GRAAD 12
NATIONAL
SENIOR CERTIFICATE
GRADE 12
ENGHL.1
ENGLISH HOME LANGUAGE P1
NOVEMBER 2014
MARKS: 70
TIME: 2 hours
This question paper consists of 13 pages.
MORNING SESSION
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INSTRUCTIONS AND INFORMATION
1. This question paper consists of THREE sections:
SECTION A: Comprehension (30)
SECTION B: Summary (10)
SECTION C: Language Structures and Conventions (30)
2. Answer ALL the questions.
3. Start EACH section on a NEW page.
4. Rule off after each section.
5. Number the answers correctly according to the numbering system used in this
question paper.
6. Leave a line after EACH answer.
7. Pay special attention to spelling and sentence construction.
8. Suggested time allocation:
SECTION A: 50 minutes
SECTION B: 30 minutes
SECTION C: 40 minutes
9. Write neatly and legibly.
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SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
Read TEXTS A AND B below and answer the set questions.
TEXT A
WHY SHOULD I BE GOOD?
If the world is to slow global warming, individuals need a helping hand.
1 The question is at least as old as Socrates1: if we know what the right thing to
do is, why do we not do it? It's an especially acute question when applied to
global warming. The science showing that carbon dioxide emissions are
already changing the planet's climate, and are likely to have severe effects
(melting ice caps, sea-level rise, species extinction), is compelling and now 5
barely disputed.
2 And yet, as was widely discussed at a conference of environmentalists,
geologists and writers last week in Ankelohe, Germany, public understanding
has not translated into even the simplest of public actions. Less than 1% of
Britons, for example, have switched their home electricity to renewable 10
sources, even though it requires little more than a phone call to one's existing
provider (I should know – I did it last week). Proportions on the Continent are
slightly higher, but there's clearly no rush to go green or – shudder – stop
driving cars.
3 Why such a disconnect between information and action? Part of the problem 15
is that environmental advocates emit mixed messages. In mid-May, Britain's
Guardian published a front-page story showing that five companies in Britain
produce more carbon dioxide pollution in a year than all the country's
motorists combined. That's a strong argument for targeting industry, but the
average reader could hardly be blamed for thinking, 'Why should I bother to 20
cut down on my driving?'
4 Similarly, not enough thought has been devoted to the best role for
government. Climate change is too vast a problem for individuals to solve
alone, and some big businesses have an incentive not to solve it. That leaves
governments to take the lead, which is tricky, because over-reliance on 25
government can allow individuals to fob off their own responsibilities. What's
worse, government power seems to tickle autocratic fantasies. In my
experience, environmentalists spend far too much energy advocating hard-
line government 'solutions' that don't stand a chance of being enacted. Sure,
it might be good for the planet if governments banned the use of sport-utility 30
vehicles – or, for that matter, of all fossil fuels. Yet not only is it hard to sell
outright prohibitions to voters, but the sad truth is that governments have a
woeful record in even the mildest interventions.
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5 One of the most significant innovations in the last decade has been Europe's
carbon-emission trading scheme: some 12 000 companies, responsible for 35
more than half of the European Union's emissions, have been assigned
quotas. Companies with unused allowances can then sell them; the higher the
price, the greater the incentive for firms to cut their use of fossil fuels. The
system seemed to work for about a year – but now it turns out that Europe's
governments allocated far too many credits, which will likely hinder the 40
programme's effectiveness for years.
6 Perhaps the real reason that well-intentioned consumers don't change is that
they don't see any benefit. Climate change may be a frightening, irreversible
calamity, but its worst effects will not be felt next week or next year. The
planet looks the same whether I buy a sky-choking petrol-powered car or an 45
electric hybrid2 – except that I've got to pay (at least pay far more) for the
hybrid.
7 And so there's something that governments and environmentalists ought to
agree on, right now: give consumers a motivation to go green. If I switch to
renewable, I should be given a discount, which the government can subsidise 50
with a tax break. It can't be more expensive than building a nuclear power
station. Similarly, Britain gives motorists breaks on efficient cars, but new
guidelines make the programme so restrictive that it's useless. Instead,
governments should be moving in the opposite direction: give me a cash
rebate for buying a highly efficient car, and charge me a tax if I don't. Such 55
'feebates' are gaining popularity with state governments in the US.
8 Yes, consumerism itself is part of the global-warming problem – but so are
population growth, agriculture and a host of other realities that aren't going to
go away just because environmentalists disapprove of them. If climate
change can be slowed, it's going to require an attack on all fronts. Getting the 60
public genuinely involved in modest but effective solutions will not only cut the
growth in carbon emissions, but help build the constituency for the larger
tasks needed. Even the virtuous need an incentive, as Socrates would surely
admit if he were still around.
[Source: Adapted from Time, 5 June 2006]
Glossary:
1
Socrates: An ancient Greek philosopher (469–399 BC)
2
hybrid: combination of two technologies, such as electricity and fuel
AND
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TEXT B
[Source: http://joshquid22.deviantart.com]
The above text reads:
The rate of global warming is increasing. The 20th century's last two decades were the
hottest in 400 years and possibly the warmest for several millennia, according to a
number of climate studies. And the United Nations' Intergovernmental Panel on
Climate Change (IPCC) reports that 11 of the past 12 years are among the dozen
warmest since 1850.
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QUESTIONS: TEXT A
1.1 Explain why the writer uses the personal pronoun, 'I', in the headline of the
article. (2)
1.2 What is the implication of the phrase, 'now barely disputed' (lines 5–6)? (2)
1.3 Why does the writer make reference to himself, in 'I should know – I did it last
week' (line 12)? (2)
1.4 Discuss the effectiveness of the word, 'emit' in the context of the passage
(line 16). (2)
1.5 Comment on the writer's attitude in lines 20–21: 'Why should I bother to cut
down on my driving?' (3)
1.6 Do you agree with the writer's claim that 'not enough thought has been
devoted to the best role for government' with regard to climate change
(lines 22–23)? Justify your response. (3)
1.7 Critically evaluate the diction used in paragraph 6. (3)
1.8 Suggest why the writer makes reference to Socrates in both the opening and
the closing sentence. (3)
QUESTIONS: TEXT B
1.9 Which response does the writer wish to elicit from the reader by using the
heading, 'Is it too late?'?
Choose the most appropriate response from the list below:
A Resentment
B Terror
C Alarm
D Anger (1)
1.10 How does the reference to statistics support the question, 'Is it too late?'? (2)
1.11 Discuss how the image conveys the seriousness of global warming. (3)
QUESTION: TEXTS A AND B
1.12 Both TEXT A and TEXT B address the issue of global warming.
In your view, which text is likely to have a greater impact on the reader?
Justify your response by comparing the styles of the texts. (4)
TOTAL SECTION A: 30
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SECTION B: SUMMARY
QUESTION 2: SUMMARISING IN YOUR OWN WORDS
Carefully read TEXT C below, which explores the impact of technology on education.
NOTE: You are required to do the following:
1. Summarise why the writer believes that technology will not serve as a
substitute for a teacher.
2. You must write a fluent paragraph, using your own words.
3. Your summary should include SEVEN points and NOT exceed 90 words.
4. You are NOT required to include a title for the summary.
5. Indicate your word count at the end of your summary.
TEXT C
WHY TECHNOLOGY WON'T BE ABLE TO REPLACE TEACHERS
With South Africa's needing 25 000 new educators annually, it is tempting to try to imagine
that technology might be able to plug this gap. According to Masennya Dikotla, CEO of the
Molteno Institute of Language and Literacy, this would be not only impossible but also an
assumption that would be disastrous for education.
Dikotla claims that technology is a tool that can enable more effective teaching and learning,
but in order for it to be used to greatest effect, a competent teacher's role is invaluable. Just
as the advent of books many centuries ago was no competition for teachers, technology
should be viewed as an enhancer, and never a replacement.
Well-trained teachers are still needed to adapt their lessons to learners' needs and provide
more comprehensive feedback to students – a factor that is essential to learning. Dikotla
points out that, when we use the products of technology as the only teaching tools, we stop
figuring out why a child does not understand. Moreover, it requires a person to appreciate
another person's unique characteristics and, therefore, how the learning process might need
to be adjusted in order for a child to grasp a particular concept. Dikotla says that a computer
program might be excellent at analysing test scores, but it can't take into account the human
aspect. 'The Internet can go down and systems can fail; but in my experience it is only a
teacher who can properly mark a written essay and talk to the student afterwards about the
result.'
It is also important to note that humans actively seek human contact. Children enjoy positive
engagement with an adult: the ability to make eye contact and receive the warm
encouragement of someone – this is the kind of input that makes all the difference when it
comes to motivating a child. In addition, it takes human teachers to impart soft skills such as
respect, communication, socialisation, interactive abilities and conflict resolution.
'Computers cannot be passionate,' concludes Dikotla. 'They are merely a tool, and as
teachers we show children how to use them to make their lives easier, but we cannot expect
them to be the primary teachers themselves.'
[Source: Adapted from Education Southern Africa, Volume 7 No. 6, June 2013]
TOTAL SECTION B: 10
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SECTION C: LANGUAGE STRUCTURES AND CONVENTIONS
QUESTION 3: ANALYSING ADVERTISING
Study the advertisement (TEXT D) below and answer the set questions.
TEXT D
[Source: http://media02.hongkiat.com]
The text in the advertisement reads:
A wise man once said that it's the mountain as much as your own two feet that carries
you upwards. While that may be true, something tells us that wise men are also smart
enough to have someone else haul their stuff. For the rest of us, every ounce counts.
So we made a jacket so light you'll forget you have it on. 'Where's my jacket?' On your
back. 'Oh.' See what we mean? It took us twenty years to arrive at the new Nike ACG
Superlight Jacket. And, as always, it's still a departure.
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QUESTIONS: TEXT D
3.1 Closely examine the image of the jacket. Explain the advertiser's intention in
using this image. (2)
3.2 Account for the advertiser's reference to 'twenty years'. (2)
3.3 Comment on the advertiser's technique in using the catch-phrase, 'Heavy as
a feather'. Refer to both the image and the words. (3)
3.4 Refer to the written text, 'A wise man ... still a departure'.
In your view, is the style of expression effective in promoting the product?
Justify your response. (3)
[10]
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QUESTION 4: UNDERSTANDING OTHER ASPECTS OF THE MEDIA
Study TEXTS E AND F and answer the set questions.
TEXT E: CARTOON
FRAME 1 FRAME 2
YOU HAD A GREAT IDEA I DON'T
ABOUT UPGRADING OUR REMEMBER IT WAS
CUSTOMER SUPPORT HAVING GENIUS.
SOFTWARE. THAT IDEA.
FRAME 3 FRAME 4 FRAME 5
WE'LL NEED BUDGET DUH, OBVIOUSLY
WELL, THAT
APPROVAL, BUT THAT I'LL FUND MY IDEA.
DOES SOUND LIKE
SHOULD BE NO PROBLEM IT'S GENIUS.
SOMETHING I WOULD
FOR YOU.
SUGGEST.
FRAME 6 FRAME 7 FRAME 8
HOW DID
I'LL NEED TO DELAY IT WAS
YOU GET
MY OTHER PROJECTS, I SAID VERY
FUNDING I HAD TO
BUT, AS YOU SAID, WISE OF
THAT? FOR YOUR
THOSE ARE LOWER YOU. BOSSIFY
PRIORITIES. IDEA?
[Source: Sunday Times, 19 January, 2014]
Dilbert: Character with white shirt and spectacles
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QUESTIONS: TEXT E
4.1 Describe the change in Dilbert's body language in the course of the
cartoon. (2)
4.2 Explain the difference between Dilbert's and his boss's use of the word,
'genius'. (2)
4.3 Do you think the cartoonist succeeds in creating humour? Substantiate
your response. (3)
TEXT F: CARTOON
[Source: www.polyp.org.uk]
QUESTION: TEXT F
4.4 Comment on the cartoonist's use of satire in the above cartoon. (3)
[10]
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QUESTION 5: USING LANGUAGE CORRECTLY
Read TEXT G, which contains some deliberate errors, and answer the set questions.
TEXT G
NOWADAYS
The more things change, the more they stay the same.
1 The hipster is the perfect metaphor for things changing, yet staying the
same. It is the personification of nostalgia.
2 Last year I ended up at an unbearable New Year's Eve party where a
group of people were ironically dancing to the Worst Music of the
'Nineties. They were spinning tracks like Aqua's Barbie Girl and Baja 5
Men's Who Let the Dogs Out? I felt a rising panic. I'd lived through this
error. These tunes were hideous in the 'Nineties and they're still hideous
today. What were these moustachioed freaks thinking? I'd like to throw all
of them with a rock.
3 I can understand longing sentimentally for past times gone by. But turning 10
nostalgia into an intellectualised fashion statement? Let's remove those
oversized rose-tinted glasses.
4 'In olden times it was different.' That expression has been recycled over
the centuries, altering slightly, but meaning the same thing: the idyllic,
dreamy days of yore are over. 15
5 Back in the good ol' days, everything was better – children only played
outside and were courteous. We sat down and thoughtfully wrote letters,
took hours to eat our meals, we walked everywhere and were never in a
rush.
6 While it's true that the only constant is change, it's also true that every 20
generation thinks of the past as being easier, safer and filled with more
leisure time.
[Source: Adapted from Sawubona, August 2013]
QUESTIONS: TEXT G
5.1 Correct the error of concord in paragraph 2. (1)
5.2 Rewrite the colloquial expression 'spinning tracks' (line 5) in formal English. (1)
5.3 Provide alternative punctuation for Barbie Girl (line 5). (1)
5.4 Correct the malapropism in paragraph 2. (1)
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5.5 'I'd like to throw all of them with a rock' (lines 8–9).
Correct the expression in the above sentence. (1)
5.6 'I can understand longing sentimentally for past times gone by' (line 10).
Rewrite the above sentence, removing the redundancy. (1)
5.7 Give the adverbial form of 'intellectualised' (line 11). (1)
5.8 Refer to lines 16–17. Explain the difference in meaning between the following:
5.8.1 Children only played outside.
5.8.2 Only children played outside. (2)
5.9 'the only constant is change' (line 20) is an example of ...
A antithesis.
B oxymoron.
C anti-climax.
D paradox. (1)
[10]
TOTAL SECTION C: 30
GRAND TOTAL: 70
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