2024 · june · Afrikaans First Additional Language · Grade 10

Practice paper 7 — Grade 10 Afrikaans 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.

Sit it timed Formula sheet

Question breakdown

1 · 4 Marks · Nouns, verbs, adjectives and adverbs
Afrikaans First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Give the line a marker should keep.
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans 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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die gids noukeurig en vergelyk die kennisgewing hardop by die klaskamer. 2. In Afrikaans First Additional Language is die redakteur seker en vergelyk die verslag versigtig by die kantoor. 3. In Afrikaans First Additional Language is die afrigter oplettend en noem die verslag saam by die hawe. 4. In Afrikaans First Additional Language is die verslaggewer oplettend en versamel die verslag hardop by die veld. 5. In Afrikaans First Additional Language is die kaptein vriendelik en beskryf die verslag eers by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
  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.
7. 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: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
2 · 4 Marks · Reading and viewing
Afrikaans First Additional Language Grade 10. Reading and viewing. Lees die gedeelte vir Reading and viewing en antwoord in Afrikaans First Additional Language.
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: Afrikaans First Additional Language Grade 10. Reading and viewing. Lees die gedeelte vir Reading and viewing en antwoord in Afrikaans 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
1. 01 / 07
  Stappe
  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.
2. 02 / 07
  Voorbeeldteks
  In Afrikaans First Additional Language is die besoeker kalm en verduidelik die plan duidelik by die klaskamer. In Afrikaans First Additional Language is die bibliotekaris oplettend en beskryf die plan versigtig by die veld. In Afrikaans First Additional Language is die skeidsregter seker en versamel die verslag saam by die kantoor.
  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.
3. 03 / 07
  Modelantwoord
  Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
4. 04 / 07
  Nasienrooster
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
7. 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: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. Add nothing about a reason the passage never gives.
Copy onto your answer sheet — in this order
Answer: Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
3 · 4 Marks · Language structures and conventions
Afrikaans First Additional Language Grade 10. Language structures and conventions. What is the answer?
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans 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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die afrigter gereed en versamel die kaart versigtig by die hawe. 2. In Afrikaans First Additional Language is die verslaggewer noukeurig en beskryf die kaart eers by die hawe. 3. In Afrikaans First Additional Language is die gids ernstig en versamel die kennisgewing saam by die klaskamer. 4. In Afrikaans First Additional Language is die redakteur ernstig en beskryf die kaart duidelik by die klaskamer. 5. In Afrikaans First Additional Language is die bibliotekaris stil en beplan die kennisgewing weer by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: versamel. Describing word: gereed. How-word: versigtig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to versamel.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
  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.
7. 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
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
Copy onto your answer sheet — in this order
Answer: Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
4 · 4 Marks · Summary of a short text
Afrikaans First Additional Language Grade 10. Summary of a short text. Give the line a marker should keep.
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: Afrikaans 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
1. 01 / 07
  Stappe
  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.
2. 02 / 07
  Voorbeeldteks
  In Afrikaans First Additional Language is die bibliotekaris ernstig en versamel die roete duidelik by die stasie. In Afrikaans First Additional Language is die besoeker oplettend en dophou die roete saam by die stasie. In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die brief saam by die saal.
  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.
3. 03 / 07
  Modelantwoord
  Model: die bibliotekaris versamel die roete at die stasie. (8 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.
4. 04 / 07
  Nasienrooster
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Model: die bibliotekaris versamel die roete at die stasie. (8 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.
7. 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: die bibliotekaris versamel die roete at die stasie. (8 words.) Stay near about 70 words, or the limit printed on the paper.
Copy onto your answer sheet — in this order
Answer: Model: die bibliotekaris versamel die roete at die stasie. (8 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
Afrikaans First Additional Language Grade 10. Visual and advertising texts. Afrikaans First Additional Language. An advert uses this caption: In Afrikaans First Additional Language is die afrigter stil en beskryf die lys saam by die saal. What must the viewer do, and what is easy to miss?
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: Afrikaans First Additional Language Grade 10. Visual and advertising texts. Afrikaans First Additional Language. An advert uses this caption: In Afrikaans First Additional Language is die afrigter stil en beskryf die lys saam by die saal. 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
1. 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.
2. 02 / 07
  Example
  Large caption: In Afrikaans First Additional Language is die afrigter stil en beskryf die lys saam by die saal. A small grey line at die saal 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.
3. 03 / 07
  Model answer
  The aim is to make die lys look easy. The small line hides the condition. The working word is “stil”.
  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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Aim: die lys should look easy. Hidden: the small condition. Working word: stil.
  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.
7. 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: die lys should look easy. Hidden: the small condition. Working word: stil.
Copy onto your answer sheet — in this order
Answer: Aim: die lys should look easy. Hidden: the small condition. Working word: stil.
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
Afrikaans First Additional Language Grade 10. Direct and indirect speech. What is the answer?
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans 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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die afrigter noukeurig en dophou die kennisgewing vinnig by die hawe. 2. In Afrikaans First Additional Language is die verslaggewer stil en kontroleer die kennisgewing eers by die veld. 3. In Afrikaans First Additional Language is die gids oplettend en dophou die vraag saam by die klaskamer. 4. In Afrikaans First Additional Language is die redakteur oplettend en beplan die kennisgewing weer by die kantoor. 5. In Afrikaans First Additional Language is die bibliotekaris seker en noem die vraag netjies by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: dophou. Describing word: noukeurig. How-word: vinnig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to dophou.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
  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.
7. 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
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
Copy onto your answer sheet — in this order
Answer: Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7 · 4 Marks · Literature: folklore, short stories, poetry
Afrikaans First Additional Language Grade 10. Literature: folklore, short stories, poetry. Give the line a marker should keep.
Notes: Lees die vraag se werkwoord. Bly binne Literature: folklore, short stories, poetry. Een bewys vir elke punt.
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: Afrikaans 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?
Lees die vraag se werkwoord. Bly binne Literature: folklore, short stories, poetry. Een bewys vir elke punt.
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
1. 01 / 11
  Oorsig
  Literature: folklore, short stories, poetry is julle voorgeskrewe set work in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Literature: folklore, short stories, poetry in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Literature: folklore, short stories, poetry. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die besoeker ernstig en noem die brief weer by die kantoor. 2. In Afrikaans First Additional Language is die bibliotekaris kalm en beskryf die vraag eers by die stasie. 3. In Afrikaans First Additional Language is die skeidsregter stil en versamel die verslag hardop by die biblioteek. 4. In Afrikaans First Additional Language is die kaptein seker en noem die lys versigtig by die veld. 5. In Afrikaans First Additional Language is die verslaggewer oplettend en verduidelik die kennisgewing versigtig by die 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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Literature: folklore, short stories, poetry: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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 / 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
Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
Copy onto your answer sheet — in this order
Answer: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
8 · 4 Marks · Language structures and conventions
Afrikaans First Additional Language Grade 10. Poetry: image and mood. Afrikaans First Additional Language, Graad 10. Poetry: image and mood. Beantwoord as literatuur: punt, bewys, uitwerking.
Notes: Lees die vraag se werkwoord. Bly binne Poetry: image and mood. Een bewys vir elke punt.
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: Afrikaans First Additional Language Grade 10. Poetry: image and mood. Afrikaans First Additional Language, Graad 10. Poetry: image and mood. Beantwoord as literatuur: punt, bewys, uitwerking.
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?
Lees die vraag se werkwoord. Bly binne Poetry: image and mood. Een bewys vir elke punt.
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
1. 01 / 11
  Oorsig
  Poetry: image and mood is julle voorgeskrewe poetry in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Poetry: image and mood in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Poetry: image and mood. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die skeidsregter noukeurig en beplan die vraag vinnig by die saal. 2. In Afrikaans First Additional Language is die kaptein stil en beskryf die brief hardop by die kantoor. 3. In Afrikaans First Additional Language is die besoeker vriendelik en kontroleer die roete versigtig by die mark. 4. In Afrikaans First Additional Language is die bibliotekaris oplettend en noem die kaart saam by die kantoor. 5. In Afrikaans First Additional Language is die redakteur noukeurig en verduidelik die plan duidelik by die veld.
  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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Poetry: image and mood: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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 / 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
Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
Copy onto your answer sheet — in this order
Answer: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
9 · 4 Marks · Stories and poems chosen by your school
Afrikaans First Additional Language Grade 10. Stories and poems chosen by your school. What is the answer?
Notes: Lees die vraag se werkwoord. Bly binne Stories and poems chosen by your school. Een bewys vir elke punt.
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: Afrikaans 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 julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
2. What do we already know?
Lees die vraag se werkwoord. Bly binne Stories and poems chosen by your school. Een bewys vir elke punt.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
4. Step-by-step working
1. 01 / 11
  Oorsig
  Stories and poems chosen by your school is julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Stories and poems chosen by your school in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Stories and poems chosen by your school. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die verslaggewer gereed en vergelyk die kaart weer by die stasie. 2. In Afrikaans First Additional Language is die afrigter kalm en beskryf die plan versigtig by die veld. 3. In Afrikaans First Additional Language is die redakteur vriendelik en beplan die verslag saam by die kantoor. 4. In Afrikaans First Additional Language is die gids vriendelik en noem die kaart weer by die mark. 5. In Afrikaans First Additional Language is die besoeker kalm en beplan die vraag duidelik by die stasie.
  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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Stories and poems chosen by your school: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
  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 / 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
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
Copy onto your answer sheet — in this order
Answer: Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
10 · 4 Marks · Writing and presenting
Afrikaans First Additional Language Grade 10. Writing and presenting. Give the line a marker should keep.
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: Afrikaans 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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. In Afrikaans First Additional Language is die skeidsregter seker en versamel die lys duidelik by die klaskamer.
  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.
3. 03 / 07
  Model answer
  Model opening: name the idea in sentence one. Beat one can use this picture — In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Model opening: name the idea in sentence one. Beat one can use this picture — In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. 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.
7. 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 — In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. 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 — In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. 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
Afrikaans First Additional Language Grade 10. Friendly letter and email. Afrikaans First Additional Language, Grade 10. Friendly letter and email. Write for a reader you can name.
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: Afrikaans First Additional Language Grade 10. Friendly letter and email. Afrikaans 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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe. In Afrikaans First Additional Language is die kaptein noukeurig en kontroleer die brief versigtig by die kantoor.
  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.
3. 03 / 07
  Model answer
  Model opening for a letter in Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Model opening for a letter in Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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.
7. 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 Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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 Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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.
12 · 8 Marks · Pronunciation, stress and tone
Afrikaans First Additional Language Grade 10. Pronunciation, stress and tone. What is the answer?
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: Afrikaans 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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die skeidsregter kalm en verduidelik die kaart netjies by die klaskamer.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die skeidsregter kalm en verduidelik die kaart netjies by die klaskamer. Point: die skeidsregter verduidelik die kaart. Example: die klaskamer, 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.
4. 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.
5. 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.
6. 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.
7. 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.
13 · 4 Marks · Listening and speaking
Afrikaans First Additional Language Grade 10. Listening and speaking. Give the line a marker should keep.
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: Afrikaans 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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die afrigter oplettend en dophou die verslag saam by die hawe.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die afrigter oplettend en dophou die verslag saam by die hawe. Point: die afrigter dophou die verslag. Example: die hawe, 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Opening uses “dophou”. One example: die hawe.
  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.
7. 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 “dophou”. One example: die hawe.
Copy onto your answer sheet — in this order
Answer: Opening uses “dophou”. One example: die hawe.
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
Afrikaans First Additional Language Grade 10. Prepared and unprepared oral, listening. Afrikaans First Additional Language, Grade 10. Oral: prepared reading and conversation. Open so the back of the room gets the point.
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: Afrikaans First Additional Language Grade 10. Prepared and unprepared oral, listening. Afrikaans 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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die afrigter ernstig en noem die kaart duidelik by die saal.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die afrigter ernstig en noem die kaart duidelik by die saal. Point: die afrigter noem die kaart. Example: die saal, 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Opening uses “noem”. One example: die saal.
  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.
7. 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 “noem”. One example: die saal.
Copy onto your answer sheet — in this order
Answer: Opening uses “noem”. One example: die saal.
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
Afrikaans First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. What is the answer?
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans 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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die gids noukeurig en vergelyk die kennisgewing hardop by die klaskamer. 2. In Afrikaans First Additional Language is die redakteur seker en vergelyk die verslag versigtig by die kantoor. 3. In Afrikaans First Additional Language is die afrigter oplettend en noem die verslag saam by die hawe. 4. In Afrikaans First Additional Language is die verslaggewer oplettend en versamel die verslag hardop by die veld. 5. In Afrikaans First Additional Language is die kaptein vriendelik en beskryf die verslag eers by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
  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.
7. 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
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
Copy onto your answer sheet — in this order
Answer: Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
16 · 4 Marks · Reading and viewing
Afrikaans First Additional Language Grade 10. Reading and viewing. Give the line a marker should keep.
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: Afrikaans 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
1. 01 / 07
  Stappe
  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.
2. 02 / 07
  Voorbeeldteks
  In Afrikaans First Additional Language is die besoeker kalm en verduidelik die plan duidelik by die klaskamer. In Afrikaans First Additional Language is die bibliotekaris oplettend en beskryf die plan versigtig by die veld. In Afrikaans First Additional Language is die skeidsregter seker en versamel die verslag saam by die kantoor.
  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.
3. 03 / 07
  Modelantwoord
  Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
4. 04 / 07
  Nasienrooster
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
7. 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: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. Add nothing about a reason the passage never gives.
Copy onto your answer sheet — in this order
Answer: Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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
Afrikaans First Additional Language Grade 10. Language structures and conventions. Afrikaans First Additional Language, Graad 10. Language structures and conventions. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans First Additional Language Grade 10. Language structures and conventions. Afrikaans First Additional Language, Graad 10. Language structures and conventions. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die afrigter gereed en versamel die kaart versigtig by die hawe. 2. In Afrikaans First Additional Language is die verslaggewer noukeurig en beskryf die kaart eers by die hawe. 3. In Afrikaans First Additional Language is die gids ernstig en versamel die kennisgewing saam by die klaskamer. 4. In Afrikaans First Additional Language is die redakteur ernstig en beskryf die kaart duidelik by die klaskamer. 5. In Afrikaans First Additional Language is die bibliotekaris stil en beplan die kennisgewing weer by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: versamel. Describing word: gereed. How-word: versigtig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to versamel.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: versamel. Describing word: gereed. How-word: versigtig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to versamel.
  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.
7. 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: versamel. Describing word: gereed. How-word: versigtig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to versamel.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: versamel. Describing word: gereed. How-word: versigtig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to versamel.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
18 · 8 Marks · Summary of a short text
Afrikaans First Additional Language Grade 10. Summary of a short text. What is the answer?
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: Afrikaans First Additional Language Grade 10. Summary of a short text. 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: Summary of a short text. 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
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
1. 01 / 07
  Stappe
  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.
2. 02 / 07
  Voorbeeldteks
  In Afrikaans First Additional Language is die bibliotekaris ernstig en versamel die roete duidelik by die stasie. In Afrikaans First Additional Language is die besoeker oplettend en dophou die roete saam by die stasie. In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die brief saam by die saal.
  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.
3. 03 / 07
  Modelantwoord
  Model: die bibliotekaris versamel die roete at die stasie. (8 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.
4. 04 / 07
  Nasienrooster
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  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: 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.
7. 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: 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.
Copy onto your answer sheet — in this order
Answer: 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.
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
Afrikaans First Additional Language Grade 10. Visual and advertising texts. Give the line a marker should keep.
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: Afrikaans First Additional Language Grade 10. Visual and advertising texts. 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: Visual and advertising texts. 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
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
1. 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.
2. 02 / 07
  Example
  Large caption: In Afrikaans First Additional Language is die afrigter stil en beskryf die lys saam by die saal. A small grey line at die saal 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.
3. 03 / 07
  Model answer
  The aim is to make die lys look easy. The small line hides the condition. The working word is “stil”.
  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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Aim: die lys should look easy. Hidden: the small condition. Working word: stil.
  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.
7. 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: die lys should look easy. Hidden: the small condition. Working word: stil.
Copy onto your answer sheet — in this order
Answer: Aim: die lys should look easy. Hidden: the small condition. Working word: stil.
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
Afrikaans First Additional Language Grade 10. Direct and indirect speech. Afrikaans First Additional Language, Graad 10. Direct and indirect speech. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans First Additional Language Grade 10. Direct and indirect speech. Afrikaans First Additional Language, Graad 10. Direct and indirect speech. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die afrigter noukeurig en dophou die kennisgewing vinnig by die hawe. 2. In Afrikaans First Additional Language is die verslaggewer stil en kontroleer die kennisgewing eers by die veld. 3. In Afrikaans First Additional Language is die gids oplettend en dophou die vraag saam by die klaskamer. 4. In Afrikaans First Additional Language is die redakteur oplettend en beplan die kennisgewing weer by die kantoor. 5. In Afrikaans First Additional Language is die bibliotekaris seker en noem die vraag netjies by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: dophou. Describing word: noukeurig. How-word: vinnig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to dophou.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: dophou. Describing word: noukeurig. How-word: vinnig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to dophou.
  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.
7. 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: dophou. Describing word: noukeurig. How-word: vinnig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to dophou.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: dophou. Describing word: noukeurig. How-word: vinnig. Example 3 must not copy example 1. If the doer becomes plural, say what happens to dophou.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
21 · 4 Marks · Literature: folklore, short stories, poetry
Afrikaans First Additional Language Grade 10. Literature: folklore, short stories, poetry. What is the answer?
Notes: Lees die vraag se werkwoord. Bly binne Literature: folklore, short stories, poetry. Een bewys vir elke punt.
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: Afrikaans First Additional Language Grade 10. Literature: folklore, short stories, poetry. 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: Literature: folklore, short stories, poetry. 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
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?
Lees die vraag se werkwoord. Bly binne Literature: folklore, short stories, poetry. Een bewys vir elke punt.
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
1. 01 / 11
  Oorsig
  Literature: folklore, short stories, poetry is julle voorgeskrewe set work in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Literature: folklore, short stories, poetry in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Literature: folklore, short stories, poetry. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die besoeker ernstig en noem die brief weer by die kantoor. 2. In Afrikaans First Additional Language is die bibliotekaris kalm en beskryf die vraag eers by die stasie. 3. In Afrikaans First Additional Language is die skeidsregter stil en versamel die verslag hardop by die biblioteek. 4. In Afrikaans First Additional Language is die kaptein seker en noem die lys versigtig by die veld. 5. In Afrikaans First Additional Language is die verslaggewer oplettend en verduidelik die kennisgewing versigtig by die 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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Literature: folklore, short stories, poetry: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
  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 / 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
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
Copy onto your answer sheet — in this order
Answer: Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
22 · 4 Marks · Language structures and conventions
Afrikaans First Additional Language Grade 10. Poetry: image and mood. Give the line a marker should keep.
Notes: Lees die vraag se werkwoord. Bly binne Poetry: image and mood. Een bewys vir elke punt.
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: Afrikaans First Additional Language Grade 10. Poetry: image and mood. 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: Poetry: image and mood. 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
Poetry: image and mood. Name one image, the mood it makes, and the line that does the work.
2. What do we already know?
Lees die vraag se werkwoord. Bly binne Poetry: image and mood. Een bewys vir elke punt.
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
1. 01 / 11
  Oorsig
  Poetry: image and mood is julle voorgeskrewe poetry in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Poetry: image and mood in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Poetry: image and mood. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die skeidsregter noukeurig en beplan die vraag vinnig by die saal. 2. In Afrikaans First Additional Language is die kaptein stil en beskryf die brief hardop by die kantoor. 3. In Afrikaans First Additional Language is die besoeker vriendelik en kontroleer die roete versigtig by die mark. 4. In Afrikaans First Additional Language is die bibliotekaris oplettend en noem die kaart saam by die kantoor. 5. In Afrikaans First Additional Language is die redakteur noukeurig en verduidelik die plan duidelik by die veld.
  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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Poetry: image and mood: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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 / 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
Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
Copy onto your answer sheet — in this order
Answer: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
23 · 4 Marks · Stories and poems chosen by your school
Afrikaans First Additional Language Grade 10. Stories and poems chosen by your school. Afrikaans First Additional Language, Graad 10. Stories and poems chosen by your school. Beantwoord as literatuur: punt, bewys, uitwerking.
Notes: Lees die vraag se werkwoord. Bly binne Stories and poems chosen by your school. Een bewys vir elke punt.
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: Afrikaans First Additional Language Grade 10. Stories and poems chosen by your school. Afrikaans First Additional Language, Graad 10. Stories and poems chosen by your school. Beantwoord as literatuur: punt, bewys, uitwerking.
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 julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
2. What do we already know?
Lees die vraag se werkwoord. Bly binne Stories and poems chosen by your school. Een bewys vir elke punt.
3. Which method — and why this one?
Stories and poems chosen by your school. Stories and poems chosen by your school is julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
4. Step-by-step working
1. 01 / 11
  Oorsig
  Stories and poems chosen by your school is julle voorgeskrewe short stories in Afrikaans First Additional Language, Graad 10. Lees die skool se eksemplaar. Hierdie les vervang nie die boek nie.
  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.
2. 02 / 11
  Skrywer en konteks
  Skrywer: the writer on your school’s list. Sit die teks in sy plek voor jy ’n tema noem. ’n Lewensverhaal sonder ’n toneel verdien min.
  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.
3. 03 / 11
  Samevatting
  Deel Stories and poems chosen by your school in vyf: opening, probleem, keerpunt, klimaks, slot. Gebruik net gebeure wat in hierdie teks is.
  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.
4. 04 / 11
  Karakters
  Noem die hoofkarakter, die teenstander en een persoon wat die botsing sien. Sê wat elkeen wil hê.
  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.
5. 05 / 11
  Temas
  Kies een tema in Stories and poems chosen by your school. Bewys dit met twee tonele, nie met ’n lys van hoofstukke nie.
  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.
6. 06 / 11
  Styl en middele
  Noem een middel: verteller, beeld, simbool, herhaling of toon. Sê wat dit in een toneel doen.
  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.
7. 07 / 11
  Vyf kort lyne
  1. In Afrikaans First Additional Language is die verslaggewer gereed en vergelyk die kaart weer by die stasie. 2. In Afrikaans First Additional Language is die afrigter kalm en beskryf die plan versigtig by die veld. 3. In Afrikaans First Additional Language is die redakteur vriendelik en beplan die verslag saam by die kantoor. 4. In Afrikaans First Additional Language is die gids vriendelik en noem die kaart weer by die mark. 5. In Afrikaans First Additional Language is die besoeker kalm en beplan die vraag duidelik by die stasie.
  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.
8. 08 / 11
  Eksamen en memo
  Kontekstueel oor Stories and poems chosen by your school: wat wys hierdie oomblik oor die karakter? Haal kort aan en verduidelik. Memo: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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.
9. 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. 10 / 11
  Step F — Box the answer with its unit
  Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
  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 / 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
Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
Copy onto your answer sheet — in this order
Answer: Punt, aanhaling, uitwerking. Die aanhaling kom uit die uittreksel. Die sin daarna sê wat dit wys.
6. Check it like a marker
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
7. A trap first-timers fall into
Moenie die hele boek oorvertel nie. Bly by die teks wat die vraag noem.
24 · 8 Marks · Writing and presenting
Afrikaans First Additional Language Grade 10. Writing and presenting. What is the answer?
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: Afrikaans First Additional Language Grade 10. Writing and presenting. 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: Writing and presenting. 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
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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. In Afrikaans First Additional Language is die skeidsregter seker en versamel die lys duidelik by die klaskamer.
  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.
3. 03 / 07
  Model answer
  Model opening: name the idea in sentence one. Beat one can use this picture — In Afrikaans First Additional Language is die kaptein vriendelik en kontroleer die verslag saam by die mark. 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  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: 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.
7. 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: 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.
Copy onto your answer sheet — in this order
Answer: 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.
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
Afrikaans First Additional Language Grade 10. Friendly letter and email. Give the line a marker should keep.
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: Afrikaans First Additional Language Grade 10. Friendly letter and email. 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: Friendly letter and email. 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
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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe. In Afrikaans First Additional Language is die kaptein noukeurig en kontroleer die brief versigtig by die kantoor.
  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.
3. 03 / 07
  Model answer
  Model opening for a letter in Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Model opening for a letter in Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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.
7. 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 Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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 Afrikaans First Additional Language: “In Afrikaans First Additional Language is die skeidsregter gereed en beplan die kennisgewing hardop by die hawe.” 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
Afrikaans First Additional Language Grade 10. Pronunciation, stress and tone. Afrikaans First Additional Language, Grade 10. Pronunciation, stress and tone. Open so the back of the room gets the point.
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: Afrikaans First Additional Language Grade 10. Pronunciation, stress and tone. Afrikaans First Additional Language, Grade 10. Pronunciation, stress and tone. Open so the back of the room gets the point.
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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die skeidsregter kalm en verduidelik die kaart netjies by die klaskamer.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die skeidsregter kalm en verduidelik die kaart netjies by die klaskamer. Point: die skeidsregter verduidelik die kaart. Example: die klaskamer, 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Opening uses “verduidelik”. One example: die klaskamer.
  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.
7. 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 “verduidelik”. One example: die klaskamer.
Copy onto your answer sheet — in this order
Answer: Opening uses “verduidelik”. One example: die klaskamer.
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
Afrikaans First Additional Language Grade 10. Listening and speaking. What is the answer?
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: Afrikaans First Additional Language Grade 10. Listening and speaking. 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: Listening and speaking. 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
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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die afrigter oplettend en dophou die verslag saam by die hawe.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die afrigter oplettend en dophou die verslag saam by die hawe. Point: die afrigter dophou die verslag. Example: die hawe, 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.
4. 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.
5. 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.
6. 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.
7. 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.
28 · 4 Marks · Prepared and unprepared oral, listening
Afrikaans First Additional Language Grade 10. Prepared and unprepared oral, listening. Give the line a marker should keep.
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: Afrikaans First Additional Language Grade 10. Prepared and unprepared oral, listening. 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: Prepared and unprepared oral, listening. 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
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
1. 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.
2. 02 / 07
  Example
  In Afrikaans First Additional Language is die afrigter ernstig en noem die kaart duidelik by die saal.
  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.
3. 03 / 07
  Model
  Opening: In Afrikaans First Additional Language is die afrigter ernstig en noem die kaart duidelik by die saal. Point: die afrigter noem die kaart. Example: die saal, 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.
4. 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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Opening uses “noem”. One example: die saal.
  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.
7. 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 “noem”. One example: die saal.
Copy onto your answer sheet — in this order
Answer: Opening uses “noem”. One example: die saal.
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
Afrikaans First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Afrikaans First Additional Language, Graad 10. Nouns, verbs, adjectives and adverbs. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
Notes: Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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: Afrikaans First Additional Language Grade 10. Nouns, verbs, adjectives and adverbs. Afrikaans First Additional Language, Graad 10. Nouns, verbs, adjectives and adverbs. Gebruik net hierdie vyf sinne, nie ’n sin uit ’n ander les nie.
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?
Reël, vyf eie voorbeelde, een fout wat leerders maak, dan ’n kort toets.
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
1. 01 / 07
  Reël
  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.
2. 02 / 07
  Vyf voorbeelde
  1. In Afrikaans First Additional Language is die gids noukeurig en vergelyk die kennisgewing hardop by die klaskamer. 2. In Afrikaans First Additional Language is die redakteur seker en vergelyk die verslag versigtig by die kantoor. 3. In Afrikaans First Additional Language is die afrigter oplettend en noem die verslag saam by die hawe. 4. In Afrikaans First Additional Language is die verslaggewer oplettend en versamel die verslag hardop by die veld. 5. In Afrikaans First Additional Language is die kaptein vriendelik en beskryf die verslag eers by die 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.
3. 03 / 07
  Gewone foute
  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.
4. 04 / 07
  Kort toets
  Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
  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.
5. 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.
6. 06 / 07
  Step F — Box the answer with its unit
  Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
  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.
7. 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: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
Copy onto your answer sheet — in this order
Answer: Look at example 1. Verb: vergelyk. Describing word: noukeurig. How-word: hardop. Example 3 must not copy example 1. If the doer becomes plural, say what happens to vergelyk.
6. Check it like a marker
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
7. A trap first-timers fall into
Merk net die fout wat die vraag noem. Moenie die sin se betekenis weggooi nie.
30 · 8 Marks · Reading and viewing
Afrikaans First Additional Language Grade 10. Reading and viewing. What is the answer?
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: Afrikaans 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
1. 01 / 07
  Stappe
  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.
2. 02 / 07
  Voorbeeldteks
  In Afrikaans First Additional Language is die besoeker kalm en verduidelik die plan duidelik by die klaskamer. In Afrikaans First Additional Language is die bibliotekaris oplettend en beskryf die plan versigtig by die veld. In Afrikaans First Additional Language is die skeidsregter seker en versamel die verslag saam by die kantoor.
  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.
3. 03 / 07
  Modelantwoord
  Main idea: die besoeker verduidelik die plan at die klaskamer. Proof is the verb “verduidelik” and the place die klaskamer. 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.
4. 04 / 07
  Nasienrooster
  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.
5. 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.
6. 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.
7. 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.