ENG2613 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 - DUE 26 January 2026

ENG2613 January/February Supplementary Portfolio (COMPLETE ANSWERS) 2026 - DUE 26 January 2026; 100% TRUSTED Complete, trusted solutions and explanations. For assistance, Whats-App 0.6.7-1.7.1-1.7.3.9. Ensure your success with us... Question 1: PROSE Read the following story and answer the question that follows it. EAGLE’S QUEST A long time ago when pigs could still fly and animals could speak with authority, Eagle, the queen of the skies, was the leader of all birds and the heavens. She flew higher in the sky than everyone and ruled ably over her people. During those times, a huge crisis came to be: there was no food due to drought, and the forests were catching fire because of human beings. Eagle knew she had to do something for her people in order for them to survive. So, she called for her faithful warriors Owl and Falcon to help her. “Friends”, she said, “our land is destroyed, and our people are hungry. We need to find a new home with plenty of food.” Owl responded, “I have heard of a place far away where the rivers are full of fish and the skies are clear to soar. But it's a long and dangerous journey, my queen. We will have to fly over steep mountains, dark caves, and wide dry deserts.” Falcon responded, “I will fly ahead to scope out the path, but we need to hurry because our people are dying. The journey will be difficult and we must prepare to face many challenges.” And so, the three birds began the long journey. They flew over mountains and valleys unknown, through heavy storms and under the scorching hot sun. They met many dangers along the way, like fierce hawks and sharp rocks. But they worked together and used their skills to overcome them. One day, they came to a wide desert. There was no food or water there, and the sun was very hot. Eagle said to her companions, “We need shelter to rest. Let us work together and combine our strengths to make one.” They nodded in agreement. Question 2: DRAMA Use the same story above (Eagle’s Quest) to answer the following questions. 2.1) Write a paragraph in your own words telling us how you would create the setting for this story on a stage for your learners. Explain what kinds of props and backdrops you would use and how you would make them. You should include 6 clear and different points. (6 marks) 2.2) There are three characters in this story. Explain how you would go about creating costumes for each of them. You should include 4 clear and different points. 4 | P a g e Owl used her wisdom to find a cave, and Falcon used his speed to gather sticks and leaves. Eagle used her strong wings to build a shelter. They rested and recovered, and later they continued their journey. Finally, after many days of traveling, they reached the new land. It was as beautiful as Owl had said and had plenty of food for all the birds in Eagle’s kingdom. The three birds now knew what dangers to look out for on the path to the new land, so they were able to escort their people safely there. Eagle, Owl, and Falcon were declared heroes of the Eagle Kingdom. 1) In an essay of NO MORE THAN 1000 WORDS (about 3 pages), draw on everything you have learned about choosing an appropriate text for young learners in this module and tell us what makes this story suitable for Intermediate Phase FAL (first additional language) learners in a South African classroom today. Aspects you should consider here are: • age appropriateness in terms of style and themes, • moral and ethical learning, • the importance of the imagination, and • promoting inclusivity. The essay will be marked as follows: • Content: 20 marks (make sure to cover all four aspects of the question) • Language: 5 marks (read your work out loud to yourself to eliminate grammatical errors and make sure that sentences are structured properly) • Structure: 5 marks (your essay should have an introduction; a body and a conclusion; paragraphs should be properly structured; and you need to include in-text references and a bibliography even if you only use the study guide) Read the poem below, and then answer the questions that follow. The Eagle – by Alfred, Lord Tennyson He clasps the crag with crooked hands; Close to the sun in lonely lands, Ringed with the azure world, he stands. The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt he falls. 1.1) There are two poetic devices in line one – a sound device and a figure of speech. Identify both of them and discuss their effect on the meaning of the line. (5 marks) 1.2) Identify the figure of speech in the final line. Why is this such an effective comparison? (4 marks) 1.3) What makes this poem appropriate for a diverse, multi-cultural South African classroom of young learners? Provide three reasons to support your answer. (6 marks) Question 2: DRAMA Use the same story above (Eagle’s Quest) to answer the following questions. 2.1) Write a paragraph in your own words telling us how you would create the setting for this story on a stage for your learners. Explain what kinds of props and backdrops you would use and how you would make them. You should include 6 clear and different points. (6 marks) 2.2) There are three characters in this story. Explain how you would go about creating costumes for each of them. You should include 4 clear and different points. Question 1: PROSE Read the following story and answer the question that follows it. EAGLE’S QUEST A long time ago when pigs could still fly and animals could speak with authority, Eagle, the queen of the skies, was the leader of all birds and the heavens. She flew higher in the sky than everyone and ruled ably over her people. During those times, a huge crisis came to be: there was no food due to drought, and the forests were catching fire because of human beings. Eagle knew she had to do something for her people in order for them to survive. So, she called for her faithful warriors Owl and Falcon to help her. “Friends”, she said, “our land is destroyed, and our people are hungry. We need to find a new home with plenty of food.” Owl responded, “I have heard of a place far away where the rivers are full of fish and the skies are clear to soar. But it's a long and dangerous journey, my queen. We will have to fly over steep mountains, dark caves, and wide dry deserts.” Falcon responded, “I will fly ahead to scope out the path, but we need to hurry because our people are dying. The journey will be difficult and we must prepare to face many challenges.” And so, the three birds began the long journey. They flew over mountains and valleys unknown, through heavy storms and under the scorching hot sun. They met many dangers along the way, like fierce hawks and sharp rocks. But they worked together and used their skills to overcome them. One day, they came to a wide desert. There was no food or water there, and the sun was very hot. Eagle said to her companions, “We need shelter to rest. Let us work together and combine our strengths to make one.” They nodded in agreement. ENG2613 OCTOBER/NOVEMBER 2024 4 | P a g e Owl used her wisdom to find a cave, and Falcon used his speed to gather sticks and leaves. Eagle used her strong wings to build a shelter. They rested and recovered, and later they continued their journey. Finally, after many days of traveling, they reached the new land. It was as beautiful as Owl had said and had plenty of food for all the birds in Eagle’s kingdom. The three birds now knew what dangers to look out for on the path to the new land, so they were able to escort their people safely there. Eagle, Owl, and Falcon were declared heroes of the Eagle Kingdom. 1) In an essay of NO MORE THAN 1000 WORDS (about 3 pages), draw on everything you have learned about choosing an appropriate text for young learners in this module and tell us what makes this story suitable for Intermediate Phase FAL (first additional language) learners in a South African classroom today. Aspects you should consider here are: • age appropriateness in terms of style and themes, • moral and ethical learning, • the importance of the imagination, and • promoting inclusivity. The essay will be marked as follows: • Content: 20 marks (make sure to cover all four aspects of the question) • Language: 5 marks (read your work out loud to yourself to eliminate grammatical errors and make sure that sentences are structured properly) • Structure: 5 marks (your essay should have an introduction; a body and a conclusion; paragraphs should be properly structured; and you need to include in-text references and a bibliography even if you only use the study guide) Read the excerpt from a play below, and answer the questions that follow: What Should You Do TV studio. Game show hosts ADAM BOMB and ROBYN BANKS greet the studio audience. ADAM Ladies and Gentlemen! It’s time for everyone’s favorite game show. ENG2613 JANUARY/FEBRUARY 2026 4 | P a g e ALL “What Should You Do?!” ADAM I’m your host, Adam Bomb. ROBYN And I’m Robyn Banks. Ready to play?! The crowd cheers. Adam approaches the expert panel. ADAM First, let’s say hello to our panel of medical experts. DR. SALK I’m Dr. Jonas Salk. I invented the polio vaccine. FLORENCE I am Florence Nightingale. I founded the Red Cross and am known as the Mother of modern nursing. DR. FRANKENSTEIN I am Doctor Frankenstein. In my exploration for eternal life, I unfortunately created a terrible, horrible – ADAM Never mind! DR. FRANKENSTEIN Hey, we all make mistakes. ROBYN Let’s meet our contestants: Brainy Bob, Smart Sue and George! Bob, Sue and George wave to the audience. ROBYN (CONT’D) And say hello to the judges! The Judges nod sagely. ADAM Contestants, are you ready to answer the question… ENG2613 JANUARY/FEBRUARY 2026 5 | P a g e ALL What Should You Do?! ROBYN If the judges give you a thumbs up, you stay in the game. ADAM But if it’s thumbs down, you will be turned to STONE! ROBYN Yikes! Beware of Stoners! The Stoners, dressed in dark robes, wave their magic wands menacingly. ROBYN If you are NOT turned to stone, you win the grand prize. ADAM The world-famous GOAT! Bob, you’re our first contestant. Watch closely. DRUM ROLL as 2 ACTORS enter. ACTOR #1 Hey, want a cigarette? ACTOR #2 I don’t know… ACTOR #1 Come on, cigarettes won’t hurt you! Actors # 1 & # 2 freeze. ADAM Bob – What Should you Do? BOB I should smoke the cigarette! All judges show thumbs DOWN! Crowd BOOS. DR. SALK Sorry, Bob. Cigarettes cause cancer, and cancer can kill you. ENG2613 JANUARY/FEBRUARY 2026 6 | P a g e BOB Noooo! The Stoners wave their wands and Bob turns to stone (freezes.) 2 STAGEHANDS in dress blacks “carry” Bob offstage. ROBYN Wow, that’s cold. ADAM Stone cold to be exact. ROBYN Sue, it’s your turn! 2.1) What is the main theme that this excerpt from the play depicts? Provide a discussion of how this theme is explored in the excerpt. Do you consider the theme appropriate for a South African Intermediate Phase classroom? Explain. (6 marks) 2.2) In no more than 15 lines, explain how you would go about staging this play in your school’s hall. Focus especially how you would use: • backdrops and props (4 marks) • lighting and/or sound effects (1 mark), and • costumes (4 marks) (9 marks) Total for question 2: 15 marks ENG2613 JANUARY/FEBRUARY 2026 7 | P a g e QUESTION 3: PROSE Read the two short stories below, then answer the question that follows: Why the moon gets smaller and bigger – by Kirstin Hartmann Long ago, Mother Moon lit up the sky every night. She had a blanket woven from the most beautiful golden thread. Her blanket shone so brightly that there was enough light for all people to see their way through the darkness. Sometimes, Mother Moon wrapped her blanket tightly around herself and came down to visit the earth. One night, in the middle of winter, near the banks of a river, she came across an old woman who lived alone. The old woman was not frightened to see Mother Moon. “Come inside,” she said and invited Mother Moon into her home. She was happy to have company. Mother Moon noticed that the old woman could not stop shivering and shaking because she was so cold. Mother Moon felt sorry for the old woman and gave her a piece of her golden blanket. The old woman wrapped it around her shoulders. Soon she was warm. “Thank you,” she said. “You are very kind.” But in the morning, when the old woman saw how beautiful the blanket was, she wanted another piece. She wanted to sew two pieces together to make a bigger blanket for herself. So the next night when Mother Moon came down to visit, the old woman told a lie and said that she was still cold. Again, Mother Moon felt sorry for the old woman and gave her a second piece of the beautiful blanket. In the morning, the old woman sewed the two pieces together, but she was greedy and wanted even more. Before Mother Moon came to visit on the third night, the old woman hid her blanket. She covered it well so that the golden light would not shine from her house. Then, she told Mother Moon another lie. She said that the blanket had been stolen and now she was very, very cold. Mother Moon felt so sad. She saw how the poor old woman was shivering in the night air. So Mother Moon gave the old woman the last little piece of the blanket she had left. Now, Mother Moon did not shine at all. She said goodbye to the old woman, wished her well and left. After a few days the people in the nearby village began to worry. They could no longer see in the dark. There had been no moonlight for so long that they decided to find out why. They lit lanterns and began to search. They searched for hours until they were so tired and thirsty that they stopped to rest on the banks of a river. ENG2613 JANUARY/FEBRUARY 2026 8 | P a g e As they rested, they heard a woman crying. When they looked around, they found Mother Moon. No light shone from her and she looked sad. “What has made you so unhappy?” they asked. “And how can we help you?” Mother Moon told them about her beautiful blanket and how it used to shine brightly in the night sky. She also told them how she loved to visit the earth and about the old woman who had been cold. “I cannot take the blanket back,” said Mother Moon. “The poor woman has nothing to keep her warm. But without my blanket, I cannot light up the night sky.” And she started to cry again. “We will help you,” said the villagers. “Come with us. We will find the old woman and talk to her.” They did not have to search long for the old woman’s house because the blanket shone so brightly from the inside. They called loudly until the old woman came outside. When the old woman saw Mother Moon standing in the darkness with tears on her cheeks, she felt ashamed for being so selfish. Without a word she gave the blanket back. The people quickly wrapped Mother Moon in her blanket, and as it touched her, it started to glow even brighter than before. “Before you go back to the night sky,” they said, “please tell us how to punish the old woman.” Mother Moon thought about this for a long while and then she said, “No, do not punish her. I would rather teach her how to share.” Mother Moon unpicked a thick thread from the bottom of her blanket and gave it to the old woman. “When you are cold,” she told the old woman, “pull on this thread, and then you will know what to do next.” And with that Mother Moon went back into the night sky leaving a trail of golden thread behind her. From that day on, Mother Moon has stayed in the night sky, shining brightly. And from that day on, once a month, when the old woman starts to feel cold, she pulls on the golden thread. She pulls and pulls gathering more and more thread to weave a golden blanket. As she does this, Mother Moon’s blanket in the sky comes undone and gets smaller and smaller until it shines no more. Then, when the old woman is warm enough, she gives thanks and lets Mother Moon take back all the thread bit by bit. Then Mother Moon weaves it until her blanket is whole again and shines brightly in the night sky. And that is why, every month, the moon gets smaller and bigger. That is how it has been from that day to this. ENG2613 JANUARY/FEBRUARY 2026 9 | P a g e Nandera the Brave – A Tale of Triumph – by Laura Pettie As the golden sun dipped below the horizon in the beautiful rural village of Mnongoni, it cast an attractive glow on small hills and woody plants. As darkness slowly enveloped the land, 12-year-old Nandera, a bright-eyed, beautiful black girl and a student at the local primary school, sat alone on her bed. Her peace of mind was slowly destroyed by a growing sense of anxiety. Earlier that afternoon, a new student, a thin boy of her age and slightly shorter than her, had arrived in the classroom. As usual, his face bore tell-tale signs of suffering. His skin had bruises and small cuts here and there, which he normally tried to hide, and his eyes were sad. Nandera’s heart sank with concern. Now, she couldn’t shake the feeling that something was wrong. As the final bell rang, signalling the end of the school day, she noticed the new student, Katondo, quickly gathering his belongings and slipping out of the classroom. Curiosity and a nagging sense of worry drove Nandera to quietly follow him. She maintained a careful distance as Katondo weaved through the school grounds and eventually vanished behind the tall, white school building. As Nandera’s heart pounded like a drum in her chest, she slowly rounded the corner. There, she saw a chilling sight: Katondo stood alone, trembling, tears streaming down his face. Suddenly, three older boys in school uniform emerged from another corner, their menacing grins sending shivers down Nandera’s spine. They rudely demanded money from Katondo. When he said he had none, they beat him up mercilessly, grabbed him by the collar, and forcibly dragged him away as their voices formed a chilling chorus of insults and threats. Fear paralyzed Nandera for a minute as she watched in horror. Then, she quickly ran back to her classroom, her mind wrestling with what she had seen. She couldn’t bring herself to tell anyone about it, not even her parents, siblings, or teachers. She kept replaying the insults and threats from the bullies in her head like a sad song. That night, Nandera couldn’t sleep. Thoughts of Katondo’s situation tormented her. She tossed and turned in her bed, her mind tied by guilt and fear. ***** The next morning, Nandera went to school with a heavy heart. As she approached her classroom, she noticed Katondo hastily searching and stealing from other students’ bags, while others were busy sweeping the school grounds and watering the flower gardens. When he saw Nandera, he quickly stopped and pretended to be looking for something under his desk. His face had fresh bruises, and his eyes were pleading for help. ENG2613 JANUARY/FEBRUARY 2026 10 | P a g e Nandera cautiously approached Katondo and whispered, “I saw what happened yesterday. Do you need help?” Katondo’s eyes widened in surprise, a glimmer of hope flickered across his face, but then tears welled up in his eyes. He shook his head and ran outside. Gathering all of her remaining strength, Nandera followed him outside. At the same spot, she noticed the same older boys she had seen yesterday angrily demanding money from Katondo again. Without hesitation, she grabbed a nearby stick and marched fearlessly towards them. “Hey! Stop this!” she shouted bravely, even though her voice trembled with both fear and determination. The bullies turned around, their expressions a mixture of surprise and anger. “Who are you to tell us what to do?” One of them mocked. Nandera stood her ground, her eyes blazing with boldness. “I can’t stand by and watch you hurt him,” she said, her voice firm with determination. “It’s wrong, and I will report you.” The bullies hesitated, caught off guard by Nandera’s unexpected show of bravery. Encouraged by her actions, Katondo found the strength to speak up for himself. “Leave me alone!” he cried, mustering all his courage as he pulled himself away from the bullies. Together, Nandera and Katondo fought back against them. The bullies, outnumbered and outmatched, retreated in defeat. Nandera and Katondo ran for their lives, the sound of their chasers’ footsteps echoing behind them. Finally, they escaped harm and found a safe place in a secluded corner of the school grounds. As they sat there catching their breath, a sense of victory rushed through Nandera. She had not only stood up to the bullies but had also inspired Katondo to stand up for himself. “Katondo,” Nandera said, “you should tell the teachers about this.” Fear clouded Katondo’s eyes. “They threatened to burn down our house if I didn’t give them money,” he whispered fearfully. “They will kill me.” Nandera’s heart sank again. Now, she understood why she had seen him stealing from others. But, she couldn’t leave Katondo to suffer alone. “I’ll come with you,” she said. “We’ll tell them together.” With a new determination, they decided to report the bullies to their teacher. The teacher listened attentively and took immediate action. She reported the incident to the head teacher, who promptly involved the bullies’ parents and guardians, as well ENG2613 JANUARY/FEBRUARY 2026 11 | P a g e as the police from the community policing programme – Polisi Jamii, who often visited the school for law and safety education. The bullies were identified during the school parade and were punished for their actions. They received a suspension and were required to attend a behavioural change program with the police. Justice had been served, and Nandera was relieved to know that the school was now a safer place. ***** After the troubling events that unfolded, Nandera was celebrated as a hero. Her bravery inspired many other children to stand up against bullying and to seek help when needed. She was rightfully awarded for her courage. The experience taught Nandera the importance of speaking up against injustice, even when it’s difficult. She vowed to one day become a police officer and protect others, especially children. Katondo also changed his ways. He stopped stealing and focused on his studies, grateful for Nandera’s support. He did not allow anyone to threaten and bully him again. Since that day, Mnongoni Primary School has become a place of peace and safety. The incident taught the students that bullying is harmful, they were not alone, and that they could rely on the support of their teachers and the community. Nandera’s legacy continued to inspire generations of students to stand up for what is right and to create a better world for themselves and others. 3.) In an essay of NO MORE THAN 1000 WORDS (about 3 pages), evaluate the appropriateness of the two texts provided above for an Intermediate Phase FAL (first additional language) South African classroom. You should evaluate the appropriateness of each text for an Intermediate Phase FAL South African classroom in relation to the following three aspects: • age appropriateness in terms of style and themes, • moral and ethical learning, and • promoting inclusivity. You need to refer to you study guide in your answer.Question 3: POETRY Read the poem and answer the questions that follow. Two Little Eaglets by Jim Weller Two little eaglets Way up in the tree. Two little eaglets, Looking down at me. You sit there in your aerie Staring at the sky, And every time you flap your wings My heart lets out a sigh. Silly little eaglets Hovering o’er the nest, Don’t you know that you can fly? Your wings will stand the test. Do you care that I’m waiting here To see you soaring high? I’m tethered to the earth below, But you, you own the sky! I know that you are old enough, your wings are sure and strong. Dancing high across the sky is where Eagles belong. “Why don’t you fly?” I ask out loud, “When will you learn to soar? I know that you are ready. What are you waiting for?” 3) Poetry in motion means taking the poem OFF THE PAGE. Write a paragraph in which you explain three activities that you could use when teaching this poem to TAKE IT OFF THE PAGE.