Theme 10: Personal Particulars Theme 11: Stars in your eyes Theme 12: Entering the business world Theme 13: Breaking News

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1 Language 1

2 2 Content Theme 10: Personal Particulars 4 Activity 10.1: Common and Proper Nouns 4 Activity 10.2: Adverbs 6 Activity 10.3: Adjectives 7 Activity 10.4: Clauses 9 Activity 10.5: Compound and Complex Sentences 10 Activity 10.6: Synonyms, Antonyms and Homonyms 11 Activity 10.7: Ellipses 12 Activity 10.6: Abbreviations 13 Theme 11: Stars in your eyes 14 Activity 11.1: Proper Nouns 14 Activity 11.2: Singular and Plural 14 Activity 11.3: Comparative Adjectives 15 Activity 11.4: Complex Sentences 16 Activity 11.5: Direct and Indirect Speech 18 Activity 11.6: Roots of words 19 Activity 11.7: The Colon 20 Activity 11.8: Word Forms 22 Theme 12: Entering the business world 23 Activity 12.1: Pronouns 25 Activity 12.2: Tense 26 Activity 12.3: Active and Passive Voice 26 Activity 12.4:Direct Speech 27 Activity 12.5: Word Forms 27 Theme 13: Breaking News 28 Activity 13.1: Abstract and Concrete Nouns 28 Activity 13.2: Prepositions 29 Activity 13.3: Comprehension 32 Activity 13.4: Word forms 33

3 3 Theme 14: To be or not to be 34 Theme 14.1: Articles 34 Theme 14.2: Evaluation Paragraph 36 Theme 14.3: Literal and Figurative meaning 37

4 4 10. Personal Particulars Activity 10.1 Common nouns and Proper nouns Underline the proper nouns and circle the common nouns in each sentence: 1. Mr Loops fills in the forms at the office. 2. Jacob had to complete a questionnaire in order to apply for his bank loan. 3. Which position at South African Airways would you like to apply for? 4. Is BenoniLinmed Hospital, the hospital you were born in? 5. Mr West is Kanye s biological father. 6. The Parlotones are one of my favourite local bands. 7. I was diagnosed with diabetes on Sunday. 8. My sister, Solange, is my emergency contact. (14) Adverbs What are adverbs? Adverbs mainlymodify verbs. However, they also modify adjectives or other adverbs. Types of Adverbs 1. adverb of manner describes how something is done 2. adverb of degree describes to what extent something is done 3. adverb of place describes where something is done 4. adverb of time describes when something is done 5. adverb of reason describes why something is done 6. adverb of frequency describes how often something is done Examples: I walked slowly to school. ( Slowly is modifying the verb walked.) I was very hungry. ( Very is modifying the adjective hungry ) I walked very slowly to school. ( Very is modifying the adverb slowly, which modifies the verb walked )

5 5 1. Look for the ly Easy steps to find adverbs: Most adverbs end in ly such as slowly, excitedly, angrily Look for your verb Once you find it, ask the questions Look for the adjective Once you find it, ask the questions Are there any adverbs describing the adverbs you have already found? Ask the questions... How? Where? When? Why? How often? To what extent? Remember, there may be more than one adverb in a sentence, so be thorough with each and every step, every time.

6 6 Activity Adverbs of manner, time and place Rewrite the sentences in your books, under the correct headings, and underline the adverbs. Adverbs of manner 1. I read through each and every question carefully. 2. I studied hard in order to obtain my degree. 3. When I received my marks, I had found that I had done extremely well. 4. My father spoke proudly of my achievements. 5. Excitedly, I ran to my friends to tell them the news as they were all nervously awaiting my results. Adverbs of time 1. I rarely need to visit the doctor. 2. I felt sick yesterday. 3. Today, my temperature increased, so I immediately took my tablets. 4. I have never been this ill before. 5. I felt better after I took the injection. (7) (6) Adverbs of place 1. I walked inside and I was ready for my interview. 2. The other applicants were waiting outside. 3. The boss asked if I lived near the offices. 4. I couldn t find my CV anywhere. 5. He asked me to leave so I headed home. (5) Activity Adverbs of manner, time and place Rewrite the following sentences and underline the adverbs. State the type of adverb for each sentence. 1. I often like to read books and I definitely prefer thriller novels. 2. He obviously applied for this job because he thoroughly understands the role.

7 7 3. She worked hard in her last job and therefore could qualify. 4. Every day, they call in to the offices and ask politely if they got the job. 5. Sometimes, I struggle to manage stress, however, it is often very easy for me to juggle a large work load. (10) Activity 10.3 Adjectives Rewrite the following sentences and underline the adjectives. 1. It was a long, tedious wait until I was finally called. 2. The arrogant man behind the desk asked me many questions. 3. His questions were difficult and he looked deeply into my wide, blue eyes. 4. I was nervous during my interview. 5. I shook his strong, powerful hand and left the room. (10) Independent and dependent clauses Independent clause Dependent clause Independent= can stand on its own Dependant= relies on another The independent clause is like Batman. Batman can stand on his own. The dependent clause is like Robin. Robin is a sidekick. He needs Batman.

8 8 The only thing these two have in common is: The Batmobile They both have their own subject and verb. Adjectival clauses Adjectives describe nouns or pronouns and a clause is a group of words that has a finite verb. An adjectival clause is a group of words (with a finite verb) that describes a noun or pronoun. The clause usually begins with who, which, that, whom and whose. Example: That girl, whoclearly doesn t understand her work, couldn t answer the question. OR The carpet, whichhasn t been cleaned in a year, has gone mouldy. Adverbial clauses Adverbs describe how actions are performed and a clause is a group of words that has a finite verb. An adverbial clause is a group of words (with a finite verb) that describes an adverb.classified as answering when, where, howorwhy? Example: 1. I ran to the shopwith a spring in my step. (How did he run to the shop?) 2. They run to the shop every day after school. (When do they run to the shop?)

9 Activity 10.4 Clauses Rewrite the following sentences and underline the clause.state the type of clause for each sentence. 1. After the movie was over, we went out to eat. 2. The children who started out with the lowest scores, actually worked their way to the top. 3. The history test, which was supposed to be easy, turned out to be quite difficult. 4. I won t be accepted into university, unless I increase my grades. 5. I get to go to Europe if I pass all of my exams. 6. The summer that I turned 12 was the best summer of my life. 7. While I was working, my friends were writing letters to each other. 8. His headache worsened because he was concentrating so hard. 9. Will you meet me at the building with the red gates? 10. She was wearing a jacket, which had red buttons. (10) 9 Compound and complex sentences What are compound sentences? Compound sentences= 2 independent sentences (simple sentences) joined by a co-ordinating conjunction. Co-ordinators: F: for A: and N: nor B: but O: or Y: yet S: so Co-ordinators are sometimes preceded by a comma. In the following compound sentences, subjects are in yellow, verbs are in green, and the co-ordinators and the commas that precede them are in red.

10 10 1. I tried to speak Spanish and my friend tried to speak English. 2. Alejandro was playing football, so Maria went shopping. 3. Katlego cooked dinner, yet Thandi never ate. What are complex sentences? Complex sentence= An independent clause joined by 1 or more dependent clauses. These sentences are joined by subordinators. There are many subordinators, including: Conjunctions such as because, since, after, although, when and Relative pronouns such as that, who andwhich. In the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas (when required) are in red. 1. When he handed in his homework, he forgot to give the teacher the last page. 2. The teacher returned the homework after she noticed the error. 3. The students are studying because they have a test tomorrow. 4. After they finished studying, Juan and Maria went to the movies 5. Juan and Maria went to the movies after they finished studying. 6. The woman, who called my mom, sells cosmetics. 7. The book that Jonathan read is on the shelf. Activity 10.5 Compound and complex sentences Rewrite the following sentences. Underline only the independent clauses and state whether these are simple, compound or complex sentences. 1. We have to go to bed when the clock strikes ten. 2. Jennifer liked William s friend and she also liked his cousin. 3. The big, brown dog ran after the blue and red ball. 4. Khanyi and Tebogo rode their bicycles after they ate lunch. 5. Many brave soldiers fought in the war, and they received medals. 6. The drummers played for a long time, but the piano players stopped early. 7. Before the queen rode in the parade, she gave her speech. 8. She dropped the pan and the plate, yet she held on to the spoon. (20)

11 Activity 10.6 Synonyms, antonyms and homonyms Write a definition for synonyms, antonyms and homonyms and give 10 different examples of your own for each. An Ellipsis (Plural ellipses) An ellipsis is a form of punctuation that can be used to make up for missing pieces of text or allow for a pause in writing. 11 (18) An ellipsisis three full stopswith a space in between each... These days, people often use ellipses incorrectly in texts or social media.when should ellipses be used? 1. Missing text within an extract: News reports might shorten a quote to only what is absolutely essential. Example: A fire chief said, We ve determined positively, absolutely, beyond the shadow of a doubt, that this fire was accidental, They may only write: A fire chief said, We ve determined positively that this fire was accidental. 2. Missing text at the end of an extract: In a formal writing piece, research may be quoted. However, if only a small extract of the piece is quoted, ellipsis is used at the end to show there is more to it. Example: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated 3. Pause in writing: Stories and novels use ellipses to a very different effect. An ellipsis can demonstrate a pause in dialogue, a pause in narrative or a character or a narrator trailing off.

12 12 Example: I m not sure what to do he stammered. This demonstrates the inability of the character to make up his mind. A narrator might say: He was without hope desolate, empty the epitome of a broken heart. This is pausing for emphasis. Activity 10.7 Ellipses Quote the text below removing unnecessary information and replacing it with ellipses. 1. Juan thought and thought and then thought some more. I'm wondering, Juansaid. 2. Most of the cholesterol in the body is synthesized by the body and has a dietary origin. Cholesterol is more abundant in tissues that synthesize more, which means they make hormones, for example, the liver, spinal cord and brain. (4) Abbreviations An abbreviation is defined as a shortened version of a word or phrase. But, did you know that there are many different types of abbreviations? Here is a list of abbreviation types: Acronym This forms a word using the initial parts or first letters of a name. For example, NASA (National Aeronautics and Space Administration) andsars (South African Revenue Service) are all acronyms that take the first letter from each word to form a new word. Lesser known acronyms include scuba (self-contained under water breathing apparatus) and laser (light amplification by stimulated emission of radiation). The latter examples show that not all acronyms have to be capitalized. Initialism Also called alphabetism, this is a group of letters, each pronounced separately, used as an abbreviation for a name or expression. Examples include: CD (Compact Disc), USA (United States of America), and UK (United Kindgom).

13 13 Truncation This type of abbreviation consists only of the first part of a word. These are most often used when referring to proper titles such as months of the year or days of the week, e.g.mon., Fri., Apr. and Oct. Clipped This is similar to truncation in that you are using a part of the word to form the abbreviation. But, in this case, the middle or end is being used. Common clipped abbreviations include phone (telephone)andfridge (refrigerator). Activity 10.8 Abbreviations Write these abbreviations into your book and next to each, write the full name and what type of abbreviation it is. 1. AIDS 6. Dec. 2. UJ 7. SABC 3. Aus. 8. Gym 4. Gas 9. UNISA 5. FBI 10. NASA (10)

14 Stars in your eyes Activity 11.1 Proper nouns Rewrite the following sentences and provide appropriate proper nouns in the spaces provided. 1. I went to on for a quick check up. 2. My assignment is due on the In, I like to wear jackets from my favourite store,. 4. said that he had lots of work to do. 5. is my teacher and is my school. (8) Activity 11.2 Singular and Plural State the plural form of the following words: 1. Tree 11. toothbrush 2. Fish 12. mother-in-law 3. Deer 13. Grown-up 4. Mouse 14. Bus stop 5. Goose 15. firefly 6. Baby 16. party 7. Tooth 17. guess 8. Woman 18. sock 9. Child 19. fan 10. Box 20. wife (20)

15 Activity 11.3 Comparative Adjectives Rewrite the following sentences and change the word at the end to the correct comparative adjective when used within the sentence. 1. My house is than yours. (big) 2. This flower is than that one. (beautiful) 3. This is the book I have ever read. (interesting) 4. Non-smokers usually live than smokers. (long) 5. Which is the animal in the world? (dangerous) 6. A holiday by the sea is than a holiday in the mountains. (good) 7. It is strange, but often a Coke is than a Fanta. (expensive) 8. Who is the woman on Earth? (rich) 9. The weather this Summer is even than last Summer. (bad) 10. He was the thief of all. (clever) (10) 15 Complex sentences with relative clauses Remember: A Complex Sentence=An independent clause joined by 1 or more dependent clauses. These sentences are linked with the use of a subordinator. Commas should be inserted on either side of a relative clause. The dependant clause is a relative clause when it gives more information about the noun that precedes them. Complex sentences always begin with relative pronouns: WHO When the head noun is human and is the subject of the sentence. The lady, who lives next door, is a good gardener. WHOM When the head noun is human and is the object of the sentence. I saw the man forwhom the car was purchased. I saw the man to whom you lent your car.

16 16 WHICH Used in some writing and formal speech when the head noun is not human. The study, which he refers to, is outdated. The study, to which he refers, is outdated. THAT Used in writing and especially in conversation when the head noun is either human or nonhuman. That is much more common than which. The study that he refers to is outdated. (You cannot say The study to that he refers is outdated.) WHOSE Whose is a possessive relative pronoun that can refer to either a human or nonhuman head noun. The salesman, whose sales are the largest, will earn a bonus. I bought a book whose cover is made of leather. Activity Complexsentences with relative clauses Rewrite the following complex sentences into your books and underline the relative clause within each sentence. Add commas where necessary. 1. Celebrities who have won Oscars usually get paid more in their next role. 2. I met the man to whom an Oscar was allocated for his role in The Notebook. 3. The movie that I had been anxious to see was showing at the cinema yesterday. 4. Willow Sage Hart, who is Pink s daughter, is three years old. 5. Mila Kunis, whose acting career started very early, is now married to Ashton Kutcher. 6. The movie Hunger Games, which originates from a book, was a very good film.

17 17 7. Taylor Swift is friends with Emma Stone with whom she acted in Easy A. 8. The 1969 Ford Anvil Mustang was used in the recent Fast and the furious movie which was the sixth sequel of the film. (8) Activity Complex sentences with relative clauses Fill in the missing word, using either who, whom, which, whose or that. Use each word once. 1. Jennifer Lopez, nickname is J-Lo, sang the Soccer World Cup song in The Oscar for Best Film, starred Brad Pitt, was awarded to 12 Years a Slave. 3. Ashley and Mary Kate, are twins, have acted in many movies together. 4. Jay-Z, Beyonce ismarried, is an internationally recognised hip-hop singer. 5. My friend bought a hat was worn by Pharell Williams in his music video. (5) Activity 11.5 Direct and Indirect Speech Rewrite the following paragraph into your book, exactly as it is written here. Take note of the punctuation marks. When the next sentence starts, begin on a new line. Mike asked, "What are you doing here, Liz? I haven't seen you since June." Liz explained, "I've just come back from my holiday in Ireland." Mike enquired, "Did you enjoy it?" Liz responded, "I love Ireland and the Irish people were so friendly." "Did you go to the Wicklow Mountains?" Mike asked. Liz replied, "It was my first trip. I can show you some pictures. Are you doing anything tomorrow?" Mike explained, "I must arrange a couple of things. But, I am free tonight." Liz suggested, "You should come to my place. What time shall we meet?" Mike said, "I'll be there at eight. Is that alright?"

18 18 Now, convert the paragraph into indirect/reported speech. Root words Many English words derive from Greek or Latin. Have a look at some of these common roots of words. ROOT MEANING EXAMPLE Audio Hear Audible Bio Life Biology Chrono Time Chronology Geo Earth Geography Graph Write Autograph Phono Sound Phonic Photo Light Photograph Mono One Monologue Bi Two Bicycle Tri Three Tricycle Astro Star Astronomy Activity 11.6 Root words Draw the table above into your books and add two more of your own examples for each root. (11) Colon When do we use colons? To indicate that a list, an explanation or an idea is to follow. To introduce a quotation. In script writing (dialogue), a colon follows the speaker.

19 19 Examples Do not capitalize the first item after the colon (unless it's a proper noun). You may be required to bring many things: sleeping bags, pans, utensils and warm clothing. I want the following items: butter, sugar and flour. Avoid using a colon before a list when it directly follows a verb or preposition. Incorrect: The groceries that I need are: butter, sugar and flour. Correct: I need the following groceries: butter, sugar and flour ORI need butter, sugar, and flour. Incorrect: I've seen great artists such as: Barrymore, Guinness, and Streep. Correct: I've seen great artists such as Barrymore, Guinness, and Streep. When listing items one by one, or one per line, following a colon, capitalization is optional. Usually, if the listed ideas are full sentences, we capitalize them. If they are only one or two words, we don t. Examples: I want an assistant who can do the following: a. input data b. write reports c. complete tax forms The following are requested: Wool sweaters for possible cold weather. Wet suits for snorkelling. Introductions to the local dignitaries.

20 Activity 11.7: TheColon Answer the following multiple-choice questions. Rewrite the correct answer into your books Which of these is correct? a) The potion contained: fruit, biscuits and glue. b) The potion contained fruit, biscuits and glue. c) The potion: contained fruit, biscuits and glue. 2. Which of these is correct? a) You have only one choice: leave now while you can. b) You have only one choice leave now while you can. c) You have only one choice. Leave now while you can. 3. Which of these is correct? a) In the bag were: scissors, a hairbrush and her address book. b) In the bag were the following: scissors, a hairbrush and her address book. c) In the bag there were: scissors, a hairbrush and her address book. 4. Which of these is correct? a) My favourite breakfast cereals are: Corn flakes, Frosties and Golden nuggets. b) These are my favourite breakfast cereals: Corn flakes, Frosties and Golden nuggets. c) My favourite breakfast cereals: Corn flakes, Frosties and Golden nuggets. 5. Which of these is correct? a) Our old French teacher used to say: 'Look at the text, lad!' b) Our old French teacher would say: 'Look at the text, lad!' c) Our old French teacher had a favourite saying: 'Look at the text, lad!' 6. Which 2 of these 4 sentences are correctly punctuated? a) I have only one thing to say to you: Get off my land. b) The pot contained: sausages, mushrooms and beans.

21 21 c) My favourite books are: 'On the Road' and 'The Naked Lunch'. d) My teacher used to say this: Always work hard, but not too hard. 7. Which 2 of these 4 sentences are correctly punctuated? a) These are a few of my favourite things: sausages, beans and more sausages. b) For breakfast I would like: sausages, beans and more sausages. c) This would be my favourite breakfast: sausages, beans and more sausages. d) Could you bring me: sausages, beans and more sausages? 8. Which 2 of these 4 sentences are correctly punctuated? a) Give me: mushrooms, cheese, ham and coleslaw. b) I love: mushrooms, cheese, ham and coleslaw. c) I love a huge breakfast: mushrooms, cheese, ham and coleslaw. d) Bring me a huge breakfast: mushrooms, cheese, ham and coleslaw. (11) Activity 11.8 Word forms Change the following verbs and adjectivesinto nouns: a) Responsible b) happy c) educate d) Style e) reduce f) tour g) Foolish h) attend i) kind (9)

22 12. Entering the business world 22 Personal, Demonstrative and Possessive Pronouns Personal pronouns These pronouns refer to a person or people. We use them depending on whether the person/people are: Singular or plural Example: I or we; him or them 1 st person: I, me, us 2 nd person: you 3 rd person: he, she, them Gender Male: he, him Female: she, her Case Subject: I, we Object: me, us Demonstrative pronouns These pronouns are to show or indicate something either: Near in distance (this, these) or Far in distance (that, those) Singular (this, that) or Plural (these, those)

23 23 Possessive pronouns These pronouns demonstrate possession or ownership. We use them depending on whether the person/people who have ownership are: Singular or plural Example: his, theirs 1 st person: mine 2 nd person: yours 3 rd person: hers, theirs, ours Gender Male: his Female: hers Note When do we use I or me? To decide whether to use I or me, leave out the other person and then read the sentence. Sally and I/me will go to the movies. (leave Sally out) I will go to the movies. (correct) Me will go to the movies. (incorrect) Sally and I will go to the movies. Father gave the tickets to John and I/me. (leave out John) Father gave the tickets toi. (incorrect) Father gave the tickets to me. (correct) Father gave the tickets to John and me.

24 Activity 12.1 Pronouns Complete the following multiple choice questions. Rewrite the correct sentence into your book. 1. and Trina attended the awards ceremony this week. a) She b) Hers c) Her 2. Johnny and are colleagues a) mine b) me c) I 3. I told Simon that the book was. a) myself b) mine c) me 4. The guard stopped Heather and at the gate. a) me b) I c) mine 5. Karabo and presented speech with absolute perfection. a) me, our b) I, their c) I, our 6. Do you see signature over there? a) this b) that c) those 7. newspaperfeatures our new brand. a) This b) That c) These 24

25 25 8. Please put the copies on desk in the corner. a) this b) that c) those 9. shoes are hurting my feet. a) This b) Those c) These 10. The boss is a hard working woman many admire a) who b) whom c) which (10) Activity 12.2 Simple present and past tense Rewrite the sentences and change the verbs into simple past tense. 1. I wish that I (know) then, what I know now. 2. I (ride) my bike to work while I (sing) my favourite song. 3. She (spend) most of her time in the room while she (study). 4. I (pay) the bill and (write), Thank you on the slip. 5. He (lose) his key, so he (take) his spare one. (10) Activity 12.3 Active and Passive Voice Change the following sentences from active to passive voice. 1. Children love the rainbow, 2. Granny told us an interesting story. 3. Your mother taught us Mathematics. 4. We all know the facts. 5. Neha s father praised her. 6. Everyone loved Mother Theresa. 7. Rakesh made special Kashmiri tea for everyone. 8. The people crowned him king. 9. Vivian is reading a book. 10. Thandi s grandfather called her to wish her on her birthday. (10)

26 26 Activity 12.4 Direct Speech Rewrite the following, adding in all the necessary punctuation. 1. susan asked is my dress ready for the dance tomorrow night.yes it is ready replied her mom. wow it is wonderful it is so beautiful exclaimed susan. Activity 12.5 Word forms (10) Change the following nouns into adjectives. a) Anger b) beauty c) guilt d) Danger e) kindness f) intelligence g) Luck h) craziness i) ease j) Juice k) happiness l) familiarity (12)

27 Breaking news Activity 13.1 Abstract and Concrete Nouns Rewrite the following sentences. Underline the abstract nouns and circle the concrete nouns. 1. It takes courage to rescue someone from a fire. 2. Lucy was frightened by the explosion. 3. The neighbour had been battling with alcoholism for years. 4. He caused the fire because of his irresponsibility. 5. The man had left the gas on in the kitchen. 6. Lucy experienced sheer terror as she fell to the floor in pain. 7. The fire fighter carried Lucy out with bravery and strength. 8. She looked into his eyes with love and appreciation. 9. The fire fighter was charmed by her beauty. 10. Remember, life is full of joy. (26)

28 Activity 13.2 Prepositions A preposition connects a noun or pronoun to another word in the sentence, showing the relationship between them. Prepositions usually answer the questions where? or when?telling about a person or object s location in either time or space. 28 in since near into on around along after beside with outside for off Preposition Word Bank over through throughout up above around across beyond for inside to at past toward under of during against before behind beneath until within between Add Prepositions to complete the story. Use one of the prepositions from the word bank in each of the blank spaces in the story below. Prepositions can be used more than once, as long as they make sense in the story. Scott s allergies were really severe. This season, he was having a lot of trouble them. He kept on sneezing the tissue that he carried his hand, wherever he went. One day he had to sneeze three times while he was walking the street! His mom decided to take him the doctor. Dr Anderson asked Scott to sit the chair the table. the appointment, Dr Anderson talked to Scott and examined him. He tested the skin Scott s arm to see if it changed colour. He made one row of pin pricks, and then he made another row the first row. the two rows, he touched a Q-tip several places. the bottom of the second row, he

29 29 looked closely for a reaction Scott s skin. After he was done, he told Scott and his mom that Scott was allergic to a flowering tree that was common their area. He gave Scott a prescription medication to try. Scott used to eat his lunch while sitting outside the tree. It was just right for him to lean against. However, he realized he could not do that anymore. Ever since he saw Dr Anderson, Scott spent more time his house until the tree was not flowering. His allergies did not bother him much. Fortunately, there was enough time the tree s flowering cycles when Scott could enjoy some time outside without sneezing. Chronological order Definition: A method of organization in which actions or events are presented as they occur (or occurred) in time. Persuasive and emotive language Persuasive language is defined as presenting reasons and examples to influence action or thought. Effective persuasive writing requires a writer to state an opinion clearly and to supply reasons and specific examples that support the opinion. Emotive language is the deliberate use of strong, emotive words to play on the readers feelings. It s a language that carries strong emotions. Bias and Prejudice Bias: A tendency to believe that some people, ideas, etc. are better than others. This belief usually results in people being treated unfairly. Prejudice: Prejudgment or forming an opinion before becoming aware of the relevant facts of a case. The word is often used to refer to preconceived, usually unfavourable, judgments toward people or a person because of gender, political opinion, social class, age, disability, religion, sexuality, race/ethnicity, language, nationality or other personal characteristics.

30 30 What is the difference between bias and prejudice? Firstly, you can be positively or negatively biased for or against someone/thing, whereas prejudice is, in current usage, always negative. Secondly, prejudice means pre-judging, so it carries the idea of having made your opinion on someone or something without prior knowledge of that person or thing. For example, you may be prejudiced against New Zealanders even though you have never met any, or you had a bad encounter with one New Zealander and decided that all New Zealanders are rude. On the other hand, a bias can be based on a thorough knowledge of a person/thing - for example, one might think that a mother shouldn't judge an art competition in which her son is one of the competitors because she may be biased towards him. Stereotypes Isra Dumisane Anna Paul Rajeev Kun Abigail Look at the pictures of these teens above. As a class, decide which of these teenagers would: 1) Be most likely to become a doctor one day? 2) Be most likely to say that their favourite food was curry? 3) Be most likely to play soccer? 4) Be most likely to have a boyfriend/girlfriend? 5) Be most likely to be a rebel? 6) Be most likely to be the top of the maths class? Stereotypes: A stereotype is used to categorise a group of people. People don't understand that type of person, so they put them into classifications, thinking that

31 31 everyone who is similar, needs to be like that or anyone who acts like their classifications, is one. The stereotype for Goths are black clothes, black make-up, depressed and hated by society. The stereotyped ideas associated with Punks are mohawks, spikes, chains, menace to society, always getting into trouble. Rhetoric devices Rhetoric devices are techniques that an author or speaker uses to convey to the listener or reader a meaning, with the goal of persuading him or her towards considering a topic from a different perspective. They use sentences designed to encourage or provoke a rational argument from an emotional display of a given perspective or action. Types: Logos is the use of logical ideas to appeal to the audience such as facts or statistics. Pathos is an appeal to the audience's emotions. Ethos appeals to the author's credibility. It is an appeal based on the character of the speaker. Rhetoric devices are often used in advertising. Try to find examples of each type of rhetoric device. Which one would be more likely to make you buy a product? Logos, Pathos or Ethos? Activity 13.3 Comprehension Turn to page 132 and 133 of English for Success: Grade 7. Complete the two activities.

32 32 Activity 13.4Word forms Change the following nouns into verbs. a) persuasion b) fright c) terror d) advertisement e) product f) solid g) critic h) punctuation i)electricity

33 To be or not to be... Articles Definite and Indefinite Indefinite Articles: a, an an - used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel sound: an apple, an elephant, an issue, an orange a -used before singular count nouns beginning with consonants (other than a, e, i, o, u):a stamp, a desk, a television, a cup, a book BUT if the first letter of the word is a vowel, but sounds like a consonant, then use a a used car, a useful gadget sounds like y. if the first letter of the word is a consonant, but sounds like a vowel, then use an an honest man sounds like o Definite Article: the Can be used before singular and plural, or countable and non-countablenouns. Anne received the award for bravery. (a specific award) Activity 14.1 Articles Rewrite the following sentences in your books and fill in a, an or the in the spaces shown. 1. Blue Whale can weigh up to 200 tons. 2. I found yellow stone and earring while I was walking on the beach. 3. Go to the supermarket and buy melon and newspaper. 4. If you want to get good marks you should be hardworking student. 5. I wish I could see unicorn.

34 34 6. Wendy wants to buy fridge, washing machine, oven and electric knife for her new house. 7. If you eat orange or lemon a day,you can protect yourself from flu. 8. My mother is angel.she treats me well even if I get bad marks. 9. It's too hot.i want to have ice-cream. 10. My father has Italian and Turkish flag. 11. The teacher wanted answer from the student. 12. Peter is going to have birthday party next Sunday (19) Evaluation paragraphs Topic Sentence The topic sentence is the first sentence in a paragraph. It introduces the main idea of the paragraph. It summarizes the main idea of your paragraph or indicates, to the reader, what the paragraph will be about. I argue that Canada is one of the best countries in the world. Canada has a high standard ofeducation. Students are taught by well-trained teachers and are encouraged to continue studying at university. As a result, Canada is a desirable place to live. Supporting Details Supporting details follow the topic sentence and make up the body of a paragraph.they give details to develop and support the main idea of the paragraph. They should give supporting facts, details, and examples. Canada is one of the best countries in the world. Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. As a result, Canada is a desirable place to live.

35 35 Closing Sentence The closing sentence is the last sentence in a paragraph. It restates the main idea of your paragraph using different words. Canada is one of the best countries in the world. Canada has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at university. As a result, Canada is a desirable place to live. The following words can help you to write a good evaluation paragraph: Criteria for Evaluation good/bad correct / incorrect moral / immoral right / wrong important / trivial Example The use of pesticides such as DDT is bad for the environment. The belief that pesticides must be used is incorrect. The use of pesticides to control pests is immoral because it harms the environment. It is wrong to use pesticides because they harm the environment. The issue of pesticides is an important one because it affects the environment. Recommendation Example suggest recommend advise argue I suggest that pesticides should not be used to control pests. I recommend that pesticides should not be used because they are harmful to the environment. I would advise farmers not to use pesticides if possible. I would argue that pesticides should not be used because they harm the environment. Activity 14.2 Evaluation paragraph Write an evaluation paragraph on What makes a good person? Your paragraph should have between 10-15sentences.

36 36 Activity 14.3 Literal and figurative meaning Complete the following multiple choice questions in your book. Write the question and then write the answer, in full, underneath. 1. 'Cruel kindness" is an example of which type of figurative language? a) Oxymoron b) Hyperbole c) Idiom d) Personification (1) 2. "Absolutely unsure" is an example of which figurative language? a) Idiom b) Oxymoron c) Hyperbole d) Personification (1) 3. "Smart as a whip" is an example of what type of figurative language? a) Personification b) Hyperbole c) Simile d) Metaphor 4. Poetry is a type of writing that uses figurative language to... a) Create images and ideas b) Appeal to the 5 senses c) Appeal to emotions d) All of the above 5. "Hiss" is an example of what type of figurative language? a) Hyperbole b) Onomatopoeia c) Metaphor d) Simile 6. Which of the following sentences does NOT contain an idiom? a) A dog ran after a rabbit. b) Those cards are a dime a dozen. c) Don t count your chickens before they hatch. d) It s raining cats and dogs out there. 7. What does the idiom you catch more flies with honey than vinegar mean? a) Flies like honey and not vinegar. b) It is a waste of time to argue. c) People respond better to kindness. d) It is easier to catch somebody who eats honey. 8. Idioms only make sense if someone takes them, not. a) Literally, figuratively b) Seriously, surprisingly c) Figuratively, literally d) Home, to Grandma s (8)

37 Language 37

38 38 Content Theme 15: People who inspire 40 Activity 15.1: Listen and respond 40 Activity 15.2: Compound and complex sentences 42 Activity 15.3: Compound and Complex Nouns 43 Activity 15.4: Synonyms and Antonyms 44 Activity 15.5: Figuratively speaking 44 Activity 15.6: Adverbs 46 Activity 15.7: Direct Speech Punctuation 46 Theme 16: Read all about it 47 Exercise 16.1: Comprehension 48 Exercise 16.2: Listening 48 Activity 16.1: Word Forms 48 Activity 16.2: Collective Nouns 48 Theme 17: You think you know me 50 Activity 17.1: Poetry Comprehension 51 Activity 17.2: Write an essay 51

39 15. People who inspire 39 Exercise 15.1: Listen and Respond Watch the video on YouTube called, No arms, no legs, no worries! Answer the following questions in your language book. 1. What does inspire mean? (1) 2. What disability does Nicholas James Vujicic suffer from? What characterises this disorder? (2) 3. What life lesson is he trying to instill in the children he is talking to? (2) 4. How does he make people feel more comfortable around him and his disability? (2) 5. Nicholas motivates young girls to avoid eating disorders. If your best friend had an eating disorder, what would you say to them? (3) 6. Who has inspired you to be the best person you can be? It could be anyone from a celebrity, who had to overcome something difficult, to a family member or teacher? Explain how they inspired you. (3) Total: 13

40 40 NOTE: Simple: Easily understood, presenting no difficulty Compound: A thing composed of two or more separate elements Complex: Consisting of many different and connected parts Go back to your Term 3 Language document and revise the work done on Independent and Dependent Clauses Revision: Simple, Compound and Complex sentences What are compound sentences? Compound sentences= 2 independent sentences (simple sentences) joined by a co-ordinating conjunction. Co-ordinators: F: for A: and N: nor B: but O: or Y: yet S: so Co-ordinators are sometimes preceded by a comma. In the following compound sentences, subjects are in yellow, verbs are in green, and the co-ordinators and the commas that precede them are in red. 1. I tried to speak Spanish and my friend tried to speak English. 2. Alejandro was playing football, so Maria went shopping. 3. Katlego cooked dinner, yet Thandi never ate. What are complex sentences? Complex sentences= An independent clause joined by 1 or more dependent clauses. These sentences are joined by subordinators. There are many subordinators, including:

41 41 Conjunctions such as because, since, after, although, when and Relative pronouns such as that, who andwhich. In the following complex sentences, subjects are in yellow, verbs are in green, and the subordinators and their commas (when required) are in red. 1. When he handed in his homework, he forgot to give the teacher the last page. 2. The teacher returned the homework after she noticed the error. 3. The students are studying because they have a test tomorrow. 4. After they finished studying, Juan and Maria went to the movies 5. Juan and Maria went to the movies after they finished studying. 6. The woman, who called my mom, sells cosmetics. 7. The book that Jonathan read is on the shelf. Activity 15.2 Compound and complex sentences Rewrite the following sentences. Underline only the independent clauses and state whether these are simple, compound or complex sentences. 1. We have to go to bed when the clock strikes ten. 2. Jennifer liked William s friend and she also liked his cousin. 3. The big brown dog ran after the blue and red ball. 4. Khanyi and Tebogo rode their bicycles after they ate lunch. 5. Many brave soldiers fought in the war, and they received medals. 6. The drummers played for a long time, but the piano players stopped early. 7. Before the queen rode in the parade, she gave her speech. 8. She dropped the pan and the plate, yet she held on to the spoon. (20) Compound and complex nouns Remember: A compound noun is when two nouns together create a noun on its own. Example: lamp + shade = lamp shade tooth + paste = toothpaste

42 42 ice + cream = ice-cream A complex noun is when a noun and another part of speech together create a new noun. Example: swimming (verb) + pool (noun) = swimming pool under (preposition) + ground (noun) = underground dry (adjective) + cleaning(noun) = dry-cleaning Activity 15.3 Compound and Complex Nouns Rewrite the sentences and fill in compound and complex nouns. State whether they are compound or complex underneath each. 1. I absolutely love from McDonalds. 2. My mom uses her every morning after washing her hair. 3. I used and to remove my nail polish. 4. My is broken, so I cannot type on my computer. 5. Mr Hudson recorded our time on his. 6. I love to go and gallop through the fields.

43 43 7. In, if you get three strikes, you are out. 8. I carried my from the aeroplane to the taxi waiting for me outside. (9) Simple, Compound and Complex Prepositions Simple Prepositions = One word prepositions Example: in, under, above, below, to, towards, opposite, during, beside, across Compound Prepositions = Two word prepositions Example: according to, apart from, due to, far from, as per, except for, left of Complex Prepositions = Three or more word prepositions Example: as far as, in place of, with regard to, in case of, at the risk of, on top of Activity 15.4 Compound and complex prepositions Draw three columns in your book, labelling them simple prepositions, compound prepositions and complex prepositions. Under each heading, give a definition and fifteen examples of each. Activity 15.5 Synonyms and Antonyms Redraw and complete the following table into your books Word Synonym Antonym Example: Lady Woman Man Cold Simple Sleepy Gigantic Unusual

44 44 Delicious Sluggish Petrified Companion Dense Literal and figurative language Literally= Dictionary definition Figuratively= Words used together as a commonly known saying and they mean something other than the dictionary definition. (20) Figures of speech include: 1) All of your Poetic devices: Personification, Similes, Metaphors, Alliteration, Assonance, Onomatopoeia, Hyperbole 2) Idioms and Proverbs Activity 15.6: Figuratively speaking Write a paragraph in your books describing Tom Newby School. Try to use as many figures of speech as possible. You can use them to describe the teachers, your friends or even the school grounds. Your paragraph should be about words. Create a key under your paragraph, matching a colour to all the types of figures of speech and underline each figure of speech you have written in the correct colour.

45 45 Activity 15.6: Adverbs Underline the adverbs and underneath each sentence say whether the adverb used was an adverb of manner, time, place, frequency or degree. 1. He correctly defined the terms. 2. The tomb was awfully still and quiet. 3. The man was dangerously drunk and kept falling on the ground. 4. Our aunt Magnolia, always treats us so well when we visit her. 5. We have to write an exam everyday for a whole week. 6. We did surprisingly well in our exams last year. 7. He did not pass the course as easily as he thought he would. 8. I never ride my bike when I see thunder and lightning. (10) Activity 15.7: Direct speech punctuation Punctuate the following correctly. Mrs Taylor said joshua stop running. butim not running mam caitlyn pushed me replied joshua. caitlyn did you really push him. no mam it was timiel said caitlyn. timiel get down to the office now shouted mrstaylor. it was actually me said kiara. it was me too confessed siphokazi. thats it everyone down to the office now said mrstaylor angrily.

46 Read all about it Ebola may only be present in a few African nations, but fears over the crippling outbreak are infecting economies across the continent and may put its envy-inducing growth prospects at risk, experts said on Monday. "It is as if Ebola was transmissible to countries rather than individuals," Carlos Lopes, executive secretary of the UN Economic Commission told AFP on the side-lines of a forum organised by the OECD in Paris. The outbreak has battered some of the continent's most booming economies and many at the International Economic Forum on Africa fear that at a time when Africa is basking in the glow of galloping growth, the economic infection could spread. The epidemic is centred in mainly three west African nations - Sierra Leone, Liberia and Guinea. Sierra Leone was leading the charge with 13.8% growth expected in 2014 and Liberia was predicting 6.8%, according to figures published by the Organisation for Economic Co-operation and Development. Both nations were bouncing back from bloody conflicts which ended roughly a decade ago - and Guinea was also recovering from a series of political crises - when they were hit by Ebola, which has killed more than people in west Africa since the start of the year. "Today, we would be a bit more confident if Ebola wasn't on our continent," said African Union chief Nkosazana Dlamini Zuma. The three most affected countries, "... are countries that were really turning the corner from having had conflicts and so on and they were doing well." While the Ebola virus has surfaced in only a few African countries, "... the world is only looking at one story line." "It does not mean the rest of Africa is paralysed... there are still a lot of positive things happening," she said. The World Bank warned in September that the "fear factor" of the disease could have potentially catastrophic results on economic growth for many countries in Africa.

47 47 Assignment 16.1: Comprehension 1. Provide a suitable headline for this article. (1) 2. What is Ebola and how is it caused? (2) 3. Who is Nkosazana Dlamini Zuma? (1) 4. In which 3 countries is the Ebola virus mostly prominent? Why is it extremely unfortunate for 2 of these 3 countries to have to deal with this outbreak? (4) 5. Why is the World Bank concerned? (2) Assignment 16.2: Listening comprehension Mrs Taylor will explain this assignment. Total: 10 Activity 16.1: Word forms (Prefixes and Suffixes) Follow the instruction given to find a new form of the word given, by adding a prefix and a suffix. 1. love- change into an adjective 2. comfortable- give the antonym 3. happen- change into past tense 4. history- create a noun which is a person 5. depend- create an abstract noun 6. cultural- change to many different cultures 7. box- change to a plural 8. just- change to a verb 9. dark- change to a verb 10. normal- change to the antonym Total: 10 Activity 16.2: Collective Nouns 1. A of ships. 2. A of geese. 3. A of wolves. 4. A of penguins. 5. A of lions.

48 48 6. A of grapes. 7. A of flowers. 8. A of students. 9. A of singers. 10. A of hens. 11. A of church goers. 12. A of trees. 13. A of cattle. 14. A of stars. 15. A of birds. 16. A of fish. 17. A of puppies. 18. A of apes. 19. A of bees. 20. A of R10 notes. 21. A of experts. 22. A of leopards. 23. A of cards. 24. A of trucks. 25. A of soldiers.

49 49 17.You think you know me? A Stereotype of Me By: Kyle Ezra Kriticos You thought you had me figured out 1 Before you knew my name, Cause you're you and you're not satisfied That I am not the same You'll never change the way I love 5 And you can fight for your dominion But I'm worth a million times the weight Of a dogmatist's opinion And I know that all that you can see Is a stereotype of me 10 All that you thought I'd ever be Is a stereotype of me. Did you ever think that you could see me Past the prejudice you hold? Past the picture you created? 15 And all the things that you were told? Your voice is long since dead to me I won't even be provoked When it hurt you to see me smile The things you said went up in smoke 20 And I know that all that you can see Is a stereotype of me All that you thought I'd ever be Is a stereotype of me.

50 50 Assignment 17.1: Poetry analysis and comprehension Answer the following questions in your language book. 1. What is a stereotype? (1) 2. What message is the writer giving to the person they are talking to? (2) 3. What is the definition of: Dominion Dogmatist (2) 4. But I'm worth a million times the weight of a dogmatist's opinion. This is a hyperbole. Explain how it is a hyperbole and what it means. (2) 5. Find the 2 uses of personification in the fifth stanza and explain them. (4) 6. Do you think people stereotype you sometimes? How do you differ from the label you (3) are given? Total: 14 Assignment 17.2: Write an essay Look at the format of an essay that Mrs Taylor has taught you. Write your own reflective essay consisting of words. The topic is Stereotypes in School. Use facts and objectivity to reflect on this idea. Therefore, you MUST research the topic. Your rubric will be displayed on the board. REMEMBER to use the writing process.