MODULE CODE: SDENG3J
OCT/NOV EXAMINATION ANSWER SCRIPT
SECTION A: ACTIVITY DESIGN
QUESTION 1
Read the below text extract and answer the questions that follow.
“MAVERICK LIFE
Underwater otherworld: A dive into the Cape’s kelp forests
By Keith Bain • 17 April 2021 [Condensed version of the original article]
It’s an alien world right on our doorstep, in the frightfully frigid waters of the Atlantic. Keith Bain meets the world’s
foremost ambassador for Cape Town’s kelp forests and discovers the reward for enduring that bracingly cold
seawater.
[Meet] Craig Foster; [n]ot only Cape Town born and bred but raised near the water’s edge, in Bakoven, where
the winter waves would pound against his family’s bungalow and he and his brother spent many happy days
foraging in rock pools and being smashed against the boulders.
As grown-ups, the brothers became award-winning documentary filmmakers, exposing themselves to incredible
extremes to capture riveting episodes of life in Africa.
Eventually, after three hectic films about crocodiles, Foster reached a kind of burnout. He was tired, stretched
beyond his limits, his body weak. That’s when his memory drew him back to the ocean. He felt its call, he says, a
powerful desire to get into the sea just in front of his home in Simon’s Town, and swim with nature.
No ninny, Foster went in bare-skinned. “I don’t scuba dive. All I wear is a mask, fins, a hoodie because cold-
water ear has set in, and a weight belt. No wetsuit. I go minimalist, with a small high-power, tucked-away
camera. One breath of air and off we go.” …
He says it took a year to adjust, physically, to the cold – going against everything your body tells you,
complaining about the pain, overcoming the desire to get out. He forced himself to go back over and over again.
After a year, he says the body starts to crave the cold.
While Foster started going into the water for a personal reset, something else happened over the weeks, then
months, and now about 10 years of daily – that’s correct: daily – dives. Not only was his vitality restored by the
cold, but he found himself falling in love with the creatures he encountered in the water. “It’s paradise. I live on
the edge of a vast wilderness, a golden forest filled with incredible animals, many unknown to science. Some
tiny, some quite enormous.”
That “golden forest” is in fact a kelp forest, a vast aquatic ecosystem stretching from Cape Agulhas, at the
southern tip of Africa, to central Namibia. Foster calls it the “Great African Sea Forest”. And it’s among the most
productive ecosystems on Earth. …
Kelp grows extremely fast – up to 13mm per day – and although requiring sunlight to photosynthesise, it doesn’t
need roots to extract nutrients from the substrate, instead absorbing them directly from the water. They’re not
plants, but algae, and what look like roots are actually a modified anchoring system called a “holdfast”. …
Dive in, as Foster does, and the scene is indeed otherworldly. The kelp – up to 30m tall – buoyantly dances as
the current moves it side to side, so that there’s this incredible play of sunlight filtering down from above,
streaming through the gaps almost hypnotically, the light glancing off the mirror-like silvery scales of fish that
seem to fly through the canopy the way birds do in the arboreal world. … It was one shy creature’s bravery,
though, that has perhaps most deeply touched Foster’s soul. Some of the most memorable times he’s spent in
the sea have been with a common octopus he befriended after she literally reached out to him, overcoming her
instinctive fear. The two formed an unprecedented bond that became the subject of a documentary that caused a
worldwide stir in 2020 when it was dropped on Netflix.
The film shows how, over the course of a year, Foster was able to document this octopus displaying a vast
repertoire of astonishing behaviours, from walking along the bottom of the sea using two arms as though bipedal,
to literally playing with fish, and using shells to instantaneously create a defensive shield.
The film is by now known to just about anyone with a pulse and an interest in wildlife; it has not only racked up
awards at festivals around the world but is among the nominees for an Oscar in the documentary feature
, category. It’s quite an accomplishment given the intimacy of the filmmaking, not to mention the complexity of the
human-animal interaction that happens in front of the camera.
It is as if humans had managed to make contact with an alien life form – and overcome the vast gaps of
understanding such a meeting might conceivably entail. It’s thanks to the level of trust that Foster forges with this
octopus that the film becomes one of those rare cinematic events when a reality that’s revealed seems somehow
more imaginative, dreamed up or unreal than most fictional films. Some of it is barely believable. And yet that’s
the point of the film: To reveal this mysterious animal’s incredible intelligence and demonstrate why her habitat –
the kelp forest – is worth saving. … “There’s a Master Switch that gets flipped,” says Foster. “The cold has
healing powers. It changes the hormonal functioning of the body. There’s a total transformation, a rush of
hormones all the time to the brain.”
And if not, so what? Once you’ve dipped into this alien world what’s going to leave a lasting impression is not the
shivering, but the extraordinary abundance of life. And the countless implausible miracles that are happening,
ceaselessly, between the gigantic strands of algae that form this precious forest beneath the sea. DM/ML
Daily Maverick. 2021. Accessed on 26 April 2021. (https://www.dailymaverick.co.za/article/2021-0417-
underwater-otherworld-a-dive-into-the-capes-kelp-forests/).”
Design an activity in which you use the above extract to teach listening skills to Grade 10
learners. Your answer should include a description of the pre-listening, listening and postlistening
activities that your learners would do. Ensure that your activities are learnercentred, varied and
interesting.
SUB-TOTAL: [30 MARKS]
SECTION B: SHORT THEORETICAL QUESTIONS
QUESTION 2.1
Explain how you as a teacher can create a conducive environment that encourages speaking or
oral skills in a Grade 11 English classroom. Write a paragraph in which you explain the reasons for
your answer. Include relevant examples to justify your reasons.
[10 marks]
QUESTION 2.2
A language teacher’s role as a facilitator of both teaching and learning is very complex. Do you
agree/disagree with the above statement? Write a paragraph in which you explain the reasons for
your answer. Include relevant examples to justify your reasons.
[10 marks]
Each paragraph should be about 12 lines long (about 120 words).
SUB-TOTAL: [20 MARKS]
SECTION C: LESSON ACCOUNT
Answer either QUESTION 3 or QUESTION 4 in this section.
QUESTION 3
You have decided to focus on the topic of theme in one of the prescribed plays, novels or short
stories that your learners have studied. Specify/provide the title of the text that is to be taught.
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, Write an account of a lesson in which you explore theme in the text of your choice. Link the
teaching of theme to a ‘while reading’ activity. Formulate TWO lesson outcomes in your account
and indicate how each outcome is met. Note that your activities should be interactive, varied and
interesting. Your account should reflect how you used available resources meaningfully.
Credit will be given for originality and creativity. Remember to provide justification throughout your
lesson account. In your answer, you should REFER to the text of you have chosen.
Your answer should be approximately 900 words (about THREE pages).
Your lesson account should reflect:
• the name and author of the play, novel or short story;
• the grade and duration of the lesson;
• two clearly defined and measurable outcomes that are aligned to the activities;
• the meaningful use of relevant additional resources to explore the theme of the selected text;
• creativity and originality;
• the use of teaching strategies to encourage close interaction with the additional resources;
• clear justification of your teaching strategies for each activity.
The headings you should use to structure your lesson account are given on the next page.
Use the following headings to structure your lesson account.
GRADE [1 mark] DURATION [1 mark]
PRESCRIBED TEXT [1 mark]
LESSON OUTCOMES (List TWO outcomes specific to this lesson) [4 marks] N.B. The
following sections should be written in paragraphs.
RELEVANT RESOURCES [3 marks]
INTRODUCTION TO THE LESSON
Activity 1 [5 marks]
EXPLORATION OF THEME AND USE OF ADDITIONAL RESOURCES.
Activity 2 [5 marks]
Activity 3 [5 marks]
FOLLOW-UP ACTIVITY
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