
here is very different to how she usually responds? (3)
TOTAL: 19
Page 6 of 22
MARKING GUIDELINE
1 1.1. B✓
1.2 C✓
(3)
1.3 A✓
2 She is thinking that when they had the initiation ceremony to womanhood
they had just giggled through it. It was just a ceremony (✓). This hard labour
in the field was really what being a woman was about (✓). (2)
4 They can no longer go swimming (✓). This symbolizes their loss of freedom
(✓). (2)
5 5.1 She knows Yakobe is going to ask her to marry him and she feels
trapped (✓). She can see she will be living the same life her parents
lived and she cannot bear the thought (✓). (2)
5.2 She feels they are trapped by poverty and that they will never be able to
leave. It feels as if they are stuck there. She realises that each day will
be the same with hard work. We see that there are limited choices for
the girls because of their poverty (✓). Aisha feels that life has more
to offer than this trap. (✓). (2)
6 They do not have school leaving certificates because they were too poor to
pay school fees (✓). This means their chances of getting jobs are less (✓). (2)
7 7.1 These lines show us how cautious (✓) Linda is. She was too scared
to get into the stream until Aisha persuaded her (✓). (2)
7.2 A Khope bird flies where the wind takes it (✓). Usually Linda lets
Aisha tell her what to do (✓) but this time she says she will not go
(3)
even though it means losing Aisha (✓).
TOTAL: 19
4. LITERARY ASSIGNMENT
The literary assignment is a shorter transactional piece of writing which is based on your
knowledge of the literature text which was studied.
The format, as well as the knowledge of the text, is extremely important. In the marking
rubric, both of these are also tested. Therefore the present shorter transactional text’s rubric
is used. You have to know the formats of the following short pieces as you will be tested on
them: diary entry, directions/instructions, flyer/poster, postcard, advertisement or an
invitation.
Below are a few examples of possible questions. Remember the length of this piece is
between 80 – 100 words.
Page 7 of 22
Sophiatown
1 Imagine that you are Ruth. Write a diary entry in which you share your
feelings after your first day in 65 Gerty Street. 20
3 Ruth responded to Jakes’s advertisement in Drum. She writes and asks for
directions to the house. Write the directions from Yeoville to 65 Gerty Street
which he sends her. Do not include any illustrations. 20
4 Lulu has to write an essay about her family. Ruth advises her how to write
the essay. Write the instructions which Ruth gives her. 20
5 Fahfee joins Mkonto we Sizwe. He sends Jakes a post card from Russia in
which he tells him which numbers he should use in his newspaper articles. 20
7 You are the promotor of The Market Theatre in Johannesburg. Create a flyer
in which you advertise the latest production of musical, Sophiatown. 20
5. LISTENING COMPREHENSION
TIME: 35 MINUTES
MARKS: 10
INSTRUCTIONS:
1. Read the text and questions loudly and clearly.
2. Learners each receive a folio.
3. Read the text and questions loudly and clearly again.
4. Learners may take notes while the second reading takes place.
5. Hand out the questions.
6. Learners may commence answering the questions and consult their notes.
7. Learners hand in assignments.
1. MOST passengers would give up all hope of tracking down an iPad left on a plane
after a couple of phone calls to the airline and airport lost property departments. Not Shelby
Bonnie. After Bonnie left his iPad in the back of a seat pocket while en route from San
Francisco to the Bahamas he embarked on a mission to track it down.
2. Bonnie, an investment banker, started following his iPad through Find My iPhone, the
Apple feature that can be used to locate lost or stolen devices, including iPhones, iPads and
Mac laptops.
3. He was surprised to see that it had travelled 1 600km to Tennessee since he had left
it on the plane.
4. The saga, in which the iPad stopped off in a hotel, relaxed at a golf course and went
out for dinner, played out on Facebook, where Bonnie posted regular updates.
5. After a weekend-long break in Memphis, the iPad made its way back to Florida
airport at the same time as Bonnie landed there for his transfer back to San Francisco.
Page 8 of 22
6. “It flew back from Memphis and is within 30m of me,” said Bonnie. “This is so very
weird.”
7. Bonnie activated the alarm feature of Find My iPhone, which prompts the device to
audibly signal its location. Unfortunately, the iPad was “playing hard to get” and he didn’t
manage to track it down in the airport.
8. After missing it, Bonnie didn’t have high hopes of seeing his iPad again.
9. “I’m definitely going to lose my iPad, but I’m going to have some fun,” he told the
New York Times.
10. Bonnie posted that when the iPad landed at the thief’s home he would deliver a
bunch of balloons to the address. Needless to say, after about R650 worth of helium
balloons and a “Thinking of You” gift card appeared at the door of the iPad’s temporary
owner, the device was on the move again.
11. Shortly after it arrived back at the airport, Bonnie received a call from lost property.
He was told: “An elderly woman came in a few minutes ago and said she had got the
balloons and thought it would be a good idea to return the iPad to the airport.
12. “She said thanks for the balloons, but didn’t want to call.”
QUESTIONS
1. Where on the plane did Shelby Bonnie leave his iPad? (1)
2. How did he track his phone? (1)
3. Complete the following sentence:
He was to see that it had travelled km to since
he had left it on the plane. (3)
4. List any activity in which the iPad took part. (1)
5. What is the meaning of the expression “play hard to get”? (1)
6. Why do you think Bonnie now decided to “have some fun”? (1)
7. What did he do in his pursuit of having “some fun”? (1)
8. The “temporary owner” thought it would be a good idea to return the iPad to
the airport. What do you think motivated her to act in this way? (1)
TOTAL: 10
ANSWERS
Page 9 of 22
LANGUAGE REVISION NOTES
b) Adjectives of quantity/ numbers: (how many?) help to show the amount or the
approximate amount of the noun or pronoun.
c) Adjectives of interrogation: (which one?) are used to ask questions about nouns
or in relation to nouns.
e) Adjectives of Possession: (belonging to) are used to show to whom the noun
belongs.
➢ My, his, her, our, their, your, its, etc.
➢ E.g.: They are her books.
Page 10 of 22
EXERCISE:
Choose the correct adjective:
1. My nephew was (amusing / amused) by the clown.
2. It’s so (frustrating / frustrated)! No matter how much I study I can’t seem to remember
this vocabulary.
3. This lesson is so (boring / bored)!
4. I’m feeling (depressed / depressing), so I’m going to go home, eat some chocolate, and
go to bed early with a good book.
5. I thought her new idea was absolutely (fascinated / fascinating).
6. This maths problem is so (confusing / confused). Can you help me?
7. The teacher was really (amusing / amused) so the lesson passed quickly.
8. The journey was (exhausting / exhausted)! Twelve hours by bus.
9. The plane began to move in a rather (alarming / alarmed) way.
10. He was (frightening / frightened) when he saw the spider.
11. I was really (embarrassing / embarrassed) when I fell over in the street.
12. That film was so (depressing / depressed)! There was no happy ending for any of the
characters.
13. I’m sorry, I can’t come tonight. I’m completely (exhausting / exhausted).
14. We are going in a helicopter? How (exciting / excited)!
15. Don’t show my baby photos to people, Mum! It’s so (embarrassing / embarrassed)!
16. It’s okay, it’s only me. Don’t be (alarming / alarmed).
17. My sister is so (exciting / excited) because she is going on holiday tomorrow.
18. I hate long flights, I’m always really (boring / bored).
19. She looked very (confusing / confused) when I told her we had to change the plan.
20. John was (fascinated / fascinating) by Mandarin when he first started learning
languages. He decided to study more and now he can speak it fluently.
ANSWERS:
1. My nephew was amused by the clown.
2. It’s so frustrating! No matter how much I study I can’t seem to remember this vocabulary.
3. This lesson is so boring!
4. I’m feeling depressed, so I’m going to go home, eat some chocolate, and go to bed early
with a good book.
5. I thought her new idea was absolutely fascinating.
6. This maths problem is so confusing. Can you help me?
7. The teacher was really amusing so the lesson passed quickly.
8. The journey was exhausting! Twelve hours by bus.
9. The plane began to move in a rather alarming way.
10. He was frightened when he saw the spider.
11. I was really embarrassed when I fell over in the street.
12. That film was so depressing! There was no happy ending for any of the characters.
13. I’m sorry, I can’t come tonight. I’m completely exhausted.
14. We are going in a helicopter? How exciting!
15. Don’t show my baby photos to people, Mum! It’s so embarrassing!
16. It’s okay, it’s only me. Don’t be alarmed.
17. My sister is so excited because she is going on holiday tomorrow.
18. I hate long flights, I’m always really bored.
19. She looked very confused when I told her we had to change the plan.
20. John was fascinated by Mandarin when he first started learning languages. He decided
to study more and now he can speak it fluently.
Page 11 of 22
VERB TENSES
Three basic tenses: The tense tells you WHEN the action takes place.
- Present (today) verb E.g.: I close the door.
- Past (yesterday) verb + ed E.g.: I closed the door.
- Future (tomorrow) will/shall + verb E.g.: I shall close the door.
Detailed analysis of TENSES:
SIMPLE CONTINUOUS PERFECT
(generally) (at the moment/ ongoing) (already completed)
Present I eat. I am eating. I have eaten.
Past I ate. I was eating. I had eaten.
Future I shall eat. I shall be eating. I shall have eaten.
PRESENT
HABITS
She plays tennis every Tuesday.
Use with: twice a month, on
Fridays, often, sometimes. PRESENT SIMPLE
FUTURE
FUTURE TIMETABLES
FUTURE IN TIME CLAUSES
Our train leaves at 11am.
Use with: this evening, at 10o'clock, I won't go out until it stops raining.
tomorrow.
Page 12 of 22
PREPOSITIONS
Prepositions are the “small words” that usually relate to two or more phrases to one
another.
How can we use these little words correctly?
Prepositions are used in many different ways in English - perhaps that's why a lot of people
have problems with them.
EXERCISE:
1.Lucy is arriving February the 13th 8 o'clock the morning.
2.The weather is often terrible in London January.
3. He’s swimming the river.
4. Where’s Julie? She’s school.
5. Stop worrying your exam - everything will be fine.
6. I've waited Judy for 30 minutes. I’m going home.
7. Stop talking and concentrate your work.
8. England is famous its rainy weather.
9. I'm very proud my daughter, she worked very hard.
10. He isn't really interested getting married.
Page 13 of 22
ANSWERS:
1.Lucy is arriving on February the 13th at 8 o'clock in the morning.
2.The weather is often terrible in London in January.
3. He’s swimming in the river.
4. Where’s Julie? She’s at school.
5. Stop worrying about your exam - everything will be fine.
6. I've waited for Judy for 30 minutes. I’m going home.
7. Stop talking and concentrate on your work.
8. England is famous for its rainy weather.
9. I'm very proud of my daughter, she worked very hard.
10. He isn't really interested in getting married.
SINGULAR PLURAL
subject object subject Object
1st person I me we us
2nd person you you you you
3rd person he/she/it him/her/it they them
3. Commands:
Read the book by Tuesday! → The book must be read by Tuesday.
4. Questions:
Who wrote the story? → By whom was the story written?
Page 14 of 22
Tense Active Passive
present simple I make a cake. A cake is made (by me).
present continuous I am making a cake. A cake is being made (by me).
past simple I made a cake. A cake was made (by me).
past continuous I was making a cake. A cake was being made (by me).
present perfect I have made a cake. A cake has been made (by me).
pres. perf. I have been making a A cake has been being made (by
continuous cake. me).
past perfect I had made a cake. A cake had been made (by me).
future simple I will make a cake. A cake will be made (by me).
A cake will have been made (by
future perfect I will have made a cake. me).
CARTOONS
PRETEND THAT THE MARKER HAS NEVER SEEN A CARTOON, BODY LANGUAGE,
FACIAL EXPRESSIONS, HUMOUR OR IRONY BEFORE. YOU ARE EXPLAINING TO A
BLIND PERSON. GIVE THE DETAIL! I HAVE NEVER SEEN A SMILE. TELL ME WHATIT
LOOKS LIKE!
There might be two cartoons. Be prepared for it. It is a little more challenging as they
might ask you to compare the two or show where it differs.
2) Bubble types
a) Round – speech
bubble b) Cloud –
thought bubble
c) Jagged / sharp-edged bubble –
anger/upset d) #$%^@& = swear
words (profanities)
e) Look out for the following: Sometimes the bubble
is round and smooth, but the section pointed
towards the speaker may be jagged or in the
shape of a cloud. Look carefully!
Page 15 of 22
3) If you are asked for visual clues
7) Stereotype
a) When we say that
all men are
bad fathers or
rapists.
14) What is the title/ name of the cartoon? Sometimes it is written on the outside of the
copied cartoon. Read the whole cartoon and look for anything surrounding the
frames.
Page 18 of 22
CREATIVE WRITING
1. PREPARED SPEECHES
According to the CAPS DOCUMENT, a speech should adhere to the following criteria:
Speech (Long) To inform, educate, • Start and adapt the style to Use short sentences with
enlighten and entertain the be used; simple ideas, using familiar
public • When?, Where?, Why? examples.
(purpose), Who? (audience),
and What?
• Openers attract attention.
• Develop points well and avoid
clichés.
• Balance criticisms with
reasonable alternatives.
• The conclusion is important,
and is never a summary of
what has been written.
Below are some guidelines to consider regarding the content, organization and delivery of this speech.
A speech is a written account of an oral address with a specific purpose in mind. The purpose will be determined by the
topic.
• The sign of a good speech is capturing and holding the attention of the audience.
• Must be written in paragraph form.
• The tone might be formal/informal, depending on the audience.
• Opening/ greeting – Keep it brief and simple.
• Outline the subject of the speech.
• Highlight three or four key ideas and discuss each in a paragraph.
• Conclusion should be logical and appropriate closure to the speech. Should be strong and make an impact.
Example of a Speech
Instruction: You, as a former learner of your school, were asked to deliver a motivational speech to the current matric
class. Write the speech you will deliver.
Page 19 of 22
Why Dreaming Big Is Not Always Good
Good morning, matrics
I have an important question for you – which way of thinking is better, dreaming big or being satisfied with small things?
My whole life I thought I was going to be huge. I constantly scored at the top of the class.
Over time, however, my motivation turned into something unhealthy. I started to believe that I was entitled to success.
The first ominous sign came when I didn’t get a perfect score at the university entrance exams.
I started to feel like a failure. Now you are probably wondering, “What does it have to do with dreaming big?” Here’s my
answer: I always dreamed big, and this made me overlook tiny successes. Dreaming big is good, as it helps a person set
far-reaching goals and do bold things. But it can only work if a person has a healthy relationship with failure and takes
tiny steps.
My wish for you is that you will always dream big despite setbacks on your road to success.
Use of Language
Use language to build your credibility as a speaker by choosing language that is clear, concise, concrete, vivid, and exciting.
Make sure your language choices reflect your cultural sensitivity and ethical responsibility as a speaker. Speak with
conviction!
1. The Introduction
In the introduction of your speech, you want to accomplish the following three tasks:
Keep your introduction brief (25 to 35 seconds) but effective. Be creative – experiment with different ideas for getting
the audience's attention.
2. The Body
The main ideas of your speech should be clearly and concisely stated and organized. Easily identifiable supporting
points should develop each of your main ideas. Make clear transitions to alert the audience when you are moving
3. The Conclusion
In the conclusion of your speech, you want to accomplish the following three tasks:
3.1. Alert the audience that the speech is ending by making a general statement about your position on this topic
3.2. summarize your main ideas, and
3.3. motivate your audience to act – either in the true “action” form or to alter their ways of thinking.
Page 20 of 22
DELIVERY (not for Creative Writing Paper 3, but Oral Paper 4)
Style
Delivery is of the utmost importance in public speaking. If you are not perceived as trustworthy, knowledgeable, and
interesting, your topic will be dismissed by the audience. Work on creating a dynamic, energized, and enthusiastic
delivery style for this speech. You will using a key word outline on note cards. You will be graded on how well you
communicate directly with the audience. The following will also be taken into account: animatedness and enthusiasm,
physical groundedness, eye contact with audience, voice (speed, volume, vocal variety), professional appearance,
distracting verbals/nonverbal, and projected confidence and credibility.
Speaker’s Notes
You MAY use index cards, but only put key words or phrases on them. The most important quality of your delivery is that
you communicate conversationally with the audience, using good eye contact. If your notes are too detailed, you may have
a hard time doing this.
Rehearsal
REHEARSE, REHEARSE, REHEARSE! Make sure you practise this speech OUT LOUD! Practise it as you truly plan to
deliver it.
2. DIRECTIONS
Giving directions To tell someone • Use chronological order • Refer to a • Use mostly the imperative
(Short) how to get specific direction, e.g. left or right form
somewhere • Indicate the approximate distance • Use concise and clear
• Provide information about landmarks
along the way
How to write directions:
Directions must
• have a scenario: e.g. Directions from the school to my house
• be concise and clear
• be in chronological order, from point A (starting point) to point B
(destination). Listing them will be easier.
• refer to a specific direction, e.g. turn LEFT into De Beer Street
NOT north / south/ up/ down.
• indicate the approximate, logical distance, e.g. 500 metres
• provide information about landmarks along the way, e.g. on your left-
hand side you will pass a stadium.
• be written using the imperative form, i.e. start with a verb – Turn
left…, Cross the intersection …
Page 21 of 22
Example of Directions:
Instruction:
You have decided to start a study group at your house, but not all learners know where you live. Give them directions from
the school to your house.
Page 22 of 22