Content. Theme 6: Story time 3. Exercise 6.1: Writing a narrative story 5. Activity 6.1: Compound and Complex nouns 7

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1 Section 1 Theme 6 1

2 2 Content: Content Page no. Theme 6: Story time 3 Exercise 6.1: Writing a narrative story 5 Activity 6.1: Compound and Complex nouns 7 Activity 6.2: Predicate and Object 8 Activity 6.3: Comparison of Adjectives 11 Exercise 6.2: Poetry 12 Activity 6.4: Simple present and Simple past tense 14 Activity 6.5: Literal and figurative meaning 14 Activity 6.6: Punctuation 15 Activity 6.7: Word forms 16

3 3 Writing an essay, whether you find your mind blank or have too many ideas buzzing around, can be difficult. But, here's the key word: Passion. Be driven by passion and anything starts to become interesting and intriguing. Narrative essays provide a great opportunity for students because you can score high marks by telling a good story with passion, without having to focus on or master areas like literary analysis or persuasive writing. Here are 7 easy steps to follow when writing a narrative essay: Brainstorm A narrative essay is, in basic terms, storytelling. It is usually written in the past tense because you relate or write about a story/event that has already happened/taken place. The most important brick of building a story is a plot or storyline. Brainstorm ideas for your plot. Let your imagination guide you. The plot usually involves some sort of conflict. Setting Have some type of setting (A place where your story starts or takes place, at the beginning.) You need to describe the setting - use descriptive words or even figures of speech.

4 4 Characters Build your reader's impression of your characters. How many characters you have is your choice, but it's often best not to try to work in too many characters, particularly if it's a short story. Having a great number of characters will mean you don't get a chance to flesh them out properly. Characterisation: To give the reader the full run-down on your characters, find ways to naturally describe your characters' features, both how they look physically and how they act and feel; include their speech and behaviour in your narrations. Add small details about them to make your reader able to picture them more clearly. Tell the story Let the plot unfold: As you write, describe all the scenarios and characters' actions in such a way that the reader can visualize them. Use sensory words relating to all five senses. Help the reader feel transplanted into the setting. You have to make every word count. Climax Plan your climax, the twist in your story (a death, a secret finally revealed, etc.) Do not introduce the climax right in the beginning or all of a sudden right at the end; prepare your reader slowly for the climax and bring the plot naturally to it. This will keep the reader glued to the final word. As you are building up to your climax, give the reader small hints, but don't give the whole plot away.

5 5 Conclusion Finish up your story. With shorter narrative essays in particular, don't get tied down by an obligation to wrap up every character's storyline or explain their future in detail. It's okay to leave the reader guessing about what happens next, and how the characters turn out. As a writer, leaving your readers satisfied with the plot, but wanting to know more about your characters is the ideal balance. Edit Revise after writing. You'll probably need to read through your work, make proofreading and editing changes, and follow the writing process. Check your written piece against the checklist provided. (Resource: ) Exercise 6.1: Writing a narrative story You are going to write your own narrative story on a past event. NOTE: That would mean that your story will be told in past tense. Topics: 1) An exciting sports event you took part in. 2) A time that you helped a person in need. 3) A time in your life when you made a mistake. 4) A memorable dream you had. 5) A time in your life when you felt incredibly embarrassed. You may only use words and should have 4-6 paragraphs. Follow the writing process and use the 7 steps we spoke about as a guideline.

6 6 Rubric: Peer Assessment Criteria 3 2 1/0 Was the plot WOW! This story had Yes, the story had 1: Story had no climax, it captivating/ did it me hooked from the a climax, however, just ended lead up to a climax? start it could have been a little more captivating 0: I can t understand the ending Characterisation: I really understood a Yes, the writer 1: There is very little written did you have a clear lot about the explained the on characterisation of the understanding of the characters in this characters, characters or it is unclear characters? story however, they could have given a little bit more 0: There is no characterisation information Was the setting in It was so well Yes, I could picture 1: It was described, but not the beginning of the described, that I felt it a little very clearly story described to you? like I was there 0: The setting was not described at all Can you find Yes, the writer Only some senses 1: Only one sense was sensory words in described the story were appealed to appealed to throughout/ the story that using sensory words through sensory some were appealed to, but appealed to all 5 that appealed to all 5 words. it was difficult to understand senses? senses: (heard, smelled, touched, saw, tasted) 0: No senses were appealed to Can you visibly see It seems this person Some editing was 1: The rough draft was that the writer had really revised their done to the rough written, however, it was not planned and edited work thoroughly as I draft edited his/her work? can t seem to fault it 0: No planning done marked this work Total: /15

7 7 The following two assignments will be explained in class: Assignment 1.2: Listening Comprehension Assignment 1.3: Book review Activity 6.1: Compound nouns In English, two nouns are sometimes used together to form a compound noun. Compound nouns are either written: 1) Together Examples: classroom, raincoat, sunglasses 2) With a hyphen Examples: pen-knife, razor-blade 3) Separately Example: table fan, tablet cover Note: A plural is usually formed by adding -s to the main word. Complex nouns A complex noun is formed when a noun is put together with another part of speech. Example: passer-by (noun+preposition) lazy-chair (adjective+noun) Note: A plural is formed by putting the -s after the noun. Activity Compound and Complex nouns Make the noun plural by adding the -s in the correct place. 1. spoonful 6. staircase 2. teacup 7. toy factory 3. carpool 8. dollar note 4. looker-on 9. handbag 5. storeroom 10. son-in-law

8 8 Extension and remediation Write in a journal, every day this should be handwritten, not electronic. ALL journals will be handed in this Friday to be marked. Look at the errors that have been noted in red and attempt to correct them. This will improve your sentence structure, grammar and spelling. Create a personal dictionary at the back of your journal to remind you of words you have spelt incorrectly so that you never make the same mistake again. Once I have marked this once, it will be up to you to remember to hand it in and to take the initiative to improve your writing skills. I will not chase after you.. Activity Compound and Complex nouns Correct the errors wherever the nouns are not correctly pluralised. 1. There were Indian, Chinese and Malay dances troupes in the culture show. 2. We appreciate the comments from the non-members students. 3. Many tapes recorders appear in the market every year. 4. There are several kinds of hairbrush for you to choose from. 5. I wish there were more bedroom in the house. (5) Activity 6.2: Subject, predicate and object Subject: Who or what is doing the action (verb) Object: Who or what the subject is doing the action to. Predicate: everything after the subject, including the verb. Let s look at this sentence: The digglebingles repluted the pickles. Can you work out the subject, verb and object of this sentence even though it makes no sense?

9 9 Subject Predicate Verb Direct object The aliens destroyed the planet The rats ate the food The princess kissed the frog The griffs grobulated the grobs Subject Predicate Linking verb Adjective or subject compliment noun The aliens were killers The rats are hungry The princess is beautiful The griff was grobsome However, sometimes we have another object within sentences that don t relate directly to the subject. These are indirect objects. Subject Predicate Verb Indirect object Direct object The aliens sent the people smoke signals. The rats ate the dinosaur s peaches. The princess gave the prince a letter. The griffs wobted the grof s rogreem.

10 10 Activity 6.2 Predicate and object Rewrite the following sentences, in your book. Underline the subject in one colour and the predicate in another colour. Once you have done this, circle the direct object. NB: Remember: sometimes sentences don t have a direct object. 1. The prince gave her a beautiful diamond ring. 2. The ogre forgot his watch in the slime. 3. Didn t you hear the crow last night? 4. She had oats and yoghurt for breakfast this morning. 5. The king announced his speech to the community. 6. The rabbit beat the hare in the race. 7. The leprechaun became angry when she arrived. 8. The Queen of hearts went to Wonderland last year. 9. Don t run in the corridor! 10. Have you ever seen a Loch Ness Monster? (30) Dual use of some nouns Be careful of dual category nouns. These nouns can be both countable and uncountable, depending on how we use them. Examples: We buy a box of chocolates (countable) or a bar of chocolate (non-countable). We ask: How much time? (time = non-countable) But How many times? (times as in occasions = countable).

11 11 Activity 6.3: Comparison of Adjectives COMPARATIVE FORM: Remember! When we compare two things, we add the suffix er after, or we add the word more before the adjective. SUPERLATIVE FORM: When we compare three or more things, we add the suffix est after, or we add the word most before the adjective. 1 st Degree 2 nd Degree/ Comparative Form 3 rd Degree/ Superlative Form My friend is clever and beautiful. My friend is cleverer and more beautiful than me. Out of the group of friends, she is the cleverest and most beautiful Activity 6.3 Comparison of adjectives Rewrite the following sentences and change the word in brackets into the correct form. 1. Peter is the (naughty) boy in the class. 2. Thandi s mark was (low) than Craig s. 3. That painting is the (beautiful) out of the two. 4. I have a (less) amount to spend at tuck than you 5. Dad had the (many) points at the end of the game. 6. Andre is the (artistic) in his class (6)

12 12 Oswald Mtshali Oswald Mtshali is a South African poet. He has written in both Zulu and English. He studied at Columbia University. He now lives in Soweto. Mtshali s poetry reflects his harsh experiences under the apartheid regime. He observed, with a bitter eye, the grimy beer halls, the crowded trains, the slum housing and the harsh working conditions that made up the lot of black Africans in South Africa. His bitterness finds expression in brilliantly controlled lines etched with an acid irony. Mtshali s poetry is remarkable for its evocative imagery, and his confident and unexpected similes have a rich emotional impact. Exercise 6.2 Poetry Read the questions below. Then, read the poem and answer the questions. 1. Who are these men? (1) 2 Where are these men going? (1) 3. a) Which one of the following words describes Oswald Mtshali s feelings towards the (3) men? Frustration, compassion, annoyance, sympathy, hatred, empathy b) Why do you say so? (2) 4. Why does Oswald Mtshali say that the train is going nowhere? (1) 5. a) What does oppression men? (1) b) How is oppression related as a theme in this poem? (1) 5. a) Quote the simile in stanza 2. (2) b) Explain this simile. (2) 6. Which figures of speech are used in these lines and what do they mean? a) Line 3. (2) b) Line 16 and 17. (2) c) Line 20. (2) (20)

13 13 Men in chains The train stopped 1 at a country station, Through sleep curtained eyes I peered through the frosty window, and saw six men: 5 men shorn of all human honour like sheep after shearing bleating at the blistering wind, Go away! Cold wind! Go away! 10 Can t you see we are naked? They hobbled into the train on bare feet, wrists handcuffed, ankles manacled 15 with steel rings like cattle at the abattoirs shying away from the trap door. One man with a head shaven clean as a potato whispered to the rising sun, 20 a red eye wiped by a tattered handkerchief of clouds, Oh! Dear Sun! Won t you warm my heart With hope? 25 The train went on its way to nowhere.

14 14 Activity 6.4: Simple present tense and Simple past tense Paste a copy of this table in your book and complete the activity. PRESENT TENSE PAST TENSE FUTURE TENSE I sing Yesterday I sang Tomorrow I will sing I forget to make my bed Yesterday... Tomorrow... Yesterday you sat on the chair Yesterday... Tomorrow you will drive my car I go to the shops Yesterday... Tomorrow... Yesterday I ate a burger Yesterday... Tomorrow... Tomorrow it will fly Activity 6.5: Literal and Figurative Meaning Activity 6.5.1: Literal and figurative meaning Write the following words in your book and give a definition of each: a) Literal meanings b) Figurative meaning c) Emotive language

15 15 Activity 6.5.2: Literal and figurative meaning Write the following idioms into your book and draw a picture for the literal meaning and a picture for the figurative meaning into your books: a) a) The apple doesn t fall far from the tree b) It s raining cats and dogs Activity 6.6: Fill in the punctuation marks Rewrite the following sentences adding any punctuation marks needed. 1. Are john mark and katlego coming today (2½) 2. Look out shouted philani (2½) 3. Jack couldnt believe i said that to him (1½) 4. Are you sure she said that would be really kind of you (3) Total: 9 ½

16 16 Activity 6.7 Word forms Complete the following sentences by using the correct form of the word in the brackets. Rewrite the whole sentence into your books, underlining the word that has been modified. a) Exercise helps to... the muscles. (strength) b) Each girl longed for... (victorious) c) I... that the Irish girl will win (prediction) d) We would like to... the winner. (congratulations) e) Now a... girl has taken the lead. (difference) f) As usual, the...is tough. (competitive) g) The study of the mind is called... (psychological) h) I would like to... you with the latest methods. (acquainted) i) The parade around the Olympic Stadium was a magnificent... (spectacular) j) The gold medal is reserved for the... winner. (triumph)