Description
Section A
Before attempting to address Section A you should read Unit 2 in
TL501 (Pages 45-77).
Please read the following extract from The Lion, the Witch, and the Wardrobe by
CS Lewis and answer the questions that follow.
Text A
Once there were four children whose names were Peter, Susan, Edmund and Lucy.
This story is about something that happened to them when they were sent away
from London during the war because of the air-raids. They were sent to the house
of an old Professor who lived in the heart of the country, ten miles from the nearest
railway station and two miles from the nearest post office. He had no wife and he
lived in a very large house with a housekeeper called Mrs. Macready and three
servants. (Their names were Ivy, Margaret and Betty, but they do not come into the
story much.) He himself was a very old man with shaggy white hair, which grew over
most of his face as well as on his head, and they liked him almost at once; but on
the first evening when he came out to meet them at the front door he was so odd-
looking that Lucy (who was the youngest) was a little afraid of him, and Edmund
(who was the next youngest) wanted to laugh and had to keep on pretending he was
blowing his nose to hide it.
As soon as they had said good night to the Professor and gone upstairs on the
first night, the boys came into the girls’ room and they all talked it over.
3
1. Would you consider this extract to be an example of children’s literature?
Why? (2 marks)
2. Summarise the plot of this extract in one sentence.
(2 marks)
3. We could state that the author has developed one character more than the
others. Identify this character and explain why this statement is true.
(4 marks)
4. Do you think that the extract would be relevant to Foundation/Intermediate
Phase EFAL readers? In your response, you should consider the theme of
the extract, and you should explain which aspects of the extract you think
would be relevant to Foundation/Intermediate Phase EFAL readers and
which
aspects
you
think
might
be
less
relevant
to
them.
(4 marks)
5. Identify and explain 4 stereotypes found in this extract.
(8 marks)
6. Write a short paragraph of between 100-150 words in which you explain five
changes that you would make to this extract to make it more relevant to a
South African Foundation/Intermediate Phase EFAL classroom.
(5 marks)
Total for Section A = 25 Marks
Section B
Before attempting to address Section B you should read Unit 3 in TL501 (Pages
79-105).
Please read the following extract from A Long Walk to Water by Linda Sue
Park and answer the questions that follow.
4
1. From the information given above, who do you think is the narrator? Justify
your answer with reference to the extract.
(2 marks)
2. Identify three cultural groups that are represented in this extract?
(3 marks)
Text B
The river’s surface was calm, and once the boats had pulled away from the
shore, there was not much to see – just water and more water.
They paddled for hours. The scenery and motion were so monotonous that
Salva might have slept, except he was afraid that if he did, he might fall over
the side. He kept himself awake by counting the strokes of Uncle’s paddle and
trying to gauge how far the canoe travelled with every twenty strokes.
Finally, the boats pulled up to an island in the middle of the river. This was
where the fisherman of the Nile lived and worked.
Salva was amazed by what he saw in the fishing community. It was the first
place in their weeks of walking that had an abundance of food. The villagers
ate a lot of fish, of course, and hippo and crocodile meat as well. But even more
impressive were the number of crops they grew: cassava, sugar cane, yams .
. . It was easy to grow food when there was a whole river to water the crops!
None of the travellers had money or anything of value to trade, so they had to
beg for food. The exception was Uncle. The fishermen gave him food without
having to be asked. Salva could not tell if this was because Uncle seemed to
be the leader of the group or because they were afraid of his gun.
5
3. Literature needs to excite young learners’ curiosity and encourage them to
pursue reading. How would you make this extract seem more ‘real’ for your
Foundation/Intermediate Phase EFAL learners? Discuss at least TWO ways
that you would make your Foundation/Intermediate Phase EFAL learners a
part of the text through multimodal responses.
(5 marks)
4. How do you understand the relationship between the characters in the above
text? (4 marks)
5. In a paragraph of 200 words discuss why you think this extract would be a
good
example
of
multicultural
literature
in
a
South
African
Foundation/Intermediate Phase EFAL classroom.
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