**Grade 9 HL Test on Comprehension and Language Use**

Question: 4.3 GRADE 9 HL TEST: COMPREHENSION AND LANGUAGE USE** *(Biographic detail included at top; all questions original; mark allocation and memo provided)* --- **[Test Cover Page]** **GRADE:** 9 **SUBJECT:** Home Language **TEACHER:** Mr/Ms [Surname] **MARKS:** 50 **TIME:** 1 hour **INSTRUCTIONS:** - Read all questions carefully. - Answer in full sentences unless instructed. - Use your own words where possible. --- **Comprehension Text:** *(Summary: The text is about a South African teenager, Thuli, who attends a new school where learners from many backgrounds come together for a Heritage Day project. Thuli feels nervous about sharing her Zulu heritage, but discovers that her classmates are curious and respectful, and soon she learns about several other cultures and makes new friends.)* --- **SECTION A: COMPREHENSION (25 marks)** 1. Why is Thuli nervous about Heritage Day at her new school? (Knowledge – 2) 2. How does Thuli’s attitude change during the project? Provide evidence from the text. (Comprehension – 4) 3. What do you think the author means by “a rainbow of voices filled the classroom”? (Interpretation – 3) 4. Choose TWO cultures mentioned in the text. Compare how their Heritage Day celebrations are different. (Comparison – 4) 5. What lesson do you think Thuli learnt from her classmates? Explain. (Evaluation – 4) 6. What are TWO ways that schools can promote respect among learners from different cultures? Use information from the text and your own ideas. (Application – 4) 7. Find a synonym in the text for each word: - nervous (1) - curious (1) - respect (1) (3 marks) --- **SECTION B: LANGUAGE IN CONTEXT (25 marks)** Read the following sentences from the text and answer the questions. 1. “At first, Thuli sat quietly in her seat.” Change the sentence to the future tense. (1) 2. “Her class was buzzing with excitement.” Identify the figure of speech in this sentence and write a similar sentence of your own. (2) 3. Give the plural form of: “project.” (1) 4. Rewrite this sentence in indirect speech: ‘Mandla said, “I will bring umngqusho for Heritage Day.”’ (2) 5. Punctuate the following sentence correctly: thuli asked do we need to wear traditional clothes (2) 6. Complete the sentence with the correct form of the verb: She (bring) ___________ her favourite dish last year. (1) 7. Give the antonym for “excited” from the text. (1) 8. Identify the subject and predicate in the following sentence: “Learners from many backgrounds joined the project.” (2) 9. Write a complex sentence about Heritage Day using “although”. (2) 10. Explain the meaning of the idiom “to break the ice” as used in the text. (2) 11. Choose the correct word in brackets: Thuli is (more/most) confident now than before. (1) 12. “Everyone shared their stories.” Is this sentence in the active or passive voice? (1) 13. Rewrite, correcting the error: “Those kind of projects brings people together.” (1) 14. Why is it important to use the home language at school? Give one reason. (2) 15. List TWO language features the writer uses to make the story interesting. (2) --- **TOTAL: 50 MARKS** --- **MEMO** *(Mark allocations as in test)* **Section A Answers:** 1. She is nervous because she worries her classmates may not understand or accept her Zulu heritage. (2) 2. She becomes more confident and happy. Evidence: “She smiled and shared her story,” or any similar reference. (4) 3. The ‘rainbow of voices’ suggests many different languages and cultures were represented; diverse and colorful contributions. (3) 4. Open, must show a comparison between two cultures’ Heritage Day activities. (4) 5. Thuli learnt to appreciate and value other people’s cultures, and that sharing helps build friendship. (4) 6. Schools can have multicultural projects and encourage respectful discussions; answers must be relevant. (4) 7. - Anxious - Interested - Honour (or another synonym present in the text) (3) **Section B Answers:** 1. At first, Thuli will sit quietly in her seat. (1) 2. Personification. E.g., “My heart was racing with excitement.” (2) 3. Projects (1) 4. Mandla said that he would bring umngqusho for Heritage Day. (2) 5. Thuli asked, “Do we need to wear traditional clothes?” (2) 6. brought (1) 7. Bored (1) 8. Subject: Learners from many backgrounds. Predicate: joined the project. (2) 9. Although some learners were nervous, they enjoyed Heritage Day. (2) 10. To help everyone feel comfortable at the start. (2) 11. more (1) 12. Active (1) 13. Those kinds of projects bring people together. (1) 14. It helps learners understand better/easier to express ideas/maintains culture. (2) 15. Dialogue, imagery, figurative language, variety of sentence types, etc. (2) --- **REFERENCES** - Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS): English Home Language. - Vygotsky, L. S. (1978). Mind in Society. - Richards, J. C. & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. write the comprehension out in full