2024 · november · Sepedi First Additional Language · Grade 10
Practice paper 4 — Grade 10 Sepedi First Additional Language (Easified, CAPS-aligned)
Notes
This language paper stays in the app. Say each line the question asks for. Quote when it says quote. Write a sentence of your own when it says your own words.
150 min · 140 Marks · 30 questions
Learn the paper in the app: notes, a marks breakdown, the formula you need, and the board working. You do not need to download it.
1 · 4 Marks · Nouns, verbs, adjectives and adverbs
Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Sepedi First Additional Language, Grade 10. Nouns, verbs, adjectives and adverbs. Use these five examples only. Do not import a sentence from another topic.
Nouns, verbs, adjectives and adverbs
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Sepedi First Additional Language, Grade 10. Nouns, verbs, adjectives and adverbs. Use these five examples only. Do not import a sentence from another topic.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
01 / 07
Rule
In Nouns, verbs, adjectives and adverbs, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Ayanda yo a kwagalago o lebelela leano ka go hlaka ofising. 2. Go Sepedi First Additional Language, Thabo yo a itokišeditšego o rulaganya pogo pele holong. 3. Go Sepedi First Additional Language, Zanele yo a lego makgonthe o rulaganya tsebišo ka tlhokomelo lebaleng. 4. Go Sepedi First Additional Language, Mandla yo a lokilego o lekola mmepe gape borekong. 5. Go Sepedi First Additional Language, Lindi yo a kwagalago o hlalosa leano gape mmarakeng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
2 · 4 Marks · Reading and viewing
Sepedi First Additional Language Grade 10. Reading and viewing. What is the answer?
Reading and viewing
Notes: Main idea first. Then one proof from the same passage.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Reading and viewing. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Reading and viewing. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Reading and viewing. Read twice. The answer must come from the text in front of you.
2. What do we already know?
Main idea first. Then one proof from the same passage.
3. Which method — and why this one?
Reading and viewing. Read twice. The answer must come from the text in front of you.
4. Step-by-step working
01 / 07
Skill steps
Read twice. Say the main idea in a few words. Quote four to six words that prove it. Check you did not add a place, a time, or a motive.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example text
Go Sepedi First Additional Language, Mandla yo a hlokomelago o bapetša lenaneo ka tlhokomelo mmarakeng. Go Sepedi First Additional Language, Zanele yo a lokilego o hlaloša mmepe gape holong. Go Sepedi First Additional Language, Thabo yo a lego makgonthe o bapetša tsebišo gape laeboraring.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
Copy onto your answer sheet — in this order
Answer: Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
6. Check it like a marker
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
7. A trap first-timers fall into
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
3 · 4 Marks · Language structures and conventions
Sepedi First Additional Language Grade 10. Language structures and conventions. Give the line a marker should keep.
Language structures and conventions
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Language structures and conventions. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Language structures and conventions. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Language structures and conventions. State the rule, then use it on the sentence in the question.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Language structures and conventions. State the rule, then use it on the sentence in the question.
4. Step-by-step working
01 / 07
Rule
In Language structures and conventions, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Zanele yo a khutšago o rulaganya lenaneo ka tlhokomelo ofising. 2. Go Sepedi First Additional Language, Mandla yo a lokilego o bapetša tsela pele lebaleng. 3. Go Sepedi First Additional Language, Ayanda yo a tseneletšego o rulaganya lenaneo ka go kwagala mmarakeng. 4. Go Sepedi First Additional Language, Thabo yo a lego bohlale o hlaloša mmepe ka tlhokomelo seteišeneng. 5. Go Sepedi First Additional Language, Nomsa yo a khutšago o hlaloša lengwalo ka tlhokomelo laeboraring.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o rulaganya. Describing word: yo a khutšago. How-word: ka tlhokomelo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Look at example 1. Verb: o rulaganya. Describing word: yo a khutšago. How-word: ka tlhokomelo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: o rulaganya. Describing word: yo a khutšago. How-word: ka tlhokomelo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: o rulaganya. Describing word: yo a khutšago. How-word: ka tlhokomelo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
4 · 4 Marks · Summary of a short text
Sepedi First Additional Language Grade 10. Summary of a short text. Read the passage written for Summary of a short text and answer in Sepedi First Additional Language.
Summary of a short text
Notes: Keep the facts. Drop the decoration. Count the words.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Summary of a short text. Read the passage written for Summary of a short text and answer in Sepedi First Additional Language.
In other words — as if you have never seen this before
Summary of a short text. Keep the facts. Cut the decoration. Count the words if the paper asks.
2. What do we already know?
Keep the facts. Drop the decoration. Count the words.
3. Which method — and why this one?
Summary of a short text. Keep the facts. Cut the decoration. Count the words if the paper asks.
4. Step-by-step working
01 / 07
Skill steps
Read twice. List three facts. Write one sentence each. Cut until you are inside about 70 words, or the limit printed on the paper.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example text
Go Sepedi First Additional Language, Lindi yo a tseneletšego o lebelela leano pele seteišeneng. Go Sepedi First Additional Language, Bongi yo a kwagalago o bapetša lengwalo ka lebelo phapošing. Go Sepedi First Additional Language, Nomsa yo a lokilego o kgoboketša tsebišo ka tlhokomelo lebaleng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Copy onto your answer sheet — in this order
Answer: Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
6. Check it like a marker
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
7. A trap first-timers fall into
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
5 · 4 Marks · Visual and advertising texts
Sepedi First Additional Language Grade 10. Visual and advertising texts. What is the answer?
Visual and advertising texts
Notes: Message, then the one word or sign that does the work.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Visual and advertising texts. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Visual and advertising texts. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
2. What do we already know?
Message, then the one word or sign that does the work.
3. Which method — and why this one?
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
4. Step-by-step working
01 / 07
Skill steps
Name the biggest element first. Then the smallest writing. Say what the layout wants noticed and what it wants skipped.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Large caption: Go Sepedi First Additional Language, Ayanda yo a kwagalago o bitša mmepe ka go kwagala laeboraring. A small grey line at laeboraring adds a condition the caption never states.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
The aim is to make mmepe look easy. The small line hides the condition. The working word is “yo a kwagalago”.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
One mark for the aim, one mark for the hidden detail, zero for “it is nice” or a list of colours with no message.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Colour names alone are not the message.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Colour names alone are not the message.
Copy onto your answer sheet — in this order
Answer: Colour names alone are not the message.
6. Check it like a marker
Colour names alone are not the message.
7. A trap first-timers fall into
Colour names alone are not the message.
6 · 8 Marks · Direct and indirect speech
Sepedi First Additional Language Grade 10. Direct and indirect speech. Give the line a marker should keep.
Direct and indirect speech
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Direct and indirect speech. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Direct and indirect speech. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Direct and indirect speech. Keep the speaker’s words if the speech is direct. Change the tense if it is reported.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Direct and indirect speech. Keep the speaker’s words if the speech is direct. Change the tense if it is reported.
4. Step-by-step working
01 / 07
Rule
Direct speech keeps the speaker’s words and the quotation marks. Indirect speech drops the marks, changes the pronoun, and moves the tense back after a past reporting verb.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Lindi yo a lokilego o rulaganya lenaneo mmogo ofising. 2. Go Sepedi First Additional Language, Bongi yo a lego makgonthe o bapetša lengwalo pele laeboraring. 3. Go Sepedi First Additional Language, Nomsa yo a kwagalago o kgoboketša lenaneo ka go hlaka phapošing. 4. Go Sepedi First Additional Language, Sipho yo a kwagalago o lebelela lenaneo ka tlhokomelo lebaleng. 5. Go Sepedi First Additional Language, Ayanda yo a lego bohlale o rulaganya tsela ka lebelo ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o rulaganya. Describing word: yo a lokilego. How-word: mmogo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Look at example 1. Verb: o rulaganya. Describing word: yo a lokilego. How-word: mmogo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: o rulaganya. Describing word: yo a lokilego. How-word: mmogo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: o rulaganya. Describing word: yo a lokilego. How-word: mmogo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
7 · 4 Marks · Literature: folklore, short stories, poetry
Sepedi First Additional Language Grade 10. Literature: folklore, short stories, poetry. Sepedi First Additional Language, Grade 10. Literature: folklore, short stories, poetry. Answer it as literature: point, evidence, effect.
Literature: folklore, short stories, poetry
Notes: Read the question’s verb. Stay inside Literature: folklore, short stories, poetry. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Literature: folklore, short stories, poetry. Sepedi First Additional Language, Grade 10. Literature: folklore, short stories, poetry. Answer it as literature: point, evidence, effect.
In other words — as if you have never seen this before
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
2. What do we already know?
Read the question’s verb. Stay inside Literature: folklore, short stories, poetry. One piece of evidence for each point.
3. Which method — and why this one?
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
4. Step-by-step working
01 / 11
Overview
Literature: folklore, short stories, poetry is the set work for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Literature: folklore, short stories, poetry into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Literature: folklore, short stories, poetry.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Literature: folklore, short stories, poetry. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Literature: folklore, short stories, poetry.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Thabo yo a hlokomelago o bitša potšišo ka tlhokomelo laeboraring. 2. Go Sepedi First Additional Language, Ayanda yo a khutšago o kgoboketša mmepe ka go rulagana seteišeneng. 3. Go Sepedi First Additional Language, Mandla yo a lego makgonthe o bitša leano pele mmarakeng. 4. Go Sepedi First Additional Language, Zanele yo a itokišeditšego o bapetša pogo ka tlhokomelo holong. 5. Go Sepedi First Additional Language, Bongi yo a khutšago o bitša potšišo pele ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Literature: folklore, short stories, poetry: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Copy onto your answer sheet — in this order
Answer: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
8 · 4 Marks · Language structures and conventions
Sepedi First Additional Language Grade 10. Poetry: image and mood. What is the answer?
Language structures and conventions
Notes: Read the question’s verb. Stay inside Poetry: image and mood. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Poetry: image and mood. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Poetry: image and mood. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Poetry: image and mood. Name one image, the mood it makes, and the line that does the work.
2. What do we already know?
Read the question’s verb. Stay inside Poetry: image and mood. One piece of evidence for each point.
3. Which method — and why this one?
Poetry: image and mood. Name one image, the mood it makes, and the line that does the work.
4. Step-by-step working
01 / 11
Overview
Poetry: image and mood is the poetry for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Poetry: image and mood into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Poetry: image and mood.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Poetry: image and mood. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Poetry: image and mood.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Bongi yo a kwagalago o hlaloša mmepe ka go kwagala holong. 2. Go Sepedi First Additional Language, Lindi yo a kwagalago o lebelela pogo ka tlhokomelo borekong. 3. Go Sepedi First Additional Language, Sipho yo a lego makgonthe o lekola leano mmogo phapošing. 4. Go Sepedi First Additional Language, Nomsa yo a lego bohlale o bapetša leano ka go rulagana laeboraring. 5. Go Sepedi First Additional Language, Thabo yo a itokišeditšego o bapetša tsebišo ka go rulagana seteišeneng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Poetry: image and mood: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Do not retell the whole book. Stay with the text the question names.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Do not retell the whole book. Stay with the text the question names.
Copy onto your answer sheet — in this order
Answer: Do not retell the whole book. Stay with the text the question names.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
9 · 4 Marks · Stories and poems chosen by your school
Sepedi First Additional Language Grade 10. Stories and poems chosen by your school. Give the line a marker should keep.
Stories and poems chosen by your school
Notes: Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Stories and poems chosen by your school. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Stories and poems chosen by your school. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
2. What do we already know?
Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
4. Step-by-step working
01 / 11
Overview
Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Stories and poems chosen by your school into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Stories and poems chosen by your school.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Stories and poems chosen by your school. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Stories and poems chosen by your school.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Thabo yo a khutšago o hlaloša potšišo ka go hlaka seteišeneng. 2. Go Sepedi First Additional Language, Ayanda yo a lokilego o lekola leano ka tlhokomelo mmarakeng. 3. Go Sepedi First Additional Language, Mandla yo a tseneletšego o lebelela lenaneo mmogo lebaleng. 4. Go Sepedi First Additional Language, Zanele yo a kwagalago o bitša leano ka go kwagala phapošing. 5. Go Sepedi First Additional Language, Bongi yo a lokilego o hlaloša potšišo ka go rulagana borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Stories and poems chosen by your school: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Copy onto your answer sheet — in this order
Answer: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
10 · 4 Marks · Writing and presenting
Sepedi First Additional Language Grade 10. Writing and presenting. Sepedi First Additional Language, Grade 10. Writing and presenting. Write for a reader you can name.
Writing and presenting
Notes: Audience, purpose, then one model opening that belongs to Writing and presenting.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Writing and presenting. Sepedi First Additional Language, Grade 10. Writing and presenting. Write for a reader you can name.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10 · 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: Write for a reader you can name. Circle that word — that is the missing variable.
Find
We are required to find: Write for a reader you can name. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Writing and presenting. Then substitute the given, one line at a time, to get Write for a reader you can name.
In other words — as if you have never seen this before
Writing and presenting. Name the reader, then write one clear opening for that person.
2. What do we already know?
Audience, purpose, then one model opening that belongs to Writing and presenting.
3. Which method — and why this one?
Writing and presenting. Name the reader, then write one clear opening for that person.
4. Step-by-step working
01 / 07
Skill steps
Plan Writing and presenting before the first sentence: purpose, reader, and three beats. Length for First Additional Language: 250 to 300 words.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Go Sepedi First Additional Language, Bongi yo a khutšago o bapetša tsela ka go kwagala borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Copy onto your answer sheet — in this order
Answer: Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
6. Check it like a marker
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
7. A trap first-timers fall into
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
11 · 4 Marks · Friendly letter and email
Sepedi First Additional Language Grade 10. Friendly letter and email. What is the answer?
Friendly letter and email
Notes: Audience, purpose, then one model opening that belongs to Friendly letter and email.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Friendly letter and email. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Friendly letter and email. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Friendly letter and email. Address, greeting, one request, and a close. The format is part of the mark.
2. What do we already know?
Audience, purpose, then one model opening that belongs to Friendly letter and email.
3. Which method — and why this one?
Friendly letter and email. Address, greeting, one request, and a close. The format is part of the mark.
4. Step-by-step working
01 / 07
Skill steps
Decide the format in Friendly letter and email: address, greeting, body, closing, name. A beautiful paragraph in the wrong format still loses the format marks.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng. Go Sepedi First Additional Language, Lindi yo a lokilego o hlaloša tsebišo mmogo borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model opening for a letter in Sepedi First Additional Language: “Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng.” Then one request, then a polite close. Do not turn it into a speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
Copy onto your answer sheet — in this order
Answer: Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
6. Check it like a marker
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
7. A trap first-timers fall into
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
12 · 8 Marks · Pronunciation, stress and tone
Sepedi First Additional Language Grade 10. Pronunciation, stress and tone. Give the line a marker should keep.
Pronunciation, stress and tone
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Pronunciation, stress and tone. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Pronunciation, stress and tone. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Pronunciation, stress and tone. Say the word, mark the stress, and match the tone to the feeling.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Pronunciation, stress and tone. Say the word, mark the stress, and match the tone to the feeling.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Sipho yo a khutšago o lebelela tsela mmogo phapošing.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Sipho yo a khutšago o lebelela tsela mmogo phapošing. Point: Sipho o lebelela tsela. Example: phapošing, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Opening uses “o lebelela”. One example: phapošing.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “o lebelela”. One example: phapošing.
Copy onto your answer sheet — in this order
Answer: Opening uses “o lebelela”. One example: phapošing.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
13 · 4 Marks · Listening and speaking
Sepedi First Additional Language Grade 10. Listening and speaking. Sepedi First Additional Language, Grade 10. Listening and speaking. Open so the back of the room gets the point.
Listening and speaking
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Listening and speaking. Sepedi First Additional Language, Grade 10. Listening and speaking. Open so the back of the room gets the point.
In other words — as if you have never seen this before
Listening and speaking. Listen once for the point, then say it back in one sentence.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Listening and speaking. Listen once for the point, then say it back in one sentence.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Lindi yo a lego bohlale o hlaloša lenaneo gape ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Lindi yo a lego bohlale o hlaloša lenaneo gape ofising. Point: Lindi o hlaloša lenaneo. Example: ofising, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Opening uses “o hlaloša”. One example: ofising.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “o hlaloša”. One example: ofising.
Copy onto your answer sheet — in this order
Answer: Opening uses “o hlaloša”. One example: ofising.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
14 · 4 Marks · Prepared and unprepared oral, listening
Sepedi First Additional Language Grade 10. Prepared and unprepared oral, listening. What is the answer?
Prepared and unprepared oral, listening
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Prepared and unprepared oral, listening. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Prepared and unprepared oral, listening. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Prepared and unprepared oral, listening. One point, one example, then stop. Look up while you speak.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Prepared and unprepared oral, listening. One point, one example, then stop. Look up while you speak.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Zanele yo a kwagalago o lebelela lengwalo ka go hlaka holong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Zanele yo a kwagalago o lebelela lengwalo ka go hlaka holong. Point: Zanele o lebelela lengwalo. Example: holong, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
One example is evidence. Five stories with no stance do not make a stronger oral.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
One example is evidence. Five stories with no stance do not make a stronger oral.
Copy onto your answer sheet — in this order
Answer: One example is evidence. Five stories with no stance do not make a stronger oral.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
15 · 4 Marks · Nouns, verbs, adjectives and adverbs
Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Give the line a marker should keep.
Nouns, verbs, adjectives and adverbs
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Nouns, verbs, adjectives and adverbs. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
01 / 07
Rule
In Nouns, verbs, adjectives and adverbs, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Ayanda yo a kwagalago o lebelela leano ka go hlaka ofising. 2. Go Sepedi First Additional Language, Thabo yo a itokišeditšego o rulaganya pogo pele holong. 3. Go Sepedi First Additional Language, Zanele yo a lego makgonthe o rulaganya tsebišo ka tlhokomelo lebaleng. 4. Go Sepedi First Additional Language, Mandla yo a lokilego o lekola mmepe gape borekong. 5. Go Sepedi First Additional Language, Lindi yo a kwagalago o hlalosa leano gape mmarakeng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
16 · 4 Marks · Reading and viewing
Sepedi First Additional Language Grade 10. Reading and viewing. Read the passage written for Reading and viewing and answer in Sepedi First Additional Language.
Reading and viewing
Notes: Main idea first. Then one proof from the same passage.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Reading and viewing. Read the passage written for Reading and viewing and answer in Sepedi First Additional Language.
In other words — as if you have never seen this before
Reading and viewing. Read twice. The answer must come from the text in front of you.
2. What do we already know?
Main idea first. Then one proof from the same passage.
3. Which method — and why this one?
Reading and viewing. Read twice. The answer must come from the text in front of you.
4. Step-by-step working
01 / 07
Skill steps
Read twice. Say the main idea in a few words. Quote four to six words that prove it. Check you did not add a place, a time, or a motive.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example text
Go Sepedi First Additional Language, Mandla yo a hlokomelago o bapetša lenaneo ka tlhokomelo mmarakeng. Go Sepedi First Additional Language, Zanele yo a lokilego o hlaloša mmepe gape holong. Go Sepedi First Additional Language, Thabo yo a lego makgonthe o bapetša tsebišo gape laeboraring.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Copy onto your answer sheet — in this order
Answer: Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
6. Check it like a marker
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
7. A trap first-timers fall into
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
17 · 4 Marks · Language structures and conventions
Sepedi First Additional Language Grade 10. Language structures and conventions. What is the answer?
Language structures and conventions
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Language structures and conventions. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Language structures and conventions. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Language structures and conventions. State the rule, then use it on the sentence in the question.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Language structures and conventions. State the rule, then use it on the sentence in the question.
4. Step-by-step working
01 / 07
Rule
In Language structures and conventions, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Zanele yo a khutšago o rulaganya lenaneo ka tlhokomelo ofising. 2. Go Sepedi First Additional Language, Mandla yo a lokilego o bapetša tsela pele lebaleng. 3. Go Sepedi First Additional Language, Ayanda yo a tseneletšego o rulaganya lenaneo ka go kwagala mmarakeng. 4. Go Sepedi First Additional Language, Thabo yo a lego bohlale o hlaloša mmepe ka tlhokomelo seteišeneng. 5. Go Sepedi First Additional Language, Nomsa yo a khutšago o hlaloša lengwalo ka tlhokomelo laeboraring.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o rulaganya. Describing word: yo a khutšago. How-word: ka tlhokomelo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Fix only the error the question names. Do not throw away the meaning of the sentence.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
Copy onto your answer sheet — in this order
Answer: Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
18 · 8 Marks · Summary of a short text
Sepedi First Additional Language Grade 10. Summary of a short text. Give the line a marker should keep.
Summary of a short text
Notes: Keep the facts. Drop the decoration. Count the words.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Summary of a short text. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Summary of a short text. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Summary of a short text. Keep the facts. Cut the decoration. Count the words if the paper asks.
2. What do we already know?
Keep the facts. Drop the decoration. Count the words.
3. Which method — and why this one?
Summary of a short text. Keep the facts. Cut the decoration. Count the words if the paper asks.
4. Step-by-step working
01 / 07
Skill steps
Read twice. List three facts. Write one sentence each. Cut until you are inside about 70 words, or the limit printed on the paper.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example text
Go Sepedi First Additional Language, Lindi yo a tseneletšego o lebelela leano pele seteišeneng. Go Sepedi First Additional Language, Bongi yo a kwagalago o bapetša lengwalo ka lebelo phapošing. Go Sepedi First Additional Language, Nomsa yo a lokilego o kgoboketša tsebišo ka tlhokomelo lebaleng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
Copy onto your answer sheet — in this order
Answer: Model: Lindi o lebelela leano at seteišeneng. (6 words.) Stay near about 70 words, or the limit printed on the paper.
6. Check it like a marker
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
7. A trap first-timers fall into
Rubric: each fact from the passage can score; a new fact scores zero; copying the whole passage is not a summary; write the word count if the paper asks.
19 · 4 Marks · Visual and advertising texts
Sepedi First Additional Language Grade 10. Visual and advertising texts. Sepedi First Additional Language. An advert uses this caption: Go Sepedi First Additional Language, Ayanda yo a kwagalago o bitša mmepe ka go kwagala laeboraring. What must the viewer do, and what is easy to miss?
Visual and advertising texts
Notes: Message, then the one word or sign that does the work.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Visual and advertising texts. Sepedi First Additional Language. An advert uses this caption: Go Sepedi First Additional Language, Ayanda yo a kwagalago o bitša mmepe ka go kwagala laeboraring. What must the viewer do, and what is easy to miss?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: what is easy to miss. Circle that word — that is the missing variable.
Find
We are required to find: what is easy to miss. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Visual and advertising texts. Then substitute the given, one line at a time, to get what is easy to miss.
In other words — as if you have never seen this before
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
2. What do we already know?
Message, then the one word or sign that does the work.
3. Which method — and why this one?
Visual and advertising texts. Name the biggest part first, then the small writing that hides a condition.
4. Step-by-step working
01 / 07
Skill steps
Name the biggest element first. Then the smallest writing. Say what the layout wants noticed and what it wants skipped.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Large caption: Go Sepedi First Additional Language, Ayanda yo a kwagalago o bitša mmepe ka go kwagala laeboraring. A small grey line at laeboraring adds a condition the caption never states.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
The aim is to make mmepe look easy. The small line hides the condition. The working word is “yo a kwagalago”.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
One mark for the aim, one mark for the hidden detail, zero for “it is nice” or a list of colours with no message.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Aim: mmepe should look easy. Hidden: the small condition. Working word: yo a kwagalago.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Aim: mmepe should look easy. Hidden: the small condition. Working word: yo a kwagalago.
Copy onto your answer sheet — in this order
Answer: Aim: mmepe should look easy. Hidden: the small condition. Working word: yo a kwagalago.
6. Check it like a marker
Colour names alone are not the message.
7. A trap first-timers fall into
Colour names alone are not the message.
20 · 4 Marks · Direct and indirect speech
Sepedi First Additional Language Grade 10. Direct and indirect speech. What is the answer?
Direct and indirect speech
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Direct and indirect speech. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Direct and indirect speech. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Direct and indirect speech. Keep the speaker’s words if the speech is direct. Change the tense if it is reported.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Direct and indirect speech. Keep the speaker’s words if the speech is direct. Change the tense if it is reported.
4. Step-by-step working
01 / 07
Rule
Direct speech keeps the speaker’s words and the quotation marks. Indirect speech drops the marks, changes the pronoun, and moves the tense back after a past reporting verb.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Lindi yo a lokilego o rulaganya lenaneo mmogo ofising. 2. Go Sepedi First Additional Language, Bongi yo a lego makgonthe o bapetša lengwalo pele laeboraring. 3. Go Sepedi First Additional Language, Nomsa yo a kwagalago o kgoboketša lenaneo ka go hlaka phapošing. 4. Go Sepedi First Additional Language, Sipho yo a kwagalago o lebelela lenaneo ka tlhokomelo lebaleng. 5. Go Sepedi First Additional Language, Ayanda yo a lego bohlale o rulaganya tsela ka lebelo ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o rulaganya. Describing word: yo a lokilego. How-word: mmogo. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o rulaganya.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Fix only the error the question names. Do not throw away the meaning of the sentence.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
Copy onto your answer sheet — in this order
Answer: Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
21 · 4 Marks · Literature: folklore, short stories, poetry
Sepedi First Additional Language Grade 10. Literature: folklore, short stories, poetry. Give the line a marker should keep.
Literature: folklore, short stories, poetry
Notes: Read the question’s verb. Stay inside Literature: folklore, short stories, poetry. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Literature: folklore, short stories, poetry. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Literature: folklore, short stories, poetry. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
2. What do we already know?
Read the question’s verb. Stay inside Literature: folklore, short stories, poetry. One piece of evidence for each point.
3. Which method — and why this one?
Literature: folklore, short stories, poetry. Stay inside the story or poem you were given. Do not add a scene.
4. Step-by-step working
01 / 11
Overview
Literature: folklore, short stories, poetry is the set work for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Literature: folklore, short stories, poetry into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Literature: folklore, short stories, poetry.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Literature: folklore, short stories, poetry. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Literature: folklore, short stories, poetry.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Thabo yo a hlokomelago o bitša potšišo ka tlhokomelo laeboraring. 2. Go Sepedi First Additional Language, Ayanda yo a khutšago o kgoboketša mmepe ka go rulagana seteišeneng. 3. Go Sepedi First Additional Language, Mandla yo a lego makgonthe o bitša leano pele mmarakeng. 4. Go Sepedi First Additional Language, Zanele yo a itokišeditšego o bapetša pogo ka tlhokomelo holong. 5. Go Sepedi First Additional Language, Bongi yo a khutšago o bitša potšišo pele ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Literature: folklore, short stories, poetry: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Copy onto your answer sheet — in this order
Answer: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
22 · 4 Marks · Poetry: image and mood
Sepedi First Additional Language Grade 10. Poetry: image and mood. Sepedi First Additional Language, Grade 10. Poetry: image and mood. Answer it as literature: point, evidence, effect.
Poetry: image and mood
Notes: Read the question’s verb. Stay inside Poetry: image and mood. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Poetry: image and mood. Sepedi First Additional Language, Grade 10. Poetry: image and mood. Answer it as literature: point, evidence, effect.
In other words — as if you have never seen this before
Poetry: image and mood. Name one image, the mood it makes, and the line that does the work.
2. What do we already know?
Read the question’s verb. Stay inside Poetry: image and mood. One piece of evidence for each point.
3. Which method — and why this one?
Poetry: image and mood. Name one image, the mood it makes, and the line that does the work.
4. Step-by-step working
01 / 11
Overview
Poetry: image and mood is the poetry for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Poetry: image and mood into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Poetry: image and mood.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Poetry: image and mood. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Poetry: image and mood.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Bongi yo a kwagalago o hlaloša mmepe ka go kwagala holong. 2. Go Sepedi First Additional Language, Lindi yo a kwagalago o lebelela pogo ka tlhokomelo borekong. 3. Go Sepedi First Additional Language, Sipho yo a lego makgonthe o lekola leano mmogo phapošing. 4. Go Sepedi First Additional Language, Nomsa yo a lego bohlale o bapetša leano ka go rulagana laeboraring. 5. Go Sepedi First Additional Language, Thabo yo a itokišeditšego o bapetša tsebišo ka go rulagana seteišeneng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Poetry: image and mood: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Copy onto your answer sheet — in this order
Answer: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
23 · 4 Marks · Stories and poems chosen by your school
Sepedi First Additional Language Grade 10. Stories and poems chosen by your school. What is the answer?
Stories and poems chosen by your school
Notes: Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Stories and poems chosen by your school. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Stories and poems chosen by your school. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
2. What do we already know?
Read the question’s verb. Stay inside Stories and poems chosen by your school. One piece of evidence for each point.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
4. Step-by-step working
01 / 11
Overview
Stories and poems chosen by your school is the short stories for Sepedi First Additional Language, Grade 10. Read the copy your school prescribed. This lesson does not replace that book.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 11
Author and context
Writer: the writer on your school’s list. Place the text before you name a theme. A life story with no scene from the book earns little.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 11
Summary
Split Stories and poems chosen by your school into five beats: opening, problem, turn, climax, ending. Use only events this text actually contains.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 11
Characters
Name the protagonist, the opponent, and one witness. Say what each of them wants in Stories and poems chosen by your school.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 11
Themes
Choose one theme in Stories and poems chosen by your school. Prove it with two scenes, not with a list of every chapter.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
06 / 11
Style and devices
Name one device: narrator, image, symbol, repetition, or tone. Say what it does in one scene of Stories and poems chosen by your school.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
07 / 11
Five short lines
1. Go Sepedi First Additional Language, Thabo yo a khutšago o hlaloša potšišo ka go hlaka seteišeneng. 2. Go Sepedi First Additional Language, Ayanda yo a lokilego o lekola leano ka tlhokomelo mmarakeng. 3. Go Sepedi First Additional Language, Mandla yo a tseneletšego o lebelela lenaneo mmogo lebaleng. 4. Go Sepedi First Additional Language, Zanele yo a kwagalago o bitša leano ka go kwagala phapošing. 5. Go Sepedi First Additional Language, Bongi yo a lokilego o hlaloša potšišo ka go rulagana borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
08 / 11
Exam question and memo
Contextual question on Stories and poems chosen by your school: what does this moment show about the character? Quote briefly and explain. Memo: Point, quotation, effect. The quotation comes from the extract. The next sentence says what it shows.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
09 / 11
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
10 / 11
Step F — Box the answer with its unit
Do not retell the whole book. Stay with the text the question names.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
11 / 11
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Do not retell the whole book. Stay with the text the question names.
Copy onto your answer sheet — in this order
Answer: Do not retell the whole book. Stay with the text the question names.
6. Check it like a marker
Do not retell the whole book. Stay with the text the question names.
7. A trap first-timers fall into
Do not retell the whole book. Stay with the text the question names.
24 · 8 Marks · Writing and presenting
Sepedi First Additional Language Grade 10. Writing and presenting. Give the line a marker should keep.
Writing and presenting
Notes: Audience, purpose, then one model opening that belongs to Writing and presenting.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Writing and presenting. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Writing and presenting. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Writing and presenting. Name the reader, then write one clear opening for that person.
2. What do we already know?
Audience, purpose, then one model opening that belongs to Writing and presenting.
3. Which method — and why this one?
Writing and presenting. Name the reader, then write one clear opening for that person.
4. Step-by-step working
01 / 07
Skill steps
Plan Writing and presenting before the first sentence: purpose, reader, and three beats. Length for First Additional Language: 250 to 300 words.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Go Sepedi First Additional Language, Bongi yo a khutšago o bapetša tsela ka go kwagala borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
Copy onto your answer sheet — in this order
Answer: Model opening: name the idea in sentence one. Beat one can use this picture — Go Sepedi First Additional Language, Lindi yo a kwagalago o hlaloša leano gape borekong. Beat two changes the place. Beat three says what the reader should take away.
6. Check it like a marker
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
7. A trap first-timers fall into
Rubric: content, language, and structure. First Additional Language essay length is 250 to 300 words. An introduction that hides the point until the end loses structure.
25 · 4 Marks · Friendly letter and email
Sepedi First Additional Language Grade 10. Friendly letter and email. Sepedi First Additional Language, Grade 10. Friendly letter and email. Write for a reader you can name.
Friendly letter and email
Notes: Audience, purpose, then one model opening that belongs to Friendly letter and email.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Friendly letter and email. Sepedi First Additional Language, Grade 10. Friendly letter and email. Write for a reader you can name.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10 · 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: Write for a reader you can name. Circle that word — that is the missing variable.
Find
We are required to find: Write for a reader you can name. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Friendly letter and email. Then substitute the given, one line at a time, to get Write for a reader you can name.
In other words — as if you have never seen this before
Friendly letter and email. Address, greeting, one request, and a close. The format is part of the mark.
2. What do we already know?
Audience, purpose, then one model opening that belongs to Friendly letter and email.
3. Which method — and why this one?
Friendly letter and email. Address, greeting, one request, and a close. The format is part of the mark.
4. Step-by-step working
01 / 07
Skill steps
Decide the format in Friendly letter and email: address, greeting, body, closing, name. A beautiful paragraph in the wrong format still loses the format marks.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng. Go Sepedi First Additional Language, Lindi yo a lokilego o hlaloša tsebišo mmogo borekong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Model opening for a letter in Sepedi First Additional Language: “Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng.” Then one request, then a polite close. Do not turn it into a speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Model opening for a letter in Sepedi First Additional Language: “Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng.” Then one request, then a polite close. Do not turn it into a speech.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Model opening for a letter in Sepedi First Additional Language: “Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng.” Then one request, then a polite close. Do not turn it into a speech.
Copy onto your answer sheet — in this order
Answer: Model opening for a letter in Sepedi First Additional Language: “Go Sepedi First Additional Language, Bongi yo a lokilego o lebelela lenaneo ka go rulagana lebaleng.” Then one request, then a polite close. Do not turn it into a speech.
6. Check it like a marker
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
7. A trap first-timers fall into
Rubric: format, audience, tone, and the point. Slang in a formal letter loses register. Missing the address or the closing loses format.
26 · 4 Marks · Pronunciation, stress and tone
Sepedi First Additional Language Grade 10. Pronunciation, stress and tone. What is the answer?
Pronunciation, stress and tone
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Pronunciation, stress and tone. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Pronunciation, stress and tone. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Pronunciation, stress and tone. Say the word, mark the stress, and match the tone to the feeling.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Pronunciation, stress and tone. Say the word, mark the stress, and match the tone to the feeling.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Sipho yo a khutšago o lebelela tsela mmogo phapošing.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Sipho yo a khutšago o lebelela tsela mmogo phapošing. Point: Sipho o lebelela tsela. Example: phapošing, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
One example is evidence. Five stories with no stance do not make a stronger oral.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
One example is evidence. Five stories with no stance do not make a stronger oral.
Copy onto your answer sheet — in this order
Answer: One example is evidence. Five stories with no stance do not make a stronger oral.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
27 · 4 Marks · Listening and speaking
Sepedi First Additional Language Grade 10. Listening and speaking. Give the line a marker should keep.
Listening and speaking
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Listening and speaking. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Listening and speaking. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Listening and speaking. Listen once for the point, then say it back in one sentence.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Listening and speaking. Listen once for the point, then say it back in one sentence.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Lindi yo a lego bohlale o hlaloša lenaneo gape ofising.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Lindi yo a lego bohlale o hlaloša lenaneo gape ofising. Point: Lindi o hlaloša lenaneo. Example: ofising, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Opening uses “o hlaloša”. One example: ofising.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “o hlaloša”. One example: ofising.
Copy onto your answer sheet — in this order
Answer: Opening uses “o hlaloša”. One example: ofising.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
28 · 4 Marks · Prepared and unprepared oral, listening
Sepedi First Additional Language Grade 10. Prepared and unprepared oral, listening. Sepedi First Additional Language, Grade 10. Oral: prepared reading and conversation. Open so the back of the room gets the point.
Prepared and unprepared oral, listening
Notes: Stance, one example, then stop. Pace counts.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Prepared and unprepared oral, listening. Sepedi First Additional Language, Grade 10. Oral: prepared reading and conversation. Open so the back of the room gets the point.
In other words — as if you have never seen this before
Prepared and unprepared oral, listening. One point, one example, then stop. Look up while you speak.
2. What do we already know?
Stance, one example, then stop. Pace counts.
3. Which method — and why this one?
Prepared and unprepared oral, listening. One point, one example, then stop. Look up while you speak.
4. Step-by-step working
01 / 07
Skill steps
Stand still. Say the point in one sentence. Give one example. Look up. Stop before you retell a second story.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example
Go Sepedi First Additional Language, Zanele yo a kwagalago o lebelela lengwalo ka go hlaka holong.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model
Opening: Go Sepedi First Additional Language, Zanele yo a kwagalago o lebelela lengwalo ka go hlaka holong. Point: Zanele o lebelela lengwalo. Example: holong, used once.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: the point is clear, the example matches it, the pace is even, and you look up. Reading a page without contact loses the delivery mark.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Opening uses “o lebelela”. One example: holong.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Opening uses “o lebelela”. One example: holong.
Copy onto your answer sheet — in this order
Answer: Opening uses “o lebelela”. One example: holong.
6. Check it like a marker
One example is evidence. Five stories with no stance do not make a stronger oral.
7. A trap first-timers fall into
One example is evidence. Five stories with no stance do not make a stronger oral.
29 · 4 Marks · Nouns, verbs, adjectives and adverbs
Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. What is the answer?
Nouns, verbs, adjectives and adverbs
Notes: Rule, five examples written for this topic, one common mistake, then a short quiz.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. What is the answer?
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: What is the answer. Circle that word — that is the missing variable.
Find
We are required to find: What is the answer. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Nouns, verbs, adjectives and adverbs. Then substitute the given, one line at a time, to get What is the answer.
In other words — as if you have never seen this before
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
2. What do we already know?
Rule, five examples written for this topic, one common mistake, then a short quiz.
3. Which method — and why this one?
Nouns, verbs, adjectives and adverbs. Name the job of the word in the sentence you were given.
4. Step-by-step working
01 / 07
Rule
In Nouns, verbs, adjectives and adverbs, name the job of each word. A verb acts. An adjective describes. An adverb says how. The verb must agree with the doer, and the tense must match the time.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Five examples
1. Go Sepedi First Additional Language, Ayanda yo a kwagalago o lebelela leano ka go hlaka ofising. 2. Go Sepedi First Additional Language, Thabo yo a itokišeditšego o rulaganya pogo pele holong. 3. Go Sepedi First Additional Language, Zanele yo a lego makgonthe o rulaganya tsebišo ka tlhokomelo lebaleng. 4. Go Sepedi First Additional Language, Mandla yo a lokilego o lekola mmepe gape borekong. 5. Go Sepedi First Additional Language, Lindi yo a kwagalago o hlalosa leano gape mmarakeng.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Common mistakes
Learners swap the describing word and the how-word, leave a singular verb on a plural doer, or keep “I” and the quotation marks in indirect speech.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Quick quiz
Look at example 1. Verb: o lebelela. Describing word: yo a kwagalago. How-word: ka go hlaka. Example 3 must not copy example 1. If the doer becomes plural, say what happens to o lebelela.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Fix only the error the question names. Do not throw away the meaning of the sentence.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Fix only the error the question names. Do not throw away the meaning of the sentence.
Copy onto your answer sheet — in this order
Answer: Fix only the error the question names. Do not throw away the meaning of the sentence.
6. Check it like a marker
Fix only the error the question names. Do not throw away the meaning of the sentence.
7. A trap first-timers fall into
Fix only the error the question names. Do not throw away the meaning of the sentence.
30 · 8 Marks · Reading and viewing
Sepedi First Additional Language Grade 10. Reading and viewing. Give the line a marker should keep.
Reading and viewing
Notes: Main idea first. Then one proof from the same passage.
How we got there
Read this like a teacher at the board. We go slowly, name every number, and say why we take each step.
Explain in another language · 11
1. What is the question asking?
Read the question twice. Circle the unknown. Underline every number and unit. The paper is asking: Sepedi First Additional Language Grade 10. Reading and viewing. Give the line a marker should keep.
Before any working — hunt first
Given
Numbers and units already in the sentence: 10. Copy each one into a column. A name without a number is not given.
Missing
After you copy the given, the letter that still has no number is missing. The paper is pointing at: line a marker should keep. Circle that word — that is the missing variable.
Find
We are required to find: line a marker should keep. Write that as a symbol on the left, with a question mark, before you touch a formula.
Calculate
What we need to calculate: Reading and viewing. Then substitute the given, one line at a time, to get line a marker should keep.
In other words — as if you have never seen this before
Reading and viewing. Read twice. The answer must come from the text in front of you.
2. What do we already know?
Main idea first. Then one proof from the same passage.
3. Which method — and why this one?
Reading and viewing. Read twice. The answer must come from the text in front of you.
4. Step-by-step working
01 / 07
Skill steps
Read twice. Say the main idea in a few words. Quote four to six words that prove it. Check you did not add a place, a time, or a motive.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
02 / 07
Example text
Go Sepedi First Additional Language, Mandla yo a hlokomelago o bapetša lenaneo ka tlhokomelo mmarakeng. Go Sepedi First Additional Language, Zanele yo a lokilego o hlaloša mmepe gape holong. Go Sepedi First Additional Language, Thabo yo a lego makgonthe o bapetša tsebišo gape laeboraring.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
03 / 07
Model answer
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
04 / 07
Marking rubric
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
Why this step: We only do one job per line so a marker can follow the marks — and so you can find a slip without starting over.
05 / 07
Step G — Sense-check the size
Ask: is this the kind of number a Grade 10–12 paper would want? A speed of 3 000 ms for a learner walking, or a probability bigger than 1, means a unit or algebra slip. Estimate first: round the numbers and do the sum in your head.
Why this step: Markers write ‘unrealistic’ in the margin when the method is right but the size is wild. A 10-second head check often finds a missing 10² or a unit that never changed.
06 / 07
Step F — Box the answer with its unit
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Why this step: A number without a unit is half a mark on a Physics paper, and a marker can miss a Maths answer that is buried in working.
07 / 07
Step H — What the marker is looking for
On an NSC memo you usually earn: (1) a method mark for naming the right formula or idea in words, (2) an accuracy mark for substituting the given numbers with units, (3) an accuracy mark for the boxed answer with its unit. Write those three lines even if you are unsure of the arithmetic — blank pages score zero.
Why this step: First-timers chase the final number and leave the method blank. The memo still pays out for the idea and the substitution even when the last line is wrong.
5. The answer
Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
Copy onto your answer sheet — in this order
Answer: Main idea: Mandla o bapetša lenaneo at mmarakeng. Proof is the verb “o bapetša” and the place mmarakeng. Add nothing about a reason the passage never gives.
6. Check it like a marker
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.
7. A trap first-timers fall into
Rubric: one mark for the idea in your own words, one mark for a short quotation that matches it, zero if the quotation is about a different sentence.