SUBJECT English FAL

GRADE 12
TASK DESCRIPTION Prepared Speech
DURATION 2-3 minutes
MARKS 20
EXAMINER Ms Lehlokwa
MODERATOR Ms Molefi

Prepare a speech on one of the following topics. Your oral should be two to three
minutes long.
Instructions
 Do thorough research on your chosen topic.
Collect and keep texts (pictures, posters, cartoons or any other audio-visual
material). Display or refer to these when you present your speech.
 Write a speech which, when read at a moderate pace, lasts at least three
minutes. Read your speech aloud to a friend who will be able to assist you
with pronunciation and fluency.
 Time your presentation.
 Ensure that your teacher will be able to follow your speech.
 Use cue cards to present your speech. Good cue cards only note the main
points of the speech to help you to remember the rest of the presentation.
Number your cue cards to ensure correct sequence of your speech.
 Marks will be awarded according to the extent of preparation and planning
that is evident from the preparation of the speech.
 Refer to the marking rubric that will be used to assess your prepared speech/
presentation. On the day of the presentation ensure that you have the
following:
a copy of your final speech, your visual aids and your cue cards.
 Submit a copy of your speech written on an A4 page, a copy of the poem /
idiom / idiomatic expression/ proverb and all the research done.
 Add a complete list of references you have used in preparation of your
speech. You need to have at least THREE references.
 TOPICS

1. Lessons to learn from sports.

Explain why you have chosen this topic.
 Give detail to the origin of sports in general.
 Show/ give examples of how sports have evolved and has changed
the lives of people. (20)

2. Perseverance
 Define the topic.
 Explain how perseverance can assist in dealing with situations.
 Relate examples of people who inspired you to persevere. (20)

3. Child labour.
 Define the topic.
 Explain what the causes of child labour are.
 Do you think it is good for people to practice child labour? (20)

4. ‘You don’t choose your family. They are God’s gift to you as you are to
them.’
 Explain your understanding of the topic.
 Focus on the positive and negative effects of having a family.
 How can your family make an impact in your life? (20)

5. ‘Sometimes life hits you in the head with a brick. Don’t lose faith.’
 Explain the incident that led to your situation.
 How were you able to overcome the situation?
 Give moral advice to other people. (20)

6. Embracing change.
 What is your understanding of the topic?
 Why is it important in life to embrace change?
 What advice would give to people that do not want to embrace
change?

7. If I could turn back time…

 How important is time in your life?
 What are the things that you think you should have done differently?
 Why is time management important? (20)

8. My legend.
 Define the word legend.
 Explain why you consider this person your legend.
 How has this legend influenced your life? (20)

9. The beauty of travelling.

 What inspires travelling?
  Describe the places you have travelled to.
 What are your recommendations for travellers? (20)

10. Wisdom does not come with age, but with experience.
 Define wisdom.
 Describe some of your experiences that have made you wiser.
 What is the advice that you can give to your peers based on your
experience? (20)
 SUBJECT English FAL
GRADE 12
TASK DESCRIPTION Prepared Reading
DURATION 2-3 minutes
MARKS 20
EXAMINER Ms Lehlokwa
MODERATOR Ms Molefi

Prepare a reading piece for oral assessment. Your reading should be two to three
minutes long. Carefully follow the instructions:

 Take some time to select a suitable passage you enjoy reading. Remember
you have to submit a copy of the passage you have read to the teacher to
keep for evidence.
 Read it silently to yourself to familiarise yourself with its contents.
 Then read it aloud several times. When you feel that you have mastered it,
read it in front of the mirror making sure that you can see yourself looking at
yourself several times during the reading. If you can do this, it means that you
will look up at your audience several times during the reading.
 You might also like to read to a willing audience for practice.
 You will need to project your voice and read with good pace.
 Maintain good posture and eye contact as you read.
 Practise pronouncing all the words correctly.
 Remember that you will be required to answer questions about the passage
you have read.
Instruction to the teacher:

 Spend some time preparing your learners for this section of the work. It is
possible for all learners to achieve good marks in this section as they have the
opportunity to prepare themselves ahead of time.
 Stress the importance of careful choosing of the passage. It must be at a Grade
12 level, but also not too difficult for the learner to manage. It must be a passage
on a topic that captures the learner’s interest. They will naturally read better. It
must be long enough for the educator to be able to make a fair assessment.
Learners must submit a copy of the reading passage to keep as part of SBA
evidence.
 There must be clear evidence of preparation. The learners must have found out
the meanings and pronunciation of all the words in the passage.
 Encourage learners to enhance the meaning of words through tone, voice
projection, pace, eye contact, posture and gestures.
 You may wish to add to your conversation assessment by asking the
learner questions on the passage after the prepared reading has been
completed.
 Do not force learners who stutter or who experience other speech impediments to
perform in the front of the class if they would rather not do this. Allow them to
work alone with you at a pre-arranged time.
 Use the correct rubric to assess prepared reading. Discuss the rubric with the
learners so that they know how they will be assessed. Clearly indicate the mark
breakdown on the learner evidence that must be filed in the learner SBA file.

REMARKS:
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PASSAGE 1

Leaving home: Coping with the Transition to University: Advice from Both Sides
By Kerry Price and Stuart Price
Daughter's advice to parents:
When I first moved to university, my parents drove me there for the beginning of the term, which
was great. However, they stayed around a bit too long, making it challenging to socialise with
neighbours. It's better to leave us to unpack ourselves.

Please avoid asking us to come home during term time. Weekends are busy, and there just isn't
enough time. If you feel lonely without us, consider finding a new interest or getting a pet. Please
don't make us feel guilty about leaving home. While it's interesting to hear about your university
experiences, remember it was years ago. Things have changed, with more debt and job
challenges facing us in the future.

Please respect our privacy and stop checking up on us and our friends on Facebook. We value
some privacy. Don’t change anything in our bedrooms; we'll be back during the holidays, so
please avoid touching anything. We’d still like to join family holidays, even if we're not home all the
time. Please don't forget to include us.

Father's Advice to Students

Avoid complaining about your workload. We work a lot too, and you're an adult now, so get used
to it. Accept that we didn't get a dog while you were at home but got one as soon as you moved
out. We miss you!

Just because you're studying complex subjects at university doesn't make you more intelligent
than everyone else. Please don't treat your family as if they were unintelligent; we're not. Let us
visit you from time to time. We promise not to embarrass you in front of your friends; we just want
to see you for a brief time and take you out for a meal.

Avoid spending too much time on Facebook; you need time for all the work you have to do. We
might make a few changes to your room, so please deal with it. Having a guest room is great, but
we won't make extensive changes, we promise. Don’t forget to call home now and then, and don't
get annoyed if we call you. It’s not pestering!

https:// learnenglishteens.britishcouncil.org/skills/reading/b2-reading
PASSAGE 2

FOMO - FEAR OF MISSING OUT!

By Mr. Braddock
Everybody knows how important it is for students to get a good night’s sleep every night. You
can’t do your best and keep up with all your responsibilities unless you sleep well. I’m sure you
already know that you should go to bed at a reasonable hour. Most experts agree that the
optimum number of hours is eight, and this has been accepted as common sense for as long as I
can remember. However, I was young once and I know that most of you get much less sleep than
that – and in some cases it will be affecting your schoolwork.

I read an interesting article in a teachers’ magazine recently. They did a study of 848 students in
Wales. Worryingly, the results showed that teenagers are facing a new problem. They may go to
bed and get up at appropriate times, but a growing number are waking up in the middle of the
night, not to use the bathroom or have a snack but because of a new phenomenon: FOMO – fear
of missing out!

The article says that social media makes kids wake up and suffer at night. Afraid of missing a
comment or opportunity to take part in a chat, teenagers are waking at all times of the night, going
online, and getting involved. All this when they should be sound asleep.

Experts are worried about this growing trend and the report reveals some worrying statistics that
I’d like to share with you:
23% of 12 to 15-year-olds wake up nearly every night to use social media. Another 15% wake up
at night once a week for the same reason.

One in three students are constantly tired and unable to function to their full capacity.
Students who use social media during the night are more likely to suffer from depression and
anxiety.

I would like to ask you to be responsible when it comes to social media. Be brave! Switch off your
devices at night. The world won’t end, and your social media will be waiting to greet you in the
morning! I promise you didn’t miss much.

https:// learnenglishteens.britishcouncil.org/skills/reading/b2-reading
PASSAGE 3

Are we losing the art of conversation?

By Sherry Turkle
The talk made me think a lot about our communication and technology’s impact on
us. People are multitasking, by emailing during meetings or texting. I think it changes
our relationships, not only at work. Children are side-lined as parents text at dinner or
use social media during the school run. It is as if we cannot bear to miss out on what
our online buddies are up to, we juggle the real and online world. My concern is that
we do not give our brains a chance to switch off. It’s these moments when we
process information that helps us make important decisions.

The speaker was spot on about some things. Take parental influence, for instance.
How can we expect teenagers not to text while doing their homework when they
witness their parents posting on social media while cooking the evening meal or
waiting at a red light? She also made a point about people wanting to be in two or
several places at once. They alternate between real and online chats. I see it all the
time with my teenage daughter and her friends. They arrange to meet and then sit
together in silence while each one engages in a different conversation online.

I believe there is a danger that the more connected we are, the more isolated we
feel. I think my generation, who lived without technology, is less affected. We know
how to be alone and, we know that it is OK to be alone. But the under 20s are
different. They communicate so much that they will never experience solitude and
may not like being alone. They're learning to converse through editable messages,
missing out on real-time, face-to-face conversation.

I am uncertain about the extent of people feeling more isolated, but our
communication has evolved. We exchange brief messages and emojis, potentially
hindering deeper understanding. Superficial conversations are replacing in-depth,
face-to-face interactions with their pause, intonation, and emotions. The speaker
notes our growing comfort with conversing with machines like Siri, which lack human
experience. Despite these limitations, we increasingly rely on technology and less
from human connections.

https://learnenglishteens.britishcouncil.org/sites/teens/files/
PASSAGE 4

Do you have the right mindset?

Think back to when you were in a classroom, maybe a maths classroom, and the
teacher set a difficult problem. (That could have been any time between this morning
or a few years ago.) Which of the two following responses is closer to the way you
reacted?

Option A: Oh no, this is too hard for me. I am not even going to seriously try and
work it out.

Option B: "This is tricky, but I enjoy pushing myself. Even if I do not get it right, I
might learn something.

Early in her career, psychologist Carol Dweck from Stanford University presented
slightly challenging problems to a group of ten-year-olds. One group reacted
positively, embracing the challenge, and understanding their abilities could develop –
this is known as a ‘growth mindset’. Another group felt their intelligence was judged,
leading to a ‘fixed mindset’ and a lack of imagination for improvement. Some even
considered cheating or seeking those who performed worse for self-esteem.

Dweck believes there is an issue in education where children are praised for their
intelligence or talent. This praise can make them vulnerable to failure, making them
performance-oriented, and more interested in pleasing with high grades than in
learning for its own sake. Dweck's solution is to praise the learning process: making
an effort, using learning strategies, persevering, and improving. This approach
fosters a ‘mastery-oriented’ mindset, focused on getting better at something and
achieving more. She contends that sustained effort over time leads to outstanding
achievement.

Psychologists tested these theories and found that students who left their comfort
zone to learn something new and challenging formed stronger neural connections,
making them more intelligent. These students made faster progress than a control
group. In another study, underperforming school children exposed to growth mindset
techniques for a year achieved remarkable results, outperforming more privileged
peers. They transformed their perception of effort from a sign of stupidity to the key
to learning.

In summary, if you identify with Option B, you already possess a growth mindset. If
you chose Option A, do not worry – everyone can become mastery-oriented with
some effort and self-awareness.

https://learnenglishteens.britishcouncil.org/skills/reading/c1-reading/
PASSAGE 5

Negative Impact of Load Shedding on Schools, Hospitals, and Police

Services

Load shedding, a common practice in many countries to manage

electricity shortages, has far-reaching and detrimental consequences on
essential services such as schools, hospitals, and police services. When
the power supply is intermittently cut, it disrupts daily operations,
compromises the quality of services, and places the safety and well-being
of the public at risk. In this article, we will delve into the negative impact of
load shedding on these crucial sectors.

Load shedding disrupts the learning process in schools, as it can lead to

frequent power outages during school hours. This not only affects
classroom instruction but also hampers the use of essential educational
technologies, such as computers and projectors. Students and teachers
often have to deal with uncomfortable classroom conditions during load
shedding. Lack of air conditioning or heating can make learning
environments uncomfortable, affecting concentration and productivity.
Load shedding also affects extracurricular activities like computer labs,
science experiments, and after-school programs. This can hinder
students' overall development and limit their opportunities.

Hospitals rely heavily on electricity for life-saving equipment, medical

devices, and lighting. Load shedding can put patients' lives at risk by
causing power interruptions during surgeries, affecting intensive care
units, and disrupting critical diagnostic procedures. Scheduled medical
procedures often get postponed due to load shedding, leading to delays
in treatment for patients. This can worsen the conditions of individuals
waiting for urgent care. Certain medications and vaccines require strict
temperature control. Load shedding can compromise the integrity of these
medicines, rendering them ineffective.

Load shedding hampers the police's emergency response, crime

investigation, and law enforcement. Power shortages disrupt surveillance
cameras, communication systems, and data management, rendering
police vulnerable to attacks in reduced visibility. This elevates the risk of
increased criminal activity and hinders investigations, impacting crime
resolution and victim justice.

Load shedding has far-reaching and detrimental effects on essential

public services, including schools, hospitals, and police services. These
negative impacts are not limited to inconvenience; they pose a direct
threat to the safety, well-being, and quality of life of the citizens who rely
on these institutions. Governments must prioritize a stable power supply
for the citizens' welfare.
PASSAGE 6

Your digital footprint

Every time you go online you leave a trail. This is like a real footprint. It
reveals where you’ve been, how long you stayed and what you’ve been
doing there. Every time you register for an online service, send an email,
download a video, or upload a photo, the information can be accessed,
and your digital footprint can be revealed. This shouldn’t necessarily be
worrying but it is advisable to be aware of your digital footprint and be
cautious and sensible when you are online.

Six top tips for taking care of your digital footprint.

Don’t forget to log off when you leave a website, especially if you are using
a shared computer. If you don’t, someone can easily pretend to be you!
Don’t tell anyone your passwords and don’t write them down in an obvious
place. Make them more complex by using a combination of letters,
numbers, and punctuation marks.
Tell an adult if you come across anything online that makes you upset,
anxious, or concerned. There are ways to report inappropriate or abusive
content, web managers respond rapidly.
Remember your favourite websites by using the history button and the
bookmark function on your computer or mobile device. This helps your
digital footprint and can work in your favour but clear your browser history
regularly.
If you want to post comments online, don’t use your name. Invent a
nickname to use instead. Also, use a picture instead of a real photo.
Protect your identity online. Be careful about who you share personal
information with. Think twice before sharing details like your email, home
address, school, or phone number with someone.

Think about the future.

All kinds of people are interested in your digital footprint. It's common for
colleges, universities, and employers to check out the online profiles of
possible candidates as part of their application process. There are cases of
people having missed out on jobs and places in college because their
digital footprint didn’t impress the recruiters. Don’t put too much personal
information online and always think before you post something. Ask,
‘Would I want everyone to see this?’
https://learnenglishteens.britishcouncil.org/skills/reading/