FORMATIVE ASSESSMENTS - Unit Standard 119457 - Quiz - English Lesson Activities

Sep 2, 2026

FORMATIVE ASSESSMENTS (Unit Standard 119457) presents a multi-exercise English comprehension and writing practice pack. Learners build vocabulary by identifying unknown words, borrowed terms from South African languages, and key acronyms. Tasks explore a historical village attack using questions about events, motives, evidence, clothing, weapons and outcomes. Additional activities develop summarising skills (headings, points, mind maps), paraphrasing in one’s own voice, interpreting cartoons about corruption, and applying perspective in photography. Further sections guide analysis of advertisements, a novel cover (“THEY’RE ALL MY CHILDREN”), and a magazine article about slavery and discrimination, including bias categories and stereotyping.

LanguageEnglish

CategoryPaper Templates

FormatDOCX

Pages21

Reading Time7 min

AccessFree to download

Unit Standard 119457

Exercise 1 - Vocabulary and acronyms

Exercise 2 - Reading questions about the Nyamlell incident

Exercise 3 - Summary, compare, mind map, paraphrase

Exercise 4 - Cartoon corruption and perspective in images

Exercise 5 - Observations from pictures and reasons

Exercise 6 - Advertisement and novel cover analysis; magazine article questions

Exercise 7 - Bias, generalisations, stereotyping, figurative language; captions; discrimination examples

FORMATIVE ASSESSMENTS Unit Standard 119457 Exercise 1 In a group, find other words that you don’t know the meaning of and then try to determine the meaning by looking at the whole sentence. In a group, make a list of at least five words that your native language has borrowed from other South African languages. In a group, make a list of at least five known acronyms. Also write down what they mean. Exercise 2 What happened to the villagers of Nyamlell? Who did that to them? Where were they forced to go? Where did the invaders come from? Why did the invaders take the villagers with them? How did the invaders overpower the villagers? When did it happen – during the day or the night? How do you know this? What were the invaders wearing? Which weapons did they use? Why couldn’t Abuk run away with her children? How many invaders were there? What did the invaders take with them when they left the village? Exercise 3 Refer back to the section where you answered the who, what, where, why and how questions and write a summary of the article in your own words. Remember to use headings, sub-headings and paragraphs. Compare your summary with the rest of the class. Write the summary in points form. Summarise the article as a mind map. Compare your mind-map with that of the rest of the class. Now, paraphrase the following paragraph in your own words. You are welcome to use slang, or to write exactly as you speak. Exercise 4 Read the cartoon and then, in a group, discuss how the author uses a cartoon to demonstrate the corruption of traffic officers. As an experiment, look at something that is low down on the ground – a flower, a dog or a cat or anything else – from above. You can stand on a chair or something high if you want to, then stand upright and look down on the subject. Lastly, lie down on your stomach and look at the object from its height. Can you see how different the views are? In photography, it is called perspective. Write down in your own words what the object looked like from above and how different it was when you were lying on your stomach. Find two photos or pictures: one that has a high viewpoint and one that is on the same level as the subject. Compare what they look like. Glue and stick the pictures on a blank piece of paper for inclusion in your portfolio of evidence. In a group, discuss how the photos differ. Exercise 5 What do you think of when you look at the following pictures? Write down your observations. Also write down why you think so. Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 Exercise 6 Look at the advertisements on the following pages and answer the following questions about them: What is being advertised? What was the first thing you noticed? How did they make use of font types and sizes to make key points stand out? Is the layout of the page done in a way that is interesting and gets your attention? Was it easy to understand the message? Then look at the cover page of a novel that tells you at a glance what the story is about. The novel is called “THEY’RE ALL MY CHILDREN”. Answer the following questions: Who wrote the book? What do you think the book is about? A mother writing about her children, a grandmother writing about her children and grandchildren, a teacher writing about the schoolchildren she taught or someone saving war orphans? Why do you think so? There are two clues in this cover page that helps you identify what the story is about. What are they? What do you think of the page layout? The next piece of writing is called: “Notes from all over”. Note how titles, subtitles and visual aids are used to highlight main points and helps you to decide whether to read the article or simply skim until you get to something that interests you. Which part of the written piece would you read first? Why? Which technique is used to indicate main points in the article: “Tips for Beating the Clock”? On the next page is the first page of a magazine article about slavery. An

FAQs

What activities are included in Exercise 1?

Exercise 1 focuses on finding unknown words and inferring meaning from context, listing borrowed words from other South African languages, and listing acronyms with their meanings.

How do learners complete Exercise 3?

Learners summarise an article using headings and paragraphs, then rewrite the summary in point form and as a mind map, and finally compare with the rest of the class and paraphrase a given paragraph.

What topics are covered in Exercise 7?

Exercise 7 covers translating expressions into a mother tongue, giving examples of generalisations, stereotyping, figurative expressions and repetition, adding captions to a picture, and identifying and explaining different types of bias and discrimination.

Sep 2, 2026

Upload by Emma Wilson