Professional Documents
Culture Documents
GRD 7 English T3 and T4 Approved
GRD 7 English T3 and T4 Approved
GRADE 7
TERM 3
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THEME 1 ............................................................................................................................. 6
NOUNS ....................................................................................................................... 6
Activity 1: Nouns...................................................................................................... 7
ADVERBS ................................................................................................................... 7
ADJECTIVES .............................................................................................................. 8
DEGREES OF COMPARISON.................................................................................... 8
Activity 3: Adjectives................................................................................................ 9
CLAUSES .................................................................................................................... 9
ABBREVIATIONS...................................................................................................... 16
QUESTIONNAIRES .................................................................................................. 18
THEME 2 ........................................................................................................................... 24
COLON...................................................................................................................... 26
APOSTROPHE.......................................................................................................... 27
INTERVIEWS ............................................................................................................ 29
THEME 3 ........................................................................................................................... 34
PRONOUNS .............................................................................................................. 34
THEME 4 ........................................................................................................................... 43
PREPOSITIONS........................................................................................................ 43
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THEME 5 ........................................................................................................................... 51
ARTICLES ................................................................................................................. 51
THEME 1 ........................................................................................................................... 58
DEGREES OF COMPARISON.................................................................................. 59
PREPOSITIONS........................................................................................................ 60
THEME 2 ........................................................................................................................... 67
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THEME 3 ........................................................................................................................... 69
AUXILIARY VERBS................................................................................................... 69
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THEME 1
NOUNS
What is a noun?
A noun is a part of speech that is used to name a person, place, thing, quality, or action.
Common nouns Names things that are around us e.g. table, book, window
Proper nouns Name of a person, place or thing e.g. John, BMW, London
Collective nouns Describes a group of things or people as a unit e.g. herd, flock
Concrete nouns Name something recognizable through one of the senses (they
can be seen, heard, touched, smelt or tasted) e.g. house, dog
Compound nouns Two or more nouns combined to form a single noun e.g. sister-in-
law, schoolboy, fruit juice
Countable nouns Can occur as a singular or plural form. In plural, these nouns can
be used with a number - they can be counted e.g. 5 friends, 10
chairs, houses, boys
Uncountable nouns Can only be used in singular. They cannot be counted e.g. rice,
water, coffee
Singular nouns A noun that is only one item e.g. book, pencil, tree, car
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Activity 1: Nouns
UNDERLINE THE NOUNS IN EACH SENTENCE AND STATE THE TYPE OF NOUN
THAT HAS BEEN USED.
1. The man was trying to steal a horse with a cart full of apples.
2. William Shakespeare was a famous writer from England.
3. The troupe of dancers performed for the crowd of spectators.
4. She felt immense pride and joy when she won the competition.
5. My brother-in-law put the fish tank in the bathroom.
6. I have five pens, several books and an eraser.
7. The milk was expired and could not be consumed, so they ate the rice.
8. The men caught many fish during their trip.
9. The boy flew the kite, but it got stuck in the tree.
ADVERBS
Adverb of manner:
An adverb of manner tells us how something is done or happens. Most adverbs of manner
end in –ly such as happily, sadly, slowly, quickly.
Adverb of time:
An adverb of time tells us when an action happened/happens e.g. yesterday, tomorrow,
now, later, two weeks ago.
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Activity 2: Adverbs
ADJECTIVES
DEGREES OF COMPARISON
Activity 3: Adjectives
1. It was a long, boring wait until I was finally called in for the interview.
2. The arrogant man behind the brown desk asked me several questions.
3. His questions were difficult, but I answered them with ease.
4. I was nervous during my interview.
5. I shook his strong, powerful hand and left the room.
1. Not everyone agrees that she is (pretty, prettier, prettiest) than her sister.
2. Can an elephant be (tall, taller, tallest) than a giraffe?
3. That pond is the (shallow, shallower, shallowest) in this area.
4. That has to be the (interesting, more interesting, most interesting) film I have
seen.
5. Of the two paths, this is (short, shorter, shortest) to get there.
6. He is easily the (bad, worse, worst) player in the team.
7. The second half of the play was (little, less, the least) exciting.
8. What is (far, farther, the farthest) distance you have ever run?
CLAUSES
What is a clause?
A clause is a group of words that consists of a subject and a predicate. There are two
major types of clauses:
• Independent clauses
• Dependent clauses
Activity 5: Clauses
ADJECTIVAL CLAUSES
Examples:
• Students who work hard get good grades.
The adjective clause who work hard modifies the noun students.
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ADVERBIAL CLAUSES
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NOUN CLAUSES
RELATIVE CLAUSES
Relative clauses give essential information to define or identify the person or thing we are
talking about. Relative clauses can be introduced by: A relative pronoun: who, whom,
which, that, whose.
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Examples:
1. I tried to speak Spanish and my friend tried to speak English.
2. Alex was playing football, so Maria went shopping.
3. Katlego cooked dinner, yet Thandi never ate.
Examples:
1. When he handed in his homework, he forgot to give the teacher the last page.
2. The teacher returned the homework after she noticed the error.
3. The students are studying because they have a test tomorrow.
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WORD MEANING:
Synonyms are words that have the same or very similar meaning.
Examples:
Beautiful attractive, gorgeous, dazzling, ravishing, graceful, elegant, stunning
Homophones are words that are spelt the same or sound the same, but have a different
meaning e.g. ate – eight
Book - to reserve a hotel room or a table at a Book – pages bound together with a cover
restaurant
Change - to replace the clothes you are Change – money given back after a
wearing with another outfit purchase
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ABBREVIATIONS
An abbreviation is defined as a shortened version of a word or phrase. But, did you know
that there are many different types of abbreviations? Here is a list of abbreviation types:
Acronym: this forms a word using the first letters of the name to form a new word.
Example:
NASA - National Aeronautics and Space Administration
SARS - South African Revenue Service
Lesser known acronyms include:
scuba (self-contained under water breathing apparatus) and
laser (light amplification by stimulated emission of radiation).
The latter examples show that not all acronyms have to be capitalized.
Truncation: this type of abbreviation consists only of the first part of a word. These are
most often used when referring to proper titles such as months of the year or days of the
week.
Example:
Mon. - Monday
Fri. - Friday
Apr. - April
Oct. - October
Clipped: this is similar to truncation in that you are using a part of the word to form the
abbreviation. But, in this case, the middle or end is being used.
Example:
phone – telephone
fridge - refrigerator
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PUNCTUATION: ELLIPSIS
3. Pause in writing:
Stories and novels use ellipses to a very different effect. An ellipsis can demonstrate a
pause in dialogue, a pause in narrative or a character or a narrator trailing off.
Example:
“I’m not sure what to do…” he stammered.
This demonstrates the inability of the character to make up his mind.
A narrator might say: “He was without hope… desolate, empty… the epitome of a broken
heart.”
This is pausing for emphasis.
one night percy was driving home through a thick fog it was frightening to drive in such
conditions suddenly percy saw two bright spots of light appear in front of the car then they
disappeared percy realized that he had just seen a cat he had not seen the cats body but
its eyes had reflected the light coming from the cars headlights
this experience gave percy an idea over the next few months he spent hours
experimenting in his workshop he designed round glass studs that reflected the light from
a cars head-light
percy shaws invention is used throughout the world today they are called cat eyes
QUESTIONNAIRES
What Is a Questionnaire?
A questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents. Questionnaires can be thought of as a
kind of written interview. They can be carried out face to face, by telephone, computer or
post.
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Questionnaires provide a relatively cheap, quick and efficient way of obtaining large
amounts of information from a large sample of people. Data can be collected relatively
quickly because the researcher would not need to be present when the questionnaires
were completed. This is useful for large populations when interviews would be impractical.
However, a problem with questionnaire is that respondents may lie due to social
desirability. Most people want to present a positive image of themselves and so may lie or
bend the truth to look good, e.g., pupils would exaggerate revision duration.
Creating Questions:
2. Plan questions that will help you get the information you need.
Begin with a broad span of questions, then narrow them down until each one relates to
your goals in some way. Keep questions and answers simple, using as few words as
possible. You may want to rely on open-ended questions, closed-ended questions, or a
mix of the two.
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EXAMPLE OF A QUESTIONNAIRE
My friends
My teacher
Recess
Lunch
Pizza
Ice-cream
Pyjama
Other
Chocolate
Vanilla
Dogs
Cats
8. I prefer (crayons, colour pencils, markers, just a pencil) when asked to colour
something.
Crayons
Colour Pencils
Markers
Just a pencil
Jewellery
Notepads
Fun pens/pencils
Stickers
Puzzles
Mazes/Colouring Books
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THEME 2
Activity 13: Proper Nouns
INDIRECT SPEECH
ROOT WORDS
COLON
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COLON
APOSTROPHE
Examples:
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I am I'm
I will I'll
I do not I don't
I cannot I can't
There is There's
where is where's
who is who's
What is possession?
Possession means ownership of a noun.
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Examples:
The family’s house – singular noun - ’s
The boys’ scooters – plural noun s’
Hercules’ strength was legendary. – s’ – do not add another s if the word/name ends in s
Children’s rights – plural word – add ’s
Plural dates do not take an apostrophe e.g. 1800s
Abbreviations do not take an apostrophe e.g. CEOs
Possessive pronouns do not take an apostrophe e.g. ours
INTERVIEWS
As a student, after graduation, you will be looking for a job? What can you expect
during the job interview? The interview questions that managers ask candidates will
typically be focused on why you are interested in the job and why the company
should hire you.
Even if you have limited work experience, you can still answer these kinds of
interview questions well. Review these entry level interview questions and sample
answers.
Consider how you would answer, so you're ready to respond during the job
interview.
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8. What was your biggest challenge as a student, and how did you handle it?
9. Do you think that your grades are a good indication of your academic achievement?
10. Did you prefer working independently or in groups on school projects?
11. What extra-curricular activities have you participated in?
12. What was your greatest strength as a student?
13. How has your college experience prepared you for a career?
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4. If you were hiring a college graduate for this job, what qualities would you look for?
5. What do you think it takes to be successful at this company?
6. What can you contribute to our company?
7. What new ideas do you think you can bring to this company?
8. In what kind of work environment are you most comfortable?
9. Are you willing to travel?
10. How do you feel about working evenings and weekends?
11. Is there anything I haven't told you about the job or company that you would like to
know?
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THEME 3
PRONOUNS
Types of pronouns:
• Personal pronouns (I, you, he, she, it, we, they)
• Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves,
themselves)
• Possessive pronouns (mine, yours, his, hers, ours, theirs)
• Demonstrative pronouns (this, that, those, these)
• Relative pronouns (who, which, that, whose)
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I mine myself
he his himself
it its itself
we ours ourselves
Possessive Pronouns:
What are possessive pronouns?
Like its name suggests, a possessive pronoun indicates ownership.
Possessive pronouns do not contain apostrophes.
A possessive pronoun is used to avoid repeating information that has already been made
clear. These useful pronouns make sentences less confusing, mine, yours, his, hers, ours,
theirs.
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Reflexive pronouns are also used for emphasis. In this case, they are referred to
as intensive pronouns.
For example, in the sentence "I spoke to the president himself", the speaker emphasizes
that he spoke to the president personally NOT somebody else.
"I always do my homework myself. Nobody helps me."
"He never does his homework himself. The teacher always helps him."
In the above examples, the reflexive/intensive pronouns can be removed without changing
the meaning.
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Relative pronouns:
whom - used for object pronoun for people, especially in non-restrictive relative clauses (in
restrictive relative clauses use who)
The boy whom you told me about got the best grades in mathematics.
that - subject or object pronoun for people, animals and things in restrictive relative
clauses (who or which are also possible)
I like the vase that is over there.
In the sentence:
This is my brother
this is a demonstrative
This - -
That - -
These - -
Those - -
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SIMPLE TENSES
Tenses are forms of a verb that show the time. There are three main tenses: present,
past, and future.
Past tense: used to refer to something that happened or existed in the past. The past
tense is also called the simple past.
Examples:
• My grandfather played in a football team.
• I ate a big spicy piece of pizza for my breakfast.
Present tense: used to refer to something that happens or exists now. The present tense
is also called the simple present.
Examples:
• The heart pumps blood through the body.
• Dogs bark.
Future tense: refers to something that has not happened at the time of speaking. The
future tense makes use of the words will and shall.
Examples:
• I will call you.
• We shall have a discussion in three days.
Active Voice:
• In the active voice, the subject performs the action.
• For example: The country mouse visited the town mouse.
Passive Voice:
• In the passive voice, the subject receives the action.
• For example: The town mouse was visited by the country mouse.
Meeting minutes provide an important record of proceedings, whether it’s for a corporate
staff meeting, a board meeting or an informal committee meeting. Being able to quickly
take notes keeps meetings on track and provides a clear summary to those who weren’t
able to attend.
Agenda:
The agenda is a formally written list of things that will be discussed at a meeting.
Chairperson:
The chair is the person who runs the meeting. They are usually of a higher stature within
the company. They take the lead role in decision making and drawing up final conclusions.
They will also run the agenda of the meeting and allow people to speak in turn.
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Agenda of Meeting
Agenda Items:
14h00-15h00: Welcome and introduction of topic by chairperson.
15h00-15h20: Brainstorm ideas.
15h20-15h30: Finalise ideas with reasons for each.
15h30-15h35: End of meeting.
Minutes:
Minutes of a meeting are the written record of a meeting or hearing. They typically
describe the events of the meeting, starting with a list of attendees, a statement of the
issues considered by the participants and related responses or decisions for the issues.
Minutes of Meeting
Discussion
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Conclusion:
Mrs A Singh and Mrs V Naidoo decided to go with two ideas: the civvies day and the cake
sale.
The reps will draw up posters to advertise for the two events for these events.
They will get shops like PnP to get sponsorship of the cupcakes.
Parents can also sponsor the cupcakes.
These cupcakes will be sold at R5 each.
The sale will be held by the tuckshop during break. The councillors will sell the cupcakes.
The civvies day can be held on the last day of Term 3.
It will cost R5 per learner. The money will be collected by the homeroom teachers.
Adjournment of meeting:
Meeting ended at 15h30.
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THEME 4
PREPOSITIONS
The following table contains rules for some of the most frequently used
prepositions:
Prepositions – Time
since from a certain point of time (past till now) since 1980
for over a certain period of time (past till now) for 2 years
to / till / marking the beginning and end of a from Monday to/till Friday
until period of time
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till / until in the sense of how long something is He is on holiday until Friday.
going to last
by, next to, left or right of somebody or something Jane is standing by / next to /
beside beside the car.
under on the ground, lower than (or covered the bag is under the table
by) something else
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below lower than something else but above the fish are below the
ground surface
above higher than something else, but not a path above the lake
directly over it
across getting to the other side (also over) walk across the bridge
getting to the other side swim across the lake
through something with limits on top, bottom and drive through the tunnel
the sides
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Chronological order:
A method of organisation in which actions or events are presented as they occur (or
occurred) in time.
Emotive language:
The deliberate use of strong, emotive words to play on the readers’ feelings. It’s a
language that carries strong emotions.
Bias: A tendency to believe that some people, ideas, etc. are better than others. This
belief usually results in people being treated unfairly.
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you may be prejudiced against New Zealanders even though you have never met any, or
you had a bad encounter with one New Zealander and decided that all New Zealanders
are rude.
On the other hand, a bias can be based on a thorough knowledge of a person/thing - for
example, one might think that a mother shouldn't judge an art competition in which her son
is one of the competitors because she may be biased towards him.
Stereotypes:
A stereotype is used to categorise a group of people. People don't understand that type of
person, so they put them into classifications, thinking that everyone who is similar, needs
to be like that or anyone who acts like their classifications, is one.
The stereotype for Goths are black clothes, black make-up, depressed and hated by
society.
The stereotyped ideas associated with Punks are mohawks, spikes, chains, menace to
society, always getting into trouble.
Rhetoric devices:
Rhetoric devices are techniques that an author or speaker uses to convey to the listener or
reader a meaning, with the goal of persuading him or her towards considering a topic from
a different perspective. They use sentences designed to encourage or provoke a rational
argument from an emotional display of a given perspective or action.
NEWSPAPER ARTICLE
1. Headline
• Catches your attention
• Sums up the story
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2. By-line
• Writer’s name
• Writer’s Specialty, e.g. sports, food,
crime, current events
3. Place line
• Where the story begins
4. Lead
• The opening section
• Gives most important information
• Should answer most of the 5 ‘W’s
5. Body
• Supplies detail
• Most important details come first
• Simple true statements
6. Quotation
• What someone actually said
• Adds accuracy
• Adds an “at the scene” feeling
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Headline
Place line
CANBERRA - A bungling Australian car thief was nabbed after accidentally locking himself
in the vehicle that he was trying to steal on Wednesday.
Police were called to a house in Adelaide after two thieves were heard trying to steal a car.
On arrival, they were surprised to find a 53-year old man hiding inside the vehicle.
"The man, while breaking into the car, had locked himself in the car and couldn't get out,"
South Australian police said, adding that a second thief was found hiding in nearby
bushes.
Lead
– catches reader
Body interest,
Quotation – most important info
– introduces topic
– answers most of the
5W’s
Write your own newspaper article on an exciting event that happened at your school.
Your story must be 100-120 words long. Follow the format above.
Follow the writing process.
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THEME 5
ARTICLES
Indefinite Articles: a, an
♥ an - used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel
sound: an apple, an elephant, an issue, an orange.
♥ a - used before singular count nouns beginning with consonants (other than a, e, i, o,
u): a stamp, a desk, a television, a cup, a book.
BUT
♥ if the first letter of the word is a vowel, but sounds like a consonant, then use a – a
used car, a useful gadget – sounds like ‘y’.
♥ if the first letter of the word is a consonant, but sounds like a vowel, then use an – an
honest man – sounds like ‘o’.
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6. Wendy wants to buy ______ fridge, ______ washing machine, ______ oven and
______ electric knife for her new house.
7. If you eat ______ orange or ______ lemon a day, you can protect yourself from
flu.
8. My mother is ______ angel. She treats me well even if I get bad marks.
9. It's too hot. I want to have ______ ice-cream.
10. My father has ______ Italian and ______ Turkish flag.
11. The teacher wanted ______ answer from the student.
12. Peter is going to have ______ birthday party next Sunday
EVALUATION PARAGRAPHS
Topic Sentence
• The topic sentence is the first sentence in a paragraph.
• It introduces the main idea of the paragraph.
• It summarizes the main idea of your paragraph or indicates, to the reader, what the
paragraph will be about.
I argue that Canada is one of the best countries in the world. Canada has a high standard
of education. Students are taught by well-trained teachers and are encouraged to continue
studying at university. As a result, Canada is a desirable place to live.
Supporting Details
Supporting details follow the topic sentence and make up the body of a paragraph. They
give details to develop and support the main idea of the paragraph. They should give
supporting facts, details, and examples.
Canada is one of the best countries in the world. Canada has a high standard of
education. Students are taught by well-trained teachers and are encouraged to continue
studying at university. As a result, Canada is a desirable place to live.
Closing Sentence
The closing sentence is the last sentence in a paragraph.
It restates the main idea of your paragraph using different words.
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Canada is one of the best countries in the world. Canada has a high standard of
education. Students are taught by well-trained teachers and are encouraged to continue
studying at university. As a result, Canada is a desirable place to live.
Literal language is used to mean exactly what is written. It is the dictionary meaning of
the words that are used. This is referred to as denotation.
Example: “It was raining heavily, so I took the bus home.”
In this example of literal language, the writer means to explain exactly what is written: that
he or she chose to take the bus home because of the heavy rain.
Figurative language is used to mean something other than what is written, something
symbolic, suggested, or implied. This is referred to as connotation. Poets often used
figurative language to give multiple possible meanings to their poems.
Example: It was raining cats and dogs, so I rode the bus.
In this example of figurative language, cats and dogs were really not falling from rain
clouds, instead, the rain felt so heavy and large that it was almost as if small animals were
falling from the sky!
TYPES OF SENTENCES
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SENTENCES TYPES
DESCRIPTIVE ESSAY
Description is used often, to create atmosphere and mood: films do this visually, writers do
this with words.
Writing a descriptive essay is very different to narrative essays.
Instead of telling a story, these essays focus on one topic and describe it in full detail.
Descriptive essays:
• Describe someone/something to allow the reader to experience the topic vividly
• Create a picture in words
• Choose words and expressions carefully to achieve the desired effect
• Use images of sight, sound, hearing, taste and touch
• Use figures of speech
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Read the following descriptive essay on Carnival Rides. Notice that it is not a story
about ‘Johnny visiting Gold Reef City”, it is describing carnival rides as a whole.
Carnival Rides
I have always been fascinated by carnival rides. It amazes me
that average, ordinary people eagerly trade in the peacefulness
of the ground for the chance to be tossed through the air like
vegetables in a food processor. It amazes me that at some time
in history, someone thought that people would enjoy this, and
that person invented what must have been the first of these
terrifying machines. For me, it is precisely the thrill and excitement of having survived the
ride that keeps me coming back for more.
My first experience with a carnival ride was a Ferris wheel at a local fair. Looking at that
intimidating monstrosity spinning the life out of its sardine-caged occupants, I was
dumbstruck. It was huge, smoky and noisy. Ever since that initial impression became
fossilized in my imagination many years ago, these rides have reminded me of mythical
beasts, amazing dinosaurs carrying off their screaming passengers like cows lining up at
the abattoir. Even the droning sound of their engines brings to mind the great roar of a 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
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the clanging metal steps to reach the safety of my former footing. I had been spared, but
only to have the opportunity to ride again.
My fascination with these fantastic flights is deeply engrained in my soul. A trip on the
wonderful Ferris wheel never fails to thrill me. Although I am becoming older and have less
time, or less inclination, to play, the child-like thrill I have on a Ferris wheel continues with
each and every ride.
This essay is reproduced with the permission of its author, Elisabeth McCarthy. No part of
this essay may be reproduced.
All the highlighted phrases in the above text are examples of figures of speech. Can you
name the figures of speech?
NARRATIVE ESSAY
Narrative Essay:
• When you write a narrative essay, you are telling a story.
• Narrative essays should therefore be written in the past tense because you relate or
write about a story/event that has already happened/taken place.
• Often, sensory details are provided to get the reader involved in the elements and
sequence of the story.
• Write in the first person. Since it's your story, use "I" in your sentences.
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ENGLISH
GRADE 7
TERM 4
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THEME 1
COMPLEX NOUNS
A compound noun is when two nouns together create a noun on its own.
Example:
A complex noun is when a noun and another part of speech together create a new noun.
Example:
swimming (verb) + pool (noun) = swimming pool
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CHOOSE FROM THE LIST OF NOUNS GIVEN TO MAKE COMPUND AND COMPLEX
NOUNS
1. Fund __________ (A – driver, B – seat, C – raiser)
2. News __________ (A– paper, B – story, C – travels)
3. Sun ____________ (A– day, B – glasses, C – heat)
4. Child ___________ (A – hood, B – ren, C – play)
5. Door ___________ (A– frame, B – handle, C – way)
6. The full ___________ looked enormous as it rose over the horizon.
(A – moon, B – sun, C –sunset)
7. I’m going to the barber for a _____________.
(A – trim, B – new style, C – haircut)
8. They’re digging a new swimming ____________ in the park.
(A – suit, B – pool, C – game)
9. I would love to learn to pilot an ____________
(A–boat, B – aeroplane, C – submarine)
10. Sherrie is upset because she lost an ______________.
(A – input, B – earring, C – friendship)
DEGREES OF COMPARISON
REWRITE EACH SENTENCE AND CHANGE THE WORD AT THE END TO THE
CORRECT COMPARITIVE ADJECTIVE.
1. My house is __________ than yours. (big)
2. This flower is __________ than that one. (beautiful)
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PREPOSITIONS
Activity 3: Prepositions
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Activity 5: Punctuation
Mrs Taylor said joshua stop running but im not running mam caitlyn pushed me replied
joshua. caitlyn did you really push him. no mam it was timiel said caitlyn. timiel get down to
the office now shouted mrs grey. it was actually me said kiara. it was me too confessed
siphokazi. thats it everyone down to the office now said mrs grey angrily.
Shakespeare
William Shakespeare (26 April 1564 – 23 April 1616) was an English poet and playwright,
widely regarded as the greatest writer in the English language. Shakespeare was born and
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Macbeth
Characters:
Macbeth Lady Macbeth
Banquo Fleance (Banquo’s son)
King Duncan Malcolm (Duncan’s son)
Donalbain (Duncan’s son) Macduff (Thane of Fife)
3 witches- Hecate (Queen of all witches)
Plot
King Duncan’s generals, Macbeth and Banquo, encounter three witches on a bleak
Scottish moorland on their way home from battle. The women prophesy that Macbeth will
be given the title of Thane of Cawdor and then become King of Scotland, while Banquo’s
heirs shall be kings. The generals want to hear more, but the weird sisters disappear.
Duncan creates Macbeth, Thane of Cawdor, in thanks for his success in the
recent battles and then proposes to make a brief visit to Macbeth’s castle. Lady Macbeth
receives news from her husband of the prophecy and his new title and she vows to help
him become king by any means she can.
Macbeth’s return is followed almost at once by Duncan’s arrival. The Macbeths plot
together and later that night. Macbeth kills the King and his guards. Lady Macbeth leaves
the bloody daggers beside the dead king. When the murder is discovered, Duncan’s sons,
Malcolm and Donalbain flee, fearing for their lives, but they are nevertheless blamed for
the murder.
Macbeth is elected King of Scotland, but is plagued by feelings of guilt and insecurity. He
arranges for Banquo and his son, Fleance to be killed, but the boy escapes the murderers.
At a celebratory banquet Macbeth sees the ghost of Banquo and disconcerts the courtiers
with his strange manner. Lady Macbeth tries to calm him, but is rejected.Macbeth seeks
out the witches and learns:
• The visored helmet means war
• There is a blood stained child
• Someone’s child will be king
• Macbeth will be safe until Birnham Wood comes to his castle
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• They tell him that he need not fear anyone born of woman
• The Scottish succession will come from Banquo’s son
Macbeth embarks on a reign of terror and many, including Macduff’s family are murdered,
while Macduff himself has gone to join forces with Malcolm. Malcolm and Macduff decide
to lead an army against Macbeth.
Macbeth feels safe in his remote castle at Dunsinane, until he is told that Birnam Wood is
moving towards him. The situation is that Malcolm’s army is carrying branches from the
forest as camouflage for their assault on the castle. Meanwhile, Lady Macbeth, paralysed
with guilt, walks in her sleep and gives away her secrets to a listening doctor. She kills
herself as the final battle commences.
Macduff challenges Macbeth who, on learning his adversary is the child of a Caesarean
birth, realises he is doomed. Macduff triumphs and brings the head of the traitor to
Malcolm who declares peace and is crowned king.
Themes:
1. Greed: Macbeth and Lady Macbeth were greedy in their chase for royalty, which
damned them in the end.
2. Betrayal: The more Macbeth betrayed those around him, the more trouble he caused
for himself.
Activity 6: Macbeth
9. Name six of the witches’ prophecies during the second visit Macbeth made and explain
how they came true. (12)
10. Explain the theme of greed in this play. (2)
ORAL PRESENTATIONS
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STEP 3: DELIVER IT
• Once you have written your speech, and you've practiced reading it aloud, it's time to
present your work.
Here are some tips to remember as you present your final product:
SLOW IT DOWN
Many people experience stage fright when called upon to speak publicly. The result
can be racing through your speech without pausing. Try to speak slowly and clearly
in a voice that is loud without shouting.
KEEP IT LIVELY
While it’s important to speak slowly enough that people will hear what you have to
say, it's also important to speak with enough emotion and feeling that people will
want to listen. Practice speaking with conviction. Include some pauses and
emphasize your key points with your voice.
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THEME 2
COLLECTIVE NOUNS
1. A ____________ of ships.
2. A ____________ of geese.
3. A ____________ of wolves.
4. A ____________ of penguins.
5. A ____________ of lions.
6. A ____________ of grapes.
7. A ____________ of flowers.
8. A ____________ of students.
9. A ____________ of singers.
10. A ____________ of hens.
FINITE VERBS
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DIARY ENTRY
20 July 2018
Dear Diary
Write a diary entry about how you felt at a camp/an amusement park/during a
holiday.
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THEME 3
AUXILIARY VERBS
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Characters:
Romeo Juliet
Mercutio Juliet’s nurse
Benvolio Juliet’s parents
Friar Lawrence Tybalt
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Plot:
On a hot morning, fighting by young servants of the Capulet and Montague families is
stopped by the Prince, who tells them that the next person who breaks the peace will be
punished with death.
Romeo, and his friends Benvolio and Mercutio, hear of the party going to held at the
Capulet’s house and decide to go in disguise. Romeo hopes he will see his adored
Rosaline, but instead he meets and falls in love with Juliet. Juliet’s cousin Tybalt
recognises the Montagues and they are forced to leave the party, just as Romeo and Juliet
have each discovered the other’s identity. Romeo lingers near the Capulet’s house and
talks to Juliet when she appears on her balcony. With the help of Juliet’s Nurse
the lovers arrange to meet the next day at the cell of Friar Lawrence when Juliet goes for
confession, and they are married by him.
Tybalt picks a quarrel with Mercutio and his friends, and Mercutio is accidentally killed, as
Romeo intervenes to try to break up the fight. Romeo pursues Tybalt in anger, kills him
and is banished by the Prince for the deed.
Juliet is anxious that Romeo is late meeting her and learns of the fighting from her Nurse.
With Friar Lawrence’s help it is arranged that Romeo will spend the night with Juliet before
taking refuge at Mantua.
To calm the family’s sorrow at Tybalt’s death Juliet’s parents arrange Juliet’s marriage to
Count Paris. Capulet and his wife are angry that Juliet does not wish to marry Paris, not
knowing of her secret contract with Romeo.
Friar Lawrence helps Juliet by providing a sleeping potion that will make everyone think
she’s dead. Romeo will then come to her tomb and take her away. When the wedding
party arrives to greet Juliet the next day, they think she is dead. The Friar sends a
colleague to warn Romeo to come to the Capulet’s family monument to rescue his
sleeping wife, but the message doesn’t get through and Romeo, hearing instead that Juliet
is dead, buys poison in Mantua.
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He returns to Verona and goes to the tomb where he surprises and kills the mourning
Paris. Romeo takes the poison and dies just as Juliet awakes from her drugged sleep. She
learns what has happened from Friar Lawrence, but she refuses to leave the tomb and
stabs herself, as the Friar returns with the Prince, the Capulet’s and Romeo’s father. The
deaths of their children lead the families to make peace, promising to erect a monument in
their memory.
Themes:
1. Love: the star-crossed lovers, were two people in love, however, circumstances prevent
them from being together. In this case it was Romeo and Juliet who were not allowed to
be together due to their families feud with one another.
2. Tragedy: Two young lovers lose their lives.
3. Romance: Love at first sight. Love against all odds.
Questions:
1. Who is Romeo in love with in the beginning of the play? (1)
2. Who is vocally unhappy about the Montague's presence at the Capulet's party? (1)
3. Why does Friar Lawrence agree to marry Romeo and Juliet in secret? (2)
4. Explain in detail how Mercutio is killed. (4)
5. What is Romeo’s punishment for killing Tybalt? (1)
6. Romeo was worried that Juliet would not love him anymore. Does she forgive him? (1)
7. How do Lord and Lady Capulet attempt to cheer up their grieving daughter? (1)
8. Friar Laurence has a plan to ensure Romeo and Juliet live happily ever after. Explain
this plan. (3)
9. Why does this plan not work out? (1)
10. Explain the theme of tragedy in this play. (2)
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