1. Multilingualism. 2. Difference in characterisation. 3. Text-based and process approach. 4. Listening for analysis. 5. Facts and opinions. 6. Proficiency in Home Language. 7. Encour

Question: You are the teacher in a class of learners who speak different languages and where you give your learners an opportunity to share their knowledge. Your lesson is on fruits and vegetables. You have organised learners into groups and asked each learner to name all of the fruits and vegetables in their home languages. By emphasising all languages in a positive light, it allows all learners to learn new vocabulary, become conscientious of various cultures and create an encouraging learning environment that fosters all learners, regardless of their native language. This endorses … a. monolingualism. b. bilingualism. c. multilingualism. d. xenophobia. Question 2 Not yet answered Marked out of 2.00 Flag question Question text When teaching literature using a genre approach, which of the activities listed below would be suitable? a. Determine the difference between characterisation in a novel, short story, drama or folklore. b. Compare the setting (time and place) of the story with the historical events that took place at the same time as the story. c. A thorough study is made of the life of a poet and how his/her poems link to a particular historical period. d. Envy, courage, greed, and so forth are investigated across different genres and related to real-life situations. Question 3 Not yet answered Marked out of 2.00 Flag question Question text Read the following case study and indicate what kinds of language teaching approaches are followed: A Grade 7 HL teacher would like to teach her learners to write a descriptive essay. She has divides the learners in groups of three and hands each group a sheet, with pictures of two people on it. She then tells them that one of the people in the picture has escaped from jail and the police are looking for him. The group must decide which one of the two persons on the picture has escaped and describe him as accurately as possible to the police. Each group must brainstorm a list of words that they would use to describe the person. After a while, each group gets the opportunity to read their list of words to the rest of the class. The teacher then reads a description of the actual prisoner and request the learners to decide whether they have identified the correct one. A class discussion is then held in which learners get the opportunity to explain how they managed to identify the correct prisoner from the teacher’s description. Thereafter, each learner has to write a descriptive paragraph of a specific place in the school’s environment. The next day, the learners read their descriptions to their classmates, who must try to identify the place that was described by each learner. Learners may revise and edit their drafts, before they submit their paragraphs to the teacher for assessment. a. The teacher follows a text-based and process approach. b. The teacher follows a chronological and communicative approach. c. The teacher follows a genre and thematic approach. d. The teacher follows an integrated and process approach. Question 4 Not yet answered Marked out of 2.00 Flag question Question text The teacher reads the text below to learners and request them to distinguish between facts and opinions: 1. Tsunamis are underwater earthquakes that cause unnaturally high waves. 2. Tsunamis usually occur in places that are prone to earthquakes. 3. Tsunamis occur because the gods are angry with humans for spreading evil. 4. Tsunamis can be prevented if people stop being evil. 5. The latest tsunami to have caused extensive damage occurred off the coast of Japan on 11 March 2011. 6. Many people lost their lives in this tsunami because they were careless and didn’t stay at home on that day. 7. The tsunami in Japan was so severe that it caused Japan’s nuclear reactors to explode. 8. The radiation emitted by the damaged reactors constitutes a serious health hazard to people living within a 50- to 80-kilometre radius. 9. I think that people all around the world should raise funds to help the people of Japan. 10. People should not travel to Japan, because they may be burnt by the radioactive gases coming from the nuclear reactors. Source: (Adapted from ORELT. Unit 4: Listening for Communication: Language Functions). What kind of listening does the teacher expect from learners? a. Listening for specific information b. Listening for comprehension and speaking c. Listening for critical analysis and evaluation d. Listening for appreciation and interaction Question 5 Not yet answered Marked out of 2.00 Flag question Question text Which of the sentences in the reading text below on tsunamis are facts and which are opinions? 1. Tsunamis are underwater earthquakes that cause unnaturally high waves. 2. Tsunamis usually occur in places that are prone to earthquakes. 3. Tsunamis occur because the gods are angry with humans for spreading evil. 4. Tsunamis can be prevented if people stop being evil. 5. The latest tsunami to have caused extensive damage occurred off the coast of Japan on 11 March 2011. 6. Many people lost their lives in this tsunami because they were careless and didn’t stay at home on that day. 7. The tsunami in Japan was so severe that it caused Japan’s nuclear reactors to explode. 8. The radiation emitted by the damaged reactors constitutes a serious health hazard to people living within a 50- to 80-kilometre radius. 9. I think that people all around the world should raise funds to help the people of Japan. 10. People should not travel to Japan, because they may be burnt by the radioactive gases coming from the nuclear reactors. Source: (Adapted from ORELT. Unit 4: Listening for Communication: Language Functions). a. Sentences 1, 2, 5 and 6 are facts, whereas 3, 4, 7, 8, 9 and 10 are opinions b. Sentences 1, 2, 3, 7, 8 and 10 are facts, whereas 4, 5, 6 and 9 are opinions c. Sentences 1,2, 5, 7 and 8 are facts, whereas 3, 4, 6, 9 and 10 are opinions d. Sentences 1, 2, 3, 4 and 5 are facts, whereas 6, 7, 8, 9 and 10 are opinions Question 6 Not yet answered Marked out of 2.00 Flag question Question text According to the CAPS framework, what is one of the expected outcomes for learners by the end of Grade 9? a. Limited ability to write and express ideas. b. Proficiency in using their Home Language for a variety of purposes. c. Difficulty in understanding basic language concepts. d. Overdependence on English as the only means of communication. Question 7 Not yet answered Marked out of 2.00 Flag question Question text What is the primary purpose of the pre-reading phase in the reading process, as described in the CAPS document? a. To encourage learners to form expectations about the text b. To analyse the structure and language features of the text c. To make associations with learners' previous experiences d. To summarise the main ideas and supporting details of the text Question 8 Not yet answered Marked out of 2.00 Flag question Question text Which of the following statements places the stages of the writing process in the correct order? a. Planning, drafting, revising, editing, presenting, reflecting b. Prewriting, revising first draft, editing, presenting, reflecting c. Planning, drafting, revising, editing, proofreading, presenting d. Prewriting, revising first draft, proofreading, presenting, reflecting Question 9 Not yet answered Marked out of 2.00 Flag question Question text What should be the focus of learner assessments in an inclusive classroom? a. Only academic skills b. Holistic development, including social and emotional growth c. Strict adherence to test scores d. Ignoring individual progress Question 10 Not yet answered Marked out of 2.00 Flag question Question text What is the role of punctuation in writing according to CAPS? a. It is optional and can be ignored b. It enhances clarity and meaning c. It serves no real purpose d. It should only be taught in advanced writing Question 11 Not yet answered Marked out of 2.00 Flag question Question text How does CAPS recommend using informal assessments? a. Only at the end of the term b. As ongoing evaluations to inform teaching c. As the sole method of assessment d. To replace formal assessments entirely Question 12 Not yet answered Marked out of 2.00 Flag question Question text The process of understanding and interpreting spoken texts is known as: a. Reading Comprehension b. Listening Comprehension c. Writing Analysis d. Speaking Evaluation Question 13 Not yet answered Marked out of 2.00 Flag question Question text What is the underlying principle of the Basic Department of Education's Language in Education Policy? a. Replacing home languages with additional languages for cognitive benefits. b. Maintaining home languages and limiting access to additional languages. c. Providing access to additional languages while maintaining home languages. d. Shifting towards exclusive bilingual education for all learners. Question 14 Not yet answered Marked out of 2.00 Flag question Question text Which type of writing focuses on personal opinions and experiences? a. Narrative b. Expository c. Persuasive d. Descriptive Question 15 Not yet answered Marked out of 2.00 Flag question Question text During the during-reading phase of the reading process, what are learners encouraged to do with unfamiliar words and images? a. Ignore them and focus on the main ideas. b. Use word-attack skills and contextual clues to infer their meaning. c. Skip them and come back to them later. d. Replace them with synonyms from a thesaurus. Question 16 Not yet answered Marked out of 2.00 Flag question Question text Which principle is essential in the CAPS framework to foster social justice? a. Maintaining educational inequalities b. Focusing solely on high-achieving learners c. Providing equal opportunities for all learners d. Ignoring barriers to learning Question 17 Not yet answered Marked out of 2.00 Flag question Question text As part of a literature lesson, Ms. Smith is discussing a new text with her class. She encourages her learners to share how the themes in the story relate to their own lives and perspectives. What practice is Ms. Smith promoting among her learners during this discussion? a. Avoid making personal connections b. Ignore differing interpretations c. Reflect on their own experiences and viewpoints d. Memorise the text verbatim Question 18 Not yet answered Marked out of 2.00 Flag question Question text What does the CAPS curriculum state about the use of Home Language in learning? a. It should be avoided in favour of English b. It is essential for cognitive development and identity c. It is only for informal settings d. It should be restricted to certain subjects Question 19 Not yet answered Marked out of 2.00 Flag question Question text What does intertextuality refer to in reading? a. Reading only one text at a time b. Connections between different texts c. The length of texts d. Personal interpretation of a single text Question 20 Not yet answered Marked out of 2.00 Flag question Question text The CAPS document encourages the integration of which of the following in teaching writing? a. Grammar and composition b. Process writing with multiple drafts c. Memorisation of writing styles d. Focusing solely on grammar rules Question 21 Not yet answered Marked out of 2.00 Flag question Question text In a Grade 9 English classroom, the teacher plans a unit focused on environmental awareness. The learners are tasked with researching local environmental issues, such as river pollution and conservation efforts in their community. They will then create a persuasive presentation to persuade their classmates to take action on these issues. As part of the project, they will also write a reflective essay on what they learned from the research process and the importance of addressing environmental issues. How does this approach align with the CAPS framework for language learning? a. It lacks relevance to the curriculum and focuses too much on individual interests. b. It fosters critical thinking and connects language skills to learners' real-life experiences and community issues. c. It simplifies the learning process by avoiding complex topics, making it easier for learners. d. It encourages memorisation of language rules without applying them to practical situations. Question 22 Not yet answered Marked out of 2.00 Flag question Question text What is the primary purpose of summarising a text? a. To rewrite it in different words b. To recall main ideas and supporting details c. To memorise it for exams d. To ignore the original meaning Question 23 Not yet answered Marked out of 2.00 Flag question Question text What is the significance of using multimodal texts in the classroom? a. To limit learners' exposure to different media b. To enhance comprehension through diverse formats c. To focus solely on print texts d. To avoid digital literacy Question 24 Not yet answered Marked out of 2.00 Flag question Question text How is the relationship between the home language and any additional languages typically characterised in multilingual education? a. The additional languages replace the home language. b. The home language is considered less important than the additional languages. c. The home language is strengthened alongside the additional languages. d. The home language is exclusively used for academic purposes. Question 25 Not yet answered Marked out of 2.00 Flag question Question text What is a key aspect of the communicative approach to language teaching, as discussed in the CAPS document? a. Emphasis on grammar drills and exercises to build language proficiency. b. Focusing primarily on individual language practice, rather than group work. c. Providing the learners with limited exposure to the target language in the classroom. d. Encouraging language learning through social and practical communication. Question 26 Not yet answered Marked out of 2.00 Flag question Question text Which teaching approach focuses on learners creating meaning through interaction? a. Text-based approach b. Process-oriented approach c. Communicative approach d. Grammatical approach Question 27 Not yet answered Marked out of 2.00 Flag question Question text In line with the CAPS guidelines, which aspect should teacher training programmes prioritise to enhance effective teaching practices? a. Standardised test preparation b. Innovative teaching methods and strategies c. Memorisation of curriculum content d. Limited engagement with learners Question 28 Not yet answered Marked out of 2.00 Flag question Question text Which of the following best describes "process writing"? a. Writing done in one sitting b. Writing that focuses solely on the final product c. Writing that includes drafting, feedback, and revision d. Writing with no structure Question 29 Not yet answered Marked out of 2.00 Flag question Question text In a Grade 8 English classroom, the teacher is preparing learners for a group project focused on analysing literature. As she explains the project, she encourages learners to share their diverse viewpoints and work together to achieve their common goal. She mentions that the success of their project will rely on how well they support each other and value each other's contributions. Given this approach, how should learners ideally engage with one another during the project? a. By competing to present the best ideas. b. By collaborating and respecting each other's input. c. By working independently to minimise distractions. d. By primarily following the teacher's instructions without discussion. Question 30 Not yet answered Marked out of 2.00 Flag question Question text How can the following activity be described? Two learners get together and create their own dialogue between a waitress and a customer in a restaurant. a. A listening task b. A pre-listening task c. A post-listening task d. A pre-writing task Question 31 Not yet answered Marked out of 2.00 Flag question Question text In the post-reading phase, what does "drawing conclusions/forming your own opinion" involve? a. Summarising the main ideas of the text b. Evaluating and discussing different interpretations of the text c. Reproducing the entire text in a different genre d. Creating new texts by rewriting the original text in a different tense Question 32 Not yet answered Marked out of 2.00 Flag question Question text What does a rubric in assessment typically measure? a. Learners' attendance b. Progress over time c. Quality of work based on set criteria d. Quantity of work completed Question 33 Not yet answered Marked out of 2.00 Flag question Question text In a dynamic South African Grade 7 classroom, a teacher notices that many learners are fluent in multiple languages, including Afrikaans, isiXhosa, and English. To leverage this linguistic diversity, she encourages learners to express their thoughts and share stories in whichever language they feel most comfortable. She believes that embracing their multilingual backgrounds not only enriches classroom discussions but also enhances their understanding and appreciation of different cultures. During a staff meeting, she passionately advocates for the inclusion of all languages as a valuable resource for learning. Given this context, what is the CAPS stance on multilingualism in the classroom? a. It should be discouraged. b. It is a valuable resource for learning. c. It complicates the learning process. d. It is irrelevant to language education. Question 34 Not yet answered Marked out of 2.00 Flag question Question text Which method of teaching encourages learner participation and interaction? a. Teacher-centered instruction b. Lecture-based learning c. Cooperative learning d. Independent study Question 35 Not yet answered Marked out of 2.00 Flag question Question text What does CAPS suggest about the use of technology in teaching? a. It should be avoided. b. It can enhance learning experiences. c. It is unnecessary in language education. d. It should replace traditional teaching methods. Question 36 Not yet answered Marked out of 2.00 Flag question Question text In a South African Grade 8 classroom, the teacher introduces a new unit on creative writing. To encourage collaboration and critical thinking, she implements a peer assessment activity where learners exchange their written pieces for feedback. During this process, learners share insights and suggestions with each other, helping them to reflect on their own work from different perspectives. What role does CAPS assign to peer assessment in such classroom activities? a. To provide learners with different perspectives on their work. b. To replace teacher assessments entirely. c. To minimise collaboration among learners. d. To focus solely on grades. Question 37 Not yet answered Marked out of 2.00 Flag question Question text How should language structures and conventions be included in the teaching plan? a. Language structures and conventions should be taught separately from text-related activities. b. All language structures and conventions should be covered in each two-week cycle. c. Language structures and conventions should be integrated into meaningful activities related to the texts being studied. d. Language structures and conventions should be taught at the end of the academic year as a revision. Question 38 Not yet answered Marked out of 2.00 Flag question Question text Intensive reading of shorter texts is done for various reasons. Which of the following reasons for intensive reading are correct? (i) To make summaries and take notes (ii) Understand the text at sentence and paragraph level (iii) To develop and practise critical language awareness (iv) To understand how visual elements and written material in texts work. The correct option is: a. (i), (ii) and (iii) b. (i), (ii) and (iv) c. (i), (iii) and (iv) d. (i), (ii), (iii) and (iv) Question 39 Not yet answered Marked out of 2.00 Flag question Question text The distinction between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) highlights that … a. Communication in social and academic settings is the same. b. Communication in social and academic settings is different, and learners should be taught about it. c. Some learners can only communicate socially, and the teacher should not bother to assist them to be able to communicate academically. d. Only CALP skills apply to the classroom situation and, as a language teacher, you should ignore BICS. Question 40 Not yet answered Marked out of 2.00 Flag question Question text What type of support does CAPS recommend for teachers to address diverse classrooms? a. Rigid adherence to the curriculum. b. Access to resources and training on inclusivity. c. Limited collaboration with colleagues. d. Avoiding discussions on learner needs. Question 41 Not yet answered Marked out of 2.00 Flag question Question text What role do indigenous languages play in the CAPS framework? a. They are discouraged in favour of English b. They are recognised as important for cultural identity c. They are only for use in informal settings d. They have no role in the curriculum Question 42 Not yet answered Marked out of 2.00 Flag question Question text What strategy involves predicting the content of a text before reading it? a. Skimming b. Scanning c. Pre-reading d. Post-reading Question 43 Not yet answered Marked out of 2.00 Flag question Question text How does CAPS suggest teachers collaborate for effective teaching? a. By working in isolation. b. By engaging in professional learning communities. c. By avoiding sharing best practices. d. By following outdated methods. Question 44 Not yet answered Marked out of 2.00 Flag question Question text Imagine you are taking your Grade 8 learners through the process of writing an argumentative essay. When the learners submit their first drafts, one submits a draft consisting of lengthy paragraphs filled with personal opinions but lacks a clear structure, leaving the reader confused. Which approach would you recommend to this learner to improve their essay? a. Encourage them to expand their paragraphs even further and share more personal anecdotes. b. Advise them to create a solid framework that includes a clear introduction, well-organised body paragraphs, and a strong conclusion to enhance their argument's clarity and coherence. c. Suggest they ignore counterarguments entirely to strengthen their own viewpoint. d. Recommend they focus solely on the introduction and the conclusion, as those are the most important parts of the essay. Question 45 Not yet answered Marked out of 2.00 Flag question Question text Which of the following statements is the best description of the word “text”, as it is used in the teaching of a Home Language in the Senior Phase? a. A novel, short story, folklore or play. b. A novel, short story, folklore, play, visual presentation, poem or film study. c. A script for a listening exercise, a novel, short, story, play or poem. d. A statement or creation in any written, spoken or visual form of communication. Question 46 Not yet answered Marked out of 2.00 Flag question Question text Which one of the following statements offers the best explanation of the concept of “Home Language” in the South African context? a. The language that a learner speaks at home/mother tongue. b. The language spoken in the learner’s immediate community, although the learner might not speak it at home. c. The level of proficiency at which a language is offered by the South African Department of Basic Education (DBE). d. The language that a learner speaks to one of their parents. Question 47 Not yet answered Marked out of 2.00 Flag question Question text Which approach to studying literature involves researching literature from a specific time period and combining it with historical events of that same timeframe? a. The chronological approach b. The author approach c. The theme approach d. The genre approach Question 48 Not yet answered Marked out of 2.00 Flag question Question text You are preparing your lesson plans for a unit on language structures. You want your learners to not only learn grammar rules but also understand how to use them in real-life situations. In this context, which aspect of language should you emphasise in your teaching? a. Focusing solely on memorisation of grammar rules without application b. Encouraging the application of grammar in context to enhance understanding c. Assigning isolated exercises on grammar that lack real-life relevance d. Promoting the avoidance of complex sentences in learner writing Question 49 Not yet answered Marked out of 2.00 Flag question Question text What is one key activity suggested in the CAPS document for learners to engage in during the post-listening phase? a. Ignoring the speaker's main points and reflecting on unrelated topics. b. Summarising the presentation orally and discussing the main ideas. c. Simply memorising the content without any critical thinking. d. Skipping the review of notes and moving to a new topic. Question 50 Not yet answered Marked out of 2.00 Flag question Question text During a professional development workshop, an English teacher is discussing effective methods for teaching language structures in accordance with the CAPS guidelines. She shares her experiences with various approaches and emphasises the importance of integrating language learning into practical contexts rather than relying on traditional methods. As she reflects on her teaching practices, she argues that focusing on how learners apply language structures meaningfully in real-life situations has significantly improved their understanding and use of the language. Based on this scenario, what is the primary focus that the teacher is advocating for in teaching language structures? a. Engaging learners in isolated grammar drills. b. Encouraging application of language in context. c. Prioritising memorisation of definitions. d. Enforcing rigid sentence construction.