Page no. Theme 1: Being a teen 3. Activity 1.1: Nouns 3. Activity 1.2: Simple Sentences 6. Activity 1.3: Revision Comprehension 8

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1 LANGUAGE 1

2 2 Content: Content Page no. Theme 1: Being a teen 3 Activity 1.1: Nouns 3 Activity 1.2: Simple Sentences 6 Activity 1.3: Revision Comprehension 8 Theme 2: Creative Minds 9 Activity 2.1: Compound and Complex nouns 9 Activity 2.2: Borrowed words 10 Theme 3: The Gift of the Gab 10 Exercise 3.1: Drama 10 Activity 3.1: Pronouns 15 Activity 3.2: Subject and Predicate 16 Activity 3.3: Finite Verbs 18 Activity 3.4: Synonyms and Antonyms 19 Activity: 3.5: Idioms and Proverbs 20 Theme 4: Book worms 22 Activity 4.1: Degrees of Comparison 22 Activity 4.2: Future, Present and Past Tense 24 Activity 4.3: Homonyms, Homophones and Homographs 25 Activity 4.4: Idioms and Proverbs 29 Assessment 3:Comprehension and Language (not in document) Theme 5: Attention to Detail 30 Activity 5.1: Prefixes, Suffixes and Root words 30

3 3 Activity 1.1: Nouns What is a Noun? A noun is a word used to name a person, animal, place, thing, or an abstract idea. Nouns are usually the first words which small children learn. 1. Common Noun A common noun refers to a person, place or thing in a general sense. Example: The people in the bus were driving towards town. 2. Proper Noun When written, a proper noun begins with a CAPITAL letter because it represents the name of a specific person, place or thing. The names of days of the week, months, historical documents, institutions, organisations, religions, their holy texts, etc. are proper nouns. Example: Paul ran down Baker Street with his Nike trainers on. Activity 1.1.1: Common and Proper Nouns In your books, divide your page into two columns. Label one side Common nouns and the other Proper nouns. Give a definition of each type of noun, in your own words, and then sort these words into each column. Volvo, teacher, banana, dog, Shakespeare, Thursday, purse, woman, Mozart, Tom Newby Primary, Jake, April, jacket.

4 4 3. Countable Nouns A countable noun is a noun with both a singular and a plural form, and it names anything (or anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns. Example: One dog growls Two dogs sleep 4. Non-countable Nouns A non-countable noun (or mass noun) is a noun which does not have a plural form, and which refers to something that you could (or would) not usually count. A non-countable noun always takes a singular verb in a sentence. Non-countable nouns are similar to collective nouns, and are the opposite of countable nouns. Examples: Spread the gravel evenly. Joseph Priestly discovered oxygen. We sold our furniture. Activity 1.1.2: Countable and Non-countable Nouns Watch this video on you tube, in class: The video gives two activities that you need to complete in your books. Date your work and give it the heading countable and non-countable nouns. Make sure you use your OWN nouns and not the ones that were shown in the video. Then, go to your Practice English Grammar app, click on all tests, click on the 8 th test down which is the [Beginner] Noun - Countable and Non-countable test. Complete the 12 questions and your score to Mrs Taylor. If you misrepresent your performance you are only fooling yourself. This is for your teacher to see whether you understand or not.

5 5 5. Concrete Nouns A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of an abstract noun. Example: The judge handed the files to the clerk. 6. Abstract Nouns An abstract noun is a noun which names anything which you cannot perceive through your five physical senses, and is the opposite of a concrete noun. Example: love, jealousy, envy. Extension and remediation Go to the English Grammar App. Click on Grammar Practice and then click on Noun examples. Complete the test and see what your score is. Don t click on show answer ; you will only be fooling YOURSELF! your score through to Mrs Taylor. Activity 1.1.3: Abstract and Concrete Nouns Write the date and the heading Abstract and Concrete nouns in your books. Then rewrite the following sentences. Underline the concrete nouns and circle the abstract nouns. 1. The principal asked all the students to think about the importance of friendship. 2. When I looked at the new mother, her love for her newborn baby was obvious. 3. He looked at the pile of money with greed in his eyes, and then he tried to grab it. 4. He patted his full stomach with satisfaction once he had finished eating his dinner. 5. Her eyes were full of hope as she asked her mom to let her keep the puppy.

6 6 Activity 1.2: Simple Sentences What are simple sentences? Simple sentences contain a subject and a verb. First, let s figure out subjects of sentences. Subject: Can be a person or thing. It can be a group of words or just one word. It may be at the front of a sentence, but not always. To determine the subject of a sentence, first isolate the verb and then make a question by placing "who?" or "what?" before it - the answer will be the subject. Example: Judy runs on the beach every morning. (Who runs on the beach every morning?) Judy and her dog run on the beach every morning. (Who run on the beach?) Every morning, Judy and her dog run on the beach. Judy runs with her dog every morning. A very young, energetic girl named Judy runs with her dog. Note: Commands have subjects, but they are often not present in the sentence. Example: Get out! is seen as You get out! Activity 1.2.1: Subjects of Sentences Write the date in your book and the heading Subjects of sentences. Rewrite the following sentences into your books. Underline the verbs of the sentence and then circle the subjects. 1. Teenagers, these days, are not as polite as they used to be. 2. Boys and girls go through many changes during puberty. 3. Siblings often fight with one another. 4. Linda, Julia and Katlego all liked the same boy in their class. 5. Before school, I always eat a wholesome breakfast. 6. Get into class, at once. 7. Mood swings are likely to occur during puberty. 8. It is my thirteenth birthday! 9. The bright girl worked hard at succeeding in her academics. 10. Yesterday, the rugby captain rewarded his team by taking them out for lunch.

7 7 Now, let s figure out predicates of sentences. How do we find the predicate of a sentence? The predicate is everything in the rest of the sentence that gives more information about the subject. It includes the verb. Example: Judy runs with her dog every morning. Judy and her dog run on the beach every morning. Every morning, Judy and her dog run on the beach. Judy runs with her dog every morning. A very young, energetic girl named Judy runs with her dog. Activity 1.2.2: Predicates of sentences Write the date and the heading Predicates in your books. Rewrite the following sentences. Circle the subject and underline the predicate in each. 1. A huge meal of chips satisfied his hunger. 2. Come here, at once! 3. At the break of dawn my friend came to visit. 4. All the flowers and shrubs in her garden died. 5. Behind doors and into cupboards scuttled a tiny mouse. 6. Head over heels he tumbled down the steps. 7. Go to your bedroom immediately after dinner! 8. Two beautiful, delicate butterflies fluttered over the flowers. 9. Walking by himself felt very strange at first. 10. The winning swimmer, tall and muscular, acknowledged the applause.

8 8 Activity 1.3: Revision of Term 1-Theme 1 Read the following story and answer the questions that follow, in full sentences. Teenagers Being a teenager is really tough. This transition from childhood to adulthood is smooth for some, but most find the changes difficult to grasp. The important thing about being a teenager is responsibility. When you re a teenager, you get blamed for anything wrong you do, unlike before, when you were a child, and seemed to get away with murder. Those days are gone! It s not all so bad being a teenager though. It can be really enjoyable if you keep in touch with your emotions, how you are feeling and put thought into what you are doing. You need to be able to recognise bad decisions and peer pressure. The way you choose to live your life at this age is often a window into your future. Questions 1. What is the main idea of this paragraph? (1) 2. Rewrite the following nouns and state whether they are concrete or abstract nouns: a) teenager b) transition (2) 3. Rewrite the following nouns and state whether they are countable or non-countable: a) child b) future c) emotion (3) 4. Circle the subject and underline the predicate in the following sentences. a) The important thing about being a teenager is responsibility. b) Those days are gone! (2) 5. Write a few sentences explaining what it means to keep in touch with your emotions. In these sentences include 3 abstract nouns and underline them. (4) Total: 12

9 9 Activity 2.1: Compound and Complex nouns Compound and Complex nouns are nouns that are made up of two or more words. A compound noun is a {noun+noun}. A complex noun is usually {adjective + noun} or {preposition + noun), but there are other combinations. Example: toothbrush It is important to understand and recognise compound and complex nouns. Each acts as a single unit. Example: horse riding There are 3 forms: 1. Open or spaced: these have a space between the words Example: tennis shoe 2. Hyphenated: these have a hyphen between the words Example: six-pack 3. Closed or solid: no space or hyphen between words Example: bedroom Assignment 2.1.1: Compound and Complex Nouns Write the date and the heading Compound and Complex Nouns in your book. Match words in the first column to words in the second column to create compound/complex words. Make sure you add hyphens where necessary and only join the words that are meant to be joined. State whether each word is compound or complex. 1.air 2.arm 3.back 4.washing 5.in 6.soft 7.man 8.sun 9.head 10.heart Column 1 Column 2 machine ware band law ground attack eating craft phones shine

10 10 Activity 2.2: Borrowed words With 11 official languages in South Africa, we often find that some words from some of the other languages have worked their way into our English language. British English has absorbed Afrikaans words, primarily as a result of British soldiers who served in the Boer wars. African words have also become part of the English language. Borrowed words often fall under slang. Examples: Biltong - rump/tongue strip from Afrikaans Ja - Yes in Afrikaans Safari - from Swahili travel Lapa - enclosure or barbeque area from Sotho Read the following poem. It was written by a 13 year old girl named Karen. She has borrowed many words from Afrikaans. Can you spot them? D jy I was chillin down the street (1) Just minding my own business When some vrek skelm, a loser jy weet, Said, Hey bra. (He meant me I guess) So I told him to leave me alone (5) Or I would wys him lank well. Called up my homies on the phone Said that I had a tale to tell I majorly needed some help right now. Is it? They said Hold on my chom. (10) So I hung up and wiped the sweat off my brow. And thought of my pals, where my help would come from. Sien d jy, said the skollie I m not out to skelm you up, All I need is a little lolly (15) So I don t gorra dress like a frump. Yster? I said, with half a grin. But as he came closer I could see He skuifed a knife up out a bin He really had it in for me. (20) So when my homies finally pitched, Thinking what a las I was They found I d been wedgied and then hitched To a bar. Boy, I was blerrie cross! (24)

11 11 Activity 2.2.1: Borrowed Words Write the date and the heading Borrowed words into your books. Read through the poem above again and answer the following questions. 1. Change skuifed, yster, vrek, skelm, lank and wys into English words. (6) 2. Which countries do you think these words come from? chillin, homies, lolly, chom (4) 3. Where do you think the words bru and bra come from? Explain. (2) 4. If you wrote this poem in formal English what difference would it make to the poem? (1) 5. Do you think teachers should teach pupils not to talk like this? Or do you think people talk like this anyway and teachers should only help the pupils to learn about the correct (2) language usage? Total:15 Total: / Exercise 3.1: Drama In this theme, you will explore the world of drama. Drama is a part of our daily lives. We watch it on television. We see it in films. We enjoy going to the theatre and most schools organise some sort of stage production during the year and produce a play. Stories in action are all part of the world of drama. This form of entertainment is not new. It has been around for centuries. In this chapter we will look at the history of drama and different types of drama. You will also create your own drama.

12 Classification of dramas Drama is a way of making stories come alive by acting them out. Can you think of where you come across drama on a daily basis? 12 There are various genres of drama. Exercise 3.1.1: Genres Write the date in your books and the heading Genres of drama. Work in pairs and use a dictionary. Find a definition for each of these genres and try to think of an example for each. You only have a few minutes to do this. William Shakespeare William Shakespeare was an English poet and playwright. He is regarded as the greatest writer in the English language. He produced most of his work between 1589 and His early plays were mainly comedies and histories, and later on he wrote many tragedies, including Hamlet, Othello and Macbeth. For now, let s focus on his very popular play, Romeo and Juliet which was a tragic romance. The story is about two young people who fall in love, but are forbidden to see each other because of the feud between their families, the Montagues and the Capulets. Let s look at a scene from Romeo and Juliet. Scene 2: Capulet s Orchard Setting: Juliet s orchard during the fourteenth century. Scene: Romeo enters Juliet s orchard and sees Juliet on her balcony. He wants to confess his love for her without her parents hearing him. ROMEO: JULIET: ROMEO: See, how she leans her cheek upon her hand! O, that I were a glove upon that hand, that I might touch that cheek! Ay me! She speaks: O, speak again, bright angel! For thou art As glorious to this night, being o er my head As is a winged messenger of heaven Unto the white-upturned wondering eyes Of mortals that fall back to gaze on her

13 13 JULIET: When she bestrides the lazy pacing clouds And sails upon the bosom of the air. O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I ll no longer be a Capulet. Exercise 3.1.2: Genres Click on the link below and watch actors act out this specific scene from Romeo and Juliet. It is a bit longer than what is written in the extract above, but listen carefully from 1 minute and 33 seconds in to 2 minutes Find a partner. You will have 5 minutes to practice this short scene and you will act it out to the class. Merits will be rewarded to those pairs that really put in the effort. (Remember, that in Shakespearean times, most of the actors were men, so it was not unusual for the part of Juliet to be played by a man.) Exercise 3.1.3: Romeo and Juliet Comprehension Write the date and the heading Romeo and Juliet Comprehension into your books. Answer the following questions in full sentences. 1. Did you find it difficult to read and understand this text? Why? (1) 2. Describe the setting of this scene. (2) 3. Who are the main characters and what is their relationship? (3) 4. What does Juliet mean when she says, I ll no longer be a Capulet? (2) 5. What does Romeo mean when he says, O, that I were a glove upon that hand? (1) 6. This play is described as a romantic tragedy. In what ways is it romantic? What do you expect might happen in a tragedy? (2) Total: 11 Extension and remediation Write your own Monologue. Refer to page 52 of English for Success to complete this activity.

14 14 Produce your own drama You are going to work in groups to create your own drama. You will need 4-5 people in a group. Organise your group Each member, in your group, will have their own specific role. However, bear in mind that team work and good communication will be needed to ensure each and every aspect is covered, and that your play gels throughout. Try to dedicate roles to individuals that compliment their interests and abilities. Roles: a) The director will direct the actors on the stage and will decide where and when characters will move. This is called blocking. b) The scriptwriter will be responsible for writing the script, but the group must still decide on the story and help with ideas. c) Then costume designer will be responsible for making sure everyone has a costume to wear. d) The props master will get ideas on what props to use and will make or get the props. e) The sound effects engineer will plan and prepare any sound effects that are needed. Instructions: 1. Produce a play of about 5-10min long. 2. Create a tragic love story of your own. 3. Remember to include a problem and a climax. 4. First decide on the title of your drama. 5. Now, brainstorm ideas for your script. Use the writing process correctly. Each person must have a part in the play. Look back at the Romeo and Juliet play to edit your work correctly.

15 15 Activity 3.1: Pronouns Watch these two videos. Now, can you explain to your teacher or to a friend, what a pronoun is? Activity 3.1.1: Pronouns Click on your English Grammar app and read the explanation of what a pronoun is. Write the date and the heading Pronouns into your book. Write a definition for pronouns and then complete the exercise below. Rewrite the sentences in your book and underline the pronouns: 1. She went to the store with Angela. 2. Six of us had to squeeze in the tiny car. 3. Every Thursday, Kenny goes to Pick and Pay with them. 4. At the store, the cashier gave her some change. 5. When the sun comes up, he leaves for work. Fill in one of the following demonstrative pronouns into the sentences. Rewrite the whole sentence into your book. this, those, that, these 1.) Did you eat cookies on the table? 2.) tests on my desk don t have names on them. 3.) Remember movie we watched yesterday? 4.) trees are going to grow very tall. 5.) storm we had last night kept me awake. 6.) Did you buy grapes at the market?

16 16 Activity 3.2: Subject and Predicate There are 4 basic types of sentences: Statements: These simply state something. Example: Acting is fun. Questions: These ask a question and have a question mark. Example: Do you like to act? Exclamations: This is an expression of an emotion like surprise, joy, sadness, amazement, anger and pain, etc. These have exclamation marks at the end. Example: I can t believe I got the lead role in the school play! I literally broke my leg on stage! Commands: These are sentences where instructions are given. These often have exclamation marks at the end. Example: Get changed into your costume now! You need to remember your lines! Activity 3.2.1: Four types of sentences Write the date and the heading Four types of sentences into your books. Rewrite the following sentences into your books and label them as: statements, questions, exclamations or commands. 1. What a fool! 2. Can Sheila swim? 3. Go home now! 4. Am I lucky? 5. I ve heard that the school burnt down. 6. Mandela has taught us a lot. 7. Just look at Priscilla s knees!

17 17 Now, that we have examined the basic types of sentences that we use, we can look more closely at the simple sentence type. We find that these often tell us about someone or something doing something or being something. Example: The father + held his baby boy. SUBJECT PREDICATE Robin loves the latest music. That dirty shop sells off meat. The old goat ate all his food. Sue is tall. I am hungry. The ball flew though the air. Activity 3.2.2: Subject and Predicate Write the date and the heading Subject and Predicate into your book. Watch the following video in class: Rewrite the following sentences into your book and skip a line between each sentence. Underline the subject in one colour and put an S below it and underline the predicate in another colour and put a P below it. 1. Red paint stains clothing. 2. Name brand shoes cost a fortune. 3. Mrs. Reynolds sang a funny song. 4. That oak tree is very old. 5. Hippo s love crocodile soup. 6. Mandy found R Those vicious, wild dogs ate the new born lambs. 8. He was wandering would will happen next. (8)

18 18 Activity 3.3: Finite Verbs All the verbs in bold, in Activity are finite verbs. Finite verbs tell us what action is being done; it is essential to realise that ALL FINITE VERBS MUST HAVE A NOUN, PRONOUN OR ING WORD IN FRONT OF THEM which tells us who or what is doing the action. This noun or noun equivalent is called a SUBJECT. The subject of the sentence is doing the action. To find the subject we ask who? or what? Finite verbs are found in the predicate. Activity 3.3.1: Finite Verbs Write the date and the heading Subject and Predicate in your books. Rewrite the following sentences into your book and skip a line between each sentence. Underline the subject in one colour and put an S below it and underline the predicate in one colour and put a P below it. Also highlight the finite verb in the sentence. 1. Daisies grow everywhere. 2. Richard was a cruel king. 3. The professor carried a huge book. 4. You can t be serious! 5. Tim is a deep thinker. 6. Those careless boys broke the window. 7. Nobody wanted to buy the damaged car. 8. Where are you going? 9. The rogue elephant terrorised the whole district. 10. I have written the letter. 11. Peter repaired the puncture in his left tyre. 12. How could she be so silly? 13. Obviously, I don t agree with him. 14. I am cold. 15. The branch of that tree has no leaves on it. (15) Activity 3.4: Synonyms and Antonyms

19 19 Synonyms are words that have the same or very similar meaning. All words can have a synonym. Nouns, verbs, adjectives, adverbs and prepositions can have a synonym, as long as both words are the same part of speech. Examples of Synonyms Adjectives: beautiful, lovely, gorgeous, stunning, striking Nouns: house, home, dwelling, residence, abode, quarters Verbs: jump, bound, leap, hop, skip Prepositions: in, inside, within Antonyms are words that have opposite meanings. For example, the antonym of long is short. Often, words will have more than one antonym, but as with synonyms, it depends on the context. For instance, the word warm could have the antonym cool or chilly. In order to choose the correct antonym, you have to look at all the meanings and how the word is used in a sentence. Cool can mean stylish as well as chilly, so the word cool may not be the best choice. Examples of Antonyms happy sad healthy sick smart stupid open close husband wife dead alive Activity 3.4.1: Synonyms and Antonyms Write, on a piece of paper, 4 examples of synonyms and 4 examples of antonyms. Write quite big and very clearly, as we will be putting the examples on display, in the class. Activity 3.5: Idioms and Proverbs

20 20 Idioms An idiom is a group of words used in a way that gives the group of words a new figurative meaning. It is used as an expression. Example: Over the moon Literally - this means above the moon. Figuratively - this means excited or extreme happiness Proverbs Proverbs are short sayings that are widely known and used frequently. They give advice on daily circumstances. These also have literal and figurative meanings. Example: The apple doesn t fall far from the tree. Literally - fruit from a tree drops next to that tree. Figuratively - A child is very similar to their parents. Activity 3.5.1: Proverbs Compete the following proverbs and give the figurative meaning of each. You may use the internet to help you. a) A stitch in time b) A rolling stone c) Don t look a gift horse d) Look before you e) Every cloud has a f) A new broom g) Still waters h) You can t teach an old dog i) Tomorrow never j) People who live in glass houses

21 21 Activity 3.5.2: Idioms Below are 10 different idiomatic expressions. Draw or explain the literal and figurative meaning of each. a) To be out of pocket b) A red-letter day c) To eat humble pie d) To burn the candle at both ends e) To feather one s nest f) To sit on the fence g) A white lie h) Like a bull in a china shop i) To burn one s boat j) To give the cold shoulder Quotes: Are well-known words of wisdom said by someone. Example: Mother Theresa: Kind words can be short and easy to speak, but their echoes are truly endless.

22 22 Activity 4.1: Degrees of Comparison Look at these sentences That is an old house. The house next door is older. The house down the street is the oldest. The first sentence is a simple statement about ONE house. This is the positive degree of comparison. The second sentence makes a comparison between TWO houses. This is the comparative degree of comparison. The third statement compares MORE THAN TWO houses. This is the superlative degree of comparison. Thus, adjectives have 3 degrees of comparison.

23 23 Activity 4.1.1: Comparison of Adjectives Copy this table into your books under the date and heading Comparison of adjectives. Complete the table. Positive Comparative Superlative large larger largest tiniest cautious best sad youngest more comfortable helpful farthest wetter friendly worst heavier beautiful

24 24 Activity 4.1.2: Comparison of Adjectives Fill in the correct degree of comparison of the word in brackets for each sentence. Write the sentences out in your book, as they are here, and underneath, write the correct sentence. a) She is the...runner in the school. (good) b) He is the... student in the class. (conscientious) c) James is the...of the twins. (tall) d) Of the three sisters, Rebecca is the...(slim) e) That was the...thing you could have done. (bad) f) a My left arm is the... one. (strong) g) Who is the..., Jennifer or Allison? (fast) h) It was the... exam I had ever attempted (easy) (8) Activity 4.2: Future, Present and Past Tense As we know, every sentence MUST have a verb. Verbs describe actions and they also let the reader know the tense of the sentence, i.e. whether the action took place in the past, present or will take place in the future. Simple Past (already happened) Simple Present (happens usually or regularly) Simple Future (has not happened yet) I flew for the first time yesterday. I washed the dog yesterday. Past Continuous (During an action, something happened) I was writing, so I didn t see what he did. They were eating when I called. Past Perfect (something had happened before something else happened in the past) I had met Joe s sister before I met Joe. I had ridden a donkey, but that was my first time on a horse. I fly to Cape Town twice a year. I wash the car on Sundays. Present Continuous (Doing something at the moment, it is happening now) I am writing as neatly as I can. I am eating a delicious peach. Present Perfect (In that time and up until now, something had happened) We have already met. I have ridden horses all my life. I will fly the next time I travel to Durban. I will wash the dishes later. Future Continuous (During an action in the future, something will happen) I will be writing my story this afternoon. I will be eating supper at eight. Future Perfect (something happens in the future before a second thing happens) I will have met him at the airport by the time you arrive. I will have ridden for one hour by the time you start.

25 25 Activity 4.2.1: Changing sentences from Simple Present to Simple Past Change these sentences into Simple Past Tense. Note: Sometimes irregular verbs or negative sentences are a little bit more difficult. See if you can work them out. 1. I play my guitar loudly, in my room. 2. She kisses me on the cheek every day. 3. Angela watches TV all night 4. Yusuf wants to go to the museum. 5. They don t live in Benoni. 6. He doesn t speak Zulu. 7. What do you say? 8. I go to the shops often. Total: 8 Activity 4.3: Homophones, Homonyms and Homographs Homophone Homonym Homographs Words that sound the same, however have different meanings... AND are spelt differently Words that sound the same, however have different meanings... AND are spelt the same Words that are spelt the same and have different meanings... AND are pronounced differently Example: Sea and see Example: Bow and bow Example: Bow and bow

26 26 Activity: 4.3.1: Homophones Find a homophone for each word written in bold. Write both words in your book and give a definition for each. 1. I always write with a blue pen. 2. The weather is really miserable today. 3. One day, I want to be a drummer for a rock band. 4. The horse gallops through the field. 5. The boy is really sweet, I think I like him. Total: 7 Activity: 4.3.2: Homonyms Find a homonym for each word written in bold. Write both words in your book and give a definition for each. 1. I hope you are not lying to me. 2. I like to watch people walk by. 3. I will have a little bit of sugar in my tea. 4. The rabbits love to play in their pen. 5. Please page the doctor if you need help. Total: 6

27 27 Activity: 4.3.3: Homographs Find a homograph for each word written in bold. Write both words in your book and give a definition for each. 1. The wind is blowing hard. 2. All students are present today. 3. The boy sat close to his uncle. 4. The rope was wound around his ankle. 5. How can you live with yourself after what you have done? Total: 5

28 28 Definition: a question or statement intentionally phrased so as to require ingenuity in ascertaining its answer or meaning. EXAMPLE 1: What gets wetter and wetter the more it dries? A towel EXAMPLE 2: I am weightless, but you can see me. Put me in a bucket, and I'll make it lighter. What am I? A hole EXAMPLE 3: I have a tail, and I have a head, but i have no body. I am NOT a snake. What am I? A coin

29 29 Activity 4.4: Idioms and Proverbs Refer to the poster demonstrating riddles on page 44. Create a poster similar to this on either idioms or proverbs. (Your teacher will allocate the topics.) Ensure you have included: 1) A definition 2) 3 examples of each 3) An explanation of each (A literal meaning) You will present this to the class.

30 30 Activity: 5.1: Prefixes, Suffixes and Root words Prefixes Word part added to the beginning of a root word Contributes to the meaning of the word Examples: Bi - means two Ex - means former In - means into or not Re - means again Root word Main part of a word that gives the basic meaning of a word Usually Latin or Greek origin Examples: Act - means do Claim - means shout Struct - means build Suffix Word part added to the end of a root word Contributes to the meaning and tense of the word Examples: Less - means without Ed - means past tense Activity 5.1.1: Prefixes suffixes and roots Add prefixes and suffixes to create one word for the following: a) Not interested b) To do again c) To play in past tense d) The superlative form of strong e) Not making sense f) Full of beauty g) An adverb form of lazy h) Having the ability to afford i) To lead in the wrong way j) Comparative form of tiny (10)

31 Language 31

32 32 Content: Theme 6 Page no 35. Activity 6.1: Compound and Complex nouns 35 Activity 6.2: Predicate and Object 38 Activity 6.3: Comparison of Adjectives 39 Activity 6.4: Simple present and Simple past tense 40 Activity 6.5: Literal and figurative meaning 41 Activity 6.6: Punctuation 42 Activity 6.7: Word forms 42 Theme 7: Chatter Bugs 43 Exercise 7.1: Analysing Computer Games 43 Exercise 7.2: Persuasive skills 44 Exercise 7.3: Debate 44 Exercise 7.4: Comprehension 46 Activity 7.1: Proper Nouns 47

33 33 Activity 7.2: Demonstrative adjectives and demonstrative pronouns 48 Activity 7.3: Direct and Indirect Speech 49 Activity 7.4: Simple and Compound Sentences 50 Activity 7.5: Synonyms and Antonyms 51 Activity 7.6: Literal and Figurative Meaning 53 Activity 7.7: Word Forms 53 Theme 8: Getting to know you 54 Activity 8.1: Prepositions 54 Activity 8.2: Numerical adjectives 55 Activity 8.3: Active and Passive voice 56 Activity 8.4: Idioms and Proverbs 57 Activity 8.5: Word forms 59

34 34 Theme 9: Film Critic 60 Activity 9.1: Intransitive and transitive verbs 61 Activity 9.2: Passive voice 61 Activity 9.3: Present simple tense vs present continuous tense 63 Activity 9.4: Direct and reported speech 64 Activity 9.5: Synonyms and Antonyms 64 Activity 9.6: Literal and Figurative Meaning 65

35 35 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.

36 36 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 (10) Extension and remediation Write a journal entry, 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 hairsbrush for you to choose from. 5. I wish there were more bedsroom in the house. (5)

37 37 Activity 6.2: Subject, predicate and object Subject: Who or what is doing the action (verb) The object: who or what is receiving the action (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? 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.

38 38 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. Activity 6.2 Predicate and object Rewrite the following sentences, in your books. 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)

39 39 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). 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 Form 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

40 40 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) Activity 6.4: Simple present tense and Simple past tense Rewrite and complete the table below into your books. 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

41 41 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 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) The apple doesn t fall far from the tree a) b) It s raining cats and dogs

42 42 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 Activity 6.7 Word forms Complete the following sentences by using the correct form of the word in 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)

43 43 Computer games, PlayStation, Xbox... imaginary or too realistic? Computer technology allows programmers to create graphics that are very life-like and convincing. Characters, in some games, look and move like real human beings; others have a fantasy world where players actually assume the role and identity of certain characters. Exercise 7.1: Analysing computer games How carefully do you think about the games that you play? Copy the following table into your book: Name of Killing/ Questing Sport Playing cards, Working a Cartoon Life like Role game fighting numbers or simulator figures human playing shapes figures Working on your own name the top three games you enjoy playing and complete the table by ticking the columns that are appropriate to the game. Once you have done this answer the following questions: 1. Do you think it is acceptable to play games in which you pretend to kill people? Why? 2. Do you think it is more acceptable if the killers are fictional characters or if they are more life-like human figures? Give a reason to support your answer. 3. Are the games that you play realistic? Could somebody do what the characters in your games do in real life? Explain why you say so.

44 44 Debating Debating is a formal discussion on a particular matter in a public meeting, in which opposing arguments are put forward and which usually ends in a vote. Click on the first link of your List of links for term 2 to watch a short video on how debating takes place in a formal setting. Exercise 7.2: Persuasive skills Discuss the following questions with a partner and come to some conclusions about how you feel. You will be sharing your opinions with the rest of the class. 1. a) Some people criticise computer games for being antisocial because they don t encourage people to socialise with friends, family and other people. What do you think of this criticism? Explain. b) How much time do you think a grade 7 should be allowed to spend playing computer games a week? c) Are grade 7 s mature enough to monitor and, if necessary, moderate how much time they spend playing computer games and what types of games they play? Discuss this as a class. Exercise 7.3: Debate Groups of four will be given a motion to debate. One couple will be told they are for the motion (the proposing team) and the other couple will be told they are against the motion (the opposing team). The first speaker will have two minutes on each team to lay down their reasons for opposing or proposing the motion. The second speaker will then have a chance to back up their motion and will sum up their ideas. Mrs Taylor is the chairperson and the rest of the class is the audience. The audience will be able to ask a few questions and then they will vote. Merits will be awarded to those who debate well. Remember: This is a formal debate, wait for your turn to speak.

45 45 Mandela s speech During what is now known as the Rivonia Trial in 1964, Nelson Mandela was faced with a possible death sentence for the number of crimes he had committed. He read a speech from a piece of paper until he got to this part below. He put his piece of paper down and looked straight into the eyes of the judge, Justice De Wet and said: During my lifetime, I have dedicated myself to this struggle of the African people. I have fought against White domination and I have fought against Black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die. Repetition used in persuasive language Sometimes repetition is a well thought out technique used by people who make speeches. Overly repetitive writing can become tiresome. However, when used sparingly for effect, it can reinforce the writer's message and/or entertain the reader. Writers may repeat a word, a phrase or an entire sentence for emphasis. Can you think of two other ways we could write this sentence?...it is an ideal for which I am prepared to die.

46 46 Exercise 7.4: Reading and viewing Answer the following questions in your work book. 1. What are your feelings after reading this extract and what impact does it have on you? 2. The power of Nelson Mandela s speech comes partly from the strength of the beliefs and emotions that are evident in his words. What is the ideal that he stands for? (2) (1) 3. a) Which particular words show that he is totally committed to his cause? (2) b) Explain what emotive language means. What is emotive about his speech? (2) 4. When Mr Mandela made this speech, he had no idea what the future held for him. Write down two things that you could never change your mind about no matter what the future may hold. Give reasons for your answers.

47 47 Activity 7.1 Proper nouns Rewrite the sentences, capitalising all the proper nouns 1. Why didn t george washington ever need a bed?... because he could not lie (2) 2. Boy: What s the capital of alaska? Girl: juneau. Boy: Of course I know, but I m asking you! (2) 3. Which are the two strongest days of the seven?... saturday and sunday... the others are weekdays (2) 4. Boy: Why was your january math grade so low? Girl: Everything is always marked down after christmas. (2) 5. Why are the middle ages also called the dark ages?... because there were so many knights. (4) 6. How did the dog stop the dvd player?... It pressed the paws button. (1) Total: 13 Demonstrative Adjectives and Demonstrative Pronouns Do not confuse demonstrative pronouns with demonstrative adjectives. They are identical, but a demonstrative pronoun stands alone, while a demonstrative adjective qualifies a noun. That smells. (Demonstrative pronoun) That book is good. (Demonstrative adjective + noun)

48 Activity 7.2 Demonstrative adjectives and demonstrative pronouns Underline the demonstrative adjectives or pronouns and state whether it is an adjective or pronoun below the sentences. 1. That is the best way to ride a bike. 2. Are those the right shoes? 3. This is the perfect place to spend a snowy weekend. 4. Is that cloth as soft as silk? 5. These are my favourite candies. 6. Those peppers burn like fire. 7. Listen to this girl sing. 8. That is where I will place the birdbath Total: 8 48

49 49 Direct and indirect (reported) speech Read through these two passages: Jason looked amazed. You made that model yourself, Liam? he asked. Liam nodded. All by myself. I had no help whatsoever. Well, I am stunned, said Jason as he walked off. Direct speech These words are written directly as to what was said by the speaker Direct speech uses inverted commas A new paragraph begins for each speaker Jason looked amazed and asked Liam if he had made the model himself. Liam nodded and said he had done it all by himself. He had, had no help whatsoever. Jason walked off saying that he was stunned. Indirect/Reported speech There are no inverted commas Present tense changes to past tense Pronouns change (e.g. yourself becomes himself ) Sometimes new words are added to link the words said to the speaker (e.g. that ) if or whether are used for questions Activity 7.3 Direct and indirect speech 1) Rewrite the following in direct speech: Tammy jumped up in fright. She said that Peter had scared her. Peter told her to put away her painting set and to hurry as they had to get home quickly. Tammy wanted to know what the rush was. Peter smiled at her and told her to wait and see. 2) Rewrite the following in indirect/ reported speech: You ve spoilt my afternoon. I just wanted to sit and paint, complained Tammy. Peter dragged her down the hill. Stop moaning and get a move on, said Peter. As she walked round the hedge she saw a pony. What s that? stammered Tammy. It s your birthday surprise! shouted the family.

50 50 Activity 7.4 Simple and compound sentences Simple sentences = SUBJECT + PREDICATE Compound sentences = SUBJECT 1 + PREDICATE 1 + SUBJECT 2 + PREDICATE 2 Join the two simple sentences by adding a conjunction to create compound sentences. 1. She went to day-care. She did not want to go. 2. Helping parents is hard. No one said helping parents with their children would be easy. 3. He loves to play outside during the day. I will let him play after lunch. 4. The girl was hungry. She had not eaten since breakfast. 5. Professionals can view toilet training from an independence point of view. Parents can view it as a struggle. 6. Babies like to put things in their mouths. Learning about objects in this way is how they use all of their senses. 7. We don t believe children should be spanked. Hitting teaches hitting. 8. It s going to rain today. You need to bring your raincoat to day-care. Total: 8

51 51 Activity 7.5 Synonyms and antonyms Redraw the following crossword puzzle into your book: Here are the clues to help you complete the puzzle: Down 2. A type of flower that begins with R. 14. Synonym for home. 3. A kind of fish that begins with G. 4. A farm animal that rhymes with wow. 5. The antonym of thick. 7. The antonym of far. 9. The antonym of young. 10. A kind of fruit that begins with B. 15. A kind of fruit that begins with L. 16. The antonym of good. 19. The antonym of high. 21. The antonym of wrong. 22. The antonym of big. 23. A synonym of sleepy. 25. The antonym of fast.

52 52 Across 1. A type of fruit that begins with O. 4. A pet that rhymes with hat. 6. A farm animal that rhymes with pen. 8. The antonym of deep. 11. A pet that rhymes with log. 12. A drink that rhymes with sea. 13. A place that rhymes with pool. 18. A synonym for angry. 19. A synonym for jump. 20. A synonym of gift. 24. An antonym of east. 26. A farm animal that rhymes with boat. 27. The antonym of north. 28. A synonym for speak. 17. A place that rhymes with teach. Literal and figurative meaning Personification is a figure of speech. It is used to give an abstract or inanimate object, human characteristics and is often used in poetry. The literal meaning is exactly as it is stated, for example the literal meaning for the trees danced in the wind is that the trees were actually dancing The figurative meaning however would be that the wind was blowing and this made the trees move like they were dancing in the wind.

53 Activity 7.6 Literal and figurative meaning The following lines are taken from poems. Underline the personification and say what you think the poet means. In other words what do you think the underlying, figurative meaning may be? 1. The morning comes to consciousness ~T.S. Eliot 2. The fields breathe sweet, the daisies kiss our feet. ~Thomas Nash 3. (The steam shovel s) jaws were dripping with a load of earth and grass that it had cropped. ~Charles Malan 4. The night was creeping on the ground ~James Stephens Total: 4 53 Activity 7.7 Word forms Form verbs from each of these words: Example: false: falsify soft: soften 1.speech 2.food 3.horror 4.colony 5.tight 6.correction 7.simple 8.fertile 9.dictation 10.provision 11.grief 12.proof 13.song 14.dark 15.resident 16.moisture 17.pure 18.sharp 19.large Total: 19

54 54 Prepositions of time, place, movement Prepositions show the relationships between things usually in terms of space, distance, time and movement. Prepositions of movement: show motion or movement to or from a place. Examples: down, along, out of, through, up, over, under, etc. Prepositions of place: show where one thing is in relation to another. Examples: under, on top of, next to, behind, in, etc. Prepositions of time: show when something takes place. Examples: at, on, in, during, since, next, etc. Activity 8.1 Prepositions: Time, place, movement Rewrite the following and underline the correct preposition. Colour code your answers to time place and movement and draw a key code below your answer. Example: Key Time: orange Place: blue Movement: green I am Peter, I live (on, in, at) Germany. (In, At, During) Summer I like to travel (after, to, towards) Italy because (by, from, of) the weather and the people there. Last summer I took a plane (from, over, against) Munich to Rome. (From, on, after) the airport we went to our hotel (by, with, on) bus. The driver parked the bus (behind, over, below) the restaurant. Nobody could find the bus and the driver, so we waited (down, outside, on) the restaurant (for, in, through) one hour. The driver was walking (across, through, over) the park (near, over, round) the restaurant which we did not know. So we were very angry (along, with, from) him. But my holidays were great. We sat (over, at, round) camp fires and went dancing (for, against, till) early hours in the morning.

55 55 Activity 8.2: Numerical adjectives Watch the second video of your list of links for term 2 to understand more about numerical adjectives. Now complete the activity by filling in the numerical adjectives 1. A TV screen measuring 40 inches across it A TV screen. 2. Every day, I work 8 hours Every day I work an shift. 3. The rugby player took the kick twenty five metres in. He took the kick from the mark. 4. A dog with only three legs A dog 5. The book is one hundred and twenty years old. He read the book. Total (5) Active and passive voice So far we have spoken about active voice. This is when the subject of the sentence is active (it is doing the action or the verb) Examples: S V Stuart clipped his toenails. S V The ballerinas beat the rugby players in a soccer game. S V Many students of Tom Newby have seen UFOs.

56 56 However, Passive voice is when we make the subject passive and it no longer does the action. Now, the subject rather is acted upon: Examples: S V Stuart s toenails were clipped by him. S V The rugby players were beat by the ballerinas in a soccer game. S V UFO s have been seen by many Tom Newby students. Have you noticed that we needed to add some helping verbs? Activity 8.3 Active and passive voice Rewrite these active voice sentences into your books and change them into the passive voice: 1. Johan cleaned the bathroom. 2. The electricians are testing the fire alarm. 3. They often listen to music. 4. She is reading an The earthquake destroyed many houses. 6. You must open your book to page We did our homework last Sunday. 8. They grow coffee in Kenya. 9. A crocodile ate him in They make fans in Spain. Total: 10

57 57 Activity 8.4 Idioms and proverbs Rewrite these idioms into your book and give the figurative meaning of each: 1. When the politician was caught stealing from the taxpayers, everyone thought he would receive a severe punishment, but all he got was a slap on the wrist. 2. We thought that our neighbour s, the Jones family, were rich beyond our wildest dreams, but it turns out that we re all in the same boat. 3. If Kim thinks that I m going to let her copy my math homework, she s barking up the wrong tree. (1) (1) (1) 4. The lawyer knew that beating around the bush would get Tom all worked up. (1) 5. Don t get so worked up, buddy. She s only pulling your leg. (1) Total: 5 The Apostrophe The apostrophe has 2 functions: 1. Contractions When two words are joined together, e.g. do and not, an apostrophe is used where the letter has been omitted. do + not don t there + is - will + not - where + is - have + not - is + not -

58 58 2. Possession/ownership To indicate that something belongs to someone or something, an s or s is used to show possession. When the noun in question is singular, e.g. one boy, one girl or one man, use 's. That bag belongs to one boy: It is the boy s bag That car belongs to that man: It is the The cover is for that book: It is the An experience had by a woman: It was the When the noun in question is plural, e.g. two boys, five girls, many books, many tables, then only an apostrophe is added. WHY? Try saying these: boys... those are the boys s bags books... those are the books s covers tables... don t touch the tables s cutlery It doesn t work! So instead, we just add an apostrophe: The bags belong to those boys: Those books are the boys The five girls have ribbon: The collars belong to the dogs: Unless... If the noun is a plural that does not end in s, e.g. mice, women, men, children, oxen then use s to show ownership. The mice s tail The toys The wagons The lipsticks The soccer teams NB! An apostrophe is not used for plurals! e.g.: boy s = possessive; boys = plural

59 59 Activity 8.5 Word forms Form nouns ending in ion from each of these words: 1.collide 2.navigate 3.select 4.explode 5.include 6.create 7.supervise 8.explain 9.evade 10.expel 11.cultivate 12.apply 13.extend 14.reduce 15.isolate Total: 15

60 60 What are transitive verbs? Transitive verbs are action verbs that have an object to receive that action. In the first sentence above, the direct object ball received the action of the verb hit. Here are some more examples of transitive verbs: I baked some cookies. I rode the bicycle. I moved the chair. I stitched a quilt. All of the verbs in the above sentences are transitive because an object is receiving the action of the verb. But, what about the sentence: The bird sang. Is the verb in that sentence a transitive verb? No, in this case the verb sang is an intransitive verb. What are intransitive verbs? Intransitive verbs are action verbs, but unlike transitive verbs, they do not have an object receiving the action. Notice, there are no words after the verb sang. More examples of intransitive verbs: I laughed. I cried. The book fell. The horse galloped. The sun set. In all of the above cases the subject is performing the action of the verb and nothing is receiving the action. What about this sentence? I walked to the park today. Is walked transitive or intransitive? Think about the rules. Since walked has words coming after it, the verb must be transitive, right? WRONG! The phrase to the park is a prepositional phrase and today is an adverb. There is no object receiving the action of the verb walked so the verb is intransitive.

61 To recap, a transitive verb must be an action verb plus there must be an object to receive that action. 61 Activity 9.1 Transitive and intransitive verbs Rewrite the following sentences and underline the verb, stating underneath whether it is transitive or intransitive. 1. She was crying all day long 2. We showed her the photo album. 3. The doctor advised me to exercise regularly. 4. It was raining at that time. 5. She laughed at the joke. 6. She gave a cookie to the child. 7. They slept in the street. 8. I ate the cherries. 9. My father doesn't drink coffee. 10. He always keeps his money in a wallet. Total: 10 Activity 9.2 Active and passive voice Rewrite these passive voice sentences into your book and then complete them in active voice on the next line: 1. This book was written by an Irishman 2. Football is played by the children 3. She is being called by her mom to go home. 4. Blue jeans were invented by Levi Strauss 5. Many computer games were bought by our regular client. Present simple tense vs. present continuous tense Total 5

62 62 Present simple tense I play tennis You play tennis He/ She plays tennis We play tennis They play Present continuous tense I am playing tennis You are playing tennis He/ She is playing tennis We are playing tennis They are playing tennis When do we use present simple tense? Facts Example: I live in Benoni. I like English. It rains a lot in summer. Habits: Example: I usually shop on Sundays. He drives fast. She always drinks coffee in the morning. When do we use present continuous tense? Actions in progress now (i.e. It is temporary and will stop at some point) Example: I am wishing on a star. You are listening to me. The sun is shining outside. Common mistakes I am living in Gauteng. This is only correct if it is temporary. If you are living there permanently, it should say: I live in Gauteng. OR They build a house next to mine. This is temporary. It should be present continuous tense. They are building a house next to mine.

63 63 Activity 9.3 Present simple tense vs. present continuous tense Rewrite these sentences into your books. Underneath each sentence change the sentence from present simple tense to present continuous tense. Do this by changing the sentence from permanent (all the time) to temporary (now). Example: Jason listens to music all the time. Jason is listening to music now. 1. I talk in class all the time. 2. Erin and Jessica make cakes once a week. 3. The teacher speaks to us in class every day. 4. Marco and I study English together every Friday. 5. Daniel and James often play soccer together. 6. Thando eats breakfast every morning. 7. My mom s car made a strange noise this morning. 8. When we go outside, the breeze often blows gently on our faces. 9. Dr. Wong calmly explains all his operations to his clients. 10. Little girls always ask Santa to bring them puppies. Total: 10

64 64 Activity 9.4 Direct and reported speech Rewrite the Madam and Eve cartoon in: a) Direct speech b) Indirect/reported speech Activity 9.5 Synonyms and antonyms Add prefixes to the following to change them into their antonyms: 1.convenient 2.logical 3.popular 4.considerate 5.advantageous 6.movable 7.loyal 8.truthful 9.mobile 10.relevant 11.frequent 12.worthy 13.visible 14.mortal 15.adequate 16.controllable 17.accurate 18.responsible 19.honourable 20.healthy 21.experienced 22.polite 23.digestible 24. merit Total: 24