NQF Level 1 - IEB Information... · This includes ABET standards at NQF Level 1 ... • Written speech – assessed by facilitator according to marking grid • List of questions

IEB Copyright © 2011

Site-Based Assessment (SBA) Guidelines

Communication in English

NQF 1 (ABET Level 4)

FACILITATOR’S GUIDE This booklet contains the following: • Background to site-based assessment • Internal assessment tasks • Marking memoranda for assessing tasks • Mark sheet for individual learners

NQF 1 (ABET LEVEL 4): COMMUNICATION IN ENGLISH – SITE BASED ASSESSMENT Page 2 of 25 FACILITATOR’S GUIDE


Background to SBA

What is Site-based Assessment? Site-based assessment (SBA) refers to assessment conducted at the learning site, e.g. in the ABET classroom. This is also called internal assessment. External assessment is a final assessment conducted by an outside body (in this case, the IEB). The purpose of SBA is: to give learners an opportunity to be assessed over time and outside of examination

conditions to assess skills that cannot easily be assessed under examination conditions, for example oral

work to give facilitators an opportunity to develop and use their own assessment skills to give quality assurance bodies a mechanism for (a) encouraging good practice by providers;

and (b) checking on the internal assessment processes of providers. What are the requirements for certification at NQF 1? Credits at NQF Level 1 for Communication in English must be made up of: 200 marks to be recorded as follows: • 50% (100 marks) site-based assessment to be carried out in a particular format as prescribed

by the IEB. • 50% (100 marks) Exam Based assessment against unit standard outcomes.



Who oversees this requirement? UMALUSI is the Council for Quality Assurance in General and Further Education and Training. It was formerly known as SAFCERT (South African Certificate Council). UMALUSI is now involved with the quality assurance and certification of GETC (General Education and Training Certificate) examinations. This includes ABET standards at NQF Level 1 (ABET Level 4). UMALUSI will endorse or validate IEB Statements of Results, and successful IEB learners will have their credits registered towards a full qualification on the National Learner Database with SAQA. All successful learners will receive an official UMALUSI Statement of Results. The IEB is accredited by Umalusi as an assessment agency for NQF Level 1 (ABET Level 4) and for the Senior Certificate. Process The centre will receive SBA Guidelines for each learning area. Centres must: • Assess and record an internal assessment mark for each learner based on the IEB’s guidelines

(total: 100 marks). These marks must be recorded fully on the mark sheet provided at the end of this booklet. Make copies for yourself.

• Keep a portfolio for each learner containing the assessment tasks as outlined below. (Note

that this compulsory portfolio is separate from any other portfolio that your learners develop throughout the learning programme).

• Ensure that the declaration on the cover sheet is filled in by the learner. Attach the cover sheet

to the front of each portfolio. A blank cover sheet is at the end of this booklet. • Submit the final SBA mark out of 100 to the IEB on the forms provided when registering the

learners for the exams. The final dates for registration for National Exams and Exams on Request appear in the IEB Calendar.

• Submit requested actual portfolios to the IEB. All learners must bring their portfolios to the

examination. The attendance register issued with your learners’ scripts will highlight the portfolios that must be returned together with the completed exam scripts.

Moderation The IEB must make sure that the internal assessment marks that we forward to UMALUSI are valid and reliable. To do this, the IEB moderates the internal (SBA) marks submitted to us by our centres. A learner’s mark can be changed substantially if it is not an accurate reflection of the learner’s knowledge and skills. This moderation role can be carried out in a number of different ways, for example: • inspection of learner portfolios • inspection of any other documentary evidence from the provider • site visits.



Centres must agree to liaise with the IEB on site visits, and submit any evidence required by the IEB.

The IEB submits the moderated SBA marks together with the IEB examination marks to UMALUSI, which then adjusts the marks in line with their own standardisation and statistical practices. Notes on the SBA process • The SBA tasks prescribed by the IEB are NOT intended to replace continuous, formative

assessment carried out during the learning programme and linked to the programme activities. • Currently the “pass” mark for internal assessment is seen as 50 out of 100. A learner who falls

below this level at the end of the learning programme is probably not ready for the examination. Such a learner should undertake further learning before attempting the examination.



Internal Assessment Tasks

The Internal (Site Based) Assessment for NQF level 1 (ABET level 4) consists of the following compulsory elements: Activity One – Reading comprehension

The learners may complete this reading comprehension once only. No second attempts are allowed.

[Total: 30 marks] Activity Two – Extended writing

Learners are required to write a formal (business) letter. They should hand in their first attempt as well as their final attempt. However, the facilitator may NOT correct the learners’ mistakes. The facilitator may underline errors and make suggestions but the corrections must be done by the learners themselves. The letter should be at least 2 pages in length.

[Total: 20 marks]

Activity Three – Speaking, listening and recording

Learners are required to interview someone they admire – either at work or in the community. They should draw up a list of 10 to 15 questions before they conduct the interview. They should use the information they learn in the interview to write a farewell to the person concerned. They should hand in their speech and the questionnaire. The facilitator may NOT correct the learners’ work.

[Total: 20 marks]

Activity Four – Formal speaking

The learners are then required to present this speech in class. The marks for the speech are divided by 2 to give a final mark out of 10.

[Total: 10 marks]

Activity Five – Listening Comprehension

The learners listen to a text and write the answers to questions on the text. Learners may NOT be given the text to read.

[Total: 20 marks]



Learner’s Internal Assessment Portfolio Each learner must prepare a portfolio containing the following: Activity One • Reading comprehension – marked by facilitator according to memo Activity Two • First draft of formal letter • Final draft of formal letter – assessed by facilitator according to marking grid Activity Three • Written speech – assessed by facilitator according to marking grid • List of questions used in the interview Activity Four • Marks awarded for speech to be entered on mark sheet Activity Five • Listening comprehension answer sheet – marked by facilitator according to memo Mark sheet • Individual mark sheet completed by facilitator Note: • The portfolios must be marked by the facilitator according to the given criteria. • All work in the portfolio must be in the candidate’s own handwriting. Work must not be typed or

done on a word processor. It is not fair for candidates who have access to a computer to benefit from the spell check and grammar check functions.



Activity One: Reading Comprehension

Make a copy of the text and the answer sheets for each learner. Read this text and answer the questions that follow: 1. After the first four hundred handshakes and hundred embraces, Obi was able to sit down for

a while with his father’s older kinsmen in the big front room. There were not enough chairs for all of them to sit on, so that many sat on their goatskins spread on the floor. It did not make much difference whether one sat on a chair or on the floor because even those who sat on chairs spread their goatskins on them first.

2. “The white man’s country must be very distant indeed,” suggested one of the men.

Everyone knew it was very distant, but they wanted to hear it again from the mouth of their young kinsman.

3. “It is not something that can be told,” said Obi. “It took the white man’s ship sixteen days –

four market weeks – to do the journey.” 4. “Think of that” said one of the men to the others. “Four market weeks. And not in a canoe,

but a white man’s ship that runs on water as a snake runs on grass.” 5. “Sometimes for a whole market week there was no land to be seen,” said Obi. “No land in

front, behind, to the right and to the left. Only water.” 6. “Think of that,” said the man to the others. “No land for a whole market week. In our folk

stories a man gets to the land of spirits when he has passed seven rivers, seven forests and seven hills. Without doubt you have visited the land of spirits.”

7. “Indeed you have, my child,” said another old man. “Azik,” he called, meaning Isaac,

“bring us a kola nut to break for this child’s return.” 8. “This is a Christian house,” replied Obi’s father. 9. “A Christian house where kola nut is not eaten?” sneered the man. 10. “Kola nut is eaten here,” replied Mr Okonkwo, “but not sacrificed to idols.” 11. “Who talked about sacrifice? Here is a little child returned from wrestling in the spirit world

and you sit there babbling about Christian house and idols, talking like a man whose wine has gone into his nose.” He hissed in disgust, took up his goatskin and went to sit outside.

12. “This is not a day for quarrels,” said another old man. “I shall bring a kola nut.” He took his

goatskin bag which he had hung from his chair and began to search its depths. As he searched, things knocked against one another in it – his drinking horn, his snuff-bottle and a spoon. “And we shall break it in the Christian way,” he said as he fished out a kola nut.



13. “Do not trouble yourself, Ogbuefi Odogwu,” said Okonkwo to him. “I’m not refusing to place a kola nut before you. What I say is that it will not be used as a heathen sacrifice in my house.” He went into an inner room and soon returned with three kola nuts in a saucer. Ogbuefi Odogwu insisted on adding his kola nut to the number.

13. “Obi, show the kola nut round,” said his father. Obi had already stood up to do so, being the

youngest man in the room. When everyone had seen he placed the saucer before Ogbuefi Odogwu, who was the eldest.”

From: No Longer at Ease by Chinua Achebe

VOCABULARY 1. Find words in the story that mean the same as:

(a) family members _______________________________ (b) far _______________________________ (c) mocked / scorned _______________________________ (d) struggling / fighting _______________________________ (e) talking nonsense _______________________________ (f) arguments _______________________________

(6 marks)

COMPREHENSION 2. (a) Suggest a suitable title for this story.

___________________________________________________________________

(1 mark)

(b) Explain why this is a suitable title. ___________________________________________________________________ ___________________________________________________________________

(1 mark)

3. Suggest why the men sat on goatskins, even when there were chairs. _________________________________________________________________________

_________________________________________________________________________ (1 mark)



4. Why did Obi describe how far it was to England by saying how long it took to get there, rather than in kilometres?

_________________________________________________________________________

_________________________________________________________________________ (1 mark)

5. How long is a “market week” according to the text?

_________________________________________________________________________

(1 mark)

6. Why did one of the men think that Obi had visited the “land of the spirits” when he went to England? _________________________________________________________________________ _________________________________________________________________________

(1 mark)

7. How do we know that kola nuts were important in this society?

_________________________________________________________________________ _________________________________________________________________________

(1 mark)

8. Why did Obi’s father object when a kola nut was called for? _________________________________________________________________________ _________________________________________________________________________

(1 mark)

9. What made the old man so angry that he left the room? _________________________________________________________________________ _________________________________________________________________________

(1 mark)

METAPHORS (PICTURE LANGUAGE) 11. One of the men said,

“A white man’s ship that runs on water as a snake runs on grass” What is he saying about how the ship moves? _________________________________________________________________________ _________________________________________________________________________

(2 marks)



12. What does the old man mean when he says: “Talking like a man whose wine has gone into his nose”?

(1 mark) 13. Are the people in this story South Africans?

Yes No Give two reasons for your answer. 1. ___________________________________________________________________ ___________________________________________________________________ 2. ___________________________________________________________________ ___________________________________________________________________

(2 marks) LANGUAGE 14. (a) Why is there an apostrophe (’) in the word father’s in paragraph 1?

___________________________________________________________________

(b) Explain the use of the dashes ( — ) in paragraph 3. ___________________________________________________________________

(c) Why are there two commas in the sentence: “No land in front, behind, to the right

and to the left?” in paragraph 6? ___________________________________________________________________

(d) Why is there a hypen (-) in snuff-bottle in paragraph 12? ___________________________________________________________________

(e) Why is there an apostrophe in I’m in paragraph 13? ___________________________________________________________________

(5 marks)



15. Put these names in alphabetical order. Mkula Miya Mniki Mnisi Mkhize Miyambo 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________

(5 marks)

TOTAL MARK



Activity Two: Formal Writing

Pretend that you took a taxi to work one day this week. The driver of the taxi behaved in a way that threatened the lives of both the passengers in the taxi as well as the lives of other people on the road. Write a formal letter of complaint to the owner of the taxi (who employs the driver). Give a detailed description of your experience in the taxi and say what action you want the owner to take. (You do not know the driver’s name, so include enough information for the employer to identify which of his drivers caused the trouble.) Write about 2 pages. You must submit your first draft as well as the final version of the letter.

[Total 20 marks]

Activity Three: Speaking, Listening and Recording In order to do this task you need to interview someone you know and admire for what they have done in your family, your community or at work. Before you interview the person, prepare a list of 10 to 15 open-ended questions which will help you find out as much as you can about this person’s childhood, education and life experiences. Find out why and how s/he did the things that you admire him/her for. Now pretend this person is going to another country to live and you probably will never see him/her again. You have decided to organise a farewell function at which you are going to give the farewell speech. In the speech you want to: • give the person’s life story • explain to the audience what a special person s/he is • say why his/her leaving is such a loss to you all Write the speech out in full. At the end of the speech, attach the questions that you used in the interview

[Total 20 marks]



Activity Four: Formal Speaking Present the speech you prepared in Activity 3 in class. The facilitator will assess you on how well you speak in front of an audience. You may refer to your notes but do not read your speech.

[10 marks]

Activity Five: Listening Comprehension Instructions for the Facilitator Prepare your learners for this listening comprehension by explaining to them that they are

going to do a comprehension test. The only difference is that they are going to listen to the text instead of reading it.

Give them a copy of the question and answer sheet and let them have a few minutes to read

through the questions. Now read the text, Stop that Killer Habit to the learners twice. Read at a normal speed. THE

LEARNERS MUST NOT WRITE ANYTHING WHILE YOU ARE READING. When you have finished reading, the learners must write down the answers to the questions. When they all have written down the answers, read the text one more time. Give them a few minutes to correct any answers before you take in the worksheets for

marking. You many not give them any answers or help them in any way.

[20 marks]



Listening comprehension text Note to Facilitators: Learners must at no time be given this text to read.

Stop that Killer Habit

Lydia is a 17-year-old Soweto school learner. Her smoking habit got her into fights with her mother. Lydia could not understand why her mother was so angry at her for this “harmless” habit. She would tell her mother that smoking was fun and caused no damage. She pointed out that a few doctors are heavy smokers. “If it is so bad for your health, then surely doctors would not be smoking?” she said. But Lydia soon felt short of breath and fell ill. The clinic told her to stop smoking. She took the advice and soon her lungs and her breathing improved. Not all smokers stop in time. Even one year of smoking can weaken your lungs for ever. Smoking is the number 1 cause of death throughout the world. Each year, smoking kills at least 3 million people. In the United States of America smoking causes more deaths than heroin, cocaine, alcohol, AIDS, fires, murders, suicide and road accidents put together. In South Africa, 1200 people die every year as a direct result of smoking. So why do young people smoke? Brenda Jacobs of the Gauteng Provincial Health Department says, “Teenagers involve themselves in this dangerous activity because they want to be accepted by their friends.” At what age do children start smoking? Brenda says, “Recent studies have shown that children start between 10 and 12 years. When we visit schools, we go to primary schools first because that is where intense awareness should be created. The Soweto City Council conducted a study in 1994. They asked primary school children to visit cafes, spazas, supermarkets or street vendors to buy cigarettes. The children were from all race groups and there were boys and girls. Most of the children wore school uniforms when buying cigarettes. They visited 200 outlets around Johannesburg and 89% of the places visited by the children sold cigarettes to them. The Tobacco Control Act of July 1993 prohibits the sale of tobacco to children under the age of 16. But this law is usually ignored. Shop owners must be educated and discouraged from selling to children. Cigarette vending machines should be banned.

[Upbeat Magazine, February 1994]



LISTENING COMPREHENSION ANSWERS 1. How old is Lydia in this story?

_________________________________________________________________________

(1 mark) 2. Did Lydia’s mother agree that smoking is a harmless habit? How do you know?

_________________________________________________________________________

_________________________________________________________________________

(2 marks) 3. Why did Lydia finally stop smoking?

_________________________________________________________________________

_________________________________________________________________________

(1 mark) 4. How many people in South Africa die from smoking every year?

_________________________________________________________________________

(1 mark) 5. What causes more deaths in America, smoking, drugs or AIDS?

_________________________________________________________________________

(1 mark) 6. According to the Gauteng Health Department, why do young people smoke?

_________________________________________________________________________

_________________________________________________________________________

(1 mark) 7. Give 2 reasons why the Health Department visits primary schools before they go to high

schools.

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(2 marks)



8. In what year did the Soweto City Council ask children to buy cigarettes? _________________________________________________________________________

(1 mark) 9. Explain why the Soweto City Council asked children to buy cigarettes.

_________________________________________________________________________

_________________________________________________________________________

(2 marks) 10. Why does the writer mention that most of the children were in their school uniforms when

they bought cigarettes? _________________________________________________________________________

_________________________________________________________________________

(2 marks) 11. Which of the following best describes the number of outlets that sold children cigarettes?

(Tick the correct box).

Most

Many

Lots

Some

A few (1 mark)

12. What is the name of the law that makes it illegal to sell cigarettes to children less than

16 years of age? _________________________________________________________________________

(2 marks) 13. Give ONE word from the text that tells us that people do not obey this law.

_________________________________________________________________________

(1 mark)



14. The text suggests two ways to stop children getting hold of cigarettes. What are they? _________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

(2 marks)

TOTAL MARK



Marking Memoranda

Guidelines for the Facilitator: Make copies of the learner mark sheet at the end of this booklet so that you have one for each

learner. Record the learner’s particulars at the top of the mark sheet. Before you begin the assessment of each Activity, read the content of the relevant grid

carefully so that you are very familiar with the assessment criteria. Decide which box in the grid describes most accurately the quality of the learner’s work.

Give the learner the mark that appears above the box. If there is a range of marks above the box, decide whether the learner’s work is slightly

above or below the criteria given. Then award the learner the appropriate mark in the range.



Activity One – Reading Comprehension

1. (a) kinsmen (b) distant (c) sneered (d) wrestling (e) babbling (f) quarrels (6 marks)

2. (a) Title should be short (not more than 5 words) and should indicate what the story is about, e.g. “The Homecoming” (1 mark)

(b) Learners must say something like: This summarises the story and captures the interest of the reader (1 mark)

3. It was in their culture (1 mark) 4. The people he was talking to would not understand kilometers (or similar) (1 mark) 5. 4 days (1 mark) 6. Because he had travelled such a great distance. (Do not accept answers to

do with seven rivers etc.) (1 mark) 7. They were brought out at times of celebration / they were traditionally used

for sacrifice (1 mark) 8. He thought it was going to be used in the traditional way – as a sacrifice (1 mark) 9. He felt that the tradition was being disrespected (or similar answer)

(1 mark) 11. A snake moves quickly/ smoothly/ easily/ silently through grass and the ship

does the same over water. Award up to 2 marks for well expressed answer. (2 marks) 12. Talking like a drunk person. (1 mark) 13. No. Accept two sensible reasons such as – their culture is different (e.g. kola

nuts) and their names are not South African. (2 marks) 14. (a) the apostrophe shows possession / something belongs to the father

(b) the dashes show that more information is added / that 16 days is the same as four market weeks

(c) the commas divide the directions in a list. (d) to show that two words are joined into one (e) to show that a letter has been left out / abbreviation of I am (5 marks)

15. Give one mark for each pair of words in alphabetical order

Mihambo Miya Mkhize Mkula Mniki Mnisi (5 marks)

[Total: 30 marks]



Activity Two – Formal writing Marks 0 – 2 3 4 – 6 7 –8

C

onte

nt

Little or no content relevant to the task; some to a lot of repetition: • The behaviour or

actions of the driver vague

• Letter does not include required action by taxi owner

• Content sketchy

Partly relevant to the task, some important info not included: • Behaviour or

actions of driver not specific.

• Letter only partly addresses required action.

• Content not detailed enough

Mostly relevant to the task; reflects most of the information; doesn’t quite meet length criteria • Behaviour or

actions of driver explained with some detail

• Letter identifies required action

• Content detailed.

Completely relevant to the task. Reflects necessary content, contains useful/ insightful info, meets length criteria: • Actions of driver

detailed and specific

• Letter clearly identifies problems and links these to action required

• Content is covered in depth.

8 MARKS MAXIMUM FOR CONTENT OF LETTER Marks 0 – 1 2 – 4 5 – 6

St

ruct

ure

Content is poorly and loosely grouped or not at all, introduction and conclusion are missing or extremely weak. Not formatted as a formal letter should be (i.e. two addresses, Dear Sir, Yours faithfully)

Content is mostly grouped according to main ideas, even if some ideas are loose or do not fit well; introduction or conclusion is weak. Errors in formatting of letter

Content is effectively grouped into main ideas; main ideas and content within arranged in appropriate order, clear introduction and conclusion; appropriate use of paragraphs. Format correct.

6 MARKS MAXIMUM FOR STRUCTURE OF LETTER Marks 0 – 1 2 – 4 5 – 6

L

angu

age

There are several errors, some or many of which interfere with understanding; writing often obscures meaning.

There are almost no errors in spelling, grammar or punctuation. Any errors are minor and do not affect meaning. Ideas are fairly well expressed .

Language is perfectly correct . Ideas are very well expressed and language is descriptive and vivid.

6 MARKS MAXIMUM FOR LANGUAGE OF LETTER

Total mark

20



Activity Three – Speaking, Listening and Recording Evaluating written speech Marks 0 – 2 3 4 – 6 7 –8

C

onte

nt

Little or no content relevant to the task; some to a lot of repetition: • Content of

speech does not match the questions asked in the interview

• Hardly any details of person’s life

• Not clear what person did that was admirable

Partly relevant to the task, some important info not included: • Content of

speech only partly matches questions asked in interview

• Personal details sketchy

• Qualities of person vague

Mostly relevant to the task; reflects most of the information; doesn’t quite meet length criteria • Content of

speech matches most of questions asked in interview

• Details of person’s life clearly stated

• Admiration of person by speaker is obvious

Completely relevant to the task. Reflects necessary content, contains useful/ insightful info, meets length criteria: • Content of

speech detailed and specific

• Speech gives full details of person’s life

• Clear why person is admired.

8 MARKS MAXIMUM FOR CONTENT OF SPEECH Marks 0 – 1 2 – 4 5 – 6

St

ruct

ure

Content is poorly and loosely grouped or not at all, introduction and conclusion are missing or extremely weak. Does not “sound” like a speech

Content is mostly grouped according to main ideas, even if some ideas are loose or do not fit well; introduction or conclusion is weak. Does not begin or end as a speech

Content is effectively grouped into main ideas; main ideas and content within arranged in appropriate order, clear introduction and conclusion; appropriate use of paragraphs. Clearly a speech.

6 MARKS MAXIMUM FOR STRUCTURE OF SPEECH Marks 0 – 1 2 – 4 5 – 6

L

angu

age

There are several errors, some or many of which interfere with understanding; writing often obscures meaning.

There are almost no errors in spelling, grammar or punctuation. Any errors are minor and do not affect meaning. Ideas are fairly well expressed .

Language is perfectly correct . Ideas are very well expressed and language is descriptive and vivid.

6 MARKS MAXIMUM FOR LANGUAGE OF SPEECH

Total mark

20



Activity Four – Formal Speaking Marks 1 – 2 3 – 4 5

Ach

ieve

men

t of

mai

n pu

rpos

e The speech does not succeed in praising and /or saying farewell to person. Communication only succeeds some of the time

The speech succeeds in praising and /or saying farewell to person and the full purpose of the communication is achieved most of the time.

The speech is very successful in praising and saying farewell to person. The full purpose of the communication is achieved all the time.

5 MARKS MAXIMUM FOR ACHIEVEMENT OF MAIN PURPOSE OF SPEECH

Marks 1 – 2 3 – 4 5

Voi

ce (e

.g.

pron

unci

atio

n, st

ress

, pa

ce, v

olum

e et

c.) Pronunciation and stress

patterns make speech difficult to understand. Learner may mumble, speak too softly, too fast or too slowly, which interferes with communication.

Learner’s speech is fairly easy to understand; pronunciation is fairly good; stress might be inaccurate in places. Might be a bit soft and too fast or too slow.

Learner’s speech is easy to understand. Pronunciation is good; English stress patterns used fairly well. Good volume and pace.

5 MARKS MAXIMUM FOR VOICE

Marks 1 – 2 3 – 4 5

Lan

guag

e (g

ram

mar

and

vo

cabu

lary

)

Language is sometimes fragmented and inaccurate. Learner uses basic vocabulary and/or stock phrases. Learner must be asked to repeat frequently. These make understanding quite difficult.

Learner makes some common mistakes but these do not interfere with understanding of listener. Learner uses more complicated structures & tries more adventurous vocabulary than the minimum required for the task.

Learner makes very few mistakes. Learner has a good range of vocabulary and can use quite complicated structures with ease. Seems able to express intended meaning with very little difficulty.

5 MARKS MAXIMUM FOR LANGUAGE

Marks 1 – 2 3 – 4 5

Fl

uenc

y

Learner is often hesitant, needs prompting often. Responses are limited and do not offer more than minimum information. Learner needs a lot of prompting.

Learner is sometimes hesitant, needs occasional prompting. Pauses and breaks are not seriously disturbing to listener. Speech occasionally flows easily.

Speech flows easily. Very few hesitations. Learner can express intended meaning without prompting.

5 MARKS MAXIMUM FOR FLUENCY

Total mark divided by 2

10



Activity Five – Listening Comprehension The learners’ answers should have the same meaning as the suggested answers given here. Do not subtract

marks for grammar or spelling. 1. 17 years old 2. No. They were fighting about the smoking / It was Lydia who said the habit was

harmless Learners score 0 if they do not answer “no” clearly. 3. She got sick

The clinic told her to 4. 1 200 5. Smoking 6. They want to be accepted by their friends / They smoke because their friends smoke 7. Because many children start smoking around 10 or 12 years (when they are still in primary

school) so they want to raise awareness of the dangers of smoking in these children 8. 1994 9. They wanted to find out if shopkeepers would sell cigarettes to children 10. To make it clear that the shopkeepers knew they were selling to under age kids (or similar

answer) 11. Most 12. Tobacco Control Act of July 1993 13. The law is ignored 14. Educate shop keepers not to sell cigarettes to children

Ban vending machines

[Total: 20 marks]



COMMUNICATION IN ENGLISH NQF LEVEL 1 (ABET 4)

SITE BASED ASSESSMENT

PORTFOLIO COVER SHEET

CONTENTS

Activity 1 Reading comprehension Activity 2 Formal writing Activity 3 Speech Activity 4 Formal speaking Activity 5 Listening Comprehension I declare that this portfolio is my own work: Learner name: (print) …………………………………………………….. Learner ID or Passport No. …….………………………………………………. Learner signature: ………………………………………………………. Date: ………………………………………………………



MARK SHEET

NQF LEVEL 1(ABET 4)

COMMUNICATION IN ENGLISH Keep a separate mark sheet for each learner in the learner’s portfolio.

Learner’s Name ……………………………………………………………………………………… Student No. …….……………..… Assessor’s Name …………………..………………………. Name of Centre ………………………………………………. Centre No. …………………… Declaration: I declare that this portfolio is, to the best of my knowledge, the learner’s own work and that I have assessed it to the best of my ability. Assessor’s Signature: …………………..…………………………….Date:……….. Max

mark Lrn’s mark

TOTAL

Activity One Reading comprehension 30 Activity Two Formal writing – Content 8 Formal writing – Structure 6 Formal writing – Language 6 Total for formal writing 20 Activity Three Speech – Content 8 Speech – Structure 6 Speech – Language 6 Total for written speech 20 Activity Four Formal speaking – purpose of speech 5 Formal speaking – voice 5 Formal speaking – language 5 Formal speaking – fluency 5 Total for formal speaking ÷ 2 10 Activity Five Listening comprehension 20

Site-based Assessment Total 100

Documents

NQF Level 1 - IEB Information... · This includes ABET standards at NQF Level 1 ... • Written speech – assessed by facilitator according to marking grid • List of questions