ENGLISH GRADE 7 TERM 3

Transcription

1 ENGLISH GRADE 7 TERM 3

2 2 THEME NOUNS... 6 Activity 1: Nouns... 7 ADVERBS... 7 Activity 2: Adverbs... 8 ADJECTIVES... 8 DEGREES OF COMPARISON... 8 Activity 3: Adjectives... 9 Activity 4: Degrees of Comparison... 9 CLAUSES... 9 Activity 5: Clauses ADJECTIVAL CLAUSES Activity 6: Adjectival Clauses ADVERBIAL CLAUSES Activity 7: Adverbial Clauses NOUN CLAUSES Activity 8: Noun Clauses RELATIVE CLAUSES Activity 9: Relative Clauses COMPOUND AND COMPLEX SENTENCE Activity 9: Compound and Complex Sentences SYNONYMS, ANTONYMS AND HOMOPHONES ABBREVIATIONS Activity 10: Abbreviations PUNCTUATION: ELLIPSIS Activity 11: Punctuation QUESTIONNAIRES Activity 12: Questionnaires... 21

3 3 THEME Activity 13: Proper Nouns Activity 14: Singular and Plural Activity 15: Degrees of Comparison DIRECT SPEECH INDIRECT SPEECH Activity 16: Direct Speech Activity 17: Indirect Speech ROOT WORDS COLON Activity 18: Colon APOSTROPHE Activity 19: Apostrophe INTERVIEWS THEME PRONOUNS Activity 20: Personal Pronouns Activity 22: Possessive Pronouns Activity 23: Reflexive Pronouns Activity 24: Relative Pronouns Activity 25: Demonstrative Pronouns SIMPLE TENSES Activity 26: Tenses ACTIVE AND PASSIVE VOICE Activity 27: Active and Passive Voice AGENDA AND MINUTES THEME PREPOSITIONS... 43

4 4 Activity 28: Prepositions NEWSPAPER ARTICLE Activity 29: Writing a newspaper article Activity 30: Newspaper Article THEME ARTICLES Activity 31: Articles EVALUATION PARAGRAPHS LITERAL AND FIGURATIVE MEANING TYPES OF SENTENCES SENTENCES TYPES DESCRIPTIVE ESSAY Activity 32: Figures of Speech NARRATIVE ESSAY THEME COMPLEX NOUNS Activity 1: Complex Nouns DEGREES OF COMPARISON Activity 2: Degrees of Comparison PREPOSITIONS Activity 3: Prepositions COMPOUND AND COMPLEX SENTENCES Activity 4: Compound and Complex Sentences Activity 5: Punctuation LITERARY TEXT - DRAMA Activity 6: Macbeth ORAL PRESENTATIONS THEME

5 5 COLLECTIVE NOUNS Activity 7: Collective Nouns FINITE VERBS Activity 8: Finite Verbs DIARY ENTRY Activity 9: Writing a Diary Entry THEME AUXILIARY VERBS Activity 10: Auxiliary Verbs ROMEO AND JULIET Activity 11: Romeo and Juliet... 72

6 6 THEME 1 NOUNS What is a noun? A noun is a part of speech that is used to name a person, place, thing, quality, or action. Different types of nouns: TYPE OF NOUN DENIFINITION Common nouns Proper nouns Collective nouns Abstract nouns Concrete nouns Compound nouns Countable nouns Uncountable nouns Singular nouns Plural nouns Names things that are around us e.g. table, book, window Name of a person, place or thing e.g. John, BMW, London Describes a group of things or people as a unit e.g. herd, flock An idea, event, quality, or concept that cannot be perceived through our senses e.g. freedom, love, courage, fear Name something recognizable through one of the senses (they can be seen, heard, touched, smelt or tasted) e.g. house, dog Two or more nouns combined to form a single noun e.g. sister-inlaw, schoolboy, fruit juice Can occur as a singular or plural form. In plural, these nouns can be used with a number - they can be counted e.g. 5 friends, 10 chairs, houses, boys Can only be used in singular. They cannot be counted e.g. rice, water, coffee A noun that is only one item e.g. book, pencil, tree, car A nouns that is many e.g. books, pencils, trees, cars ( add s)

7 7 Activity 1: Nouns UNDERLINE THE NOUNS IN EACH SENTENCE AND STATE THE TYPE OF NOUN THAT HAS BEEN USED. 1. The man was trying to steal a horse with a cart full of apples. 2. William Shakespeare was a famous writer from England. 3. The troupe of dancers performed for the crowd of spectators. 4. She felt immense pride and joy when she won the competition. 5. My brother-in-law put the fish tank in the bathroom. 6. I have five pens, several books and an eraser. 7. The milk was expired and could not be consumed, so they ate the rice. 8. The men caught many fish during their trip. 9. The boy flew the kite, but it got stuck in the tree. ADVERBS What are adverbs? An adverb is a word that modifies verbs, adjectives and other adverbs. What are the different types of adverbs? Most adverbs tell you how and when something is done. In other words, they describe the manner or time of an action. Here are some examples: He speaks quietly - quietly is an adverb of manner how? We'll leave tomorrow - tomorrow is an adverb of time when? Adverb of manner: An adverb of manner tells us how something is done or happens. Most adverbs of manner end in ly such as happily, sadly, slowly, quickly. Adverb of time: An adverb of time tells us when an action happened/happens e.g. yesterday, tomorrow, now, later, two weeks ago.

8 8 Activity 2: Adverbs UNDERLINE THE ADVERB IN EACH SENTENCE AND STATE WHICH TYPE OF ADVERB IT IS. 1. Today I must phone Sally to enquire about our homework. 2. Tim played the violin beautifully. 3. The group of friends went to watch the movie last week. 4. Sarah spoke softly because she was losing her voice. 5. James coughed loudly to attract her attention. 6. I have to leave for my meeting now. 7. The child ran happily towards his mother. 8. Simon waited patiently for the doctor to arrive. 9. Jenna visits his mother once a week. 10. Karin angrily replied to the comment. ADJECTIVES What are adjectives? An adjective is a word which modifies a noun or a pronoun. Example: He has a beautiful car - beautiful is an adjective, which modifies the noun car (it gives more information about the noun car.) Adjectives may come before a noun: Example: He found a brown (adjective) cat (noun). Adjectives may also come after certain verbs: Example: Johnny (noun) is intelligent (adjective). The garden lights (noun) are beautiful (adjective). DEGREES OF COMPARISON Adjectives can be used for comparison: Comparative: New York is bigger than Paris. (compares 2 things) Superlative: This is the strongest student in the class. (compares more than 2 things)

9 9 Activity 3: Adjectives REWRITE THE SENTENCES BELOW AND UNDERLINE THE ADJECTIVES. 1. It was a long, boring wait until I was finally called in for the interview. 2. The arrogant man behind the brown desk asked me several questions. 3. His questions were difficult, but I answered them with ease. 4. I was nervous during my interview. 5. I shook his strong, powerful hand and left the room. Activity 4: Degrees of Comparison UNDERLINE THE CORRECT DEGREE OF COMPARISON IN EACH SENTENCE. 1. Not everyone agrees that she is (pretty, prettier, prettiest) than her sister. 2. Can an elephant be (tall, taller, tallest) than a giraffe? 3. That pond is the (shallow, shallower, shallowest) in this area. 4. That has to be the (interesting, more interesting, most interesting) film I have seen. 5. Of the two paths, this is (short, shorter, shortest) to get there. 6. He is easily the (bad, worse, worst) player in the team. 7. The second half of the play was (little, less, the least) exciting. 8. What is (far, farther, the farthest) distance you have ever run? CLAUSES What is a clause? A clause is a group of words that consists of a subject and a predicate. There are two major types of clauses: Independent clauses Dependent clauses Clauses can be classified as: 1. The main clause/independent clause: Has a subject and predicate.

10 10 This is the main idea of the sentence. It is able to stand on its own and make complete sense. Example: The van came to a halt after it had run out of petrol. 2. The subordinate clause/dependent clause: This part of the sentence always has a verb, but cannot stand alone in a sentence. It depends on the main clause for its meaning. A comma often separates the main clause from the subordinate clause. Look at some examples of subordinate conjunctions: after, before, as, because, that, if, when, whenever, where, whereas, although, whether, until, while, once, since, than, unless, why, however. Example: While it was moving, the man jumped out of the car. Activity 5: Clauses UNDERLINE THE MAIN CLAUSE IN EACH SENTENCE BELOW: 1. I went to the mall, but forgot to buy the vegetables. 2. I planted flowers because I liked them. 3. When I picked up the flower, a bee stung me. 4. My mom will take us to the park if we are good. 5. Since my mom is having a nap, my dad is reading a book. ADJECTIVAL CLAUSES What is an adjective clause? An adjective clause (also called an adjectival clause) is a dependent clause which modifies a noun and usually begins with a relative pronoun which, that, who, whom, whose. In an adjectival clause sentence, the introductory word serves as the subject. Examples: Students who work hard get good grades. The adjective clause who work hard modifies the noun students.

11 11 The book which you lent me is very interesting. The adjective clause which you lent me modifies the noun the book. Activity 6: Adjectival Clauses UNDERLINE THE ADJECTIVAL CLAUSE IN EACH SENTENCE. 1. The man who is standing there is a secret agent. 2. The writer who won the Nobel Prize is from Colombia. 3. Fast food, which most people love, is not very healthy at all. 4. My uncle, who is a farmer, lives in the countryside. 5. Leila, whose father is a famous poet, invited me to her birthday party. ADVERBIAL CLAUSES What is an adverbial clause? An adverb clause (also called an adverbial clause) is a dependent clause (or subordinate clause) which functions as an adverb. They usually begin with the subordinating clause: if, though because, since, after, although, when, whenever, before, so that. They can be used in any part of the sentence. Activity 7: Adverbial Clauses UNDERLINE THE ADVERBIAL CLAUSE IN EACH SENTENCE. 1. When you reach home, call me. 2. Put the games away so that you can eat your dinner. 3. I will give you a chocolate if you clean your room. 4. I had to watch because Jamie was playing basketball. 5. Before I go to bed, I brush my teeth.

12 12 NOUN CLAUSES What is a noun clause? A noun clause is a dependent clause that acts as a noun. Remember, that a noun names a person, place, thing or idea. They begin with words such as: how, whom, which, whoever, whomever, who, why. A noun clause can function as a subject and an object Activity 8: Noun Clauses UNDERLINE THE NOUN CLAUSE IN THE SENTENCES BELOW: 1. Whoever thought of this idea, is a genius. 2. Choose a gift for whomever you want. 3. Whichever restaurant you choose, will be fine with me. 4. It is important to realise why we make certain decisions. 5. On the weekends, we can play whatever game we want to. RELATIVE CLAUSES What are relative clauses? A relative clause is a subordinate clause that modifies a noun or a noun phrase. Example: The man who is smoking is the murderer The noun the man is modified by the relative clause who is smoking. Relative clauses give essential information to define or identify the person or thing we are talking about. Relative clauses can be introduced by: A relative pronoun: who, whom, which, that, whose. How to use relative clauses: They are used to provide extra information. This information can either: define something (defining clause) Example: The girl who is standing there is a world champion in karate.

13 13 Or provide unnecessary, but interesting information (non-defining clause). Example: Michael Jackson, who was a famous singer, died of an overdose. Activity 9: Relative Clauses UNDERLINE THE RELATIVE CLAUSE IN THE SENTENCES BELOW: 1. The man who is standing there is a famous writer. 2. The camera, which cost five thousand rand, was stolen. 3. This is the dog that bit my brother. 4. The fruit, which I bought on Monday, are all rotten. 5. The girl, whose father is an artist, drew a beautiful picture. COMPOUND AND COMPLEX SENTENCE What is a simple sentence? A simple sentence is one independent clause that has a subject and a verb and expresses a complete thought. Example: 1. Joe went to the store. 2. Sarah and Jessie are going swimming. What are compound sentences? Compound sentences = 2 independent sentences (simple sentences) joined by a co-ordinating conjunction. Some conjunctions have a comma before them. Co-ordinating conjunctions: F for A and N nor B but O or Y yet S so

14 14 Examples: 1. I tried to speak Spanish and my friend tried to speak English. 2. Alex 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 subordinating conjunctions. These include: after, before, as, because, that, if, when, whenever, where, whereas, although, whether, until, while, once, since, than, unless, why, however. They can appear in the beginning or middle of a sentence. Examples: 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. Activity 9: Compound and Complex Sentences UNDERLINE THE CONJUNCTION IN EACH SENTENCE AND STATE IF IT IS A COMPOUND OR COMPLEX SENTENCE. 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. Since they had no homework, they decided to go to the movies. 4. Khanyi and Tebogo rode their bicycles after they ate lunch. 5. Many soldiers fought in the war, so they received medals for bravery. 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. 9. When I grow up, I want to be a ballerina. 10. Bobby was delighted when he got a part in the play, although it was a small one.

15 15 SYNONYMS, ANTONYMS AND HOMOPHONES WORD MEANING: Synonyms are words that have the same or very similar meaning. Examples: Beautiful Brave Bright Delicious Interesting attractive, gorgeous, dazzling, ravishing, graceful, elegant, stunning courageous, fearless, heroic, valorous, bold, gallant, valiant. shiny, gleaming, sparkling, shimmering, radiant, vivid, luminous. scrumptious, palatable, delightful, enjoyable. gripping, enthralling, spellbinding, captivating, appealing. Antonyms are words that have opposite meanings. Examples: Add Subtract Wild Tame Present Absent Tidy Messy Birth Death Homophones are words that are spelt the same or sound the same, but have a different meaning e.g. ate eight Book - to reserve a hotel room or a table at a restaurant Change - to replace the clothes you are wearing with another outfit Cool - chilly in temperature Book pages bound together with a cover Change money given back after a purchase Cool someone/something trendy or popular

16 16 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 first letters of the name to form a new word. Example: NASA - National Aeronautics and Space Administration SARS - South African Revenue Service 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: this is a group of letters, each pronounced separately, used as an abbreviation for a name or expression. Example: DVD Digital Video Disk USA - United States of America UK - United Kingdom 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. Example: Mon. - Monday Fri. - Friday Apr. - April Oct. - October 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. Example: phone telephone fridge - refrigerator

17 17 Activity 10: Abbreviations WRITE OUT THESE ABBREVIATIONS AND STATE THE TYPE OF ABBREVIATION. 1. DIY 2. Dec. 3. ETA 4. SABC 5. Mr. 6. Gym 7. Gas 8. UNISA PUNCTUATION: ELLIPSIS 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. An ellipsis is exactly three full stops with a space in between each... 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 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

18 18 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. 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 11: Punctuation PUNCTUATE THE PASSAGE USING CAPITAL LETTERS, FULL STOPS, COMMAS, APOSTROPHE one night percy was driving home through a thick fog it was frightening to drive in such conditions suddenly percy saw two bright spots of light appear in front of the car then they disappeared percy realized that he had just seen a cat he had not seen the cats body but its eyes had reflected the light coming from the cars headlights this experience gave percy an idea over the next few months he spent hours experimenting in his workshop he designed round glass studs that reflected the light from a cars head-light percy shaws invention is used throughout the world today they are called cat eyes QUESTIONNAIRES What Is a Questionnaire? A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, computer or post.

19 19 Questionnaires provide a relatively cheap, quick and efficient way of obtaining large amounts of information from a large sample of people. Data can be collected relatively quickly because the researcher would not need to be present when the questionnaires were completed. This is useful for large populations when interviews would be impractical. However, a problem with questionnaire is that respondents may lie due to social desirability. Most people want to present a positive image of themselves and so may lie or bend the truth to look good, e.g., pupils would exaggerate revision duration. How to Create a Questionnaire? Determine what you want to learn from conducting your questionnaire. Think of questions that will help you get the information you needed. Write clear and simple questions to avoid confusion and bias. Creating Questions: 1. Decide what you want to learn from administering your questionnaire. Ask yourself what data you require and how you will use it. This will help you come up with useful questions, as well as the order in which you will ask them. Ideally, the questionnaire will be short, so decide which of your goals are essential and which might be unnecessary. 2. Plan questions that will help you get the information you need. Begin with a broad span of questions, then narrow them down until each one relates to your goals in some way. Keep questions and answers simple, using as few words as possible. You may want to rely on open-ended questions, closed-ended questions, or a mix of the two. 3. Use closed-ended questions to gather specific answers. Closed-ended questions have a specific range of options respondents can choose from. These questions may be yes-or-no questions, true-or-false questions, or questions that ask the respondent to agree or disagree with a statement. Closed-ended questions may look like open-ended questions, but will have only a few options respondents can use to answer. Closed-ended questions might look like these:

20 20 "Have you shopped here before?" "If so, how often do you shop here?" (This question would have a few explicit answers from which respondents could choose--"once a week" to "once a month," for instance). "How satisfied were you with your experience today?" (Likewise, this question would have limited responses--"very satisfied" to "very dissatisfied") "Would you recommend this store to a friend?" 4. Use open-ended questions to solicit feedback. Open-ended questions solicit answers that you may not anticipate, and do not have a specific range of answers to choose from. Open-ended questions are a chance for respondents to communicate their specific experience or expectations. Such questions might look like these: "How will you use your purchase?" "Where else do you normally shop?" "Who referred you to this store?" Open-ended questions are good for clarifying a previous answer--"why do you feel this way?" 5. Ask questions in such a way as to avoid confusion and bias. Avoid leading questions especially because they indicate that the asker is looking for a certain answer and will limit what answers your responders are comfortable supplying. You may consider asking the same question in different ways, which may reduce overall respondent bias and give you a better chance of finding the person's true opinion on a given topic. Questions should be worded so as to maximize clarity. Confused respondents will skew your data, so questions should be as understandable as possible.

21 21 EXAMPLE OF A QUESTIONNAIRE Activity 12: Questionnaires 1. What is the best thing about school? My friends My teacher Recess Lunch Learning new things 2. The best movie I saw was What is your favourite type of class party? Pizza Ice-cream Pyjama Other 4. I prefer (chocolate or vanilla) Chocolate Vanilla 5. I like (dogs or cats) better. Dogs Cats 6. Finish this sentence: I'm really good at...

22 22 7. If I were an animal, I would be a... Lion (strong and bold) Monkey (fun and curious) Peacock (pretty and particular) Bird (free and chipper) Rabbit (fast and cuddly) 8. I prefer (crayons, colour pencils, markers, just a pencil) when asked to colour something. Crayons Colour Pencils Markers Just a pencil 9. I like all the following kinds of toys/stationary: Jewellery Notepads Fun pens/pencils Stickers Puzzles Mazes/Colouring Books 11. I think making friends is easy. (Rate on a scale from 1-4 with 1 being super easy and 4 being extremely hard).

23 23 Super Easy Pretty Easy Kind of Hard Extremely Hard Making friends is... Making friends is... Super Easy Making friends is... Pretty Easy Making friends is... Kind of Hard Making friends is... Extremely Hard Questionnaire for parents:

24 24 UNDERLINE THE PROPER NOUNS IN EACH SENTENCE. 1. Agatha Christie wrote many mystery books. 2. Cleopatra is the cutest kitten that I have ever seen. 3. My brother and I love Oreo cookies. THEME 2 Activity 13: Proper Nouns 4. Let s go to New York for the July holiday. 5. Mr. Bell, the Science teacher, set a very difficult test. 6. I can see Jupiter and Mars with the telescope. Activity 14: Singular and Plural STATE THE PLURAL FORM OF THE FOLLOWING WORDS 1. wife 2. fish 3. deer 4. mouse 5. goose 6. baby 7. tooth 8. woman 9. child 10. firefly Activity 15: Degrees of Comparison USE THE CORRECT ADJECTIVE FORM IN EACH SENTENCE. 1. Elephants are said to be the world s (large) mammal. 2. The adult elephants were the (troublesome). 3. It was the (unusual) request I had ever heard. 4. There were two (largest) herds on the farm. 5. Your elephants are the (happy) elephants I have ever known, said the tourist. DIRECT SPEECH Direct speech quotes exactly what someone says.

25 25 What a person says/said, is given within quotation marks You have to give the exact words of the person. E.g. Sarah says, I love strawberries! E.g. I bought a new dress, said Jane. Add a comma after the introductory verb e.g. says, or said, If the person speaking, appears at the end of the sentence, then the comma must be placed before the closing inverted comma e.g. I need, said Jane. Quotation marks must be used to open and close the speech ( ) A capital letter must begin the direct speech. A full stop, or exclamation mark or question mark must end the sentence (./!/?) In direct speech, each new speaker must begin on a new line. INDIRECT SPEECH Indirect speech is when you report what a person has said. Many changes occur when we convert direct speech into indirect speech. The changes are as follows: Remove the comma and add the word that. Take away all quotation marks. Change all pronouns. Check your tense. Add the word if or whether to questions. Keep present tense sentences in present tense e.g. says E.g. Anna says, I love the smell of roses. Anna says that she loves the smell of roses. All sentences with the word said, will move one stage back in tense. E.g. Joe said, I am feeling tired. Joe said that he was feeling tired. Activity 16: Direct Speech ADD QUOTATION MARKS TO THE SENTENCES BELOW TO MAKE THEM DIRECT SPEECH.

26 26 1. The boy said I pledge not to buy wildlife souvenirs. 2. The man said I have started my fight against wildlife trade. 3. Linda said tigers need their fur to keep warm. 4. Sam said elephants use their tusks for digging. 5. Bongi said all animals belong in the wild. Activity 17: Indirect Speech CHANGE THE DIRECT SPEECH SENTENCES TO INDIRECT SPEECH. 1. Shane said, Sharks need their fins to swim. 2. The boy said, I want to help the animals. 3. Mom said, I do not want a pet iguana. 4. Roman said, I will not wear fur or leather clothing. 5. Lee said, Animals should not be hunted. ROOT WORDS A root word is a basic word with no prefix or suffix added to it. A prefix is a string of letters that go at the start of a word. A suffix is a string of letters that go at the end of a word. By adding prefixes and suffixes to a root word we can change its meaning. 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 Geo Earth Geography Mono One Monologue Bi Two Bicycle Tri Three Tricycle COLON

27 27 COLON Introduces a list of items. Example The following are harmful to our planet: pollution, poaching and global warming. Introduces a quotation. Example Nelson Mandela said: It was a long walk to freedom. Used in script writing (dialogue or plays). A colon follows the speaker. Jason: Where did you go? Ben: I went to look for the boat. Activity 18: Colon INSERT THE COLON WHERE NECESSARY IN THE SENTENCES BELOW. 1. He wanted to see three cities in Italy Rome, Florence and Venice 2. She kept repeating I really want that car! 3. Here are three states that begin with M Michigan, Mississippi and Maine. 4. This house has everything I need two bedrooms, a backyard and a garage. 5. I have several favourite genres of movies drama, science fiction and mystery. APOSTROPHE The apostrophe has two functions: to show contraction and possession. What is a contraction? A contraction refers to a shortened form of a word, syllable, or word group, created by omission of internal letters which are replaced by an apostrophe. Examples: Full Forms Contracted forms

28 28 I am you / we / they are she / he is she / he is not I / you /we / they have I will I do not he does not I did not I have not I had not I cannot I could not I'm you / we / they're she / he's she / he isn't I / you /we / they've I'll I don't he doesn't I didn't I haven't I hadn't I can't I couldn't I will not I would not I should not I must not There is where is who is I won't I wouldn't I shouldn't I mustn't There's where's who's What is possession? Possession means ownership of a noun.

29 29 Examples: The family s house singular noun - s The boys scooters plural noun s Hercules strength was legendary. s do not add another s if the word/name ends in s Children s rights plural word add s Plural dates do not take an apostrophe e.g. 1800s Abbreviations do not take an apostrophe e.g. CEOs Possessive pronouns do not take an apostrophe e.g. ours Activity 19: Apostrophe FILL IN THE APOSTROPHE WHERE IT IS NECESSARY. 1. The girls bag was locked in the classroom. 2. The students books were on the table. 3. Marks house was very neat and tidy. 4. I cant believe what I just saw happen. 5. Children shouldnt eavesdrop on any conversation. INTERVIEWS As a student, after graduation, you will be looking for a job? What can you expect during the job interview? The interview questions that managers ask candidates will typically be focused on why you are interested in the job and why the company should hire you. Even if you have limited work experience, you can still answer these kinds of interview questions well. Review these entry level interview questions and sample answers. Consider how you would answer, so you're ready to respond during the job interview. How to Prepare for the Interview

30 30 Research the company. Before the interview, do some research on the company. Review the About Us section of the company website to get a sense of their mission and company culture. If you know someone who works at the company, you might ask them a bit about the company too. This will help you answer questions about the company, and why you are a good fit for the organization. Review the job description. Read the job listing before your interview to get a sense of what skills and qualities the employer is looking for in a candidate. At least some of the interview questions will be about whether or not you have these skills. The interviewer might even ask for examples of times you demonstrated those skills and qualities. Use examples from outside of work. When thinking of examples of times you demonstrated particular skills or qualities, you can use examples from work and non-work experiences. For example, you can draw on experiences from school or extracurricular activities. You can also draw on work experiences even if they are not directly related to the job. As long as you can show you have the qualities and skills for the position, any of these kinds of examples will work. Prepare questions to ask the interviewer. Along with preparing answers to common interview questions, you should also prepare questions to ask the interviewer. Prepare questions that will give you more information on the job and company, while also further highlighting your qualities, skills, and experience. Sample of interview questions and answers: 1. Why did you select your college or university? 2. How would you prepare for important tests or exams? 3. What college subjects did you like best? Why? 4. What college subjects did you like least? Why? 5. Describe situations where you have used your leadership skills. 6. Describe your most rewarding college experience. 7. If I were to ask your professors to describe you in three words, what would they be?

31 31 8. What was your biggest challenge as a student, and how did you handle it? 9. Do you think that your grades are a good indication of your academic achievement? 10. Did you prefer working independently or in groups on school projects? 11. What extra-curricular activities have you participated in? 12. What was your greatest strength as a student? 13. How has your college experience prepared you for a career? Questions about your work experience: 1. Have you completed any internships? What did you gain from the experience? 2. Tell me about your work experience. How has it prepared you for a career? 3. Have you accomplished something you're proud of at work? 4. What major problems have you encountered at work and how did you deal with them? 5. What have you learned from your mistakes? Questions about You: 1. What is your greatest weakness? 2. What is your greatest strength? 3. How do you handle stress and pressure? 4. How would you describe yourself? 5. How do you think a friend or professor who knows you well would describe you? 6. What motivates you? 7. What accomplishments are you the most proud of? Why? 8. Why should I hire you? Questions about the Future: 1. What do you see yourself doing five years from now? 2. What do you see yourself doing ten years from now? 3. How do you plan to achieve your goals? 4. What are you looking for in your next job? What is important to you? Questions about the Company and the Job: 1. What do you know about our company? 2. What interests you about this job? 3. Why do you want to work here?

32 32 4. If you were hiring a college graduate for this job, what qualities would you look for? 5. What do you think it takes to be successful at this company? 6. What can you contribute to our company? 7. What new ideas do you think you can bring to this company? 8. In what kind of work environment are you most comfortable? 9. Are you willing to travel? 10. How do you feel about working evenings and weekends? 11. Is there anything I haven't told you about the job or company that you would like to know? Fun Interview ideas for you and your family:

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34 34 THEME 3 PRONOUNS What are pronouns? Pronouns are words that substitute a noun or another pronoun. Types of pronouns: Personal pronouns (I, you, he, she, it, we, they) Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, themselves) Possessive pronouns (mine, yours, his, hers, ours, theirs) Demonstrative pronouns (this, that, those, these) Relative pronouns (who, which, that, whose) What are personal pronouns? A personal pronoun, is used as a substitute for proper and common nouns. Examples John is a doctor - He is a doctor The laptop is on the desk - It is on the desk A subject pronoun is used when the pronoun is the subject of the sentence. Activity 20: Personal Pronouns FILL IN THE PERSONAL PRONOUN TO REPLACE THE NOUN WITHIN BRACKETS 1. often reads books. (Leila) 2. is watching TV. (Alan) 3. is green. (the dress) 4. are on the wall. (the pictures) 5. is running. (the cat) 6. are watching TV. (my sister and I) 7. is driving his car. (John)

35 35 Personal pronouns Possessive pronouns Reflexive pronouns I mine myself you yours yourself he his himself she hers herself it its itself we ours ourselves you yours yourselves they theirs themselves Possessive Pronouns: What are possessive pronouns? Like its name suggests, a possessive pronoun indicates ownership. Possessive pronouns do not contain apostrophes. A possessive pronoun is used to avoid repeating information that has already been made clear. These useful pronouns make sentences less confusing, mine, yours, his, hers, ours, theirs. Activity 22: Possessive Pronouns FILL IN THE POSSESSIVE PRONOUN IN EACH SENTENCE. 1. This puzzle belongs to me. It is. 2. The eraser must be returned to you because it is. 3. John claimed the prize, so it is. 4. Lee lost her book. The book was. 5. We bought a radio for our group, so the radio is. 6. They bought a skateboard, so the skateboard is.

36 36 What are reflexive pronouns? Reflexive pronouns are used when the object is the same as the subject. Examples: myself, yourself, himself, herself, itself, ourselves, themselves For example, in the sentence "he hurt himself", he and himself refer to the same person. Reflexive pronouns are also used for emphasis. In this case, they are referred to as intensive pronouns. For example, in the sentence "I spoke to the president himself", the speaker emphasizes that he spoke to the president personally NOT somebody else. "I always do my homework myself. Nobody helps me." "He never does his homework himself. The teacher always helps him." In the above examples, the reflexive/intensive pronouns can be removed without changing the meaning. Activity 23: Reflexive Pronouns FILL IN THE REFLEXIVE PRONOUN IN EACH SENTENCE. 1. He blames for what happened. 2. You might cut. 3. We will enjoy in the party. 4. He made a cup of coffee for. 5. Jeff was talking to. 6. Tammy did the job by. 7. Every morning I look at in the mirror. 8. The president announced the news. 9. The students were able to handle the situation. 10. The kitten groomed. What are relative pronouns? A relative pronoun is a pronoun that introduces a relative clause within a complex sentence. The relative pronouns are who, whom, which, whose, and that. Example:

37 37 Mike found the keys that he had lost. that is a relative pronoun which introduces the relative clause that he had lost. Relative pronouns: who - subject or object pronoun for people They caught the lady who killed her baby. which - subject or object pronoun I read the book which is on the table. which - referring to a whole sentence They were unsuccessful which is disappointing. whom - used for object pronoun for people, especially in non-restrictive relative clauses (in restrictive relative clauses use who) The boy whom you told me about got the best grades in mathematics. that - subject or object pronoun for people, animals and things in restrictive relative clauses (who or which are also possible) I like the vase that is over there. Activity 24: Relative Pronouns JOIN THE TWO CLAUSES WITH A RELATIVE PRONOUN. 1. The lady is a visitor of a patient. She is dressed like a doctor. 2. She bought a pair of running shoes. She could use it for jogging. 3. That is the man. His car was stolen last night. What are demonstrative pronouns? Demonstrative pronouns are words that show which person or thing is being referred to. The demonstratives are this, that, these, and those.

38 38 In the sentence: This is my brother this is a demonstrative Use of demonstrative pronouns: Demonstratives differ according to: distance: near or far, number: singular or plural. Here are the main distinctions: This modifies or refers to singular nouns that are near to the speaker. That modifies or refers to singular nouns that are far from the speaker. These modifies or refers to plural nouns that are near to the speaker. Those modifies or refers to plural nouns that are far from the speaker. Demonstratives Singular Plural Near Far This - - That - - These - - Those - - Activity 25: Demonstrative Pronouns FILL IN THE DEMONSTRATIVE PRONOUN FOR EACH SENTENCE. 1. was my mother s ring. 2. looks like the car I used to drive. 3. are nice shoes, but they look uncomfortable. 4. look like riper than the apples on my tree. 5. is my pencil case. 6. Are your shoes?

39 39 SIMPLE TENSES Tenses are forms of a verb that show the time. There are three main tenses: present, past, and future. Past tense: used to refer to something that happened or existed in the past. The past tense is also called the simple past. Examples: My grandfather played in a football team. I ate a big spicy piece of pizza for my breakfast. Present tense: used to refer to something that happens or exists now. The present tense is also called the simple present. Examples: The heart pumps blood through the body. Dogs bark. Future tense: refers to something that has not happened at the time of speaking. The future tense makes use of the words will and shall. Examples: I will call you. We shall have a discussion in three days. Activity 26: Tenses REWRITE THE SENTENCES BELOW AND CHANGE THEM TO SIMPLE TENSE USING THE VERB WITHIN BRACKETS AS A GUIDE. 1. We finished our final exam in an hour. (present tense) 2. Alexander Bell invents the telephone in (past tense) 3. I arrive before noon. (future tense) 4. He does not speak a word of English. (past tense) 5. The police recaptured the escaped prisoner three months later. (present tense) 6. Some birds sleep by day and hunt by night. (future tense)

40 40 ACTIVE AND PASSIVE VOICE Active Voice: In the active voice, the subject performs the action. For example: The country mouse visited the town mouse. Passive Voice: In the passive voice, the subject receives the action. For example: The town mouse was visited by the country mouse. Activity 27: Active and Passive Voice REWRITE THE SENTENCES IN THE PASSIVE VOICE. 1. The boy writes poems. 2. The girl drove the blue car. 3. They have collected enough money. 4. They will open a new restaurant. 5. The guard watched the prisoner. AGENDA AND MINUTES Meeting minutes provide an important record of proceedings, whether it s for a corporate staff meeting, a board meeting or an informal committee meeting. Being able to quickly take notes keeps meetings on track and provides a clear summary to those who weren t able to attend. Agenda: The agenda is a formally written list of things that will be discussed at a meeting. Chairperson: The chair is the person who runs the meeting. They are usually of a higher stature within the company. They take the lead role in decision making and drawing up final conclusions. They will also run the agenda of the meeting and allow people to speak in turn.

41 41 Agenda of Meeting Date: 11 May 2018 Time: 14h00 Place: Room 29, Tom Newby School Purpose: How to raise money for the Grade 7 Farewell. Attendees: Mrs. A Singh Grade 7 representatives Chairperson (Mrs V Naidoo) Agenda Items: 14h00-15h00: 15h00-15h20: 15h20-15h30: 15h30-15h35: Welcome and introduction of topic by chairperson. Brainstorm ideas. Finalise ideas with reasons for each. End of meeting. Minutes: Minutes of a meeting are the written record of a meeting or hearing. They typically describe the events of the meeting, starting with a list of attendees, a statement of the issues considered by the participants and related responses or decisions for the issues. Minutes of Meeting Date: 11 May 2018 Time: 14h00 Purpose: How to raise money for the Grade 7 Farewell Attendees: Mrs A Singh Mrs V Naidoo Grade 7 Representatives: Lee Smith, Camryn Naidoo and Bongi Nkosi. Absentees: None Discussion

42 42 Lee: Camryn: Bongi: Sell cupcakes to raise money. Sell a raffle to parents. Have a civvies day. Conclusion: Mrs A Singh and Mrs V Naidoo decided to go with two ideas: the civvies day and the cake sale. The reps will draw up posters to advertise for the two events for these events. They will get shops like PnP to get sponsorship of the cupcakes. Parents can also sponsor the cupcakes. These cupcakes will be sold at R5 each. The sale will be held by the tuckshop during break. The councillors will sell the cupcakes. The civvies day can be held on the last day of Term 3. It will cost R5 per learner. The money will be collected by the homeroom teachers. Adjournment of meeting: Meeting ended at 15h30.

43 43 THEME 4 PREPOSITIONS Are words that show the relationship of one thing to another They refer to place, position time manner or reason They usually appear before nouns and pronouns The following table contains rules for some of the most frequently used prepositions: Prepositions Time English Usage Example on days of the week on Monday in at months / seasons time of day year after a certain period of time (when?) for night for weekend a certain point of time (when?) in August / in winter in the morning in 2006 in an hour at night at the weekend at half past nine since from a certain point of time (past till now) since 1980 for over a certain period of time (past till now) for 2 years ago a certain time in the past 2 years ago before earlier than a certain point of time before 2004 to telling the time ten to six (5:50) past telling the time ten past six (6:10) to / till / until marking the beginning and end of a period of time from Monday to/till Friday

44 44 till / until by in the sense of how long something is going to last in the sense of at the latest up to a certain time He is on holiday until Friday. I will be back by 6 o clock. By 11 o'clock, I had read five pages. Prepositions Place (Position and Direction) English Usage Example in at on room, building, street, town, country book, paper etc. car, taxi picture, world meaning next to, by an object for table for events place where you are to do something typical (watch a film, study, work) attached for a place with a river being on a surface for a certain side (left, right) for a floor in a house for public transport for television, radio in the kitchen, in London in the book in the car, in a taxi in the picture, in the world at the door, at the station at the table at a concert, at the party at the cinema, at school, at work the picture on the wall London lies on the Thames. on the table on the left on the first floor on the bus, on a plane on TV, on the radio by, next to, beside left or right of somebody or something Jane is standing by / next to / beside the car. under on the ground, lower than (or covered by) something else the bag is under the table

45 45 below over above across through to lower than something else but above ground covered by something else meaning more than overcoming an obstacle getting to the other side higher than something else, but not directly over it getting to the other side (also over) getting to the other side something with limits on top, bottom and the sides movement to person or building movement to a place or country for bed the fish are below the surface put a jacket over your shirt over 16 years of age climb over the wall walk over the bridge a path above the lake walk across the bridge swim across the lake drive through the tunnel go to the cinema go to London / Ireland go to bed into enter a room / a building go into the kitchen / the house towards movement in the direction of something (but not directly to it) go 5 steps towards the house onto movement to the top of something jump onto the table from in the sense of where from a flower from the garden Activity 28: Prepositions FILL IN THE PREPOSITIONS IN EACH SENTENCE BELOW. 1. I prefer to read the library. 2. He climbed up the ladder to get the attic. 3. Please sign your name the dotted line you read the contract. 4. Go the stairs and the door.

46 46 5. He swam the pool. 6. Take your brother you. 7. I received a present Janet. 8. School begins Monday. DEFINITIONS: SENTENCE LEVEL Chronological order: A method of organisation 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: The deliberate use of strong, emotive words to play on the readers feelings. It s a language that carries strong emotions. 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. 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,

47 47 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: 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 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. NEWSPAPER ARTICLE The key elements of a Newspaper article are: 1. Headline Catches your attention Sums up the story

48 48 2. By-line Writer s name Writer s Specialty, e.g. sports, food, crime, current events 3. Place line Where the story begins 4. Lead The opening section Gives most important information Should answer most of the 5 W s 5. Body Supplies detail Most important details come first Simple true statements 6. Quotation What someone actually said Adds accuracy Adds an at the scene feeling

49 49 News Report An example Headline Jim Day, Staff Reporter Wed. Feb 25, 2009 CAR THIEF CAUGHT TRAPPED IN TARGET VEHICLE By-line (name of author) Place line CANBERRA - A bungling Australian car thief was nabbed after accidentally locking himself in the vehicle that he was trying to steal on Wednesday. Police were called to a house in Adelaide after two thieves were heard trying to steal a car. On arrival, they were surprised to find a 53-year old man hiding inside the vehicle. "The man, while breaking into the car, had locked himself in the car and couldn't get out," South Australian police said, adding that a second thief was found hiding in nearby bushes. Lead Body Quotation catches reader interest, most important info introduces topic answers most of the 5W s Activity 29: Writing a newspaper article Write your own newspaper article on an exciting event that happened at your school. Your story must be words long. Follow the format above. Follow the writing process.

50 50 Activity 30: Newspaper Article ANSWER THE QUESTIONS BASED ON THE NEWSPAPER ARTICLE 9. What is cyber bullying? 10. What did the authors of this study say would happen, if the evidence found was ignored? 3. What percentage of participants believed that cyber bullying had increased over the past 2 years? 4. Name five different types of cyber bullying incidents which have been reported. 5. What effects does cyber bullying have on a young person s mental health? 6. What would you do if you were being bullied? 7. Why do you think young people bully others?

51 51 THEME 5 ARTICLES 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-countable nouns. Anne received the award for bravery (a specific award). Activity 31: Articles REWRITE EACH SENTENCE AND FILL IN THE CORRECT ARTICLE. 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.

52 52 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 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 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. 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. Closing Sentence The closing sentence is the last sentence in a paragraph. It restates the main idea of your paragraph using different words.

53 53 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. LITERAL AND FIGURATIVE MEANING Literal language is used to mean exactly what is written. It is the dictionary meaning of the words that are used. This is referred to as denotation. Example: It was raining heavily, so I took the bus home. In this example of literal language, the writer means to explain exactly what is written: that he or she chose to take the bus home because of the heavy rain. Figurative language is used to mean something other than what is written, something symbolic, suggested, or implied. This is referred to as connotation. Poets often used figurative language to give multiple possible meanings to their poems. Example: It was raining cats and dogs, so I rode the bus. In this example of figurative language, cats and dogs were really not falling from rain clouds, instead, the rain felt so heavy and large that it was almost as if small animals were falling from the sky! TYPES OF SENTENCES Simple Sentence: a sentence that has only one clause. Compound Sentence: a sentence with two or more clauses joined by a coordinating conjunction. Coordinating Conjunctions: for, and, nor, but, or, yet, so. Complex Sentence: two or more clauses joined with a subordinating conjunction. Subordinating Conjunctions: as, because, although, since, before, when, once, if, that, whatever, whenever, during, until, unless, wherever, whether, while, as if, even if.

54 54 SENTENCES TYPES DESCRIPTIVE ESSAY Description is used often, to create atmosphere and mood: films do this visually, writers do this with words. Writing a descriptive essay is very different to narrative essays. Instead of telling a story, these essays focus on one topic and describe it in full detail. Descriptive essays: Describe someone/something to allow the reader to experience the topic vividly Create a picture in words Choose words and expressions carefully to achieve the desired effect Use images of sight, sound, hearing, taste and touch Use figures of speech

55 55 Read the following descriptive essay on Carnival Rides. Notice that it is not a story about Johnny visiting Gold Reef City, it is describing carnival rides as a whole. Carnival Rides I have always been fascinated by carnival rides. It amazes me that average, ordinary people eagerly trade in the peacefulness of the ground for the chance to be tossed through the air like vegetables in a food processor. It amazes me that at some time in history, someone thought that people would enjoy this, and that person invented what must have been the first of these terrifying machines. For me, it is precisely the thrill and excitement of having survived the ride that keeps me coming back for more. My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that intimidating monstrosity spinning the life out of its sardine-caged occupants, I was dumbstruck. It was huge, smoky and noisy. Ever since that initial impression became fossilized in my imagination many years ago, these rides have reminded me of mythical beasts, amazing dinosaurs carrying off their screaming passengers like cows lining up at the abattoir. Even the droning sound of their engines brings to mind the great roar of a firebreathing dragon with smoke spewing from its exhaust-pipe nostrils. The first ride on one of these fantastic beasts gave me an instant rush of adrenaline. As the death-defying ride started, a lump in my throat pulsed like a misplaced heart ready to walk the plank. As the ride gained speed, the resistance to gravity built up against my body until I was unable to move. An almost faint pause as the wheel reached the top of its climb allowed my body to relax in a brief state of normalcy. Then there was an assault of stomach-turning weightlessness as the machine continued its rotation and I descended back toward the earth. A cymbal-like crash vibrated through the air as the wheel reached bottom, and much to my surprise I began to rise again. Each new rotation gave me more confidence in the churning machine. Every ascent left me elated that I had survived the previous death-defying fall. When another nervewracking climb failed to follow the last exhilarating descent and the ride was over, I knew I was hooked. Physically and emotionally drained, I followed my fellow passengers down

56 56 the clanging metal steps to reach the safety of my former footing. I had been spared, but only to have the opportunity to ride again. My fascination with these fantastic flights is deeply engrained in my soul. A trip on the wonderful Ferris wheel never fails to thrill me. Although I am becoming older and have less time, or less inclination, to play, the child-like thrill I have on a Ferris wheel continues with each and every ride. This essay is reproduced with the permission of its author, Elisabeth McCarthy. No part of this essay may be reproduced. Activity 32: Figures of Speech All the highlighted phrases in the above text are examples of figures of speech. Can you name the figures of speech? NARRATIVE ESSAY Narrative Essay: When you write a narrative essay, you are telling a story. Narrative essays should therefore be written in the past tense because you relate or write about a story/event that has already happened/taken place. Often, sensory details are provided to get the reader involved in the elements and sequence of the story. Write in the first person. Since it's your story, use "I" in your sentences.

57 57 ENGLISH GRADE 7 TERM 4

58 58 THEME 1 COMPLEX NOUNS A compound noun is when two nouns together create a noun on its own. Example: lamp + shade = lamp shade tooth + paste = toothpaste 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

59 59 dry (adjective) + cleaning(noun) = dry-cleaning Activity 1: Complex Nouns CHOOSE FROM THE LIST OF NOUNS GIVEN TO MAKE COMPUND AND COMPLEX NOUNS 1. Fund (A driver, B seat, C raiser) 2. News (A paper, B story, C travels) 3. Sun (A day, B glasses, C heat) 4. Child (A hood, B ren, C play) 5. Door (A frame, B handle, C way) 6. The full looked enormous as it rose over the horizon. (A moon, B sun, C sunset) 7. I m going to the barber for a. (A trim, B new style, C haircut) 8. They re digging a new swimming in the park. (A suit, B pool, C game) 9. I would love to learn to pilot an (A boat, B aeroplane, C submarine) 10. Sherrie is upset because she lost an. (A input, B earring, C friendship) DEGREES OF COMPARISON Activity 2: Degrees of Comparison REWRITE EACH SENTENCE AND CHANGE THE WORD AT THE END TO THE CORRECT COMPARITIVE ADJECTIVE. 1. My house is than yours. (big) 2. This flower is than that one. (beautiful)

60 60 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) PREPOSITIONS 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 3: Prepositions UNDERLINE THE PREPOSITION IN EACH SENTENCE AND STATE THE TYPE OF PREPOSITION. 1. The bird sat on top of the tree. 2. The couch is next to the window. 3. On account of the weather, the match was cancelled. 4. He sat in front of the television and did his homework. 5. He ran towards the goal post

61 61 COMPOUND AND COMPLEX SENTENCES Activity 4: Compound and Complex Sentences UNDERLINE THE INDEPENDENT CLAUSE IN EACH SENTENCE. 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. Activity 5: Punctuation Punctuate the following correctly. Mrs Taylor said joshua stop running but im 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 mrs grey. it was actually me said kiara. it was me too confessed siphokazi. thats it everyone down to the office now said mrs grey angrily. LITERARY TEXT - DRAMA Shakespeare William Shakespeare (26 April April 1616) was an English poet and playwright, widely regarded as the greatest writer in the English language. Shakespeare was born and

62 62 brought up in Stratford-upon-Avon. At the age of 18, he married Anne Hathaway, with whom he had three children: Susanna, and twins, Hamnet and Judith. Shakespeare produced most of his known work between 1589 and His early plays were mainly comedies and histories. He then mainly wrote tragedies until about 1608, including Hamlet, King Lear, Othello, and Macbeth, considered some of the finest works in the English language. His plays remain highly popular today and are constantly studied, performed, and reinterpreted in diverse cultural and political contexts throughout the world. Five reasons why Shakespeare s work is still relevant today? 1. His plays touch on timeless themes such as love, friendship and vengeance. Consider Romeo and Juliet. The idea of two lovers doomed to separation due to their feuding families. 2. The characters are fallible and real. Example, Hamlet s character struggles with the death of his father or Macbeth who comes to grief due to ambition. 3. His plays are full of quotable quotes. Although the gibberish of the Elizabethan language is difficult to understand, certain quotes are highly respected and relevant in modern times. 4. Repository of commonly used phrases and words today. Shakespeare is the most quoted writer in the Oxford dictionary. Some quotes are said so often, we forget who said it first, like the world is your oyster or to thine own self be true 5. He gave voice to the marginalised in society. Shakespeare was forward thinking even though women were not even allowed to perform on stage during these times, his women characters (played by men) were critical roles with his plays. Stories from Shakespeare by Geraldine McCaughrean Geraldine McCaughrean has won many awards for her brilliant versions of classic texts. Here she retells the ten Shakespearean plays that children are most likely to come across: Romeo and Juliet, Henry the Fifth, A Midsummer Night's Dream, Julius Caesar, Hamlet, Twelfth Night, Othello, King Lear, Macbeth and The Tempest. Written in stirring, colourful prose, this book makes a terrific introduction to Shakespeare and makes complex plots easy to follow.

63 63 Macbeth Characters: Macbeth Banquo Fleance (Banquo s son) King Duncan Donalbain (Duncan s son) 3 witches- Hecate (Queen of all witches) Lady Macbeth Malcolm (Duncan s son) Macduff (Thane of Fife) Plot King Duncan s generals, Macbeth and Banquo, encounter three witches on a bleak Scottish moorland on their way home from battle. The women prophesy that Macbeth will be given the title of Thane of Cawdor and then become King of Scotland, while Banquo s heirs shall be kings. The generals want to hear more, but the weird sisters disappear. Duncan creates Macbeth, Thane of Cawdor, in thanks for his success in the recent battles and then proposes to make a brief visit to Macbeth s castle. Lady Macbeth receives news from her husband of the prophecy and his new title and she vows to help him become king by any means she can. Macbeth s return is followed almost at once by Duncan s arrival. The Macbeths plot together and later that night. Macbeth kills the King and his guards. Lady Macbeth leaves the bloody daggers beside the dead king. When the murder is discovered, Duncan s sons, Malcolm and Donalbain flee, fearing for their lives, but they are nevertheless blamed for the murder. Macbeth is elected King of Scotland, but is plagued by feelings of guilt and insecurity. He arranges for Banquo and his son, Fleance to be killed, but the boy escapes the murderers. At a celebratory banquet Macbeth sees the ghost of Banquo and disconcerts the courtiers with his strange manner. Lady Macbeth tries to calm him, but is rejected.macbeth seeks out the witches and learns: The visored helmet means war There is a blood stained child Someone s child will be king Macbeth will be safe until Birnham Wood comes to his castle

64 64 They tell him that he need not fear anyone born of woman The Scottish succession will come from Banquo s son Macbeth embarks on a reign of terror and many, including Macduff s family are murdered, while Macduff himself has gone to join forces with Malcolm. Malcolm and Macduff decide to lead an army against Macbeth. Macbeth feels safe in his remote castle at Dunsinane, until he is told that Birnam Wood is moving towards him. The situation is that Malcolm s army is carrying branches from the forest as camouflage for their assault on the castle. Meanwhile, Lady Macbeth, paralysed with guilt, walks in her sleep and gives away her secrets to a listening doctor. She kills herself as the final battle commences. Macduff challenges Macbeth who, on learning his adversary is the child of a Caesarean birth, realises he is doomed. Macduff triumphs and brings the head of the traitor to Malcolm who declares peace and is crowned king. Themes: 1. Greed: Macbeth and Lady Macbeth were greedy in their chase for royalty, which damned them in the end. 2. Betrayal: The more Macbeth betrayed those around him, the more trouble he caused for himself. Activity 6: Macbeth 1. What country is Macbeth set in? (1) 2. Give a brief character sketch of both Macbeth (before the killing of King Duncan) and Lady Macbeth. (6) 3. What 3 things did the witches call out to Macbeth in the beginning of the play? (3) 4. Did Macbeth and Lady Macbeth regret killing King Duncan? (2) 5. Who was framed for his murder? (2) 6. Why did Macbeth want to kill Banquo and his son, Fleance? (2) 7. What happened at the coronation banquet? (3) 8. Who else suspected Macbeth was guilty? How did Macbeth silence this man? (2)

65 65 9. Name six of the witches prophecies during the second visit Macbeth made and explain how they came true. (12) 10. Explain the theme of greed in this play. (2) ORAL PRESENTATIONS How to write a speech Preparing for a speech is one of the best ways to ensure you give an effective presentation. Try these tips to help you prepare: Choose your topic and brainstorm ideas: Don't try to put too many ideas into your speech - you have a time limit. You want people to believe that you know what you're talking about so you will need to do some research. Use the library or the Internet to do research. A good idea is to speak about what you are passionate about. Use quotes to enhance your speech. FOLLOW THESE EASY STEPS: STEP 1: WRITE YOUR SPEECH: Get the attention of your audience. Nobody likes to be bored so find an interesting way to start your speech. It is a good idea to end your speech with a good conclusion - leave people feeling excited and that's what they'll remember about your speech. STEP 2: SAY IT: After you've written your speech, it's time to practice saying it. Say it out aloud. You can't just mumble to yourself! You must practice reading your speech like you're really talking to a group. Remember to time yourself.

66 66 STEP 3: DELIVER IT Once you have written your speech, and you've practiced reading it aloud, it's time to present your work. Here are some tips to remember as you present your final product: SLOW IT DOWN Many people experience stage fright when called upon to speak publicly. The result can be racing through your speech without pausing. Try to speak slowly and clearly in a voice that is loud without shouting. KEEP IT LIVELY While it s important to speak slowly enough that people will hear what you have to say, it's also important to speak with enough emotion and feeling that people will want to listen. Practice speaking with conviction. Include some pauses and emphasize your key points with your voice. MAKE EYE CONTACT Look up from your cue cards whenever you can. Your goal is to engage your audience and make them feel as if you are addressing them personally. If you feel nervous, one trick is to look out at your audience as if you re making eye contact, but don t actually look at anyone directly.

67 67 THEME 2 COLLECTIVE NOUNS Activity 7: Collective Nouns FILL IN COLLECTIVE NOUNS FOR THESE GROUPS: 1. A of ships. 2. A of geese. 3. A of wolves. 4. A of penguins. 5. A of lions. 6. A of grapes. 7. A of flowers. 8. A of students. 9. A of singers. 10. A of hens. FINITE VERBS A finite verb is a verb that can be used to make a complete sentence. It can stand by itself as the main verb in a sentence. A finite verb has a subject, tense and number. A finite verb can be one word or it may be more than one word. E.g. The girl (subject) rode (past tense verb) a (number) horse. The boys (subject) ride (present tense verb) horses (number). Activity 8: Finite Verbs 1. The teacher encouraged the learners to study for their test. 2. The students were asked to submit their assignment on Friday. 3. The doctor is attending to the sick patient.

68 68 4. The dog wagged its tail. 5. The children ran outside for break. DIARY ENTRY Format of a Diary Entry: 20 July 2018 Dear Diary Activity 9: Writing a Diary Entry Write a diary entry about how you felt at a camp/an amusement park/during a holiday.

69 69 THEME 3 AUXILIARY VERBS Auxiliary verb (helping verb): These verbs help another verb, to make a complete sentence. Examples: is, are, was, were, am, has, had, have, etc. Activity 10: Auxiliary Verbs 1. I will go to Chicago after I finished my work here. a) has b) have c) had 2. She playing the piano when I entered her room. a) was b) is c) has 3. The patient - died before the doctor came. a) has b) did c) had 4. you ever been to Kashmir? a) were b) have c) had

70 70 5. That is what he not seem to understand. a) did b) does c) has 6. They say that they would pay up. a) does b) do c) did 7. I will call you when dinner ready. a) is b) was c) has 8. She asked where I - going. a) am b) was c) have 9. you know where John lives? a) have b) do c) does ROMEO AND JULIET Characters: Romeo Mercutio Benvolio Friar Lawrence Juliet Juliet s nurse Juliet s parents Tybalt

71 71 Plot: On a hot morning, fighting by young servants of the Capulet and Montague families is stopped by the Prince, who tells them that the next person who breaks the peace will be punished with death. Romeo, and his friends Benvolio and Mercutio, hear of the party going to held at the Capulet s house and decide to go in disguise. Romeo hopes he will see his adored Rosaline, but instead he meets and falls in love with Juliet. Juliet s cousin Tybalt recognises the Montagues and they are forced to leave the party, just as Romeo and Juliet have each discovered the other s identity. Romeo lingers near the Capulet s house and talks to Juliet when she appears on her balcony. With the help of Juliet s Nurse the lovers arrange to meet the next day at the cell of Friar Lawrence when Juliet goes for confession, and they are married by him. Tybalt picks a quarrel with Mercutio and his friends, and Mercutio is accidentally killed, as Romeo intervenes to try to break up the fight. Romeo pursues Tybalt in anger, kills him and is banished by the Prince for the deed. Juliet is anxious that Romeo is late meeting her and learns of the fighting from her Nurse. With Friar Lawrence s help it is arranged that Romeo will spend the night with Juliet before taking refuge at Mantua. To calm the family s sorrow at Tybalt s death Juliet s parents arrange Juliet s marriage to Count Paris. Capulet and his wife are angry that Juliet does not wish to marry Paris, not knowing of her secret contract with Romeo. Friar Lawrence helps Juliet by providing a sleeping potion that will make everyone think she s dead. Romeo will then come to her tomb and take her away. When the wedding party arrives to greet Juliet the next day, they think she is dead. The Friar sends a colleague to warn Romeo to come to the Capulet s family monument to rescue his sleeping wife, but the message doesn t get through and Romeo, hearing instead that Juliet is dead, buys poison in Mantua.

72 72 He returns to Verona and goes to the tomb where he surprises and kills the mourning Paris. Romeo takes the poison and dies just as Juliet awakes from her drugged sleep. She learns what has happened from Friar Lawrence, but she refuses to leave the tomb and stabs herself, as the Friar returns with the Prince, the Capulet s and Romeo s father. The deaths of their children lead the families to make peace, promising to erect a monument in their memory. Themes: 1. Love: the star-crossed lovers, were two people in love, however, circumstances prevent them from being together. In this case it was Romeo and Juliet who were not allowed to be together due to their families feud with one another. 2. Tragedy: Two young lovers lose their lives. 3. Romance: Love at first sight. Love against all odds. Activity 11: Romeo and Juliet Questions: 1. Who is Romeo in love with in the beginning of the play? (1) 2. Who is vocally unhappy about the Montague's presence at the Capulet's party? (1) 3. Why does Friar Lawrence agree to marry Romeo and Juliet in secret? (2) 4. Explain in detail how Mercutio is killed. (4) 5. What is Romeo s punishment for killing Tybalt? (1) 6. Romeo was worried that Juliet would not love him anymore. Does she forgive him? (1) 7. How do Lord and Lady Capulet attempt to cheer up their grieving daughter? (1) 8. Friar Laurence has a plan to ensure Romeo and Juliet live happily ever after. Explain this plan. (3) 9. Why does this plan not work out? (1) 10. Explain the theme of tragedy in this play. (2)