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English Grade 7 Term 1
English Grade 7 Term 1
English Grade 7 Term 1
GRADE 7
TERM 1
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THEME 1 ....................................................................................................... 4
LANGUAGE .................................................................................................. 4
NOUNS ..................................................................................................... 4
COMMON NOUNS ................................................................................. 4
PROPER NOUNS .................................................................................. 4
COUNTABLE NOUNS ............................................................................ 5
NON-COUNTABLE NOUNS ................................................................... 5
ABSTRACT NOUNS............................................................................... 6
CONCRETE NOUNS.............................................................................. 6
TYPES OF SENTENCES ....................................................................... 7
TENSES ................................................................................................. 8
PUNCTUATION...................................................................................... 9
READING AND VIEWING ........................................................................ 15
SHORT STORY.................................................................................... 15
WRITING ................................................................................................. 17
THEME 2 ..................................................................................................... 22
LANGUAGE ............................................................................................. 22
SYNONYMS ......................................................................................... 22
ANTONYMS ......................................................................................... 22
COMPOUND NOUNS .......................................................................... 23
COMPLEX NOUNS .............................................................................. 24
PRONOUNS ......................................................................................... 25
POSSESSIVE PRONOUNS ................................................................. 25
VERBS ................................................................................................. 26
POETRY .................................................................................................. 27
READING AND VIEWING ........................................................................ 32
FIGURES OF SPEECH ........................................................................ 33
WRITING ................................................................................................. 41
THEME 3 ..................................................................................................... 42
LITERATURE ....................................................................................... 42
FEATURES OF A LITERARY TEXT ..................................................... 43
READING AND VIEWING ........................................................................ 44
DRAMA ................................................................................................ 44
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WRITING ................................................................................................. 47
DIALOGUE ........................................................................................... 47
THEME 4 ..................................................................................................... 50
LANGUAGE ............................................................................................. 50
ADJECTIVES ....................................................................................... 50
DEGREES OF COMPARISON ............................................................. 50
SINGULAR AND PLURAL .................................................................... 51
HOMOPHONES AND HOMONYMS..................................................... 53
RIDDLES .............................................................................................. 54
IDIOMS AND PROVERBS ................................................................... 56
WRITING ................................................................................................. 57
REVIEWS ............................................................................................. 57
READING AND VIEWING ........................................................................ 59
FOLKLORE .......................................................................................... 59
NOVEL ................................................................................................. 60
BILLION DOLLAR SOCCER BALL ....................................................... 60
THEME 5 ..................................................................................................... 66
LANGUAGE ............................................................................................. 66
ROOTS, PREFIX AND SUFFIX ............................................................ 66
CLAUSES ............................................................................................. 67
WRITING ................................................................................................. 68
DESCRIPTIVE ESSAY ......................................................................... 68
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THEME 1
LANGUAGE
NOUNS
COMMON NOUNS
PROPER NOUNS
A proper noun always begins with a CAPITAL letter because it represents the name of a
specific person, place or thing.
The names of the days of the week, months, historical documents, institutions, titles
organisations, religions, brand names, etc. are proper nouns.
Example: Paul ran down Baker Street with his Nike trainers.
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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 e.g. book – books.
These nouns can take an article (the, a, an) or a number in front of it.
Example:
The dog growls Two dogs sleep
NON-COUNTABLE NOUNS
A non-countable noun is a noun which does not have a plural form and cannot be counted
separately. A non-countable noun always takes a singular verb in a sentence e.g. salt,
sugar, water, etc. These nouns do not take the article a or an and can stand on its
own.
Examples:
Spread the sand evenly. Oxygen is need for survival under water.
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ABSTRACT NOUNS
Abstract nouns are nouns that you can experience with your five senses. Abstract nouns
are intangible. They represent things that you cannot see, touch smell, hear or taste e.g.
happiness, honesty, fear, etc.They can identify concepts, experiences, ideas, qualities,
and feeling.
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. They are associated
with common, proper, collective, countable and uncountable nouns.
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TYPES OF SENTENCES
• Questions: These sentences ask a question to request information and ends with
a question mark.
Example: What is your name?
• Commands: These sentences are used where instructions are given and also end
with an exclamation mark.
Example: Get changed into your costume now!
Rewrite the sentences below and state the type of sentence for each.
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TENSES
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.
I flew for the first time I fly to Cape Town twice a I will fly the next time I
yesterday. year. travel to Durban.
I washed the dog yesterday. I wash the car on Sundays. I will wash the dishes later.
I had met Joe’s sister before We have already met. I will have met him at the
I met Joe. airport by the time you
arrive.
I had ridden a donkey, but I have ridden horses all my
that was my first time on a life. I will have ridden for one
horse. hour by the time you start.
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Activity 5: Tenses
PUNCTUATION
Punctuation marks make any written text easier to read and understand.
Without punctuation, writing would not make sense.
FULL STOP
? QUESTION MARK
?
Appears at the end of a question.
Example
Who left the gate open?
Where did you hide the ring?
Did you eat?
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! EXCLAMATION MARK
Appears at the end of an exclamation, i.e. a sentence that shows strong emotions
!
or feelings.
Example
Help!
Don’t run!
Stop!
NB: ANY OF THE ABOVE THREE PUNCTUATION MARKS CAN BE USED TO END A SENTENCE.
AB CAPITAL LETTER
AB
Sentences always begin with a capital letter.
Example
They went across the road to buy ice-cream.
Proper nouns must be written in capital letter.
Example
Mike, America, Master Street, Boksburg, etc.
Main words in titles must appear in capital letters.
Example
The Lord of the Flies.
The first word in Direct Speech must also be in capital letter if it is the start of the
spoken sentence.
Example
She said, “Must we always agree with her?”
Used in the personal pronoun.
Example
I returned the bag.
Should I go on the road trip?
(Whether used at the beginning or middle of a sentence,
the personal pronoun I must always be a capital.)
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COMMA
INVERTED COMMAS
(QUOTATION MARKS/SPEECH MARKS)
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COLON
SEMI-COLON
Indicates a long pause (shorter than a full stop and longer than a comma).
Example
Paul reached a decision; he will not run away from home.
Used to show two opposite ideas.
Example
Paul was lonely; eventually he made friends.
May be replaced by a full stop or a conjunction (and, but, so, for, although).
Example
She studied hard for her exam; she had nothing to fear.
Or
She studied hard for her exam and had nothing to fear.
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BRACKETS
(PARENTHESIS)
- HYPHEN
Example
The party con-
tinued until midnight and then every-
body went home.
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ELLIPSES
DASH
Activity 6: Punctuation
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SHORT STORY
A short story is fictional work of prose that is shorter in length than a novel.
Due to the shorter length, a short story usually focuses on one plot, one main character
(with a few additional minor characters), and one central theme, whereas a novel can
tackle multiple plots and themes, with a variety of prominent characters.
Read the short story, “What a big fuss” by Ann Walton, and answer the
questions that follow. Pg. 44-48 of the Literature Anthology
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Questions:
1. What is the setting of this story? (1)
2. Who are the characters in the story? (2)
3. What is the main idea in the story? (2)
4. Name all the things that Frankie’s mother thinks is under the fridge. (5)
5. What did they find under the fridge? (1)
6. Explain the idiom, “Money doesn’t grow on trees.” (1)
7. What was going to happen if Frankie failed his test? (1)
8. Name three incidents where the mother is exaggerating about what could be
under the fridge. (3)
9. After reading the story, do you think that the title is suitable? Explain your
answer. (2)
10. Explain the following phrases used in the story: (2)
a) go ballistic
b) swan off
11. Arrange the following 10 sentences into the correct sequence of the
story. (10)
a) Frankie convinces his mom that crickets don’t attack people and that it
probably isn’t a cricket under the fridge.
b) Frankie helps his mom to realise that these creatures are unrealistic;
however, it only makes her presume that there may be a rat under her
fridge.
c) Frankie’s mom hoped that there wasn’t a locust under the fridge.
e) Frankie’s mom called her son to come and help her figure out what the
scratching noise under her fridge was.
f) The fridge broke.
g) Frankie’s mom suggested that there was a beetle under the fridge.
i) Frankie said that beetles tell us that it is almost the end of the year
holiday.
j) Frankie jokes that there could be a mammal under the fridge and his
mom starts to worry.
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WRITING
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 your sentences.
2. Setting
• Have some type of setting at the beginning. (A place
where your story starts or takes place.
• There can be more than one setting in a story)
• You need to describe the setting - use descriptive words or
even figures of speech.
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3. Characters
• Build your reader's impression of your characters.
• How many characters you have is your choice, but it's often
best not to try to work in too many characters, particularly if
it's a short story.
• Having a great number of characters will mean you don't
get a chance to flesh them out properly.
Characterisation:
• To give the reader the full run-down on your characters, find ways to naturally describe
your characters' features, both how they look physically and how they act and feel;
include their speech and behaviour in your narrations.
• Add small details about them to make your reader able to picture them more clearly.
5. Climax
• Plan your climax, the twist in your story (a death, a secret
finally revealed, etc.)
• Do not introduce the climax right in the beginning or all of
a sudden right at the end; prepare your reader slowly for
the climax and bring the plot naturally to it.
• This will keep the reader glued to the final word.
• As you are building up to your climax, give the reader
small hints, but don't give the whole plot away.
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6. Conclusion
Finish up your story.
• With shorter narrative essays in particular, don't get tied down by an obligation to wrap
up every character's storyline or explain their future in detail.
• It is okay to leave the reader guessing about what happens next and how the
characters turn out.
• As a writer, leaving your readers satisfied with the plot, but wanting to know more
about your characters is the ideal balance.
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Mind map:
INTRODUCTION
CONCLUSION BODY
End/conclude your essay: (The body must have at least 2 paragraphs)
• The huntsmen are so
First Paragraph: 6-7 lines
terrified that they never Go into more detail about your topic:
return to the forest. • Who is going to help the fawn to get
• How the fawn feels in FREDDIE
THE FAWN revenge? Introduce the other
the end after taking characters in the story - Banjo the deer,
revenge. Ollie the owl, Fredrica the fawn and
• (Write only about 2-3 Mollie the mountain lion.
lines because you are • The plan they make to take revenge?
only ending your story)
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Final Draft
Freddie the fawn
Freddie the fawn was a very sad, young fawn. Two weeks before, four huntsmen had
come to the forest and had killed Freddie’s mother. He was lonely without her. He lived in
a beautiful, cheerful forest, where there was fabulous fauna and flora and the birds chirped
all day long. Even so, Freddie wanted revenge.
Banjo the bear, Ollie the owl and Fredrica, who was also a fawn, saw how sad their friend
Freddie was. They told Freddie that they wanted to help. “That’s great!” Freddie said. They
all huddled together and came up with a plan that would frighten the huntsmen so much,
they would never return.
The next evening, the huntsmen returned to the forest. It was always a bit spooky in the
forest at night. Freddie and the gang followed the huntsmen and began to make creepy
noises. The huntsmen grew worried and began to shiver. Ollie hooted loudly and the
huntsmen jumped. Banjo made a red mark with a crayon on Fredrica, she appeared in
front of the huntsmen and said, “I am the deer you shot, I will haunt this forest forever.
Leave now!”
The huntsmen were so frightened; they ran all the way home and never returned. Freddie
was happy that he could take revenge for his mother’s death.
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THEME 2
LANGUAGE
SYNONYMS
Synonyms are words that have the same or very similar meaning.
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
Examples of Antonyms
happy – sad
healthy – sick
past - present
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COMPOUND NOUNS
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COMPLEX NOUNS
• A complex noun is a compound noun formed when a noun is put together with another
part of speech.
• There usually more than two more words and the main word is a noun, followed by the
other part of speech e.g. commander-in-chief, fast food truck.
Match the columns to create compound and complex words and write
the complete noun. Remember to use hyphens when necessary.
1. table school
2. moon threatening
3. pre pool
4. anti cloth
5. base court
6. life dandruff
7. swimming light
8. tennis ball
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PRONOUNS
Examples:
I complete my work
POSSESSIVE PRONOUNS
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VERBS
Finite verbs:
• Can stand alone in a sentence and does need an auxiliary verb.
• It must always have a subject, number (singular/plural) and a tense.
• Used to make a complete statement/sentence and it can be more than one word e.g.
The girl plays netball.
Non-finite verbs:
• a verb that cannot stand on its own to form a statement/sentence.
• The non-finite verb can act as a verb, but only if it is combined with an auxiliary verb.
• He walking along the road – this is incorrect. Walking is the non-finite verb, but it
needs a helper.
• He was walking along the road.
Rewrite these sentences using only the finite verb form within brackets.
1. The sun (shining/shines) brightly.
2. The girls (watch/watching) the sunset.
3. The lightning (flashing/flashed) across the sky.
4. The moon (lights/lighting) the sky at night.
5. I (lying/lie) on my back and look at the shooting stars.
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POETRY
***
The mood is the feeling that is created in the poem - if the content is humorous,
the diction chosen will be light-hearted or funny.
***
Some poets write poems for fun, and some want to say something important
with their poems. This is the message or the theme of the poem.
***
Figures of speech are mental pictures created by the poet – there are various
figures of speech.
***
Typography refers to how poems are written on the page.
***
Anything unusual about how poems are written, is a deliberate choice by the poet,
and you, as the reader, need to engage with what adds to the experience of
reading the poem.
***
This means that the words in a poem describe a particular image
in a way that enables the reader to imagine
seeing, hearing, smelling, touching or feeling it.
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***
When a poem tells us, for example, that ‘the man is a mountain’,
it does not mean that the man is really a mountain!
***
This is a figurative expression, which could mean that:
the man is as big as a mountain,
as sturdy as a mountain,
or as old as a mountain.
***
Poems often contrast literal and figurative meanings to convey
their messages to the reader.
Poems are usually much shorter and they consist of short lines that are grouped
together. These are called stanzas.
***
Poets often use different lengths of lines and stanzas
to help express their messages.
***
Because poems are so short, every word and every punctuation mark is
important and adds to the overall meaning of the poem.
***
What the poet does with punctuation is very important.
A poet can choose to use punctuation or to leave it out.
This will have an effect on the rhythm and
perhaps the message of the poem.
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***
The last word of the first line is labelled ‘a’.
Last words of the lines that follow,
and which rhyme with that word, are also called ‘a’.
***
The next word that has a different sound is called ‘b’.
Any subsequent last word that rhymes with that word
is also called ‘b’, and so on.
***
Some poems have no rhyme scheme, while some have a fixed pattern,
e.g. abab cdcd efef gg (generally in sonnets).
***
Poems do not have to be punctuated at the end of each line - when they are
not, this is called a run-on lines, or enjambment.
***
Poems use a lot more figurative language than prose.
***
Some poets use unusual diction (choice of words)
to get their messages across.
***
Poets do not have to write full sentences,
or even punctuate in an ordinary way.
***
It is important that, as the reader, you ask yourself why the poet has chosen
to
use particular line lengths or stanzas.
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***
The poet might use words that sound alike
to draw our attention to these words.
***
Poets might also make use of a particular sound pattern for the same reason.
***
There are many ways in which
sound devices can contribute to the meaning of a poem.
***
The reader will pause where the sense of the poem seems to indicate that a
pause is needed.
***
Figures of speech add colour and vigour to poetry.
***
With the literal meanings of words, poetry also uses figurative language
where a word or phrase is used with a meaning other than its literal meaning.
***
Figurative language suggests more than the words themselves in order to
achieve a special meaning or effect, e.g. similes and metaphors.
***
A poet can also personify something by giving human qualities to an
inanimate object, e.g. The boats danced in the waves.
***
Other sound devices include:
Alliteration
The repetition of consonant sounds, especially at the beginning of
successive words.
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Assonance
The repetition of vowel sounds.
Onomatopoeia
The use of words that suggest the sound
of the thing they represent.
***
The mental pictures that figurative language creates can be called images.
***
When you answer a question about the imagery in the poem, try to identify
which figure of speech has been used to create the images. In this way
you will be able to discuss the figurative meaning of images in the poem.
***
Rhythm in poetry is the beat of the lines and stanzas.
***
Rhyme is created by similar-sounding last words in the lines of a poem.
***
Not all poems have rhyme or rhythm; it depends on what the poet wants to
achieve with the poem.
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Mood The feeling the poem gives the reader Example: Depressing and
after reading. solemn, or thought provoking.
Tone The voice that is used by the speaker Example: The tone could be
in the poem. serious or humorous.
Diction The poet’s choice of words. Example: as I haunt the sunny
streets (rather than just walk).
Stanzas/Verses The lines a poem is divided into.
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FIGURES OF SPEECH
SIMILE
A direct comparison of 2 things using the words like or as
Caterpillar
METAPHOR
A direct comparison of 2 things without using like or as
The toaster
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PERSONIFICATION
When you give a human quality to an inanimate (non-living) object
The Wind
ALLITERATION
The repetition of consonant sounds, at the beginning
of successive words.
Zzzzz
Kenn Nesbitt
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ASSONANCE
The repetition of vowel sounds in words (a e i o u)
Kenn Nesbitt
ONOMATOPOEIA
The use of words that imitate the real-life sounds and actions
Slam! Slam!
Go the car doors.
Jangle! Jangle!
Go the house keys.
Jiggle! Jiggle!
Go the keys in the door.
My word wizard
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Poetry Analysis
My country
is for joy
15 so talk the mountains
with baboons
hopping from boulder to boulder
in the majestic delight
of cliffs and peaks
20 My country
is for health and wealth
see the blue of the sea
and beneath
the jewels of fish
25 deep under the bowels of soil
hear
the golden voice
of a miner's praise
for my country
30 My country
is for unity
feel the millions
see their passion
their hands are joined together
35 there is hope in their eyes
we shall celebrate
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Structure:
♣ The poem is written in free verse.
♣ There are no full stops to interrupt the smooth and lyrical flow of this song
of praise.
♣ The repetition of “My country” reveals the poet’s pride. This emphasizes his theme
that the country now belongs to him and everyone.
♣ The poem appeals to some of our senses, inviting us to see, hear and feel the love
and joy that is now in our country.
♣ The title expresses his deep and sincere feelings for South Africa.
Stanza 1
♣ Love is the subject of this stanza.
♣ The poet shows his deep devotion to his country, speaks about the valleys, rivers,
birds and the sky (beauty of nature).
♣ “so says it valleys” – personification – valley is given the human quality of
speaking.
♣ “circle of life” – cycle of time - life and death: past, present and future.
♣ The land, creatures and people work together in harmony to maintain the perfect
balance of life.
♣ The birds are given human quality of pride (personification), like proud parents
who admire their children. In this case birds admire the beautiful land from above.
Stanza 2
♣ “Peace” is the subject of this stanza
♣ The poet focuses on the peace that exists in his country.
♣ The word “veld” is uniquely South African.
♣ So says the veld – Personification
♣ Snakes are often regarded as harmful/feared creatures, but here the poet
emphasizes their beauty by using the word (glittering).
♣ Their bodies are like jewels (shiny) as they move smoothly and elegantly across the
land.
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Stanza 3
♣ Deals with joy at being a citizen of his country.
♣ Personification – “so talk the mountains” – the mountains are given the human
quality of speaking.
♣ Baboons described as energetic, noisy and loud. This expresses the poet’s joy at
seeing these baboons.
♣ “hopping from boulder to boulder” – alliteration – repetition of the consonant b
♣ “Majestic” means admiration for all the cliffs and peaks.
Stanza 4
♣ Expresses the abundance of the fish in the ocean as a source of health and
wealth.
♣ By using a metaphor, the fish are directly compared to jewels –
beautiful/glittering as they swim.
♣ the poet makes reference to the gold the miners used to dig for - it is an important
source of wealth.
♣ Mining is not a glorious job, yet the miners are proud to do this work – poet gives them
a “golden voice” – they are happy with their jobs.
♣ Now everybody enjoys the benefit of this precious metal and the miners “praise” the
country.
Stanza 5
♣ Is about the unity of the people, which is the most precious attribute for the poet. I
It has been made possible for everyone to enjoy this country together.
♣ We do not only see the beauty of the country and hear the joy, but we also feel
our love for our country.
♣ The words - “hands are joined together”- shows unity, harmony, solidarity and
integration in the country and amongst the people.
♣ Everything in this country, is for the people to appreciate and enjoy.
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Stanza 6
♣ Consists of only one line, which is isolated from the rest of the poem for emphasis
and impact.
♣ “Shall celebrate” – this line gives confidence that there will be cause to
rejoice/celebrate in the future.
♣ “we” – refers not only to the poet, but everyone, shall celebrate.
♣ The poem ends on a positive note – good things will happen in the future.
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1 It is a hive
without any bees
to build the walls
with golden bricks of honey.
5 A cave cluttered
with a millstone,
calabashes of sour milk
claypots of foaming beer
sleeping grass mats
Questions:
1. List the two things Oswald Mtshali compares his hut to in this poem. (2)
2. List all the objects in his hut. (6)
3. What does he use to make his fire burn? (1)
4. Explain what a calabash is. (1)
5. Name the figure of speech in line 1 and 5. (2)
6. What does the poet have cooking in his pot? (1)
7. Does this poem have a rhyme scheme? (1)
8. How many stanzas are in this poem? (2)
9. Name two edible things that the poet also makes. (2)
10. What does the poet use as a bed? (1)
11. What does the poet make his clothes out of? (1)
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WRITING
Topics:
1. Nature
2. Sports
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THEME 3
LITERATURE
What is Literature?
Literature is any written piece that is of importance.
This is your first year of literature studies.
Here, you will learn how to review other’s written work and analyse the style of writing and
the significance thereof.
Comparing Genres
This year you will be studying 5 different genres of literature: Folklore, short stories, poetry,
drama and a novel.
The following table points out the differences and similarities between 4 of these genres.
The novel will be done separately.
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Language sound devices and speech, sound speech, sound figurative language,
figurative language are devices and figurative devices and but because a play
used to create language are used to figurative language consists of dialogue
meaning, mood and create meaning, are used to create this does not happen
tone. mood and tone. meaning, mood and often.
tone. A poem may
use extended
metaphors to
convey the poem’s
message.
Purpose To teach a moral To entertain and To encourage To be visually
lesson. share ideas. people to think entertained. To
about life and react encourage people to
to the message of think about life and
the poem. react to the message
of the play.
Genre Animal characters; Clear setting; plot; Figures of speech; Stage directions;
features set in a fantasy land a antagonist; conflict; numbered lines; setting; monologues;
long time ago; magical rising actions; climax poetic devices; a soliloquies; asides;
elements; good vs. evil; and resolution; speaker. narrator.
third person narration. different types of
narration.
Types Fables; Western Fantasy; horror; Ballad; sonnet; Pantomime; One act;
traditional; African. classic; drama; classic; modern; many acts.
science fiction. protest; praise.
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DRAMA
Drama refers to all kinds of plays. Plays are written to be acted on stage. So, in other
words, a play is a story which is acted out. The word ‘drama’ comes from the Greek word,
which means ‘action’.
The ancient Greeks watched plays in open-air theatres more than 2000 years ago.
Women were not allowed to act in those days, so men had to wear masks for different
characters. Today, these marks are the symbols of drama.
The picture of the two masks shows a happy face and a sad face. They represent two
main kinds of drama that people watched then: comedy and tragedy. Generally
speaking, a comedy has a happy ending and a tragedy has a sad ending.
Just as there are many different kinds of stories to read, there are also many different
kinds of plays to watch. Here are some examples:
• Improvisation - actors get little or no time to prepare for the play.
• Role Play - actors pretend to be a character and act out a scene.
• Mime - only facial expression and body language are used in the performance.
• Masked drama - the main props are masks and the actors use only their voices for
expression.
• Puppet plays - puppets become the characters.
• Performance poetry - actors act out the story from a poem.
• Musical - actors use speaking and singing to tell a story.
• Pantomime - a funny play for children that is usually performed at Christmas.
You are going to study a play this term called, “Every dog has its day” by Helen Brain
and Ted Faulkner. Pg. 105 of the Literature Anthology.
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The cast:
Eva
Gran
Mom
Dad
Characters
Dumi
Brent
Feroza
Learners
Mrs Rinquest (class teacher)
Professor Ngcobo
Mr Lategan
The setting:
The action takes place in a suburban kitchen, The setting for the
a classroom, a principal’s office, on a river bank whole play
The props:
Four chairs and a table. (The same five pieces
of furniture can be used for the interior scenes
placed in different positions. The table can be
upturned to represent a rock in the river.) The list of objects
needed
• A toy dog (Dachshund size)
• Files for the school children
• A large coffee table type book
• A basket
• A backpack
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The staging:
The play needs pace and flow, therefore a curtain is unnecessary. Use overhead lighting
to isolate characters, such as the grandmother who is the narrator. If possible, an
interchangeable backdrop can be created with painted background scenes on boards: the
interior of a kitchen with a window, the back wall of a classroom and a scene showing
vegetation.
Questions:
Act 1: Scene 1
1. Where does Act 1 Scene 1 take place? (1)
2. Who is the narrator in this play? (1)
3. Describe this setting. (2)
4. Describe Eva’s character, according to Gran. (3)
6. What is the difference between a need and a want? (2)
7. Why won’t Eva get a dog? (2)
8. Describe Eva’s behaviour when her Dad tells her that she cannot get a dog. (2)
9. Do you think her parents are too strict? Explain. (2)
Act 1: Scene 2
1. Describe the setting. (2)
2. Name the characters in scene two. (4)
3. Why was Eva late for class? What is her punishment for being late? (2)
4. What does Mrs Rinquest’s sigh tell us? (2)
5. What begins the conflict with Eva and her friends? (2)
6. Are they justified in getting angry with Eva? Why? (2)
Act 1: Scene 3
1. Describe the setting (3)
2. Name the new character in this scene. (1)
3. What do Eva’s opening lines add to her character? (2)
4. What characteristics of Mr Lategan suit his stereotype of being a principal? (3)
5. What chance does Mr Lategan give to Eva? (2)
6. Give one word to describe Eva’s feelings when she left the principal’s office. (1)
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Act 1: Scene 4
1. Why does Eva feel miserable and embarrassed? (1)
2. Why do you think Eva hates Feroza? (2)
3. How did Eva propose to finish the work? (2)
4. Would you lend Eva the book? Why? (2)
Act 1: Scene 5
1. Describe the setting. (2)
2. What does Eva decide to do instead of completing her assignment near the
river? (2)
3. Why does Eva leave the book behind? (1)
4. What distracts Eva’s attention away from completing her assignment? (1)
5. What else has Eva done that is very charitable? (2)
6. What 3 things did Eva leave behind? (3)
WRITING
DIALOGUE
What is a dialogue?
A dialogue is a written conversation between two or more people.
It does not use direct speech; therefore NO INVERTED COMMAS are used
Your dialogue format is as follows:
• Each person’s name must be written on the left side of the page.
• Each name must be followed by a colon.
• Skip a line after each speaker.
• Advise characters (or readers) on how to speak or present the action given in brackets
before the words are spoken
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Introductory Paragraph
Who is my dialogue between?
Patricia (a teenage girl) and her
Conclusion mother.
Mind map
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Final Draft:
This dialogue is between Patricia and her mother. Patricia hasn’t cleaned her room
and her mom is upset.
Mother : How many times do I have to tell you to clean your room?
Mother : Patricia Nkosi! If you don’t clean your room now, you won’t have a phone to
Whatsapp anybody!
Write a dialogue between you and a friend about your visit to the zoo.
Your dialogue must be 80-90 words.
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THEME 4
LANGUAGE
ADJECTIVES
Adjectives are words that describe nouns and pronouns. They are used to writing more
interesting and detailed.
DEGREES OF COMPARISON
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The most comfortable bed of all the beds. – add most before the adjective.
• Sometimes, the spelling of certain adjectives will change:
e.g. happy – happier – happiest
• Sometimes, the adjective changes completely:
e.g. many – more - most
Fill in the missing degrees of comparison. Remember, the spelling of certain adjectives
may change and some adjectives will change completely.
1. great greatest
2. cleverer
3. beautiful
4. good
5. cleanest
6. less
7. more careful
8. smallest
9. thinner
10. far
• Some words only appear in the plural form e.g. scissors, pants, trousers, clothes,
maths, news.
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However, the following rules also apply when changing to plural form:
1. When words end with ‘ch’ ‘s’ ‘ss’ ‘sh’ or ‘x’ - add ‘es’ to form the plural.
church = churches
box = boxes
princess = princesses
box = boxes
2. If a word ends in ‘f’ or ‘fe’ drop the letters and add ‘ves’ to make a plural
calf = calves
knife = knives
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Homophone Homonym
Words that sound the same, Words that sound the same,
however have different however have different
meanings... meanings...
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Find a homophone for each word in bold. Then write a sentence for the new homophone.
RIDDLES
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EXAMPLE 1:
“What gets wetter and
wetter the more it dries?”
A towel
EXAMPLE 2:
“I am weightless, EXAMPLE 3:
A hole
A coin
Write down two riddles that you can share with the class.
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Idioms Proverbs
An idiom is a group of words used in a way Proverbs are short sayings that are widely
that gives the group of words a new known and used frequently.
figurative meaning. They give advice on daily circumstances.
It is used as an expression. These also have literal and figurative
Example: Over the moon meanings.
Example: The apple doesn’t fall far from the
Literally - this means above the moon. tree.
Figuratively - this means excited or
extreme happiness Literally - fruit from a tree drops next to that
tree.
Figuratively - A child is very
similar to their parents.
WRITING
REVIEWS
Newspapers employ critics. They watch all the new movies, and then write their opinions
of what they have seen. These are called reviews. Often they give movies a star rating.
Star Ratings
Read the following reviews with a partner. Decide whether the critics liked the movie or not.
The Good Dinosaur
(HINT: Look at the language they use). Try to decide which star rating was given by the
101 mins
“ThetoGood
critic eachDinosaur”
film. asks the generation-old question: What if the
101 mins
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Pixels
106 mins
When aliens intercept video feeds of classic arcade games and
misinterpret them as a declaration of war, they attack Earth, using
the games as models. Knowing that he must employ a similar
strategy, President Will Cooper (Kevin James) recruits his
childhood pal, former video-game champ and home-theatre
installer Sam Brenner (Adam Sandler), to lead a team of old-school
arcade players and a military specialist (Michelle Monaghan) in an
all-out battle to save the planet. Much like the worst arcade games
from the era that inspired it, Pixels has little replay value and is
hardly worth a quarter.
Inside Out
102 mins
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FOLKLORE
Read the short story, “The mole and the mask”, by Ann Walton and
answer the questions that follow. Pg. 14-18 of the Literature Anthology.
Questions:
1. Complete a flow diagram based on the folklore, ‘Mole and the mask’.
Each section in your diagram should have the following headings:
Setting, Beginning, Event 1, Event 2, Event 3 (optional), Climax and End. (5)
2. Msonthi’s character changes a great deal in the story.
Trace this change by giving adjectives to describe his character in the...
a) Beginning of the story
b) Middle of the story
c) End of the story (6)
3. Would you allow yourself to change so much in character just because you had
power? (2)
4. What is the moral of the story? (2)
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NOVEL
Deo and his brother Innocent live in a village in Zimbabwe. One day when they are
outside in their village playing soccer, trucks with soldiers aboard arrive armed with
guns. An ordinary day that started with soccer games with friends ends with tragedy and
carnage. Deo and Innocent are the only surviving members of their village. Everyone else
has been murdered by the soldiers. The brothers must secretly leave the village and try to
find safety elsewhere. The brothers manage to escape only after Innocent convinces Deo
to go back and retrieve his "Bix box" that contains all his prized possessions. Deo has his
soccer ball which is stuffed with money.
Deo and Innocent must make their way to South Africa where they can work, go back to
school, and find their father. The only clue they have to his whereabouts is a crumpled
picture of him standing in front of a truck with a phone number on it.
As they make their way towards South Africa and freedom, Deo and Innocent have many
harrowing experiences and they encounter some less than scrupulous characters.
Eventually, they do escape and arrive in South Africa where they find work at the
Flying Tomato farm. They are given a place to live, food to eat, and wages for their
work. They also encounter a new threat and that comes from the South African residents
who resent the influx of illegal immigrants who are willing to work for low wages. Deo and
Innocent soon come to the realization that they are working for unfair wages and the
resentment born by the South Africans is palpable.
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They are led astray by one of their fellow farmworkers and left penniless and lost. No job,
no money, no food. Deo ends up living on the streets. He becomes one of the glue-sniffing
street kids in South Africa. Deo is playing soccer in a drug-induced fog one day but a scout
recognizes his talent and skill. The scout approaches Deo and tells him about a soccer
team made up of kids from the streets of Cape Town, Johannesburg, and other cities in
South Africa. The kids are taken off the street, given a place to live and food to eat. They
are also trained as members of soccer teams which will compete for the World Cup of
street soccer. This opportunity proves to be life changing for Deo. He is able to regain his
strength and sense of purpose.
The struggle and journey that Deo and Innocent endure is wrenching and
dramatic. Although fictionalized in this book, young men trying to survive against harrowing
conditions is played out all over the continent of Africa in real life. Backed by a story that is
profound and compelling, the voice of Deo is not one that will be forgotten soon.
This fictional story (based on interviews with African refugees) will tug at the hearts and
minds of most teenagers, youth workers and many other adults.
The Billion Dollar Soccer Ball is set in Zimbabwe. What do you know about Zimbabwe?
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Character Sketches
Questions:
Part one
1. How does Grandpa Longdrop feel about the soldiers at first? Why? (2)
2. Why do you think the soldiers came to this particular village? (1)
4. Why does Deo have to lie to Innocent about what has happened to their
mother and their grandfather? (2)
5. How does Deo stop the Green Bombas from taking Innocent away with them
in Bikita? (3)
6. Why does Deo start calling his ball his ‘billion dollar’ soccer ball? (1)
7. What were the main dangers Deo and Innocent had to overcome whilst
travelling from South Africa to Zimbabwe? (3)
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Part two
1. Why were the local villagers upset with the refugees who worked on the
tomato farm? (2)
2. Why do you think Philani helped Deo and Innocent leave the farm? (2)
3. Who lives in the bridge? What are their names, where do they come from,
and what do they do? (12)
4. Why did Deo go to Alexandra and leave Innocent at the bridge? (2)
5. How did Deo know that Innocent would be at the bridge after he lost him? (1)
6. Why do you think the local people attacked refugees? How do you feel
about how they handled the situation? (3)
7. Imagine you were Deo. Write a journal entry for the night spent at the
church grounds before Deo found Innocent. (10)
Word count: 80-90 words.
Part three
1. What kind of life has Deo been leading for the past 18 months? (3)
2. Why is Deo tempted to run away at the end of chapter 23? (2)
3. When Salie gets the team to tell their stories, how do things change? Why
do you think this happens? (3)
4. What did Innocent keep in his Bix-box? Explain the significance of each (18)
item.
5. When T-Jay is interviewed by CNN, how has his attitude changed towards
refugees (2)
6. Keelan said to Deo, “But this is yours... this is what you brought here.” She
was referring to the soccer ball. Explain what she means. (2)
7. Draw up an advert to create awareness and raise funds for the 2017 Street
Soccer World Cup. (10)
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Narration
This story is written in the first person, with Deo narrating the story.
1. How does this affect the way we understand and relate to the story? (2)
Themes
The major theme in this novel is Prejudice: How people make judgements about others
without having a clear understanding of them beforehand.
Happy Endings
3. Why do you think the writer chose to end the story before the final game
(2)
finishes?
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Chapter
Title:
Setting:
Chapter Summary:
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THEME 5
LANGUAGE
Add prefixes and suffixes to create one word for the examples below.
1. Not interested
2. To do again
3. To play in past tense
4. The superlative form of strong
5. Not making sense
6. Full of beauty
7. An adverb form of lazy
8. Having the ability to afford
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CLAUSES
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WRITING
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
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
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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 fire-
breathing 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 nerve-
wracking 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
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.
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Figures of Speech
All the highlighted phrases in the above text are examples of figures of speech. Can you
name the figures of speech?
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