SDENG3J Assignment 2 (OPTION A, B & C DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

SDENG3J Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,....... OPTION A: INTENSIVE READING OF POETRY TEXT A “The Child Who Was Shot Dead by Soldiers in Nyanga” – Ingrid Jonker The child is not dead not at Langa nor at Nyanga not at Orlando nor at Sharpeville not at the police station at Philippi where he lies with a bullet through his brain The child is the shadow of soldiers on guard with rifles, the child is present at all meetings and legislations the child peers through the windows of houses and into the hearts of mothers the child who just wanted to play in the sun at Nyanga is everywhere the child who became the man who walks through all of Africa the child who became the giant who travels through the whole world without a pass ASSIGNMENT INSTRUCTIONS: Write an account of a double-period poetry lesson using Ingrid Jonker’s “The Child Who Was Shot Dead by Soldiers in Nyanga.” Follow the same lesson format as outlined in your assignment: Choose a Grade 11 class. Include five activities, following the structured headings. One activity must be group work. The final activity must involve learners writing a five-paragraph critical essay. Apply all four language skills (listening, speaking, reading, writing). Justify all teaching choices and show clearly how poetic devices and interpretation are explored. Use the headings below for each activity: Grade [1 mark] Resources [1 mark] Duration [1 mark] One Lesson Outcome (SMART) [1 mark] Activity Description [5–6 marks] Assessment Method [1 mark] OPTION B: PROSE AND DRAMA TEXT B Short Story: “The Suit” by Can Themba In this powerful short story, a man named Philemon discovers his wife Matilda’s affair. As punishment, he forces her to treat her lover’s left-behind suit as an honoured guest at every meal. The story explores themes of humiliation, control, gender roles, forgiveness, and emotional suffering under apartheid. ASSIGNMENT INSTRUCTIONS: Write an account of a double-period drama or prose lesson using Can Themba’s “The Suit.” Follow the lesson structure as guided: Choose a Grade 12 class. Select two principles to focus on (e.g., character development and symbolism). Create five activities, including one group activity and a creative group task as the final follow-up activity. Include questions and skill development, with a focus on dialogue interpretation and close reading. Apply a mix of listening, speaking, reading, and writing skills. Use the provided headings for each activity. OPTION C: VISUAL LITERACY QUESTION TEXT C Video Title: "Your Life is Your Responsibility" – Motivational Speech by Jocko Willink YouTube link: In this powerful clip, Jocko Willink discusses the idea of taking ownership of your actions. He challenges listeners to stop blaming others for their situation and instead take full responsibility for everything that happens in their lives—good or bad. The visuals feature scenes of people rising early, working hard, and pushing limits—supporting the strong verbal message about inner strength and ownership. ASSIGNMENT INSTRUCTIONS: Write a double-period visual literacy lesson based on the first part of the clip (first 2–3 minutes). Focus on: Critical viewing and thinking. Interpreting spoken content, visual symbolism, and multimedia structure. One activity must be group work. Final activity must be a speech or short essay written and presented by learners. Apply all four core language skills. Use the provided headings for each activity. QUESTION 2.1: MINI-ESSAY ON GROUP WORK Using Study Unit 9, write a five-paragraph mini-essay on why group work is important in English lessons. Choose three reasons and provide real or realistic examples for each. Structure: Introduction 3 Body Paragraphs (with topic sentences and examples) Conclusion [15 marks + 5 marks for structure and language = 20 marks] QUESTION 2.2: MINI-ESSAY ON COMMUNICATIVE COMPETENCE Using Study Unit 1 (Section E), write a five-paragraph mini-essay on how communicative competence (grammatical, sociolinguistic, strategic, and discourse competence) supports English teaching. Provide examples for Grades 10–12. Structure your essay with: Introduction 3 Body Paragraphs (each with a clear topic sentence and a quotation or paraphrased idea from the study guide) Conclusion [15 marks + 5 marks for structure and language = 20 marks] QUESTION 2 THEORETICAL QUESTIONS QUESTION 2.1 Please read through “STUDY UNIT 9: THE TEACHER AS A FACILITATOR OF TEACHING AND LEARNING”. Write a five-paragraph mini-essay about using group work in your English lessons. Discuss why group work benefits the learners and is a valuable experience in the classroom. Choose three reasons and support each with an example you have experienced, observed, or could realistically implement in an English classroom. Write a five-paragraph mini-essay with an introduction and three body paragraphs, where each paragraph is about one of these reasons. To illustrate, link the reason to your classroom example. Remember to introduce each paragraph with a well- 12 structured topic sentence that outlines what your paragraph will state or propose. End your essay with a conclusion that repeats your main points. [15 Marks] The teaching team will award five marks for your PRESENTATION (LANGUAGE AND STRUCTURE). Ensure your ideas are written logically, coherently, and in grammatically correct language. [5 Marks] [20 MARKS] QUESTION 2.2 Please read through Study Unit 1 of the TL501 study guide, titled “Principles of Language Teaching.” Specifically, the discussion on communicative competence, which encompasses grammatical, sociolinguistic, strategic, and discourse competence, appears under Section E: Language Learning for Competence and Proficiency in Study Unit 1. Communicative competence encompasses grammatical, sociolinguistic, strategic, and discourse competence, shifting the focus from mere accuracy to meaningful communication in language teaching. Write a mini-essay to share your reflections on communicative competencies and share your experiences with improving your learners’ competence when teaching English. Provide practical examples related to Grade 10, 11, or 12 learners to explain how improving your learners’ communicative language ability supports their English language learning. Your mini-essay should include an introduction, body paragraphs, and a conclusion. Introduce your paragraph with a well-structured topic sentence that outlines what your paragraph will state or propose. Further, ensure that the body paragraphs of your mini-essay have topic sentences or use a quotation from your study guide to introduce each paragraph. If you include a quotation, then please introduce your quotation first. Follow this by explaining how your quote makes sense to substantiate your points when building your argument. Conclude by emphasising the main points of your argument. OPTION A: INTENSIVE READING OF POETRY TEXT A "Homecoming" by Joy Harjo (an excerpt provided in the exam booklet). Requirements: Develop a double‑period lesson plan for Grade 10, 11, or 12. Teach poetic analysis through close reading, focusing on imagery and tone. Include five activities: Pre‑teaching (activating background knowledge) While‑teaching (reading and interpreting) Close‑reading (detailed line‑by‑line) Group work (analysis of imagery and tone) Post‑teaching (creative writing: learners write a short personal reflection or poem in response) Use listening, speaking, reading, writing skills throughout. Justify all activities with teaching strategies. Include assessments for each outcome. Presentation (structure & language) is worth 10 marks. OPTION B: PROSE AND DRAMA TEXT B An adapted extract from "The Yellow Wallpaper" by Charlotte Perkins Gilman. Requirements: Prepare a double‑period lesson plan for Grade 11 or 12. Focus on character development and symbolism in the extract. Include five activities: Pre‑teaching (context & expectations) While‑teaching (reading aloud & annotation) Close‑reading (analysis of key symbolic elements) Group work (interpret character and symbolism in small groups) Post‑teaching (creative group presentation: e.g., a tableau or short monologue exploring the narrator’s inner conflict) Use all four language skills meaningfully. Justify your teaching choices. Include assessment for each activity. Presentation is worth 10 marks. OPTION C: VISUAL LITERACY TEXT C A 5‑minute clip from YouTube: "TED‑Ed: The Science of Resilience" (with transcription of the opening 2 minutes). Requirements: Create a double‑period lesson for Grade 10 or 11. Teach visual literacy and critical thinking on how visuals and speech combine. Focus on: Semiotic analysis of a key visual (e.g., a sprouting seed metaphor). Critical listening to the voice‑over narrative. Five activities: Pre‑teaching (viewing skills & background) While‑teaching (watch clip and discuss visuals) Semiotic analysis (analyze one key image and its meaning) Group work (create a storyboard or sketch representing resilience) Post‑teaching (writing activity: learners draft a motivational speech or essay on resilience using visual + spoken evidence) Use a mix of listening, speaking, reading, writing. Justify your strategies and include assessment points. Presentation is worth 10 marks. GENERAL SUBMISSION INSTRUCTIONS Submit only one option. Write in clear, simple English with correct grammar and structure. Lesson plan must describe what learners are doing, not what the teacher is doing. Use headings for Activity 1–5, listing: Grade, Duration, Outcome, Resources (if applicable), Description, and Assessment. All activities must be linked and build logically on each other. Ensure one compulsory group work activity, and one creative follow‑up task for the next lesson. Use a variety of teaching and learning skills (listening, speaking, reading, writing). Include justification for selecting each activity and skill. Presentation (structure & language): 10 marks Total marks: 60 OPTION A: INTENSIVE READING OF POETRY – ALTERNATIVE QUESTION PAPER TEXT A: “The Child Who Was Shot Dead by Soldiers at Nyanga” by Ingrid Jonker The child is not dead The child lifts his fists against his mother who shouts Africa shouts the smell of freedom and the veld in the locations of the heart of the soldiers The child who just wanted to play in the sun at Nyanga is everywhere The child who became a man treks through all Africa The child is present at all meetings and laws The child peers through the windows of houses and into the hearts of mothers The child who was shot dead by soldiers at Nyanga is the shadow of soldiers who lift their guns is the language of those who make laws is the hope of peace for all nations The child is not dead INSTRUCTION TO STUDENTS: With reference to TEXT A, design a double-period poetry lesson for a Grade 11 classroom. The lesson must show how you will teach poetry through close reading and interpretation, using the poem “The Child Who Was Shot Dead by Soldiers at Nyanga” by Ingrid Jonker. Focus on helping learners develop their language skills (listening, speaking, reading, and writing) through poetry analysis, using five structured and linked activities. STRUCTURE YOUR ANSWERS UNDER THESE HEADINGS: Activity 1: Pre-teaching Activity Grade: (Grade 11) [1 mark] Resources: (e.g., audio clip of the poem, projector, printed copies) [1 mark] Duration: (e.g., 15 minutes) [1 mark] One SMART lesson outcome: [1 mark] Activity description: Describe what learners will do to activate prior knowledge. Justify how this prepares them for the lesson. [5 marks] Assessment: Describe how you will check if the outcome is met. [1 mark] Activity 2: While-teaching Activity Resources: [1 mark] Duration: (e.g., 20 minutes) [1 mark] One SMART lesson outcome: [1 mark] Activity description: Learners explore poetic devices (repetition, imagery, metaphor) and relate these to the theme. Describe the task and its purpose. [6 marks] Assessment: Describe the tool or method you will use to assess understanding (e.g., checklist, group report-back) [1 mark] Activity 3: Close Reading Activity Resources: [1 mark] Duration: (e.g., 25 minutes) [1 mark] One SMART lesson outcome: [1 mark] Activity description: Learners work in pairs to interpret selected lines using simplified English. They explain meaning and emotion line by line. Justify the activity and how it builds comprehension. [6 marks] Assessment: Explain how learners’ interpretations will be tested (e.g., short written answers, peer feedback) [1 mark] Activity 4: Group Work Activity Grade composition: (e.g., mixed-ability groups) [1 mark] Duration: (e.g., 30 minutes) [1 mark] One SMART lesson outcome: [1 mark] Activity description: In groups, learners create a visual poster or collage based on the poem’s theme and imagery. They present to the class. Explain how this creative activity deepens their understanding. [6 marks] Assessment: Indicate your assessment method (e.g., rubric, group feedback form) [1 mark] Activity 5: Post-teaching Writing Activity Grade composition: [1 mark] Duration: (e.g., 30 minutes) [1 mark] One SMART lesson outcome: [1 mark] Activity description: Learners write a five-paragraph essay analysing the poem's message, structure, and use of poetic techniques. They submit this in the next lesson. Justify how this writing task consolidates their learning. [6 marks] Assessment: Describe how the essays will be marked (e.g., rubric focusing on interpretation, structure, grammar) [1 mark] PRESENTATION (LANGUAGE AND STRUCTURE) [10 Marks] Marks will be awarded for clear expression, correct grammar, logical flow, coherence, and appropriate academic tone across the full set of activities. OPTION B: PROSE AND DRAMA – ALTERNATIVE TEXT & LESSON PLAN TEXT B: Adapted Extract from "No Name" by Ama Ata Aidoo (Edited excerpt for classroom use) KOBINA:  … When two worlds meet on that veranda—your world of orders, our world of songs—we stumble. We laugh, we argue, we learn. AMA:  Your songs break my silence, Kobina. They talk of our ancestors, our hopes. KOBINA:  And your orders shape our steps, Ama. We must find harmony. AMA:  Harmony—not by silencing one voice—but by dancing together. TASK: With reference to TEXT B, develop a double-period lesson account for a Grade 10, 11, or 12 classroom. Choose two of the following teachable principles: historical and social context character development themes dialogue conflict symbolism Lesson Requirements: Provide five structured teaching activities (pre-, while-, and post-phases). One activity must be group work. The follow-up activity should be a creative group task for presentation in the next lesson. Use a mix of listening, speaking, reading, writing skills in your activities. Reference the text closely and justify your teaching strategies. Structure each activity as follows: Activity 1: Pre-phase Grade’s composition [1] Duration [1] One SMART lesson outcome [1] Resources [1] Activity description & justification [5] Assessment [1] Activity 2: While-phase Duration [1] Lesson outcome [1] Resources [1] Activity description & justification [6] Assessment [1] Activity 3: Close-reading Duration [1] Lesson outcome [1] Resources [1] Activity description & justification [6] Assessment [1] Activity 4: While- or Post-phase (Group Work) Duration [1] Lesson outcome [1] Resources [1] Activity description & justification [6] Assessment [1] Activity 5: Post-phase (Creative Group Task) Duration [1] Lesson outcome [1] Resources [1] Activity description & justification [6] Assessment [1] PRESENTATION (Language & Structure): 10 marks SUBTOTAL: 60 marks OPTION C: VISUAL LITERACY – ALTERNATIVE TEXT & LESSON PLAN TEXT C: Visual Clip "She Believed She Could" Inspirational video featuring a woman running up a mountain, intercut with her narrative: “When I said I could do this, no one believed me. I decided to chase my impossible. Every step, every breath, for the person I wanted…” (Video link provided in exam materials) TASK: Develop a double-period visual literacy lesson built around the opening segment (first 3 minutes) of the video. Focus on one visual symbol (e.g., the mountain) and one audio feature (e.g., voice-over tone). Lesson Requirements: Provide five linked activities across pre-, while-, and post-phases. One activity must be group work. The follow-up activity is a written creative task (essay or speech) to be presented in the next lesson. Use a mix of listening, speaking, reading, writing in activities. Analyse how image + audio work together to convey meaning and emotion. Justify your choice of language skills and teaching strategy. Structure each activity as follows: Activity 1: Pre-phase (e.g., Listening + Speaking) Grade’s composition [1] Resources [1] Duration [1] SMART outcome [1] Description & justification [5] Assessment [1] Activity 2: While-phase (Viewing + Reading subtitles) Resources [1] Duration [1] SMART outcome [1] Description & justification [6] Assessment [1] Activity 3: Semiotic/Visual Analysis (Viewing stills + writing) Resources [1] Duration [1] SMART outcome [1] Description & justification [6] Assessment [1] Activity 4: Post-phase (Group Work: Discussion + Poster) Resources [1] Duration [1] SMART outcome [1] Description & justification [6] Assessment [1] Activity 5: Writing Activity Grade’s composition [1] Duration [1] SMART outcome [1] Resources [1] Description & justification [6] Assessment [1] PRESENTATION (Languag OPTION A: INTENSIVE READING OF POETRY TEXT A “Africa My Africa” - David Diop Africa my Africa Africa of proud warriors in ancestral savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat The sweat of your work The work of your slavery The slavery of your children Africa, tell me Africa Is this your back that is unbent This back that never breaks under the weight of humiliation This back trembling with red scars And saying no to the whip under the midday sun But a grave voice answers me Impetuous child that tree young and strong That tree there In splendid loneliness amidst white and faded flowers That is Africa your Africa That grows again patiently obstinately And its fruit gradually acquires The bitter taste of liberty. 3 The impact of AI on education is currently a widely discussed issue. We asked Copilot to explore the poem and generate a response as if the poem were being taught to high school learners in Grade 10, 11, or 12—the final three years of secondary schooling. The result is a rich body of information on David Diop’s Africa My Africa, which you can view here. Using this content as a base, how would you develop a lesson plan for teaching the poem in your own classroom context? Please do not rely on AI for your response. Instead, engage directly with the materials provided, choose a relevant theme or topic from the information generated, and design a lesson that speaks to your teaching environment. Should you use AI despite us asking you not to, then do so responsibly by acknowledging and referencing the content generated through AI tools. With reference to TEXT A, show your learners how to interpret words in the context of teaching poetry. Write an account of a double-period lesson in which you teach poetry analysis by highlighting and explaining the poetic devices employed by David Diop in his poem “Africa My Africa”. Demonstrate how you would apply a mix of the four core language skills in a classroom (listening, speaking, reading and writing skills) and how these are applied through poetry analysis and close reading to enhance these skills. Follow the structure indicated below, which requires you to craft a series of five linked activities. Describe the learning activities from the learners’ point of view and what they would be doing under their teacher’s guidance. You should use a combination of listening, speaking, reading, and/or writing activities in your lesson account sequence, and you may choose when you want to use which skill. 1. Choose a Grade 10, 11 or 12 class. 2. COMPULSORY: One of the activities must be group work. 3. The follow-up activity should be a creative activity in which learners create specific original critical analyses (a five-paragraph essay) to present in the next lesson. 4. Ensure that your activities are learner-centred, varied and stimulating, intensive and closely aligned with references to the selected poem, and supported with clear justifications of your teaching strategies. Use the following headings to structure your answer for each activity: Activity 1: Pre-teaching activity (The focus is on activating students’ schemata). Grade (10, 11 or 12) [1 Mark] Resources (e.g., blackboard, projector, worksheet, etc.) [1 Mark] Duration (Indicate how long the activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [5 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] 4 Activity 2: While teaching activity (e.g., Students read relevant information about the poem and relate this to the artistry applied by the poet or to the poem’s content.) Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 3: Close reading activity (Students interpret the meaning of the poem line-for-line in simplified English. What will you do to ensure the learners’ content awareness of the poem’s artistry?). Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 4: While- or Post-teaching activity Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 5: Post-teaching activity (For instance, students write an essay using the analysis from the close reading activity). Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance & describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?)) [1 Mark] OPTION B: PROSE AND DRAMA (Alternative Version) TEXT B – Excerpt from Nothing but the Truth by John Kani Sipho and Themba were brothers. One left South Africa to join the liberation struggle abroad; the other remained behind to care for family and serve the country at home. Years later, the two paths collide—one dead, the other bitter. This play explores family, legacy, betrayal, and the burden of truth in post-apartheid South Africa. Sample Excerpt: SIPHO: I always stayed. I buried our father. I kept the house. I raised my daughter. And where was he? In London, parading as a hero. I had to take care of our parents. He was writing letters. I was burying bodies. MANDISA: But he was fighting for freedom, uncle. You can't blame him for being in exile. SIPHO: He didn’t even come to Papa’s funeral. Freedom? What does freedom mean if it costs me everything I cared about? Instructions: Using the extract above from Nothing but the Truth, design a double-period Grade 11 English lesson based on two of the following literary elements: Theme (e.g., betrayal, family responsibility, legacy) Conflict Character development Symbolism You must write five structured activities that guide your learners in unpacking the text. Each activity must include one of the four core language skills (listening, speaking, reading, or writing). One activity must involve group work, and the final activity should be a creative post-reading essay or dialogue writing task. Structure for Each Activity: Activity 1: Pre-reading Activity Grade: 11 Resources: Whiteboard, projector, excerpt handout Duration: 15 minutes One lesson outcome (SMART): Learners will be able to predict central themes in the play using contextual and visual cues. Activity Description: The teacher displays a photo collage of apartheid-era South Africa and asks learners to reflect on what challenges families may have faced during this time. Learners turn to a partner and brainstorm possible themes they expect in a story set in this context. The class then discusses predictions together. Assessment: Teacher records responses on the board and notes participation. Activity 2: While-reading Activity (Speaking) Resources: Printed excerpt Duration: 20 minutes One lesson outcome (SMART): Learners will identify and verbally explain the central conflict between Sipho and his late brother. Activity Description: In small groups of four, learners take turns reading lines aloud from the excerpt, focusing on expression. They then discuss the conflict: What is Sipho’s complaint? What is Mandisa’s defence? One speaker from each group summarises the tension aloud to the class. Assessment: Teacher listens for evidence of comprehension and presentation skills. Activity 3: Close Reading (Reading + Writing) Resources: Dictionaries, highlighters, handouts Duration: 25 minutes One lesson outcome (SMART): Learners will analyse the subtext and symbolism in Sipho’s speech through detailed annotation. Activity Description: Learners individually read the passage again and highlight emotive words (e.g., “buried,” “hero,” “freedom”). Then, they annotate the margins with comments on what the speaker might be feeling and what deeper meanings exist behind his words. Assessment: Teacher collects annotated pages or observes for correct use of symbolism and inference. Activity 4: Group Discussion and Role-Play (Speaking – Group Work) Duration: 30 minutes One lesson outcome (SMART): Learners will collaboratively interpret Sipho’s character by role-playing his emotional state during the dialogue. Resources: Chairs, excerpt script copies Activity Description: Groups of five are given roles (Sipho, Mandisa, narrator, observer, evaluator). They act out the scene, focusing on body language and tone. The observer and evaluator discuss what the scene reveals about Sipho’s personality and struggles. Assessment: Peer assessment using a short checklist (e.g., Was Sipho portrayed as emotional/angry/disappointed?). Activity 5: Post-Reading Writing Task (Writing) Grade: 11 Duration: 30 minutes One lesson outcome (SMART): Learners will write a five-paragraph essay on the theme of personal sacrifice in Nothing but the Truth. Activity Description: Learners write an essay in which they explore the following prompt: “In Nothing but the Truth, Sipho’s sacrifices are overshadowed by his brother’s legacy. Discuss how this theme of unrecognised sacrifice affects Sipho’s actions and views on justice.” Assessment: Essay is assessed based on a rubric that includes structure, clarity, argument, and textual evidence. PRESENTATION (LANGUAGE AND STRUCTURE) [10 Marks]: Your entire lesson plan will also be assessed for grammar, spelling, clarity, logical organisation, and professional tone. TOTAL: [60 MARKS] OPTION A: INTENSIVE READING OF POETRY TEXT A “Homecoming” by Kazuo Ishiguro (excerpt): css Copy Edit I wander through the mist-cloaked streets, Searching for echoes of my childhood voice. The lanterns light the puddles at my feet, Reflecting memories I once lost. Using this poem as your text: Create a five‑activity lesson plan (double period) for Grade 10, 11, or 12. One activity must involve group work. The final activity is a creative follow‑up where learners write a short poem inspired by “Homecoming” to present in the next lesson. Align activities with listening, speaking, reading, writing skills and explain why you chose these strategies. Use the provided structure for each activity: Activity X Grade Resources Duration Lesson outcome (SMART) Activity description Assessment OPTION B: PROSE AND DRAMA TEXT B Extract from “The Last Leaf” (adapted from O. Henry): vbnet Copy Edit Sue drew her shawl more tightly around her shoulders, shivering. Outside the window, a single ivy leaf clung to the wall. “We must get him well,” she murmured. Design a five‑activity lesson account (double period) for Grade 11: Choose two principles (e.g. character motivation, setting, symbolism, irony, conflict). Show how learners interpret dialogue to explore these principles. One activity must be group‑based. Follow‑up must be a creative drama piece for next lesson. Describe pre-, while-, and post-phase activities, indicating listening/speaking/reading/writing skills. Use this structure: Activity X Grade’s composition Duration Lesson outcome (SMART) Resources Activity description Assessment OPTION C: VISUAL LITERACY QUESTION TEXT C Clip: “Malala Yousafzai – The Power of Education” Focus only on her words and the visual of her walking into a classroom with sunlight streaming in. Design a double-period visual literacy lesson (Grade 10, 11, or 12): Teach critical thinking using both video audio and visuals. One activity must be group‑based. The final activity: learners write a short persuasive speech to deliver next lesson. Use the four core skills in different activities. Describe five linked activities (pre‑, while‑, semiotic‑, post‑, writing) using this structure: Activity X Grade’s composition Duration Lesson outcome (SMART) Resources Activity description Assessment OPTION B: PROSE AND DRAMA TEXT B Instructions: Read the short, adapted extract from the play Master Harold and the Boys by Athol Fugard (11 June 1932 – 8 March 2025) provided below. HALLY: When you’re dancing. If you and your partner collide into another couple. Hally can get no further. Sam has collapsed with laughter. … HALLY: [Perplexed.] Why? What did I say? SAM: There’s no collisions out there, Hally. … To be one of those finalists on that dance floor is like … like being in a dream about a world in which accidents don’t happen. HALLY: [Genuinely moved by Sam’s image.] [Wow], Sam! That’s beautiful! SAM: Of course it is. … And it’s beautiful because that is what we want life to be like. But instead, like you said, Hally, we’re bumping into each other all the time. Look at the three of us this afternoon: I’ve bumped into Willie, the two of us have bumped into you, you’ve bumped into your mother, she is bumping into your Dad … Open a newspaper and what do you read? America has bumped into Russia. … Rich man bumps into poor man. Those are big collisions, Hally. They make for a lot of bruises. People get hurt in all that bumping. … Are we never going to get it right? . . . learn to dance life like champions? … SAM: … For as long as the music lasts, we are going to see six couples get it right, the way we want life to be. HALLY: But is that the best we can do, Sam? … SAM: I don’t know. But it starts with that. Without the dream we won’t know what we’re going for. … HALLY: You’re right. …You know, Sam, when you come to think of it, that’s what the United Nations … boils down to … a dancing school for politicians! SAM: And let’s hope they learn. HALLY: [A little surge of hope.] You’re right. We mustn’t despair. Maybe there’s some hope for mankind after all … So, what have we got? Yes, our title: “A World Without Collisions.” (For a complete audio recording of Master Harold and the Boys, click the following YouTube link: MASTER HAROLD AND THE BOYS by Athol Fugard). [ AI and its effect on education is a much-discussed topic now. We asked Copilot to use TEXT B from the play Master Harold and the Boys by Athol Fugard to create lesson content to teach this text to high school learners. It generated a wealth of information about Fugard’s play that you can access here. How would you use Text B and the Copilot information to construct a lesson account on teaching this text in your classroom context? Do not use AI to formulate your answer. Instead, engage with the materials. Instead, engage with the materials and select a topic or theme from what Copilot generated to create a lesson relevant to your classroom context. 6 Demonstrate through a lesson account with five activities how you will teach TEXT B to your learners through a sequence of five logical teaching activities. Choose two of the following teachable principles in TEXT B (historical and social context, impact and legacy, interactive activities, character development, conflict, themes, symbolism, dialogue, dramatic irony, setting, imagery) to draw up a lesson account in which you teach these aspects of the script. Structure your answer by referring to your pre-, while-, and post-phase activities. Ensure your lesson account adheres to the following: 1. Your lesson account should have five activities. 2. Choose a Grade 10, 11, or 12 class. 3. With reference to the given text selection, show your learners how to interpret dialogue to teach your two chosen principles in the drama script. 4. Write an account of a double-period lesson in which you use questions and skill development to teach TEXT B through close referencing to the dramatic script. 5. COMPULSORY: One of the activities must be group work. 6. The follow-up activity should be a creative group activity in which learners present in the next lesson. 7. Ensure that your activities are learner-centred, varied and stimulating, intensive and closely aligned with references to the selected text, and supported with clear justifications of your teaching strategies. 8. Further, remember to tell us how you would facilitate the lesson and justify why you chose specific skills at the different phases of your lesson account. Please note: When we refer to pre-, while-, and post-phases of teaching in the Assignment 02 text, we mean teaching a mix of the four teaching skills. For instance, it can refer to either pre-, while, and post-teaching for a mix of listening, speaking, reading and/or writing activities that teachers use to develop the English skills of the learners. Describe the skill learning activities from the learners’ point of view and what they would be doing under their teacher’s guidance. You must use a combination of listening, speaking, reading and/or writing activities in your lesson account sequence, and you may choose when you want to use which skill. Follow the structure indicated below, which requires you to craft a series of five linked activities. Activity 1: Pre-phase of the lesson account Grade’s composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Resources [1 Mark] Activity description (Justify teaching choices and describe the activity) [5 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] 7 Activity 2: While-phase of teaching activity Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Resources [1 Mark] Activity description (Justify teaching choices and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 3: Close reading phase of your lesson account (Students interpret the meaning of the prose text line-for-line in simplified English). Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Resources [1 Mark] Activity description (Justify relevance & describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 4: Either a While- or a Post-phase of your lesson account (choose a suitable skill for the sequence of activities) Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Resources [1 Mark] Activity description (Justify relevance & describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 5: Post-phase of your lesson account (choose a suitable skill for the sequence of activities) Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Resources [1 Mark] Activity description (Justify relevance & describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] PRESENTATION (LANGUAGE AND STRUCTURE): The teaching team will assess your teaching activities and award these 10 marks based on the suitability of your ideas if you have written your lesson accounts up in a logical, coherent manner and are writing your answers in grammatically correct language. OPTION C: VISUAL LITERACY (Alternative Version) TEXT C – Nelson Mandela’s Presidential Inauguration Speech (May 10, 1994) Source: YouTube – Nelson Mandela’s Inauguration Speech 1994 Transcribed Excerpt (First 90 seconds): “Today, all of us do, by our presence here, and by our celebrations in other parts of our country and the world, confer glory and hope to newborn liberty. Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud. Our daily deeds as ordinary South Africans must produce an actual South African reality that will reinforce humanity’s belief in justice, strengthen its confidence in the nobility of the human soul and sustain all our hopes for a glorious life for all.” Lesson Focus: Teaching visual literacy and rhetorical devices using a historical video speech. Learners will interpret meaning through both audio and visual stimuli: Mandela’s tone, gesture, and expression Audience response The setting of the Union Buildings Formal language and imagery Themes of freedom, justice, unity, and hope Lesson Plan (Double Period – Five Activities) Activity 1: Pre-viewing Activity (Reading and Speaking) Grade: 11 Duration: 10 minutes Outcome (SMART): Learners will identify key historical facts about Mandela’s presidency to build context for the speech. Resources: Short fact sheet on Mandela and the 1994 elections Description: Learners receive a short reading passage about Mandela’s life and South Africa’s first democratic elections. They take turns reading aloud, and in pairs, they generate a list of words they expect to hear in the inauguration speech (e.g., “freedom,” “unity,” “justice”). Assessment: Peer and teacher feedback on oral reading and vocabulary prediction. Activity 2: While-viewing Activity (Listening and Viewing) Duration: 15 minutes Outcome (SMART): Learners will listen and identify at least three visual and three verbal techniques used to convey emotion and purpose. Resources: Inauguration video (first 2 minutes), projector, worksheet Description: Teacher plays the opening of the video. Learners complete a guided worksheet that prompts them to record what they see (e.g., waving flags, Mandela’s posture, crowd reaction) and hear (e.g., tone, repetition, powerful phrases). Assessment: Worksheet is checked for detailed responses and accuracy. Activity 3: Post-viewing Group Activity (Speaking – Group Work) Duration: 20 minutes Outcome (SMART): In groups, learners will discuss and present how Mandela’s speech uses symbolism and emotional appeal to unify the nation. Resources: Flipchart paper, markers Description: Groups of four are assigned sections of the speech to analyse. They identify key symbols (e.g., “newborn liberty”) and explain how Mandela appeals to both emotion and shared national values. Each group prepares a 2-minute verbal presentation for the class. Assessment: Oral feedback from teacher and peers using a simple rubric (clarity, insight, teamwork). Activity 4: Critical Reading and Note-Making (Reading and Writing) Duration: 25 minutes Outcome (SMART): Learners will annotate the speech extract and write margin notes on rhetorical devices used (e.g., repetition, metaphor, personification). Resources: Printed excerpt, highlighters, dictionaries Description: Learners work individually to read and annotate the printed extract. They label examples of rhetorical devices and explain their effect in the margins. They then compare notes in pairs. Assessment: Teacher reviews annotations for depth of analysis and device identification. Activity 5: Post-viewing Writing Activity (Writing) Grade: 11 Duration: 30 minutes Outcome (SMART): Learners will write a five-paragraph speech reflecting on the theme: “My Hope for the Future of South Africa,” using at least two rhetorical devices studied. Resources: Mandela excerpt, learners’ annotations, writing rubric Description: Each learner writes their own motivational speech following the model of Mandela. They are encouraged to use rhetorical strategies (e.g., repetition, emotive language) to express their own dreams for a better South Africa. Learners will present their speeches orally in the next lesson. Assessment: Written drafts are marked for structure, rhetorical use, language, and originality. SECTION B: THEORETICAL QUESTIONS QUESTION 2.1 Based on Study Unit 9 (“The Teacher as Facilitator”), write a five‑paragraph mini‑essay on using peer‑teaching in English lessons. Provide three clear benefits, each with an example from your teaching context. End with a short conclusion. [15 + 5 marks] QUESTION 2.2 From Study Unit 1, reflect on communicative competence (grammatical, sociolinguistic, strategic, discourse). Write a mini-essay describing how you have helped Grade 10–12 learners develop each competence area. Use topic sentences or quotations to structure your body paragraphs. [15 + 5 marks] OPTION C: VISUAL LITERACY QUESTION The role of AI in education has become a widely debated topic. Using Denzel Washington’s motivational speech and the accompanying prompt, we asked Chat GTP to craft a response suited for teaching this material to high school learners in Grades 10, 11, or 12—the final stages of secondary education. The result is a detailed and insightful analysis of the speech, which you can access here. Based on this information, how would you design a lesson plan to teach critical thinking through this recording in your own classroom setting? While we ask you not to use AI to formulate your answer, if you choose to do so, please use it responsibly and cite appropriately. Instead engage with the materials provided. If you choose to use AI despite the guideline, please do so responsibly by acknowledging and referencing the content generated through AI tools. With reference to TEXT C, show your learners how to read critically to interpret words in the context of teaching visual literacy. Write an account of a double-period lesson in which you teach visual literacy principals by highlighting and explaining how Denzel Washington employed multimedia to enhance his motivational speech. In the video, Denzel Washington reveals seven powerful daily habits that separate the average person from an unstoppable individual. These are not just productivity hacks — they are mindset shifts, energy builders, and purpose-driven disciplines that forge resilience and long-term success. The first habit he covers is "Start with purpose". Access the motivational clip for seven habits through the link provided below, where you should focus only on the first habit. Discuss and explain how you would teach this motivational content in a visual literacy class. Respond to the visual showing waves breaking on the beach, Denzel's voice-over, and the content of the first of the seven habits. (The whole clip is too long to play in a 30-minute lesson, so focus only on the first part.) How would you introduce and utilise the content provided to teach a visual literacy lesson? TEXT C Video Title: Becoming Unstoppable – The Daily Choices That Build Inner Strength Seven Daily Habits That Make You Unstoppable | Denzel Washington Life Advice – Inspire Force (Source: The introduction of the recording captures a powerful motivational message about what it truly means to become unstoppable. It challenges the illusion that success stems from external validation or fleeting popularity. Instead, it emphasises the power of daily choices—those made in silence, in solitude, in discipline. The speaker outlines how real momentum is built not by grand gestures but by quiet, consistent action that strengthens your character and fuels your drive. This message is not 9 about momentary hype but crafting a sustainable, resilient mindset rooted in self-respect, vision, and grit. For students who struggle to access the recording, we have transcribed the required section of the recording for your visual literacy lesson account below: "Let me be clear from the start. Becoming unstoppable isn't about luck, magic or some rare untouchable gift reserved for a select few. It's not about who shouts your name the loudest or how many followers you rack up on social media. It's not about external applause or temporary spotlight moments that fade before you know it. It is to know what truly builds the kind of unstoppable force inside you is far deeper, far more consistent, and far more intentional. It is the quiet work you do when no one else is watching, the moments you choose to rise rather than rest. To push, rather than pause to build rather than break down. Those invisible decisions made daily and repeatedly are the foundations of unstoppable strength you see. Being unstoppable is a state of mind first and foremost. It's about the commitment to yourself, the promise you make every morning to show up as your best self, regardless of the circumstances. It's the refusal to settle for anything less than progress and the understanding that greatness is not some overnight revelation but the result of daily dedication. It is waking up before the world stirs, not because you have to but because you want to. It's about the choices you make in those quiet hours, what you feed your mind, how you move your body and the intentions you set for the day ahead. These small, consistent actions compound over time until they create an unstoppable momentum that propels you forward, even when the road gets tough." Date Accessed: 13 June 2025 Use the Denzel Washington Life Advice YouTube multimedia to craft a visual literacy lesson. You can also incorporate the answers generated by Copilot. Write an account of a double-period lesson in which you describe five activities in which learners interact with the structure, recording, and visuals, the recording and visuals to make the learners in class discerning readers of multimedia offerings on YouTube. The fifth follow-up activity should be a writing activity (an essay or a speech) to present in the next lesson. The lesson account aims to activate the critical thinking skills of your learners in a FET stage classroom. First, determine what the multimedia clip appeals to. Which audience consumer groups is the recording targeting? How do we know this? Consider what the images communicate and what is said through the text. What effect is achieved when the image and the text are combined? Demonstrate how you would apply a mix of the four core language skills in a classroom (listening, speaking, reading, and writing skills) and how these are applied through visual literacy analysis to enhance these skills. 10 Remember to comply with the below pointers when you create your activities: 1. Choose a Grade 10, 11, or 12 class. 2. Regarding the multimedia text, use a combination of text and images to show your learners how to interpret words and pictures to teach visual literacy skills. 3. Write an account of a double-period lesson in which you use questions and listening tasks to teach specific critical thinking skills through a close reference to the selected recording and visual/s. 4. COMPULSORY: One of the activities must be group work. 5. The follow-up activity should be a creative writing activity in which learners create an essay or a speech to present in the next lesson. 6. Ensure that your activities are learner-centred and described from the learners' point of view, varied and stimulating, intensive and closely aligned with references to the selected multimedia available on YouTube, and that your choices are supported with clear justifications of your teaching strategies. Follow the structure indicated below, which requires you to craft a series of five linked activities. The skill-learning activities describe what learners are doing under their teacher's guidance. You must use a variety of activities in your lesson account sequence and may choose when you want to use which skill. Make use of the following structure for your lesson account: Activity 1: Pre-phase of teaching (Indicate which one of the four skills you will use.) Grade's composition [1 Mark] Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance of the visual text & describe activity) [5 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 2: While-phase of teaching (Indicate which skill you will use.) Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 3: Semiotic analysis phase (Indicate which skill you will use.) Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] 11 Activity 4: Post-phase of teaching (Indicate which skill you will use.) Resources [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Activity 5: Writing Activity Grade's composition [1 Mark] Duration (Indicate how long each activity will take) [1 Mark] One lesson outcome: (SMART) [1 Mark] Activity description (Justify relevance and describe the activity) [6 Marks] Assessment (How will you test if you achieved your outcome?) [1 Mark] Please note: When we refer to pre-, while, and post-teaching in the Assignment 02 text, we mean you should teach a mix of the four teaching skills. For instance, teaching can refer to either pre-, while, and post-teaching for listening, speaking, reading and/or writing activities that teachers use to develop the English skills of the learners. Tell us which skills you apply in each activity described in your lesson account. PRESENTATION (LANGUAGE AND STRUCTURE): The teaching team will assess your teaching activities and award these 10 marks based on the suitability of your ideas and if you have written your lesson activities up logically and coherently. Further, if you are writing your answers in the grammatically correct language. OPTION A: INTENSIVE READING OF POETRY TEXT A “The Child Who Was Shot Dead by Soldiers in Nyanga” – Ingrid Jonker The child is not dead not at Langa nor at Nyanga not at Orlando nor at Sharpeville not at the police station at Philippi where he lies with a bullet through his brain The child is the shadow of soldiers on guard with rifles, the child is present at all meetings and legislations the child peers through the windows of houses and into the hearts of mothers the child who just wanted to play in the sun at Nyanga is everywhere the child who became the man who walks through all of Africa the child who became the giant who travels through the whole world without a pass ASSIGNMENT INSTRUCTIONS: Write an account of a double-period poetry lesson using Ingrid Jonker’s “The Child Who Was Shot Dead by Soldiers in Nyanga.” Follow the same lesson format as outlined in your assignment: Choose a Grade 11 class. Include five activities, following the structured headings. One activity must be group work. The final activity must involve learners writing a five-paragraph critical essay. Apply all four language skills (listening, speaking, reading, writing). Justify all teaching choices and show clearly how poetic devices and interpretation are explored. Use the headings below for each activity: Grade [1 mark] Resources [1 mark] Duration [1 mark] One Lesson Outcome (SMART) [1 mark] Activity Description [5–6 marks] Assessment Method [1 mark] OPTION B: PROSE AND DRAMA TEXT B Short Story: “The Suit” by Can Themba In this powerful short story, a man named Philemon discovers his wife Matilda’s affair. As punishment, he forces her to treat her lover’s left-behind suit as an honoured guest at every meal. The story explores themes of humiliation, control, gender roles, forgiveness, and emotional suffering under apartheid. ASSIGNMENT INSTRUCTIONS: Write an account of a double-period drama or prose lesson using Can Themba’s “The Suit.” Follow the lesson structure as guided: Choose a Grade 12 class. Select two principles to focus on (e.g., character development and symbolism). Create five activities, including one group activity and a creative group task as the final follow-up activity. Include questions and skill development, with a focus on dialogue interpretation and close reading. Apply a mix of listening, speaking, reading, and writing skills. Use the provided headings for each activity. OPTION C: VISUAL LITERACY QUESTION TEXT C Video Title: "Your Life is Your Responsibility" – Motivational Speech by Jocko Willink YouTube link: In this powerful clip, Jocko Willink discusses the idea of taking ownership of your actions. He challenges listeners to stop blaming others for their situation and instead take full responsibility for everything that happens in their lives—good or bad. The visuals feature scenes of people rising early, working hard, and pushing limits—supporting the strong verbal message about inner strength and ownership. ASSIGNMENT INSTRUCTIONS: Write a double-period visual literacy lesson based on the first part of the clip (first 2–3 minutes). Focus on: Critical viewing and thinking. Interpreting spoken content, visual symbolism, and multimedia structure. One activity must be group work. Final activity must be a speech or short essay written and presented by learners. Apply all four core language skills. Use the provided headings for each activity. QUESTION 2.1: MINI-ESSAY ON GROUP WORK Using Study Unit 9, write a five-paragraph mini-essay on why group work is important in English lessons. Choose three reasons and provide real or realistic examples for each. Structure: Introduction 3 Body Paragraphs (with topic sentences and examples) Conclusion [15 marks + 5 marks for structure and language = 20 marks] QUESTION 2.2: MINI-ESSAY ON COMMUNICATIVE COMPETENCE Using Study Unit 1 (Section E), write a five-paragraph mini-essay on how communicative competence (grammatical, sociolinguistic, strategic, and discourse competence) supports English teaching. Provide examples for Grades 10–12. Structure your essay with: Introduction 3 Body Paragraphs (each with a clear topic sentence and a quotation or paraphrased idea from the study guide) Conclusion [15 marks + 5 marks for structure and language = 20 marks] PRESENTATION CRITERIA Logic, coherence, clarity, correct grammar and structure. Marks awarded for each activity’s clarity and language use. OPTION A: INTENSIVE READING OF POETRY TEXT A "Homecoming" by Joy Harjo (an excerpt provided in the exam booklet). Requirements: Develop a double‑period lesson plan for Grade 10, 11, or 12. Teach poetic analysis through close reading, focusing on imagery and tone. Include five activities: Pre‑teaching (activating background knowledge) While‑teaching (reading and interpreting) Close‑reading (detailed line‑by‑line) Group work (analysis of imagery and tone) Post‑teaching (creative writing: learners write a short personal reflection or poem in response) Use listening, speaking, reading, writing skills throughout. Justify all activities with teaching strategies. Include assessments for each outcome. Presentation (structure & language) is worth 10 marks. OPTION B: PROSE AND DRAMA TEXT B An adapted extract from "The Yellow Wallpaper" by Charlotte Perkins Gilman. Requirements: Prepare a double‑period lesson plan for Grade 11 or 12. Focus on character development and symbolism in the extract. Include five activities: Pre‑teaching (context & expectations) While‑teaching (reading aloud & annotation) Close‑reading (analysis of key symbolic elements) Group work (interpret character and symbolism in small groups) Post‑teaching (creative group presentation: e.g., a tableau or short monologue exploring the narrator’s inner conflict) Use all four language skills meaningfully. Justify your teaching choices. Include assessment for each activity. Presentation is worth 10 marks. OPTION C: VISUAL LITERACY TEXT C A 5‑minute clip from YouTube: "TED‑Ed: The Science of Resilience" (with transcription of the opening 2 minutes). Requirements: Create a double‑period lesson for Grade 10 or 11. Teach visual literacy and critical thinking on how visuals and speech combine. Focus on: Semiotic analysis of a key visual (e.g., a sprouting seed metaphor). Critical listening to the voice‑over narrative. Five activities: Pre‑teaching (viewing skills & background) While‑teaching (watch clip and discuss visuals) Semiotic analysis (analyze one key image and its meaning) Group work (create a storyboard or sketch representing resilience) Post‑teaching (writing activity: learners draft a motivational speech or essay on resilience using visual + spoken evidence) Use a mix of listening, speaking, reading, writing. Justify your strategies and include assessment points. Presentation is worth 10 marks. GENERAL SUBMISSION INSTRUCTIONS Submit only one option. Write in clear, simple English with correct grammar and structure. Lesson plan must describe what learners are doing, not what the teacher is doing. Use headings for Activity 1–5, listing: Grade, Duration, Outcome, Resources (if applicable), Description, and Assessment. All activities must be linked and build logically on each other. Ensure one compulsory group work activity, and one creative follow‑up task for the next lesson. Use a variety of teaching and learning skills (listening, speaking, reading, writing). Include justification for selecting each activity and skill. Presentation (structure & language): 10 marks Total marks: 60