ENGLISH

GRADE 7
TERM 3
GM 2018
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THEME 1 .......................................................................................................................... 4

NOUNS ....................................................................................................................... 4

ADVERBS ................................................................................................................... 5

ADJECTIVES .............................................................................................................. 6

DEGREES OF COMPARISON.................................................................................... 8

CLAUSES .................................................................................................................... 9

NOUN CLAUSES ........................................................................................................ 9

ADJECTIVAL CLAUSES ............................................................................................. 9

ADVERBIAL CLAUSES ............................................................................................. 10

COMPOUND AND COMPLEX SENTENCE .............................................................. 11

SYNONYMS .............................................................................................................. 13

ANTONYMS .............................................................................................................. 13

HOMOPHONES ........................................................................................................ 14

ABBREVIATIONS...................................................................................................... 15

PUNCTUATION: ELLIPSIS ....................................................................................... 17

PUNCTUATION MARKS ........................................................................................... 18

QUESTIONNAIRES .................................................................................................. 19

THEME 2 ........................................................................................................................... 24

DIRECT SPEECH ..................................................................................................... 25

INDIRECT SPEECH .................................................................................................. 26

ROOT WORDS ......................................................................................................... 27

COLON ...................................................................................................................... 28

APOSTROPHE.......................................................................................................... 28

INTERVIEWS ............................................................................................................ 31

THEME 3 ........................................................................................................................... 34

PRONOUNS .............................................................................................................. 34

SIMPLE TENSES ...................................................................................................... 38

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ACTIVE AND PASSIVE VOICE................................................................................. 39

AGENDA AND MINUTES .......................................................................................... 40

THEME 4 ........................................................................................................................... 41

PREPOSITIONS........................................................................................................ 41

NEWSPAPER ARTICLE ........................................................................................... 45

THEME 5 ........................................................................................................................... 56

ARTICLES ................................................................................................................. 56

EVALUATION PARAGRAPHS .................................................................................. 57

LITERAL AND FIGURATIVE MEANING ................................................................... 58

TYPES OF SENTENCES .......................................................................................... 59

SENTENCE TYPES .................................................................................................. 59

DESCRIPTIVE ESSAY .............................................................................................. 60

COMPREHENSION .................................................................................................. 62

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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.

Different types of nouns:

TYPE OF NOUN DEFINITION

Common nouns Names things that are around us e.g. table, book, window

Proper nouns Names of people, books, songs, titles. They begin with a capital
letter e.g. John, BMW, London, Tom Newby School, Master
Street

Titles must be within inverted commas e.g. “The Curse of the

Gold Coins”, “Tower of Terror”, “The Incredibles”

Collective nouns Describes a group of things or people as a unit e.g. herd, flock

Abstract nouns An idea, event, quality, or concept that cannot be perceived

through our senses e.g. freedom, love, courage, fear
Can occur as a singular or plural form e.g. car, book, ruler
Countable nouns
“A/a/an” means 1 e.g. a bike, an orange

In plural form, these nouns can be used with a number - they

can be counted e.g. 5 friends, 10 chairs,2 houses, 3 boys

Uncountable nouns Can only be used in singular. They cannot be counted e.g. rice,
water, coffee, gas

Singular nouns A noun that is only one item e.g. book, pencil, tree, car
A nouns that is many e.g. books, pencils, trees, cars (add s)
Plural nouns
No apostrophe is used in plural form.
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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 cart 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. I have five pens, two books and an eraser.
6. The milk was expired so they ate the rice.
7. The men caught many fish during their trip.
8. The boy flew the kite, but it got stuck in the tree.
9. The butterflies flew into the trees.
10. “The Guinness Book of Records” is a very interesting book.

ADVERBS

What is an adverb?
An adverb is a word that modifies verbs, adjectives and other adverbs.

What are the different types of adverbs?

Most adverbs tell you how and when something is done.
In other words, they describe the manner or time of an action.

Here are some examples

He speaks quietly - quietly is an adverb of manner – how?
We'll leave tomorrow - tomorrow is an adverb of time – when?

Adverb of manner
An adverb of manner tells us how something is done or happens.
Most adverbs of manner end in –ly such as happily, sadly, slowly, quickly.
Adverb of time
An adverb of time tells us when an action happened/happens e.g. yesterday, tomorrow,
now, later, two weeks ago.

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Activity 2: Adverbs

UNDERLINE THE ADVERB IN EACH SENTENCE AND STATE WHICH TYPE OF

ADVERB IT IS.

1. Today I must phone Sally to enquire about our homework.

2. Tim played the violin beautifully.
3. The group of friends went to watch the movie last week.
4. Sarah spoke softly because she was losing her voice.
5. James coughed loudly to attract her attention.
6. I have to attend my meeting now.
7. The child ran happily towards his mother.
8. Simon waited patiently for the doctor to arrive.
9. Jenna visits his mother once a week.
10. Karin angrily replied to the comment.

ADJECTIVES

What are adjectives?

An adjective is a word which modifies a noun or a pronoun.
Example: He has a beautiful car - beautiful is an adjective, which modifies the noun car
(it gives more information about the noun car.)

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Adjectives may come before a noun

Example: He found a brown (adjective) cat (noun).

Adjectives may also come after certain verbs

Example:
 Johnny (noun) is intelligent (adjective).
 The garden lights (noun) are beautiful (adjective).

Activity 3: Adjectives

REWRITE THE SENTENCES BELOW. FIRST UNDERLINE THE NOUN, THEN CIRCLE
THE ADJECTIVE. REMEMBER, IF THERE ARE 2 NOUNS IN THE SENTENCE, CHECK
WHICH NOUN IS BEING DESCRIBED.

1. He won an expensive car.

2. The arrogant man did not speak to the beautiful lady.
3. The test was difficult.
4. There were grey horses in the stable.
5. The red bus dropped the eager passengers at the wedding.
6. Tammy ate the pink chocolate and drank the blue milkshake.
7. Sam bought a diamond ring for his wife.
8. The enormous tree had delicious fruit.
9. The sparkling water fell all over the clean floor.
10. The brilliant inventor design the plane.

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DEGREES OF COMPARISON

Adjectives can be used for comparison

Comparative: New York is bigger than Paris. (compares 2 things)
Superlative: This is the strongest student in the class. (compares more than 2 things)

Activity 4: Degrees of Comparison

REWRITE EACH SENTENCE USINGTHE CORRECT DEGREE OF COMPARISON

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?
9. Jill’s writing was (neat, neater, neatest) than Jack’s.
10. The owl is the (wise, wiser, wisest) from all the other birds.

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CLAUSES

What is a clause?
 A clause is a group of words containing a subject as well as a verb.
 A clause may function as a noun or as an adjective or as an adverb.
 If it functions as a noun, it is a noun clause.
 If it functions as an adjective, it is an adjectival clause.
 If it functions as an adverb, it is an adverbial clause.

NOUN CLAUSES

What is a noun clause?

 A noun clause is a group of words that contains a subject and a verb of its own and does
the function of a noun.
 Noun clauses begin with words such as: how, that, if, what, whom, who, when, where,
whether, which, whichever, whoever, wherever, whomever, whatever, however,
whenever and why.
 A noun clause can start a sentence or even be in the middle of a sentence.

Example
1. What Amber did, shocked her family.
2. Billy’s mistake was that he did not go for extra lessons.
3. Whichever one you buy, has a guarantee.

ADJECTIVAL CLAUSES

What is an adjective clause?

 An adjective clause is a group of words that contains a subject and a verb and does the
work of an adjective.
 An adjective clause begins with words such as: that, when, where, who, whom, whose,
which, and why.

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Example
1. The orange that he bought was delicious.
2. The car, which is the latest model, is very expensive.
3. The people who live next door, are good neighbours.

ADVERBIAL CLAUSES

What is an adverbial clause?

 An adverb clause is a group of words that contains a subject and a verb and does the
work of an adverb.
 Adverbial clauses explain when, where, why, how, how much or under what condition
the action in the sentence takes place.

Examples
Time = when?
Place = where?
Manner = how?
Purpose = why?

Examples
1. There was a netball match on Saturday. (when)
2. He was in a hurry, so he ate his food quickly. (how)
3. Meet her at the Northmead Mall. (where)
4. They did not attend school on because of the bad weather. (why)

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COMPOUND AND COMPLEX SENTENCE

What is a simple sentence?

A simple sentence is one independent clause that has a subject and a verb and expresses
a complete thought.

Example
1. Joe went to the store.
2. Sarah and Jessie are going swimming.

What are compound sentences?

 Compound sentences = 2 independent sentences (simple sentences) joined by a
co-ordinating conjunction.
 Some conjunctions have a comma before them.

Co-ordinating conjunctions
F for
A and
N nor
B but
O or
Y yet
S so

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.

Remember, a comma can be placed before and after certain conjunctions.

Example
However,
Although,

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What are Complex Sentences?

 Complex sentence = An independent clause joined by 1 or more dependent clauses.
 These sentences are joined by subordinating conjunctions. These include: after,
before, as, because, that, if, when, whenever, where, whereas, although, whether,
until, while, once, since, than, unless, why, however.
 They can appear in the beginning or middle of a sentence.

Examples
1. When he handed in his homework, he forgot to give the teacher the last page.
2. The teacher returned the homework after she noticed the error.
3. The students are studying because they have a test tomorrow.

Activity 5: Compound and Complex Sentences

UNDERLINE THE CONJUNCTION IN EACH SENTENCE AND STATE IF IT IS A

COMPOUND OR COMPLEX SENTENCE.

1. We have to go to bed when the clock strikes ten.

2. Jennifer liked William’s friend and she also liked his cousin.
3. Since they had no homework, they decided to go to the movies.
4. Khanyi and Tebogo rode their bicycles after they ate lunch.
5. Many soldiers fought in the war, so they received medals for bravery.
6. The drummers played for a long time, but the piano players stopped early.
7. Before the queen rode in the parade, she gave her speech.
8. She dropped the pan and the plate, yet she held on to the spoon.
9. When I grow up, I want to be a ballerina.
10. Bobby was delighted when he got a part in the play, although it was a small one.

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SYNONYMS

Synonyms are words that have the same or very similar meaning.
Examples:
Beautiful attractive, gorgeous, dazzling, ravishing, graceful, elegant.

Brave courageous, fearless, heroic, valorous, bold, gallant, valiant.

Delicious scrumptious, palatable, delightful, enjoyable.

Interesting gripping, enthralling, spellbinding, captivating, appealing.

ANTONYMS

Antonyms are words that have opposite meanings.

Examples
Add Subtract
Wild Tame
Present Absent

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Activity 6: Synonyms and Antonyms

MATCHING SYNONYMS AND ANTONYMS

LOOK AT THE WORDS IN THE FIRST COLUMN. WRITE A SYNONYM AND AN
ANTONYM FOR EACH. USE THE WORDS IN THE WORD BOX ONLY.

loud quick poor clear adult sad envy

afraid correct finest wrong mist kid clear
silent bold slow wealthy worst happy dark

SYNONYM ANTONYMS
child
scared
quiet
fast
right
rich
fog
glum
best
light

HOMOPHONES

Homophones are words that are pronounced the same, but are spelt different and have a
different meaning.

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Activity 7: Homophones

REWRITE EACH SENTENCE USING THE CORRECT HOMOPHONE.

1. The king's (throne / thrown) was made of solid gold.

2. A male deer is called a buck and the female is a (dough / doe).
3. My parents and I are very (clothes / close).
4. I saw a girl whose hair came down to her (waste / waist).
5. I like the (scent / cent) of this perfume.
6. I (wear / where) a suit and tie for work.
7. The Eiffel Tower is a famous (sight / site) in Paris.
8. In the story, the wicked (which / witch) cast a spell on the princess.
9. On hot days, we go swimming in a nearby (creak / creek).
10. What I remember most about that movie is the last (scene / seen.)

ABBREVIATIONS

An abbreviation is defined as a shortened version of a word or phrase.

Example
Dr Doctor
Ave Avenue
Mr Mister
Corp Corporation

There are many different types of abbreviations.

Acronym: an abbreviation formed from the initial letters of other words and
pronounced as a word.
Example
SARS South African Revenue Service
AWOL Absent Without Official Leave
PIN Personal Identification Number
WHO World Health Organisation

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Initialism: an abbreviation consisting of initial letters pronounced separately

Example
DVD Digital Video Disk
USA United States of America
UK United Kingdom
FBI Federal Bureau of Investigation

Truncation: Truncation refers to the shortening of a word by removing part of it. 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
Oct October
Fri Friday
Feb February

Clipped: this is similar to truncation in that you are using a part of the word to form
the abbreviation. in this case, the middle or end is being used.
Example
phone telephone
burger hamburger
plane aeroplane
fridge refridgerator

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Activity 8: Abbreviations

WRITE THESE ABBREVIATIONS IN FULL AND STATE WHICH TYPE OF

ABBREVIATION IT IS.
1. ATM
2. Prof
3. flu
4. BFF
5. YOLO
6. Wed
7. Rd
8. PIN
9. ammo
10. Nov

PUNCTUATION: ELLIPSIS

An Ellipsis (Plural – ellipses)

An ellipsis is a form of punctuation that can be used to make up for missing pieces of text
or allow for a pause in writing.
An ellipsis is exactly three full stops with a space in between each . . .

When should ellipses be used?

1. Missing text within an extract:
News reports might shorten a quote to only what is absolutely essential.
Example:
A fire chief said, “We’ve determined positively, absolutely, beyond the shadow of a doubt,
that this fire was accidental,”
They may only write: A fire chief said, “We’ve determined positively … this fire was
accidental.”

2. Missing text at the end of an extract:

In a formal writing piece, research may be quoted. However, if only a small extract of the
piece is quoted, ellipsis is used at the end to show there is more to it.
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Example:
“The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated…

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.

PUNCTUATION MARKS

Some of the commonly used punctuation marks are:

Full Stop (.) – Usually used at the end of a sentence.

Question Mark (?) – Usually used at the end of an interrogative sentence to form a
question.
Comma (,) – Usually used to separate items on a list or to show additional information.
Exclamation Mark (!) – Used to denote shock, surprise, anger or a raised voice.
Colon (:) – Used to indicate what is to follow next.
Semi Colon (;) – Used to link two independent clauses not joined by a conjunction or used
to separate two independent clauses in place of comma.
Apostrophe (‘) – Used to show possession or for contraction of word.
Quotation Mark (“…..”) – Used to show direct speech
Inverted Comma (“…”) – used to show a title

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Activity 9: Punctuation

PUNCTUATE THE PASSAGE USING CAPITAL LETTERS, FULL STOPS, COMMAS,

APOSTROPHE
one night percy was driving home through a thick fog it was frightening to drive in such
conditions suddenly percy saw two bright spots of light appear in front of the car then they
disappeared percy realized that he had just seen a cat he had not seen the cats body but
its eyes had reflected the light coming from the cars headlights

this experience gave percy an idea over the next few months he spent hours
experimenting in his workshop he designed round glass studs that reflected the light from
a cars head-light

percy shaws invention is used throughout the world today they are called cat eyes

QUESTIONNAIRES

What is a Questionnaire?
A questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents. Questionnaires can be thought of as a
kind of written interview. They can be carried out face to face, by telephone, computer or
post.

Questionnaires provide a relatively cheap, quick and efficient way of obtaining large
amounts of information from a large sample of people. Data can be collected relatively
quickly because the researcher would not need to be present when the questionnaires
were completed. This is useful for large populations when interviews would be impractical.

However, a problem with questionnaire is that respondents may lie due to social
desirability. Most people want to present a positive image of themselves and so may lie or
bend the truth to look good, e.g., pupils would exaggerate revision duration.

How to Create a Questionnaire?

 Determine what you want to learn from conducting your questionnaire.
 Think of questions that will help you get the information you needed.
 Write clear and simple questions to avoid confusion and bias.
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Creating Questions:

1. Decide what you want to learn from administering your questionnaire.

Ask yourself what data you require and how you will use it. This will help you come up with
useful questions, as well as the order in which you will ask them. Ideally, the questionnaire
will be short, so decide which of your goals are essential and which might be unnecessary.

2. Plan questions that will help you get the information you need.
Begin with a broad span of questions, then narrow them down until each one relates to your
goals in some way. Keep questions and answers simple, using as few words as possible.
You may want to rely on open-ended questions, closed-ended questions, or a mix of the
two.

3. Use closed-ended questions to gather specific answers.

Closed-ended questions have a specific range of options respondents can choose
from. These questions may be yes-or-no questions, true-or-false questions, or questions
that ask the respondent to agree or disagree with a statement. Closed-ended questions may
look like open-ended questions, but will have only a few options respondents can use to
answer. Closed-ended questions might look like these:

 "Have you shopped here before?"

 "If so, how often do you shop here?" (This question would have a few explicit answers
from which respondents could choose--"once a week" to "once a month," for instance).
 "How satisfied were you with your experience today?" (Likewise, this question would
have limited responses--"very satisfied" to "very dissatisfied")
 "Would you recommend this store to a friend?"

4. Use open-ended questions to solicit feedback.

Open-ended questions solicit answers that you may not anticipate, and do not have a
specific range of answers to choose from. Open-ended questions are a chance for
respondents to communicate their specific experience or expectations. Such questions
might look like these:
 "How will you use your purchase?"
 "Where else do you normally shop?"
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 "Who referred you to this store?"

 Open-ended questions are good for clarifying a previous answer--"Why do you feel
this way?"

5. Ask questions in such a way as to avoid confusion and bias.

Avoid leading questions especially because they indicate that the asker is looking for a
certain answer and will limit what answers your responders are comfortable supplying.
 You may consider asking the same question in different ways, which may reduce
overall respondent bias and give you a better chance of finding the person's true
opinion on a given topic.
 Questions should be worded so as to maximize clarity. Confused respondents will
skew your data, so questions should be as understandable as possible.

EXAMPLE OF A QUESTIONNAIRE

Activity 10: Questionnaires

1. What is the best thing about school?

My friends

My teacher

Recess

Lunch

Learning new things

2. The best movie I saw was...

3. What is your favourite type of class party?

Pizza

Ice-cream

Pyjama

Other
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4. I prefer (chocolate or vanilla)

Chocolate

Vanilla

5. I like (dogs or cats) better.

Dogs

Cats

6. Finish this sentence:

I'm really good at...

7. If I were an animal, I would be a...

Lion (strong and bold)

Monkey (fun and curious)

Peacock (pretty and particular)

Bird (free and chipper)

Rabbit (fast and cuddly)

8. I prefer (crayons, colour pencils, markers, just a pencil) when asked to colour
something.

Crayons

Colour Pencils

Markers

Just a pencil

9. I like all the following kinds of toys/stationary:

Jewellery

Notepads

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Fun pens/pencils

Stickers

Puzzles

Mazes/Colouring Books

11. I think making friends is easy.

Super Easy Pretty Easy Kind of Hard Extremely Hard

Making Making Making friends Making friends Making
friends is friends is is ... Pretty Easy is ... Kind of Hard friends is
... ... Super Easy ... Extremely
Hard

Questionnaire for parents:

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THEME 2

Activity 11: Proper Nouns

UNDERLINE THE PROPER NOUNS IN EACH SENTENCE.

1. Agatha Christie wrote many mystery books.

2. Cleopatra is the cutest kitten that I have ever seen.
3. My brother and I love Oreo cookies.
4. Let’s go to New York for the July holiday.
5. Mr. Barnard, the Science teacher, set a very difficult test.
6. I can see Jupiter and Mars with the telescope.
7. “Jungle Cruise” was an interesting movie.
8. Absa Bank offers a good interest rate.
9. Cape Town has many tourist attractions.
10. Tom Newby School is on Master Street in Benoni.

Activity 12: Singular and Plural

CHANGE THE FOLLOWING WORDS INTO PLURAL. REMEMBER, PLURALS DO NOT

HAVE AN APOSTROPHE.

1. wife
2. fish
3. deer
4. mouse
5. goose
6. baby
7. tooth
8. woman
9. child
10. firefly

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Activity 13: Degrees of Comparison

FILL IN THE DEGREE OF COMPARISON FOR THE EXAMPLES BELOW.

POSITIVE COMPARITIVE SUPERLATIVE

quiet
difficult
wealthy
strange
famous
dirty
many
pretty
good
sad
bad

DIRECT SPEECH

 Direct speech quotes exactly what someone says.

 What a person says/said, is given within quotation marks “…”
 You have to give the exact words of the person.
 E.g. Sarah says, “I love strawberries!”
 E.g. “I bought a new dress,” said Jane.
 Add a comma after the introductory verb e.g. says, or said,
 If the person speaking, appears at the end of the sentence, then the comma
must be placed before the closing inverted comma e.g. “I need …,” said Jane.
 Quotation marks must be used to open and close the speech (“…”)
 A capital letter must begin the direct speech.
 A full stop, or exclamation mark or question mark must end the sentence (./!/?)
 In direct speech, each new speaker must begin on a new line.

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INDIRECT SPEECH

 Indirect speech is when you report what a person has said.

 Many changes occur when we convert direct speech into indirect speech.
 The changes are as follows:
 Remove the comma and add the word that.
 Take away all quotation marks.
 Change all pronouns.
 Check your tense.
 Add the word if or whether to questions.
 Keep present tense sentences in present tense e.g. says
 E.g. Anna says, “I love the smell of roses.”
Anna says that she loves the smell of roses.
 All sentences with the word said, will move one stage back in tense.
 E.g. Joe said, “I am feeling tired.”
Joe said that he was feeling tired.

Activity 14: Direct Speech

ADD QUOTATION MARKS TO THE SENTENCES BELOW TO MAKE THEM DIRECT

SPEECH.

1. The boy said I pledge not to buy wildlife souvenirs.

2. The man said I have started my fight against wildlife trade.
3. Linda said Tigers hibernate during Winter.
4. Sam said Elephants use their tusks for digging.
5. Bongi said All animals belong in the wild.

Activity 15: Indirect Speech

CHANGE THE DIRECT SPEECH SENTENCES TO INDIRECT SPEECH.

1. Shane said, “Sharks need their fins to swim.”

2. The boy said, “I want to help the animals.”
3. Mom said, “I do not want a pet iguana.”
4. Roman said, “I will not wear clothing made from fur.”
5. Lee said, “Animals should not be hunted.”

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ROOT WORDS

A root word is a word without a prefix or suffix added to it.

A prefix is a string of letters that go at the start of a word.
A suffix is a string of letters that go at the end of a word.
By adding prefixes and suffixes to a root word we can change its meaning.

Activity 16: Root words

IDENTIFY THE ROOT WORD FROM THE LIST OF WORDS IN THE TABLE BELOW.
WORDS ROOT WORDS
sleepy
worked
dishes
unhappy
rewrite
goodness
thoughtful
bicycle
submarine
running

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COLON

COLON

Introduces a list of items.

Example
The following are harmful to our planet: pollution, poaching and global warming.
Introduces a quotation.
Example
Nelson Mandela said: “It was a long walk to freedom.”
Used in script writing (dialogue or plays).
A colon follows the speaker.
Jason: Where did you go?
Ben: I went to look for the boat.

Activity 17: Colon

INSERT THE COLON WHERE NECESSARY IN THE SENTENCES BELOW.

1. He wanted to see three cities Rome, Florence and Venice

2. My favourite colours are red, blue and orange.
3. Here are three states that begin with M Michigan, Mississippi and Maine.
4. This house has everything I need two bedrooms, a backyard and a garage.
5. I have several favourite genres of movies drama, science fiction and mystery.

APOSTROPHE

The apostrophe has two functions: to show contraction and possession.

Contraction
A contraction refers to a shortened form of a word, syllable, or word group, created by
omission of internal letters which are replaced by an apostrophe.

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Examples

Full Forms Contracted forms

I am I'm

you / we / they are you / we / they're

she / he is she / he's

she / he is not she / he isn't

I / you /we / they have I / you /we / they've

I will I'll

I do not I don't

he does not he doesn't

I did not I didn't

I have not I haven't

I had not I hadn't

I cannot I can't

I could not I couldn't

I will not I won't

I would not I wouldn't

I should not I shouldn't

I must not I mustn't

There is There's

where is where's

who is who's

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Possession
Possession means ownership of a noun.

Examples:
The family’s house – singular noun - ’s
The boys’ scooters – plural noun s’
Hercules’ strength was legendary. – s’ – do not add another s if the word/name ends in s
Children’s rights – plural word – add ’s
Plural dates do not take an apostrophe e.g. 1800s
Abbreviations do not take an apostrophe e.g. CEOs
Possessive pronouns do not take an apostrophe e.g. ours

Activity 18: Apostrophe

FILL IN THE APOSTROPHE TO SHOW POSSESSION.

1. The girls bag was locked in the classroom.

2. The students books were on the table.
3. Marks house was very neat and tidy.
4. The cats ribbon is pink.
5. James cricket bat was stolen.

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INTERVIEWS

As a student, after graduation, you will be looking for a job? What can you expect
during the job interview? The interview questions that managers ask candidates will
typically be focused on why you are interested in the job and why the company
should hire you.

Even if you have limited work experience, you can still answer these kinds of
interview questions well. Review these entry level interview questions and sample
answers.

Consider how you would answer, so you're ready to respond during the job
interview.

How to Prepare for the Interview

 Research the company.

Before the interview, do some research on the company. Review the “About Us” section of
the company website to get a sense of their mission and company culture. If you know
someone who works at the company, you might ask them a bit about the company too.
This will help you answer questions about the company, and why you are a good fit for the
organization.

 Review the job description.

Read the job listing before your interview to get a sense of what skills and qualities the
employer is looking for in a candidate. At least some of the interview questions will be
about whether or not you have these skills. The interviewer might even ask for examples
of times you demonstrated those skills and qualities.

 Use examples from outside of work.

When thinking of examples of the times you demonstrated particular skills or qualities, you
can use examples from work and non-work experiences. For example, you can draw on
experiences from school or extracurricular activities. You can also draw on work
experiences even if they are not directly related to the job. As long as you can show you
have the qualities and skills for the position, any of these kinds of examples will work
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 Prepare questions to ask the interviewer.

Along with preparing answers to common interview questions, you should also
prepare questions to ask the interviewer. Prepare questions that will give you more
information on the job and company, while also further highlighting your qualities, skills,
and experience.

Sample of interview questions and answers:

1. Why did you select your college or university?
2. How would you prepare for important tests or exams?
3. What college subjects did you like best? Why?
4. What college subjects did you like least? Why?
5. Describe situations where you have used your leadership skills.
6. Describe your most rewarding college experience.
7. If I were to ask your professors to describe you in three words, what would they be?
8. What was your biggest challenge as a student, and how did you handle it?
9. Do you think that your grades are a good indication of your academic achievement?
10. Did you prefer working independently or in groups on school projects?
11. What extra-curricular activities have you participated in?
12. What was your greatest strength as a student?
13. How has your college experience prepared you for a career?

Questions about your work experience:

1. Have you completed any internships? What did you gain from the experience?
2. Tell me about your work experience. How has it prepared you for a career?
3. Have you accomplished something you're proud of at work?
4. What major problems have you encountered at work and how did you deal with them?
5. What have you learned from your mistakes?

Questions about You:

1. What is your greatest weakness?
2. What is your greatest strength?
3. How do you handle stress and pressure?
4. How would you describe yourself?
5. How do you think a friend or professor who knows you well would describe you?
6. What motivates you?

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7. What accomplishments are you the most proud of? Why?

8. Why should I hire you?

Questions about the Future:

1. What do you see yourself doing five years from now?
2. What do you see yourself doing ten years from now?
3. How do you plan to achieve your goals?
4. What are you looking for in your next job? What is important to you?

Questions about the Company and the Job:

1. What do you know about our company?
2. What interests you about this job?
3. Why do you want to work here?
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 new ideas do you think you can bring to this company?
7. In what kind of work environment are you most comfortable?
8. Are you willing to travel?
9. How do you feel about working evenings and weekends?
10. Is there anything I haven't told you about the job or company that you would like to
know?

Fun Interview ideas for you and your family:

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THEME 3

PRONOUNS

Pronouns are words that substitute a noun or another pronoun.

Types of pronouns:
• Personal pronouns (I, you, he, she, it, we, they)
• Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves,
themselves)
• Possessive pronouns (mine, yours, his, hers, ours, theirs)
• Demonstrative pronouns (this, that, those, these)
• Relative pronouns (who, which, that, whose)

Personal pronouns
A personal pronoun, is used as a substitute for proper and common nouns.

Examples
John is a doctor - He is a doctor
The laptop is on the desk - It is on the desk
A subject pronoun is used when the pronoun is the subject of the sentence.

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Activity 19: Personal Pronouns

REPLACE THE WORD IN BOLD WITH A PERSONAL PRONOUN

1. Leila reads a book every afternoon.

2. Alan is mowing the grass.
3. The dress is blue and white
4. The children went to the movies.
5. The cat is chasing the rat.
6. My sister and I are watching television.

Personal pronouns Possessive pronouns Reflexive pronouns

I mine myself

you yours yourself

he his himself

she hers herself

it its itself

we ours ourselves

you yours yourselves

they theirs themselves

Possessive Pronouns
 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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Activity 20: Possessive Pronouns

FILL IN THE POSSESSIVE PRONOUN IN EACH SENTENCE.

1. This puzzle belongs to me. It is __________.

2. The eraser must be returned to you because it is _________.
3. John claimed the prize, so it is _________.
4. Linda lost her book. The book was _______.
5. We bought a radio for our group, so the radio is __________.
6. They bought a skateboard, so the skateboard is _________.
7. You own the game, so the game is __________.

Reflexive pronouns
Reflexive pronouns are used when the object is the same as the subject.
Examples: myself, yourself, himself, herself, itself, ourselves, themselves
For example, in the sentence "he hurt himself", he and himself refer to the same person.

Reflexive pronouns are also used for emphasis.

In this case, they are referred to as intensive pronouns.
For example, in the sentence "I spoke to the president himself", the speaker emphasizes
that he spoke to the president personally NOT somebody else.
"I always do my homework myself. Nobody helps me."
"He never does his homework himself. The teacher always helps him."

In the above examples, the reflexive/intensive pronouns can be removed without changing
the meaning.

Activity 21: Reflexive Pronouns

FILL IN THE REFLEXIVE PRONOUN IN EACH SENTENCE.

1. He blames _________ for what happened.

2. You might cut ___________.
3. We will enjoy ____________ in the party.
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4. He made a cup of coffee for _____________.

5. Jeff was talking to ___________.
6. Tammy did the job by _____________.
7. Every morning I look at ____________ in the mirror.
8. The president ____________ announced the news.
9. The students were able to handle the situation ___________.
10. The kitten groomed ___________.

Demonstrative pronouns?
Demonstrative pronouns are words that show which person or thing is being referred to. The
demonstratives are this, that, these, and those.

In the sentence:
This is my brother
this is a demonstrative
Use of demonstrative pronouns:
Demonstratives differ according to:
distance: near or far,
number: singular or plural.

Here are the main distinctions:

 This modifies or refers to singular nouns that are near to the speaker.
 That modifies or refers to singular nouns that are far from the speaker.
 These modifies or refers to plural nouns that are near to the speaker.
 Those modifies or refers to plural nouns that are far from the speaker.

Demonstratives Singular Plural Near Far

This - -

That - -

These - -

Those - -

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Activity 22: Demonstrative Pronouns

FILL IN THE DEMONSTRATIVE PRONOUN FOR EACH SENTENCE.

1. ______ was my mother’s ring.

2. ______ looks like the car I used to drive.
3. ______ are nice shoes, but they look uncomfortable.
4. ______ look like riper than the apples on my tree.
5. ______ is my pencil case.
6. Are _______ your shoes?

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.

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Activity 23: Tenses

REWRITE THE SENTENCES BELOW AND CHANGE THEM TO THE TENSES LISTED
WITHIN BRACKETS.

1. We finished our final exam in an hour. (present and future tense)

2. Alexander Bell invents the telephone in 1876. (past and future tense)
3. I will arrive before noon. (present and past tense)
4. The police captured the prisoner. (present and future tense)
5. Some animal sleep during the day. (past and future tense)

ACTIVE AND PASSIVE VOICE

Active Voice:
 In the active voice, the subject performs the action.
 For example: The country mouse visited the town mouse.

Passive Voice:
 In the passive voice, the subject receives the action.
 For example: The town mouse was visited by the country mouse.

Activity 24: Active and Passive Voice

REWRITE THE SENTENCES IN THE PASSIVE VOICE.

1. The boy writes a poem.

2. The girl drove the blue car.
3. They have collected enough money.
4. They will open a new restaurant.
5. The guard watched the prisoner.

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AGENDA AND MINUTES

 Meeting minutes provide an important record of proceedings, whether it’s for a corporate
staff meeting, a board meeting or an informal committee meeting.
 Being able to quickly take notes keeps meetings on track and provides a clear summary
to those who weren’t able to attend.

Agenda:
 The agenda is a formally written list of things that will be discussed at a meeting.

Chairperson:
 The chair is the person who runs the meeting.
 They are usually of a higher stature within the company.
 They take the lead role in decision making and drawing up final conclusions.
 They will also run the agenda of the meeting and allow people to speak in turn.

Minutes:
 Minutes of a meeting are the written record of a meeting.
 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.

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THEME 4

PREPOSITIONS

 Prepositions are words that show the relationship of one thing to another.
 They refer to place, position time manner or reason.
 They usually appear before nouns and pronouns.

The following table contains rules for some of the most frequently used prepositions

Prepositions – Time

English Usage Example

 on  days of the week  on Monday

 in  months / seasons  in August / in winter

 time of day  in the morning
 year  in 2006
 after a certain period of time (when?)  in an hour

 at  for night  at night

 for weekend  at the weekend
 a certain point of time (when?)  at half past nine

 since  from a certain point of time (past till now) since 1980

 for  over a certain period of time (past till now) for 2 years

 ago  a certain time in the past  2 years ago

 before  earlier than a certain point of time  before 2004

 to  telling the time  ten to six (5:50)

 past  telling the time  ten past six (6:10)

 to / till / 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  in the sense of at the latest  I will be back by 6 o’clock.

 up to a certain time  By 11 o'clock, I had read five
pages.

Prepositions – Place (Position and Direction)

English Usage Example

 in  room, building, street, town, country  in the kitchen, in London

 book, paper etc.  in the book
 car, taxi  in the car, in a taxi
 picture, world  in the picture, in the world

 at  meaning next to, by an object  at the door, at the station

 for table  at the table
 for events  at a concert, at the party
 place where you are to do something at the cinema, at school, at
typical (watch a film, study, work) work

 on  attached  the picture on the wall

 for a place with a river
 being on a surface
 for a certain side (left, right)
 for a floor in a house
 for public transport
 for television, radio
 London lies on the Thames.
 on the table
 on the left
 on the first floor
 on the bus, on a plane
 on TV, on the radio

 by, next to, 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

 over  covered by something else  put a jacket over your shirt

 meaning more than  over 16 years of age
 overcoming an obstacle  climb over the wall
 getting to the other side  walk over the bridge

 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

 to  movement to person or building  go to the cinema

 movement to a place or country  go to London / Ireland
 for bed  go to bed

 into  enter a room / a building  go into the kitchen / the

house

 towards  movement in the direction of something go 5 steps towards the

(but not directly to it) house

 onto  movement to the top of something  jump onto the table

 from  in the sense of where from  a flower from the garden

Activity 25: Prepositions

FILL IN THE PREPOSITIONS IN EACH SENTENCE BELOW.

1. I prefer to read ______ the library.

2. He climbed _______ the ladder to get ______ the attic.
3. Please sign your name ____ the dotted line _____ you read the contract.
4. Go _____ the stairs and ______ the door.

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5. He swam _______ the pool.

6. Take your brother _______ you.
7. I received a present _______ Janet.
8. School begins _____ Monday.

DEFINITIONS: SENTENCE LEVEL

Chronological order:
A method of organisation in which actions or events are presented as they occur (or
occurred) in time.

Persuasive and emotive language:

Persuasive language is defined as presenting reasons and examples to influence action or
thought. Effective persuasive writing requires a writer to state an opinion clearly and to
supply reasons and specific examples that support the opinion.

Emotive language:
The deliberate use of strong, emotive words to play on the readers’ feelings. It’s a
language that carries strong emotions.

Bias: A tendency to believe that some people, ideas, etc. are better than others. This
belief usually results in people being treated unfairly.

Prejudice: Prejudgment or forming an opinion before becoming aware of the relevant

facts of a case. The word is often used to refer to preconceived, usually unfavourable,
judgments toward people or a person because of gender, political opinion, social class,
age, disability, religion, sexuality, race/ethnicity, language, nationality or other personal
characteristics.

What is the difference between bias and prejudice?

Firstly, you can be positively or negatively biased for or against someone/thing, whereas
prejudice is, in current usage, always negative.
Secondly, prejudice means pre-judging, so it carries the idea of having made your opinion
on someone or something without prior knowledge of that person or thing. For example,

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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

What is a Newspaper Article?

 A newspaper is a printed publication of news, articles, advertisements, and other
correspondence.
 Newspapers are typically printed and published at regular intervals, like daily or weekly.
 They can be a physical printed documents or readily available online.
 The purpose of newspapers is to release important news or information to the public as
quickly and as efficiently as possible.
 The people who write this information are called journalists.

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 These individuals produce news stories using investigative reporting and excellent
editing and newspaper writing skills.
 These stories are then presented to the public in the form of a newspaper.

Newspaper Article Format

There are five main components of newspaper articles.

1. Headline
 This is the heading of the newspaper article.
 A headline must get the attention of the audience so that they want to continue
reading the article.
 It can be written in larger font than the rest of the article.

2. Byline
 This states the name of the journalist who wrote the article.
 It can sometimes include the type of journalist the person is e.g. sports journalist.
 It can also include the day and date.

3. Place line
 This gives the name of the area where the event took place.

4. Lead paragraph
 This paragraph contains the most essential information that the journalist had to
research to write the article.
 This section answers Who? What? Where? When? Why? and How?

5. Body
 This paragraph includes all other information the audience may want to know about
the headline.
 The journalist must decide what else the audience will want/need to know within the
article and do more research to include this information.
 This section may also include witness interviews and other direct quotes from
people involved in the event being written about. This adds accuracy to the article.

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Example of a Newspaper Article

Headline

CAR THIEF CAUGHT AFTER BEING TRAPPED IN TARGET VEHICLE

Jim Day By-line

Crime Journalist
Wednesday, 25 September 2022

Place line Lead Paragraph

Benoni - A car thief was nabbed after he was locked in the vehicle that he was trying to steal.
The anti-hijack system that was installed in the car, enabled when the car thief tried to start
the vehicle.

Body

The police were called to attend to the matter, after two thieves were identified as trying to
steal a car. The neighbourhood was alerted when the alarm of the car triggered when the
thieves tried to break in. On hearing the sound of the sirens, the one suspect fled the scene.
The other suspect could not escape because he was trapped inside the car, when the anti-
hijacking system engaged. On arrival, the police were surprised to find a 23 year old man
trapped inside the vehicle that he wanted to steal. The thief was taken into police custody
where he awaits his day in court.

Quotation

"The thief, who was trying to steal my car, was locked inside and could not get out due to
the smart anti-hijacking system I had installed recently,” said Mr Sithole, the owner of the
vehicle. The police officers also added that the second thief was found hiding in the alley,
waiting for his accomplice. He too was taken into custody.

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Activity 26: Writing a newspaper article

Write a newspaper article about an exciting event that happened at your school.
Your story must be 100-120 words long. Follow the format above.
Follow the writing process.

Activity 27: Newspaper Article

READ THE NEWSPAPER ARTICLE BELOW AND ANSWER THE QUESTIONS THAT
FOLLOW.

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Questions
1. What is cyber bullying?
2. What did the authors of this study say would happen, if the evidence found was
ignored?
3. What percentage of participants believed that cyber bullying had increased over the
past 2 years?
4. Name five different types of cyber bullying incidents which have been reported.
5. What effects does cyber bullying have on a young person’s mental health?
6. What would you do if you were being bullied?
7. Why do you think young people bully others?

Activity 28: Newspaper Article Comprehension

Read the article below and answer the questions.

HERO BY NAME, HERO BY ACTION

HERO THE SUPER DOG

Jeff Wicks
NEWS24 Reporter
Wednesday, 14 October 2022

Durban – A dog named Hero has lived up to his name, staying with an injured dog
companion for days, only leaving to fetch food and return it to his injured companion.

Hero’s story is a remarkable tale of loyalty, which played out two weeks ago at a section of
a railway track in Durban. Another dog and Hero had been spotted on the railway tracks.
Someone reported the dogs to the Durban and Coast SPCA, saying the dogs had been hit
by a train. Only one dog had been hit by a passing train. It was paralysed due to severe
spinal damage and it was unable to move.

For three days, Hero stayed with the injured hound, leaving only to fetch food and return it
to the injured dog. On March 18, Inspector Lucas Moloi responded to the call. SPCA
spokesperson Lindsey Fogarty said, “Moloi arrived at the scene to find Hero caring for the

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injured animal. Security officers in the area reported that they had seen the dog going out
to look for food and bringing it back to his injured friend.”

Hero stayed close by as Inspector Moloi carried his canine companion to safety, watching
over her and ensuring no further harm was caused. “The injured dog had a severe spinal
injury and had to be put down to prevent further suffering. Her guardian angel is up for
adoption, looking for his forever home,” Fogarty said.

“Hero is such an amazing dog. He is very loving and desperate for attention. He adores
belly rubs. He is a little timid, but he won’t let that get in the way of making new friends.”

Hero is recovering from a bit of a cough, is otherwise in good health and in high spirits.
The good news is that he is at the beginning stages of adoption by a Durban family.

Questions:
Write the correct letter in your books.

1.1. What is the name of this newspaper?

A) Hero 24
B) News24
C) Herald

1.2. What does the title “Hero by name, hero by action” mean?
A) The dog, whose name was Hero, was a hero to save another dog.
B) Two dogs named Hero were injured on the train tracks.
C) A dog saved another dog whose name was Hero.

1.3. What does the word companion in paragraph 1 mean?

A) friend
B) loyal
C) hero
D) pet

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1.4. In which city did this story take place?

A) Cape Town
B) Durban
C) SPCA
D) Coast

1.5. Why did Hero return to the injured dog every day?
He went back to . . . the dog
A) guard
B) harm
C) feed
D) defend

1.6 Complete the sentence.

Mr . . . found the dogs
A) Fergity
B) Fogarty
C) Moloi
D) Wicks

1.7. Which word in paragraph 7 has the same meaning as ‘shy’?

A) desperate
B) loving
C) quiet
D) timid

1.8. Why did Hero keep watch while the other dog was taken to safety?
Hero wanted to see if the dog was . . .
A) hungry.
B) injured.
C) clean.
D) safe.

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1.9. How may Hero’s health be described at present?

He is . . .
A) sick and unhealthy.
B) healthy and happy.
C) sick but happy.
D) lost and alone

1.10. What does the picture caption “Hero the Super dog” mean?
Hero can . . .
A) feed dogs.
B) save lives.
C) run fast.
D) fly high.

1.11. Fill in the correct word.

Hero . . . another dog two weeks ago.
A) saves
B) saved
C) save
D) safe

1.12. Join the following sentences using the given conjunction.

The dog could not move. The dog was paralysed. (because)

A) The dog could not move because the dog was paralysed.
B) The dog could not move because it was paralysed.
C) Because the dog could not move it was paralysed.
D) The dog could not move. The dog was paralysed.

1.13. What is the pronoun in the following sentence?

The injured dog could not look after himself.
A) himself
B) look
C) dog

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1.14. What is the subject in the following sentence?

The dog has been hit by a train.
A) The dog
B) A train
C) hit
D) a

1.15. What does to be “in high spirits” (paragraph 8) mean?

It means to be . . .
A) healthy.
B) injured.
C) happy.
D) flying.

1.16. What is the figure of speech in ‘The train was as fast as lightning’.
A) alliteration
B) metaphor
C) simile

1.17. Choose the correctly punctuated sentence from the given options.
The reporter said I really admire that dog.
A) The reporter said that I really admire that dog.
B) The reporter said, “I really admire that dog.”
C) The reporter said, I really admire that dog.

1.18. Fill in the correct word.

The inspector . . . to put the animal down.
A) have
B) has
C) had
D) will

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1.19. What is the opposite of the underlined word?

Hero enjoyed playing with his old friends.
A) enemies
B) young
C) older
D) aged

1.20. What is the synonym for the word: remarkable

A) powerless
B) stop
C) amazing
D) continue

1.21 SPCA is an example of what type of abbreviation?

A) Truncation
B) Initialism
C) Clipped
D) Acronym

1.22 What does the word adoption mean?

A) To be left to live on the streets.
B) To be taken in to be cared for by a family.
C) To be given to the SPCA.

1.23 What is the synonym for dog as used in the story?

A) Hound
B) Feline
C) Pup

1.24 What is the title of an article named?

A) By-line
B) Headline
C) Lead paragraph

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1.25 What is the content of the article named?

A) Quotation
B) Place Line
C) Body

1.26 What do we name the section with the reporter’s name?

A) Lead
B) By-line
C) Place line

1.27 What is the name of the section that shows where the incident took place?
A) Lead paragraph
B) Place line
C) Headline

2. Summarise the entire story into 6 sentences only. Write the summary in one paragraph.

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THEME 5

ARTICLES

Articles are words that define a noun as specific or unspecific.

There are three types of articles: a, an, the

Definite article:
A definite article is used when you refer to something specific/particular.
Use the in your sentence.
Example
The sailors sailed across the Amazon River.
By using the article the, it shows that they sailed specifically across the Amazon River.

Indefinite articles
An indefinite article is used when you refer to something general or not specific.
Use a or an in the sentence.
a is used with a word that begins with a consonant.
an is used with a word that begins with a vowel.

Example
The sailors sailed across a vast river.
By using the article a, it shows that they did not sail across a specific river. Using a creates
a general statement.

Example
I heard an interesting story yesterday.
By using the article an, it shows that I heard a random story that was interesting.
Using an does not specify or name the story.

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Activity 29: Articles

REWRITE EACH SENTENCE AND FILL IN THE CORRECT ARTICLE.

1. ______ Blue Whale can weigh up to 200 tons.

2. I found ______ yellow stone I was walking on the beach.
3. Go to the supermarket and buy ______ melon and ______ newspaper.
4. I wish I could see ______ unicorn.
5. Wendy wants to buy ______ fridge for her new house.
6. If you eat ______ orange a day, you can protect yourself from the flu.
7. My mother is ______ angel.
8. I want to have ______ ice-cream.
9. The teacher wanted ______ answer from the student.
10. 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.

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Closing Sentence
The closing sentence is the last sentence in a paragraph.
It restates the main idea of your paragraph using different words.
Canada is one of the best countries in the world. Canada has a high standard of
education. Students are taught by well-trained teachers and are encouraged to continue
studying at university. As a result, Canada is a desirable place to live.

LITERAL AND FIGURATIVE MEANING

Literal language is used to mean exactly what is written. It is the dictionary meaning of
the words that are used. This is referred to as denotation.

Example: “It was raining heavily, so I took the bus home.”

In this example of literal language, the writer means to explain exactly what is written: that
he or she chose to take the bus home because of the heavy rain.

Figurative language is used to mean something other than what is written, something
symbolic, suggested, or implied. This is referred to as connotation. Poets often used
figurative language to give multiple possible meanings to their poems.

Example: It was raining cats and dogs, so I rode the bus.

In this example of figurative language, cats and dogs were really not falling from rain clouds,
instead, the rain felt so heavy and large that it was almost as if small animals were falling
from the sky!

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TYPES OF SENTENCES

Simple Sentence: a sentence that has only one clause.

Compound Sentence: a sentence with two or more clauses joined by a coordinating

conjunction.
Coordinating Conjunctions: for, and, nor, but, or, yet, so.

Complex Sentence: two or more clauses joined with a subordinating conjunction.

Subordinating Conjunctions: as, because, although, since, before, when, once, if, that,
whatever, whenever, during, until, unless, wherever,
whether, while, as if, even if.

SENTENCE TYPES

THERE ARE 4 KINDS OF SENTENCES

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DESCRIPTIVE ESSAY

What is a descriptive essay and what does it entail?

 Writers use the descriptive essay to create a vivid picture of a person, place, or thing.
 Unlike a narrative essay, which relates a personal story, the purpose of a descriptive
essay is to reveal a story through detailed, sensory imagery (using your senses).
 The descriptive essay uses the power of language and all the senses to bring a subject
to life for the reader.
 This is where adjectives play an important role in a descriptive essay. Using adjectives
will enhance your writing and make it more interesting.
 Description is used often, to create atmosphere and mood: films do this visually, writers
do this with words.
 When a person is writing a descriptive essay, there should be very detailed
observations.
 Write about what you see in your mind. The more detail that you give, the better the
story.
 If the reader comes away from a descriptive essay with the feeling that they have really
met a person, gone to a particular place, attended a certain event/occasion or held a
certain object, the writer has done a good job.

Read the following descriptive essay on Carnival Rides. Notice that it is not a story
about ‘Johnny visiting Gold Reef City”, it is describing the carnival rides.

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.

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My first experience with a carnival ride was a “Ferris Whee”l at a local fair. Looking at that
intimidating monstrosity spinning the life out of its sardine-caged occupants, I was amazed!
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. After that, it 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 the 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.

Activity 30: Descriptive Essay

Write a descriptive essay of 150-200 words to describe any event, occasion or

scenery of your choice. Your descriptive essay is still a story, but with description,
so all paragraphs must flow with your ideas. Give your essay a title and make sure
that you follow the guidelines of a descriptive essay. Follow the writing process.
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COMPREHENSION

Activity 31: Comprehension - Whatsapp

Read the following text on WhatsApp and answer the questions set on it.

Whatsapp

1 WhatsApp is a free to download messenger app for smartphones. WhatsApp uses the
internet to send messages, images, audio or video. The service is very similar to text
messaging services, however, because WhatsApp uses the internet to send messages,
the cost of using WhatsApp is significantly less than texting.

2 Brian Acton and Jan Koum came up with the idea of WhatsApp while working out in the
gym. Their goal was to connect people all around the world free of charge. WhatsApp
quickly became the most popular messaging app, despite the internet being flooded with
other messaging apps. In fact, WhatsApp has been downloaded over 48 million times,
ever since its launch. Since its inception, the messaging app has known many changes.

3 Initially WhatsApp was just a simple messaging application when it was founded in 2009.
However, it only became famous as of February 2014 when it reached over 200 million
users. Within the same month, the application was acquisitioned by Mark Zuckerberg. The
CEO of Facebook said that the application matches his vision of having a tool which
provides internet services for free. The purchase of WhatsApp cost a solid $19 billion.

4 Just a few months later, it reached over 600 million active users in August 2014. Seeing
the success of the app, the developers decided to make it even more interesting. In March
2015, they added a new feature to the app- the free voice calling. Many telephone
companies felt threatened after this feature was released. In November 2016, video calling
was introduced followed by WhatsApp’s release of their own set of emoji’s (emoticons) in
October 2017.

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5 There are various other features which make messaging easier on WhatsApp. For
instance, the application lets you bold, strike or italicize a text before sending it. Group
chats are very popular amongst WhatsApp users. The best feature as per users is the fact
that you are made aware of whether the receiver has seen or ignored your message.
WhatsApp allows users to keep in touch with people living abroad and you can share your
live location with family and friends.

6 As per the stats, 60 billion messages are sent and received on WhatsApp on a daily
basis. Plus, there are over 600 million photos alongside 100 million video messages which
are sent every day! It is also responsible for 27% of the selfies which are shared on social
media.

Source: www.whatsappfounders.com
Word count: 400 words

Question 1:

1.1 Choose the correct answer and write down the correct letter only.
1.1.1 The abbreviation ‘app’ in the text refers to … (1)
A) an application
B) an appliance
C) approximately
D) appropriate
1.1.2 Which of the following statements is TRUE in paragraph 1? (1)
A) WhatsApp is completely free to use.
B) WhatsApp works the same as text messaging services.
C) WhatsApp is a cheaper way of sending text messages.
D) WhatsApp doesn’t need an internet connection to send messages.
1.1.3 Why did Brian Acton and Jan Koum go to the gym? (1)
A) To work out.
B) To create WhatsApp.
C) To come up with a new idea.
D) To connect people all around the world.

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1.2 Which word in line 7 suggests that there are a lot of messaging apps? (1)
1.3 How many times has WhatsApp been downloaded? (1)

1.4 Match the important events in WhatsApp’s history from Column B with the (5)
correct dates in Column A and write down only the letter on your answer
sheet. Example 1.4.1 E

Column A Column B
1.4.1. A. WhatsApp reaches over 600 million active
2009 users.
1.4.2. B. WhatsApp introduces free voice calling.
August 2014
1.4.3. C. WhatsApp reaches over 200 million active
March 2015 users.
1.4.4. D. The year WhatsApp was founded.
November 2016
1.4.5. E. WhatsApp introduces video calling.
October 2017
F. WhatsApp releases their own emoticons.

1.5 What vision did the creators of WhatsApp and Mark Zuckerberg share? (1)

1.6 Write down two facts from paragraph 3 which prove that WhatsApp is (2)
successful.
1.7 Why do you think telephone companies felt threatened (line 20) after (1)
WhatsApp added free voice calling to their app?
1.8 Say whether the following statements are TRUE or FALSE.
1.8.1 You need to add a minimum of two people to your conversation to form a (1)
group chat.
1.8.2 WhatsApp allows you to talk to people in other countries. (1)
1.9 Do you think being able to share your live location is a good or a bad idea? (2)
Formulate two well developed sentences to support your answer.
1.10 Was the comprehension text’s purpose to entertain or to inform? (2)
Give a reason for your answer.

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Activity 32: Information Text

Study the graph below and answer the questions.

2.1 Which company would be happiest with this chart? Give a reason for your (2)
answer.
2.2 What does the abbreviation ‘M’ stand for? (1)
Choose the correct answer. Write down the correct letter only.
A) Magnitude
B) Million
C) Billion
D) Monthly
2.3 Identify the word used in the heading that means to take over. (1)
2.4 Who is Facebook’s closest competitor? (1)

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2.5 Name two ways in which the heading grabs the reader’s attention. (1)
2.6 What is Twitter’s logo? (1)
2.7.1 What do we call a person with lots of money? (1)
2.7.2 Do you think the original developers of WhatsApp made lots of money? (2)
Write down the sentence from the last paragraph of the text that proves
this.

Activity 33: Comprehension – Sibusiso Vilane

Read the questions first, and then the passage. Thereafter, answer the questions.
Questions:

1. What is special about Sibusiso Vilane?

2. Why was climbing Mount Everest such a huge accomplishment for Sibusiso?
3. How long did it take Sibusiso to walk the South Pole?
4. Do you think he likes extreme sport? Explain your answer.
5. Where does Sibusiso live?
6. What is the one thing that he has on his mind?
7. Explain the following line in your own words: “Sibisuso jumped at the chance.” –
paragraph 4.
8. What is the “Three Poles Challenge”?
9. What message does Sibusiso send out to his children?
10. List the names of the countries, which his fellow team mates come from.
11. Replace the word “abuzz” in the sentence below, with a synonym.
“While the media is still abuzz about his record-breaking attempt.”
12. What is the “endless white vista” in paragraph 1, a reference to?

Sibusiso Vilane’s trek to the top

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1 Icy winds that feel like tiny blades making paper cuts across your skin; temperatures
that sometimes dip so low that there’s a risk even your tear ducts could freeze. But worst
they say, is the endless white vista that stretches for kilometres on end and the sun that
never sets.

2 It hardly sounds like a dream destination, but for a few brave souls, the North Pole
holds an irresistible appeal – just ask Sibusiso Vilane. The 42 year-old-mountaineer from
Mpumalanga is the first black African to have conquered what is known to explorers as the
“Three Poles Challenge” – the North and South Pole and Mount Everest.

3 He first climbed Everest, which stands at an incredible 8 848m above sea level, in
2003. He then went back and climbed the mountain again – this time from the more
dangerous North Ridge on the Tibetan side. In 2008 he spent 65 days completing a
gruelling 1 113km trek to the South Pole.

4 After finishing both expeditions – which put him in the record books as the first Black
African to achieve this feat – he still wasn’t satisfied and yearned to see the North Pole. He
got his chance in February this year when a four-man crew of two Russians, a Czech
guide and an American, put out word through mountaineering channels that they were
looking for a fifth man to join their expedition. Sibusiso jumped at the chance.

5 “I’d have liked to do it with an African team, but they do not do this sort of thing, so you
go with the team you get,” he says as he chats to us a day after his return to his duplex in
Nelspruit, Mpumalanga. While the media is still abuzz about his record-breaking
achievement, there’s only one thing on the father of four’s mind: the wonderful
homecoming meal that his wife Nomsa cooked for him. “It’s strange because I hardly eat
meat, but my first meal whenever I get home, must be meat and pap,” he says, flashing a
toothy grin.

6 Sibusiso has scaled all seven of the world’s highest summits. In 1999 he climbed
Kilimanjaro in Tanzania followed by Everest four years later. In 2006 he completed
Aconcagua in Argentina, Elbrus in Russia, Carstensz Pyramid in Indonesia and Vinson
Massif in Antarctica. In 2008 he climbed Mount McKinley in America, which stands 6 194m
above sea level.

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7 “My adventures have taught my kids that the world is only as big as their dreams and I
want to spread that message to as many children as I can,” he says. Now that he has
conquered the world’s most challenging summits and the Poles, what’s next for the
intrepid adventurer? “Next year I want to climb Everest again – but this time without
oxygen,” he says enthusiastically

Activity 34: Comprehension – Johnny Clegg

Read the questions first, and then the passage. Thereafter, answer the questions.

Johnny Clegg

1 South African music legend Johnny Clegg has died at the age of 66. The singer
was diagnosed with pancreatic cancer in 2015 and opened up to “The Juice” about
his disease. “I’m dealing with another parallel world that I work in with my diagnosis.
Pancreatic cancer is lethal. There’s no way out of it.” During an interview with YOU in
February, the legendary musician opened up about his new album and life after music

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2 As the front man of Juluka and Savuka, he gave us unforgettable and distinctly South
African songs such as “Impi”, “Asimbonanga” and “Scatterlings of Africa.” After four
decades in the industry - during which he broke barriers, wowed audiences around the
globe, jived with Madiba and earned an OBE (Order of the British Empire) from Britain’s
Queen Elizabeth – Johnny announced his retirement last year following a battle with
pancreatic cancer.

3 We caught up with the legend, who had just completed the SA leg of his Final Journey
World Tour, to find out more about his new album and life after music. What’s it like to
know you’re on your final tour? “It’s bittersweet but what I’ve done is turned it into an
autobiographical show.” Why did you call your new album King of Time? “It’s a
tongue-in-cheek title. I’ve managed to outlast a lot of my contemporaries with my
own musical style.”
4 Tell me something most people don’t know about you? “I can’t read music! I play
entirely by ear.” “Asimbonanga”, a song you wrote for Nelson Mandela, released in 1987,
is described as one of your most iconic songs. Can you sing the chorus to us?
“Asimbonanga--------------------(we have not seen him)
Asimbonang' uMandela thina-----(we have not seen Mandela)
Laph'ekhona--------------------(in the place where he is)
Laph'ehleli khona”--------------(in the place where he is kept)

5 What can fans expect? “I’ve always written about the country and politics but there are
also songs about the environment, and some love songs. I think SA is in a pretty dark
place right now, but I believe we have the tools to change it. I have a song called, “Colour
of my Skin”, basically saying, we’ve had 23 years of democracy and yet colour is still such
an important issue.

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Question 1: Comprehension
1.1. Select the most suitable answer from the options given.
1.1.1. Johnny Clegg belonged to ______ band/s in his lifetime. (1)
A) 1
B) 2
C) 3
D) 4

1.1.2. Johnny Clegg died of Pancreatic cancer. A result of this type of cancer is: (1)
A) a skin disorder.
B) bleeding nose.
C) loss of appetite and weight.
D) changes in hair colour.

1.1.3. Johnny Clegg described being on his final tour as “bittersweet”. What does this
mean? (1)
A) a pleasurable experience
B) a painful experience
C) both an exhausting and an energising experience
D) both a pleasurable and a painful experience

1.1.4. Johnny Clegg turned his final show into an autobiographical show. This means that
the show was about: (1)
A) the struggles of his own country.
B) the struggles of his own band.
C) the story of his own life.
D) the story of Nelson Mandela’s life.

1.1.5. OBE is an example of: (1)

A) initialism
B) truncation
C) acronym
D) homonym

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1.2. Quote a sentence from the extract that shows that race is still a bone of contention in
South Africa. (1)
1.3. State whether the following sentences (1.3.1 - 1.3.2) are TRUE or FALSE. Give a
reason for your answer.
1.3.1. Johnny Clegg has a pessimistic view of South Africa’s current status. (2)
1.3.2. “It’s a very fertile place in which to write”, means that South Africa is a productive
place in which to write. (2)
1.4. Why does Jonny Clegg feel that the title of his new album is tongue-in-cheek?(2)
1.5. List 2 of Johnny Clegg’s hit singles mentioned in the passage. (2)
1.6. Last year, Johnny Clegg embarked on his Final Journey world tour. The name of the
tour turned out to be quite an ironic one. Explain the irony? (2)
1.7. Johnny Clegg said, “I’ve managed to outlast a lot of my contemporaries.” Do you
agree with his statement? Substantiate your answer. (1)
1.8. Suggest a reason as to why Johnny Clegg wrote the song, “Asimbonanga”. (1)
1.9. What do you think an anthropologist does? (1)
1.10. “I play entirely by ear.” – paragraph 4. What does this phrase mean? (1)

Question 2: Language
2.1. Identify the underlined punctuation mark in: (1)
2.1.1. ...earned an OBE from Britain’s Queen Elizabeth – Jonny announced his
retirement last year following a battle with pancreatic cancer.

2.2. Write a suitable collective noun to complete the sentence below. (1)
2.2.1. A __________________ of musicians went on tour with Jonny Clegg.

2.3. Find the root word and suffix in the word below. (1)
2.3.1. autobiographical

2.4. Rewrite the sentence below replacing the adjective with its superlative form. (1)
2.4.1. Colour is still an important issue.

2.5. Identify two prepositions in the sentence below. (1)

2.5.1. He opened up to “The Juice” about his disease.

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2.6. Identify the type of sentence written below. (1)

2.6.1. He gave us unforgettable and distinctly South African songs.

2.7. Provide suitable abstract nouns in the spaces provided. (2)

2.7.1. Jonny Clegg was a man of _____ who sang about the ______of apartheid.

2.8. Select the correct verb below. (1)

2.8.1. A troupe of artists (render/renders) tributes at Jonny Clegg’s funeral.

2.9. Select the correct pronoun below. (1)

2.9.1. He/him/himself and his family mourned for their beloved dad.

2.10 Find a synonym from the passage for the following definition: (1)
2.10.1. part or bit

2.11 Find an antonym from the passage for the following word: (1)
2.11.1 international

Question 3: Visual Literacy

Study the visual and answer the questions set on it.

3.1 Identify the source of this advertisement. (1)

3.2 On which date was this advertisement posted? (1)
3.3 Who is this visual referring to? (1)
3.4 Name two other social media platforms on which you will find information. (2)
3.5 How many views and shares does this article have? (2)
3.6 Why are they organising one more concert for Johannesburg?
Quote from the passage to support your answer. (2)
3.7 Explain the inclusion of the picture in the advertisement. (1)

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