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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.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/formative-assessments-unit-standard-119457-quiz-english-lesson-activities/177999/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/formative-assessments-unit-standard-119457-quiz-english-lesson-activities/177999.png","ImageObject",442,249,{"name":88,"@type":89},"Emma Wilson","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-08","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What activities are included in Exercise 1?","Question",{"text":109,"@type":110},"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.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do learners complete Exercise 3?",{"text":114,"@type":110},"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.",{"name":116,"@type":107,"acceptedAnswer":117},"What topics are covered in Exercise 7?",{"text":118,"@type":110},"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.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},177999,1790292639,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":45,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","FORMATIVE ASSESSMENTS\nUnit Standard 119457\nExercise 1\nIn 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.\nIn a group, make a list of at least five words that your native language has borrowed from other South African languages.\nIn a group, make a list of at least five known acronyms.  Also write down what they mean.\nExercise 2\nWhat happened to the villagers of Nyamlell?\nWho did that to them?\nWhere were they forced to go?\nWhere did the invaders come from?\nWhy did the invaders take the villagers with them?\nHow did the invaders overpower the villagers?\nWhen did it happen – during the day or the night?\nHow do you know this?\nWhat were the invaders wearing?\nWhich weapons did they use?\nWhy couldn’t Abuk run away with her children?\nHow many invaders were there?\nWhat did the invaders take with them when they left the village?\nExercise 3\nRefer 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.\nRemember to use headings, sub-headings and paragraphs.\nCompare your summary with the rest of the class.\nWrite the summary in points form.\nSummarise the article as a mind map.  Compare your mind-map with that of the rest of the class.\nNow, paraphrase the following paragraph in your own words.  You are welcome to use slang, or to write exactly as you speak.\nExercise 4\nRead the cartoon and then, in a group, discuss how the author uses a cartoon to demonstrate the corruption of traffic officers.\nAs 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.\nWrite down in your own words what the object looked like from above and how different it was when you were lying on your stomach.\nFind 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.\nIn a group, discuss how the photos differ.\n\u000fExercise 5\nWhat do you think of when you look at the following pictures?  Write down your observations.  Also write down why you think so.\nPicture 1\t\t\t\t\t\t\t\t\tPicture 2\nPicture 3\t\t\t\t\t\t\t\t\tPicture 4\nPicture 5\nExercise 6\nLook at the advertisements on the following pages and answer the following questions about them:\nWhat is being advertised?\nWhat was the first thing you noticed?\nHow did they make use of font types and sizes to make key points stand out?\nIs the layout of the page done in a way that is interesting and gets your attention?\nWas it easy to understand the message?\nThen 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:\nWho wrote the book?\nWhat 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?\nWhy do you think so?\nThere are two clues in this cover page that helps you identify what the story is about.  What are they?\nWhat do you think of the page layout?\nThe next piece of writing is called: “Notes from all over”.\nNote 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.\nWhich part of the written piece would you read first?\nWhy?\nWhich technique is used to indicate main points in the article: “Tips for Beating the Clock”?\nOn the next page is the first page of a magazine article about slavery.\nAn","cbCaib23tw9LbCEK","https://ap.wps.com/l/cbCaib23tw9LbCEK","docx",1233724,"English","# Unit Standard 119457\n## Exercise 1 - Vocabulary and acronyms\n## Exercise 2 - Reading questions about the Nyamlell incident\n## Exercise 3 - Summary, compare, mind map, paraphrase\n## Exercise 4 - Cartoon corruption and perspective in images\n## Exercise 5 - Observations from pictures and reasons\n## Exercise 6 - Advertisement and novel cover analysis; magazine article questions\n## Exercise 7 - Bias, generalisations, stereotyping, figurative language; captions; discrimination examples","[{\"question\":\"What activities are included in Exercise 1?\",\"answer\":\"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.\"},{\"question\":\"How do learners complete Exercise 3?\",\"answer\":\"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.\"},{\"question\":\"What topics are covered in Exercise 7?\",\"answer\":\"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.\"}]","FORMATIVE ASSESSMENTS - Unit Standard 119457 - Quiz - English Lesson Activities | DOCX",1788330046,7]