Grade 9 English Home Language Comprehension and Language

Assessment Term 2
Name:  Time: 2 hours

Date:  25-01-25 Total: / 70

Instructions:

• This question paper consists of THREE sections:

1) SECTION A: Comprehension (25 marks)
2) SECTION B: Visual Literacy (15 marks)
3) SECTION C: Summary (10 marks)
4) SECTION D: Language Structure and Conventions (20 marks)

• Read and answer ALL the questions carefully.

• Leave a line open after each answer, and draw

a line at the end of each section.

• Write neatly and legibly.

Page 1 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

Section A: Comprehension

Read the below excerpt carefully and answer the questions that follow.

Departure
August 14th was the day set for the brig Pilgrim to begin its voyage from Boston,
around Cape Horn, to the western coast of North America. Since we were scheduled to
depart in the early afternoon, I arrived on board at noon, fully dressed for life at sea.
I brought along a chest packed with clothes and gear for a two- or three-year journey.
This adventure was a decision I made to completely change my lifestyle in the hopes
of curing an eye condition that had forced me to stop my studies – a condition that no
doctor had been able to fix.

Switching from the fitted coat, silk cap and polished gloves of a Cambridge
undergraduate to the loose trousers, checked shirt and tarred hat of a sailor was quite a
transformation. I thought I looked convincing as a proper seafarer but I quickly realised
it’s impossible to fool experienced sailors. They likely identified me as a newcomer the
moment I came aboard. Sailors have a distinct way of dressing and carrying themselves
that’s hard to imitate. Their trousers fit snugly at the hips and hang loose at the feet;
their shirts are roomy, their hats sit low on the back of their heads with long ribbons
hanging to one side and their neckerchiefs are tied in a specific way. Despite my best
efforts, my pale complexion and soft hands were a dead giveaway compared to the
sunburnt skin and calloused hands of real sailors.

Still, I joined the crew and helped

move the ship into the harbour, where
we anchored for the night. The next day
was spent getting the ship ready for
the open sea – rigging extra sails,
securing gear and loading supplies
like gunpowder. That night, I stood
my first watch. I barely slept beforehand,
nervous that I might miss my call.
Once on deck, I took my role seriously,
pacing up and down the ship and
scanning the horizon.

Page 2 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

I was surprised when the seasoned sailor who relieved me simply found a spot under
the lifeboat to nap, thinking that was good enough for a calm night in a safe harbour.

Saturday morning brought a southern breeze, so we picked up a pilot, lifted anchor

and began navigating out of the bay. I said goodbye to my friends who had come to
see me off but there wasn’t much time for sentimentality on a working ship. As we
neared the open harbour, the wind shifted against us, forcing us to anchor again. Later
that night, my watch started at 11 p.m., with instructions to wake the captain if the
wind turned westward. Around midnight, the wind changed, so I alerted the captain,
who then ordered me to wake the crew. I’m not sure how well I managed the call,
but soon everyone was up and preparing the ship. The sails were unfurled, the yards
adjusted and the anchor pulled up – our last connection to American soil.

(Adapted from Two Years Before the Mast by Richard Henry Dana Jr)

Question 1: Answer the following questions.

1.1 What date did the Pilgrim set sail? (1)

1.2 What did the narrator bring with him for the voyage? (2)

1.3 Why did the narrator decide to join the voyage? (2)

1.4 What was the narrator’s first impression of his

transformation into a sailor? (1)

1.5 Why does the narrator describe his transformation into

a sailor as “quite a transformation”? (2)

1.6 What task occupied the crew the day after

anchoring in the harbour? (2)

1.7 How did the narrator feel about joining the crew? Provide evidence from the text. (2)

1.8 What does the narrator’s pacing during his first watch suggest about his mindset? (1)

1.9 What physical clues identified the narrator as a beginner to the experienced sailors? (3)

1.10 Is this story narrated in the first, second or third person? Explain your answer. (2)

1.11 What can you infer about life on a ship from the narrator’s experience while saying
goodbye to his friends? (2)

Page 3 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

1.12 What does the adjective ‘seasoned’ in the phrase ‘seasoned sailor’ suggest about
the sailor? (2)

1.13 Rewrite this sentence in the passive voice: “The crew secured the gear and loaded
the supplies.” (3)

Section total: 25

Section B: Visual Literacy

Complete the following.

Question 2: Study the following cartoon and answer the questions that follow.

Young Sailor (calmly):

Hold on! Let me post:
‘#ShipwreckVibes –
Captain (yelling): Stay afloat, folks!’
MAN THE LIFEBOATS!

2.1. What is happening in the cartoon? (2)

2.2. What is the hashtag the sailor uses in the cartoon? (1)

Page 4 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

2.3 How does the young sailor’s behaviour contrast with the captain’s actions? (2)

2.4 What message is the cartoon trying to convey about social media? (3)

Total: 8

Question 3:

Escape to Paradise!
Discover the ultimate getaway with Island Bliss Cruises! Picture yourself lounging on
white sandy beaches, snorkelling in crystal-clear waters and indulging in world-class
cuisine – all while sailing through the most breathtaking tropical islands.

What's Included:

• Luxurious cabins with ocean views

• Island excursions and guided tours Don’t just dream it – live it!
Book your tropical island cruise
• Unlimited gourmet dining today and let the adventure begin.
and drinks Call us at 0800-BLISS-1 or visit
• Fun activities for all ages www.IslandBlissCruises.co.za
to reserve your spot!

Page 5 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

3.1 What is the name of the travel agency offering the cruise? (1)

3.2 Name two activities mentioned in the advertisement. (2)

3.3 Who is the target audience for this advertisement? (2)

3.4 What does the phrase “Escape to Paradise” suggest about the cruise experience? (2)

Total: 7

Section total: 15

Section C: Summary

Read the below passage carefully and answer the questions that follow:

Question 4: Read the below passage and follow the instructions:

• Summarise the passage below using your own words as far as possible.
• Your summary must include SEVEN TRAVEL SAFETY TIPS.
• Write your summary in a coherent paragraph.
• Your summary must be 50–60 words long.
• Indicate the number of words used at the end of your summary.

Travel Safety Tips

Travelling around the world or travelling to new places in your own country is
a common bucket list item because seeing new places and meeting new people can be
an enriching experience. However, travelling comes with its own set of risks and taking
the necessary safety precautions is essential. Whether you are venturing to a nearby
town or city or across an international border, being mindful of your safety can ensure
a smooth journey.

A good starting point to travelling safely is to thoroughly research your destination

and any stop points you may make. Understanding the local culture, the political
climate and which neighbourhoods are considered safe can help you navigate
unfamiliar places with confidence.

Read through government travel advisories or consult with a travel agency before
heading off on your trip. Make sure you have a list of emergency contacts, including

Page 6 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

embassies and local police, nearby and try to learn a few phrases in the local language
to ask for help if needed.

Avoid drawing attention to yourself by blending in with the local crowd. This can minimise
the chances of becoming a target. Keep electronics or gadgets, expensive jewellery and
cash out of sight. Wearing flashy clothing, carrying expensive luggage and wearing
high-end footwear may bring unwanted attention to you. Rather invest in protective
gear like slash-proof bags so that you can keep your valuables safe. Be careful when
using your cell phone openly in public as this may attract opportunistic thieves. Always
make use of reputable currency exchange agencies as street deals may involve scams.

Safety measures will also extend to your chosen accommodation. Store all valuables
in a safe when available and make sure to properly lock your room even when you are
in it. Always verify the identity of someone wanting to gain access to the room before
allowing entry. Placing a ‘Do Not Disturb’ sign on your door even when you are out can
give the impression that the room is occupied and can deter potential thieves. If you
need to make use of transportation, ensure that you book reputable transport services
through official counters or apps. Avoid taking unsolicited taxi recommendations and
make sure to plan your route ahead of time.

Finally, trust your instincts – if something feels off, don’t ignore it. Staying alert,
informed and cautious will not only protect you from potential threats but also enhance
your overall travel experience.

Section total: 10

Page 7 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

Section D: Language Structure and Conventions

Complete the following:

Question 5: Read the following passage and answer the questions that follow.

A Punishment, A Night Ashore and Life Onboard in San Diego

For several days, the captain was in a foul mood. Nothing seemed to go right or fast
enough for him. He argued with the cook, threatening to punish him for throwing wood
on the deck, and got into a dispute with the mate over how to rig a *Spanish Burton.
However, most of the captain’s frustration was directed at Sam, a large, slow-speaking
man from the Middle States.

Sam was deliberate in his movements. He were generally a competent sailor who
did his best. Still, the captain disliked him, calling him lazy and surly. As the saying
goes, “Once you give a dog a bad name, you might as well throw him overboard.”
The captain criticised everything Sam did, even blaming him for accidentally
dropping a *marlinespike from the main yard.

Friday was particularly tense, with the captain staying on board all day, driving the
crew hard. As the old saying goes, "The harder you push someone, the less they’ll do."
We worked late into the night and were woken up early Saturday morning. Around ten
o’clock, the captain told our new officer, Russell – by now widely disliked by the crew –
to prepare the gig to take him ashore.

While John, the Swede, waited in the boat, Russell and I stood by the main hatchway
as the captain went below deck, where the crew was working. Suddenly, we heard a
heated argument erupting below, followed by the sound of scuffling and blows. I waved
to John to join us, and we leaned over the hatchway. Though we couldn’t see what was
happening, it was clear the captain had the upper hand.

*Marlinespike is a tool (as of wood or iron) that tapers to a point and is used to separate
strands of rope or wire (as in splicing).
*Spanish Burton is a pulley system.
(Adapted from Two Years Before the Mast by Richard Henry Dana Jr)

Page 8 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2

5.1 What punctuation mark is used to separate items in a list? (1)

5.2 Identify a synonym for “dispute” in paragraph one. (1)

5.3 What is the part of speech for “loudly” in the sentence:

“The captain shouted loudly”? (1)

5.4 Find an example of a simple sentence in paragraph 2. (1)

5.5 What is the prefix in the word “unpleasant”? (1)

5.6 Provide the antonym for “lazy” from the text. (1)

5.7 Is the sentence “The captain ordered the boat to be prepared by the crew” active /
or passive? (1)

5.8 Identify a complex sentence in paragraph 4 and name the subordinating

conjunction(s) used. (2)

5.9 Rewrite “The captain ordered the boat to be prepared by the crew” in the active voice. (2)

5.10 Identify the prefix in paragraph 2 and use this prefix in another word. (2)

5.11 Explain the function of the pair of dashes in paragraph 3. (2)

5.12 What punctuation mark indicates direct speech? (1)

5.13 Correct the saying: “Once you give a dog a bad name, you might as well
throw him overboard.” (2)

5.14 What does the saying mean? (2)

5.15 Correct the concord error in paragraph 2. (1)

Section total: 20
Grand total: 70

Page 9 of 9 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language

Assessment Term 2 Answers

Question 1:
1.1 What date did the Pilgrim set sail? (1) August 14th.
1.2 What did the narrator bring with him for the voyage? (2)
A chest packed with clothes and gear for a two- or three-year journey.
1.3 Why did the narrator decide to join the voyage? (2)
To change his lifestyle and try to cure his eye condition that no doctor could fix.
1.4 What was the narrator’s first impression of his transformation into a sailor? (1)
He thought he looked convincing as a proper seafarer.
1.5 Why does the narrator describe his transformation into a sailor as “quite a
transformation”? (2) It was a drastic shift from the refined dress and lifestyle of an
academic to the practical, rugged attire of a sailor.
1.6 What task occupied the crew the day after anchoring in the harbour? (2)
Preparing the ship for sea, including rigging extra sails, securing gear, and loading
supplies like gunpowder.
1.7 How did the narrator feel about joining the crew? Provide evidence from the text. (2)
He felt eager but self-conscious. Evidence: He was determined to take his role
seriously, but he realised he couldn’t fool the experienced sailors with his appearance.
1.8 What does the narrator’s pacing during his first watch suggest about his mindset? (1)
It shows that he took his responsibilities seriously and was nervous about
making mistakes.
1.9 What physical clues identified the narrator as a beginner to the experienced sailors? (3)
His pale complexion, soft hands, and the way he wore his clothes indicated
his inexperience.
1.10 Is this story narrated in the first, second or third person? Explain your answer. (2)
This is a first-person narration. We know this because of the use of “I”.
1.11 What can you infer about life on a ship from the narrator’s experience while saying
goodbye to his friends? (2)
Life on a ship requires consistent/a lot of work and there isn’t much time to stand still.
1.12 What does the adjective ‘seasoned’ in the phrase ‘seasoned sailor’ suggest about
the sailor? (2) Seasoned suggests that someone is experienced or accustomed to a
certain set of conditions. It suggests that the sailor is an expert.

Page 1 of 4 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2 Answers

1.13 Rewrite this sentence in the passive voice: “The crew secured the gear and loaded
the supplies.” (3) The gear was secured and the supplies were loaded by the crew.
Total: 25
Question 2:
2.1 What is happening in the cartoon? (2) A ship is sinking and while the captain is calling
for lifeboats, a sailor is taking a selfie to post on social media.
2.2 What is the hashtag the sailor uses in the cartoon? (1) #ShipwreckVibes.
2.3 How does the young sailor’s behaviour contrast with the captain’s actions? (2)
The captain is focused on saving lives, while the sailor is more concerned about
creating content for social media.
2.4 What message is the cartoon trying to convey about social media? (3)
It humorously criticises how people sometimes prioritise posting on social media over
addressing real-life emergencies or serious situations.
Total: 8
Question 3:
3.1 What is the name of the travel agency offering the cruise? (1) Island Bliss Cruises.
3.2 Name two activities mentioned in the advertisement. (2)
Any two: Lounging on beaches, snorkelling, and island excursions.
3.3 Who is the target audience for this advertisement? (2) People looking for a luxurious
tropical vacation, including families, couples, or adventure-seekers.
3.4 What does the phrase “Escape to Paradise” suggest about the cruise experience? (2)
It suggests that the cruise offers relaxation and a break from everyday life, akin
to visiting a perfect, idyllic place.
Total: 7
SECTION C: Summary
Question 4:
Example quotes that could be used to write a fluent paragraph:
• A good starting point to travelling safely is to thoroughly research your destination
and any stop points you may make.
• Understanding the local culture, the political climate and which neighbourhoods are
considered safe can help you navigate unfamiliar places with confidence.
• Make sure you have a list of emergency contacts, including embassies and local police,
nearby and try to learn a few phrases in the local language to ask for help if needed.
• Avoid drawing attention to yourself by blending in with the local crowd. This can
minimise the chances of becoming a target.

Page 2 of 4 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2 Answers

• Rather invest in protective gear like slash-proof bags so that you can keep your
valuables safe.
• Store all valuables in a safe, when available and make sure to properly lock your room
even when you are in it.
• Finally, trust your instincts – if something feels off, don’t ignore it.

Example paragraph written in their own words:

Begin your travel preparations by studying your destination and any planned stops.
Familiarise yourself with the local culture, political climate and safe areas to navigate
confidently. Carry essential contacts, like embassies and police, and learn basic local phrases
for assistance. Blend in with locals to avoid drawing attention and use secure gear to protect
valuables. Always lock your room and store valuables safely. Trust your instincts; act
immediately if a situation feels unsafe.

MARKING GUIDELINES FOR SUMMARY

1. Learners are required to present the summary in the prescribed format. A summary
presented in point form and NOT as a paragraph as required must still be marked. Look
for seven points only. Subtract one mark at the end for incorrect format.
2. Marks are only allocated for facts/points provided that they are presented in full sentences.
3. Learners must be able to write the summary in their own words as far as possible.
4. Learners must indicate the correct number of words.
Marks are allocated as follows:
• 7 marks for 1 facts/points
• 3 marks for style to be awarded as follows:
• 3 marks – excellent interpretation, good use of own words, at least 5 of the points covered;
• 2 marks – good interpretation, mainly uses own words, at least 4 of the main points covered;
• 1 mark – fair interpretation, some copying from the original, at least 2 of the main
points covered.
Marks are deducted as follows:
1. Only five (5) extra words are permitted – the rest of the summary is ignored.
2. If the summary is too short, but contains all the required information, the learner is
not penalised.
3. Deduct 1 mark for omission of (or incorrect) word count.
4. Deduct 1 mark if summary is presented in point form and not as a paragraph.
Total: 10

Page 3 of 4 visit twinkl.co.za

 Grade 9 English Home Language Comprehension and Language Assessment Term 2 Answers

Question 5:
5.1 What punctuation mark is used to separate items in a list? (1) Commas.
5.2 Identify a synonym for ”dispute" in paragraph one. (1) Argument, disagreement.
5.3. What is the part of speech for “loudly” in the sentence:
“The captain shouted loudly”? (1) An adverb.
5.4 Find an example of a simple sentence in paragraph 2. (1) Sam was deliberate in
his movements.
5.5 What is the prefix in the word “unpleasant”? (1) Un.
5.6 Provide the antonym for “lazy” from the text. (1) Active, energetic, industrious.
5.7 Is the sentence "The captain ordered the boat to be prepared by the crew" active
or passive? (1) Passive.
5.8 Identify a complex sentence in paragraph 4 and name the subordinating conjunction(s)
used. (2) Though we couldn’t see what was happening, it was clear the captain had
the upper hand. ‘Though’ is the subordinating conjunction.
5.9 Rewrite “The captain ordered the boat to be prepared by the crew” in the active voice. (2)
The captain ordered the crew to prepare the boat.
5.10 Identify the prefix in paragraph 2 and use this prefix in another word. (2)
Dis(like). Disability, disable, dissolve.
5.11 Explain the function of the pair of dashes in paragraph 3. (2)
The pair of dashes is used to give additional information (about Russel).
5.12 What punctuation mark indicates direct speech? (1)
Quotation marks/inverted commas.
5.13 Correct the saying: “Once you give a dog a bad name, you might as well throw
him overboard.” (2) Give a dog a bad name and hang him.
5.14 What does the saying mean? (2) When someone has been accused of behaving badly in
the past, with the result that people expect them to behave like that in the future.
5.15 Correct the concord error in paragraph 2. (1) He were – He was.

Section total: 20
Grand total: 70

Page 4 of 4 visit twinkl.co.za