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GM 2018
ENGLISH GRADE 7 TERM 3
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THEME 1 ............................................................................................................................. 6
NOUNS ....................................................................................................................... 6
Activity 1: Nouns ...................................................................................................... 7
ADVERBS ................................................................................................................... 7
Activity 2: Adverbs ................................................................................................... 8
ADJECTIVES .............................................................................................................. 8
DEGREES OF COMPARISON.................................................................................... 8
Activity 3: Adjectives ................................................................................................ 9
Activity 4: Degrees of Comparison .......................................................................... 9
CLAUSES .................................................................................................................... 9
Activity 5: Clauses ................................................................................................. 10
ADJECTIVAL CLAUSES ........................................................................................... 10
Activity 6: Adjectival Clauses ................................................................................. 11
ADVERBIAL CLAUSES ............................................................................................. 11
Activity 7: Adverbial Clauses ................................................................................. 11
NOUN CLAUSES ...................................................................................................... 12
Activity 8: Noun Clauses ....................................................................................... 12
RELATIVE CLAUSES ............................................................................................... 12
Activity 9: Relative Clauses ................................................................................... 13
COMPOUND AND COMPLEX SENTENCE .............................................................. 13
Activity 9: Compound and Complex Sentences .................................................... 14
SYNONYMS, ANTONYMS AND HOMOPHONES .................................................... 15
ABBREVIATIONS ...................................................................................................... 16
Activity 10: Abbreviations ...................................................................................... 17
PUNCTUATION: ELLIPSIS ....................................................................................... 17
Activity 11: Punctuation ......................................................................................... 18
QUESTIONNAIRES .................................................................................................. 18
Activity 12: Questionnaires .................................................................................... 21
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THEME 2 ........................................................................................................................... 24
Activity 13: Proper Nouns ...................................................................................... 24
Activity 14: Singular and Plural .............................................................................. 24
Activity 15: Degrees of Comparison ...................................................................... 24
DIRECT SPEECH ..................................................................................................... 24
INDIRECT SPEECH .................................................................................................. 25
Activity 16: Direct Speech ..................................................................................... 25
Activity 17: Indirect Speech ................................................................................... 26
ROOT WORDS ......................................................................................................... 26
COLON ...................................................................................................................... 26
Activity 18: Colon ................................................................................................... 27
APOSTROPHE.......................................................................................................... 27
Activity 19: Apostrophe .......................................................................................... 29
INTERVIEWS ............................................................................................................ 29
THEME 3 ........................................................................................................................... 34
PRONOUNS .............................................................................................................. 34
Activity 20: Personal Pronouns.............................................................................. 34
Activity 22: Possessive Pronouns .......................................................................... 35
Activity 23: Reflexive Pronouns ............................................................................. 36
Activity 24: Relative Pronouns ............................................................................... 37
Activity 25: Demonstrative Pronouns ..................................................................... 38
SIMPLE TENSES ...................................................................................................... 39
Activity 26: Tenses ................................................................................................ 39
ACTIVE AND PASSIVE VOICE................................................................................. 40
Activity 27: Active and Passive Voice .................................................................... 40
AGENDA AND MINUTES .......................................................................................... 40
THEME 4 ........................................................................................................................... 43
PREPOSITIONS ........................................................................................................ 43
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Activity 28: Prepositions ........................................................................................ 45
NEWSPAPER ARTICLE ........................................................................................... 47
Activity 29: Writing a newspaper article ................................................................. 49
Activity 30: Newspaper Article ............................................................................... 50
THEME 5 ........................................................................................................................... 51
ARTICLES ................................................................................................................. 51
Activity 31: Articles ................................................................................................ 51
EVALUATION PARAGRAPHS .................................................................................. 52
LITERAL AND FIGURATIVE MEANING ................................................................... 53
TYPES OF SENTENCES .......................................................................................... 53
SENTENCES TYPES ................................................................................................ 54
DESCRIPTIVE ESSAY .............................................................................................. 54
Activity 32: Figures of Speech ............................................................................... 56
NARRATIVE ESSAY ................................................................................................. 56
THEME 1 ........................................................................................................................... 58
COMPLEX NOUNS ................................................................................................... 58
Activity 1: Complex Nouns .................................................................................... 59
DEGREES OF COMPARISON.................................................................................. 59
Activity 2: Degrees of Comparison ........................................................................ 59
PREPOSITIONS ........................................................................................................ 60
Activity 3: Prepositions .......................................................................................... 60
COMPOUND AND COMPLEX SENTENCES ........................................................... 61
Activity 4: Compound and Complex Sentences .................................................... 61
Activity 5: Punctuation ........................................................................................... 61
LITERARY TEXT - DRAMA ....................................................................................... 61
Activity 6: Macbeth ................................................................................................ 64
ORAL PRESENTATIONS ......................................................................................... 65
THEME 2 ........................................................................................................................... 67
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COLLECTIVE NOUNS .............................................................................................. 67
Activity 7: Collective Nouns ................................................................................... 67
FINITE VERBS .......................................................................................................... 67
Activity 8: Finite Verbs ........................................................................................... 67
DIARY ENTRY .......................................................................................................... 68
Activity 9: Writing a Diary Entry ............................................................................. 68
THEME 3 ........................................................................................................................... 69
AUXILIARY VERBS ................................................................................................... 69
Activity 10: Auxiliary Verbs .................................................................................... 69
ROMEO AND JULIET ............................................................................................... 70
Activity 11: Romeo and Juliet ................................................................................ 72
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NOUNS
What is a noun? A noun is a part of speech that is used to name a person, place, thing, quality, or action.
Different types of nouns: TYPE OF NOUN DENIFINITION
Common nouns 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
Abstract nouns An idea, event, quality, or concept that cannot be perceived
through our senses e.g. freedom, love, courage, fear
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
Plural nouns A nouns that is many e.g.
books, pencils, trees, cars ( add s)
THEME 1
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UNDERLINE THE NOUNS IN EACH SENTENCE AND STATE THE TYPE OF NOUN THAT HAS BEEN USED.
1. The man was trying to steal a horse with a cart full of apples. 2. William Shakespeare was a famous writer from England. 3. The troupe of dancers performed for the crowd of spectators. 4. She felt immense pride and joy when she won the competition. 5. My brother-in-law put the fish tank in the bathroom. 6. I have five pens, several books and an eraser. 7. The milk was expired and could not be consumed, so they ate the rice. 8. The men caught many fish during their trip. 9. The boy flew the kite, but it got stuck in the tree.
ADVERBS
What are adverbs? An adverb is a word that modifies verbs, adjectives and other adverbs. What are the different types of adverbs? Most adverbs tell you how and when something is done. In other words, they describe
the manner or time of an action.
Here are some examples: He speaks quietly - quietly is an adverb of manner – how? We'll leave tomorrow - tomorrow is an adverb of time – when? Adverb of manner: An adverb of manner tells us how something is done or happens. Most adverbs of manner
end in –ly such as happily, sadly, slowly, quickly. Adverb of time: An adverb of time tells us when an action happened/happens e.g. yesterday, tomorrow, now, later, two weeks ago.
Activity 1: Nouns
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UNDERLINE THE ADVERB IN EACH SENTENCE AND STATE WHICH TYPE OF ADVERB IT IS.
1. Today I must phone Sally to enquire about our homework. 2. Tim played the violin beautifully. 3. The group of friends went to watch the movie last week. 4. Sarah spoke softly because she was losing her voice. 5. James coughed loudly to attract her attention. 6. I have to leave for my meeting now. 7. The child ran happily towards his mother. 8. Simon waited patiently for the doctor to arrive. 9. Jenna visits his mother once a week. 10. Karin angrily replied to the comment.
ADJECTIVES
What are adjectives? An adjective is a word which modifies a noun or a pronoun.
Example: He has a beautiful car - beautiful is an adjective, which modifies the noun car (it gives more information about the noun car.) Adjectives may come before a noun: Example: He found a brown (adjective) cat (noun).
Adjectives may also come after certain verbs: Example:
• Johnny (noun) is intelligent (adjective).
• The garden lights (noun) are beautiful (adjective).
DEGREES OF COMPARISON
Adjectives can be used for comparison: Comparative: New York is bigger than Paris. (compares 2 things)
Superlative: This is the strongest student in the class. (compares more than 2 things)
Activity 2: Adverbs
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REWRITE THE SENTENCES BELOW AND UNDERLINE THE ADJECTIVES.
1. It was a long, boring wait until I was finally called in for the interview. 2. The arrogant man behind the brown desk asked me several questions. 3. His questions were difficult, but I answered them with ease. 4. I was nervous during my interview. 5. I shook his strong, powerful hand and left the room.
UNDERLINE THE CORRECT DEGREE OF COMPARISON IN EACH SENTENCE.
1. Not everyone agrees that she is (pretty, prettier, prettiest) than her sister. 2. Can an elephant be (tall, taller, tallest) than a giraffe? 3. That pond is the (shallow, shallower, shallowest) in this area. 4. That has to be the (interesting, more interesting, most interesting) film I have seen. 5. Of the two paths, this is (short, shorter, shortest) to get there. 6. He is easily the (bad, worse, worst) player in the team. 7. The second half of the play was (little, less, the least) exciting. 8. What is (far, farther, the farthest) distance you have ever run?
CLAUSES What is a clause? A clause is a group of words that consists of a subject and a predicate. There are two
major types of clauses:
• Independent clauses • Dependent clauses
Clauses can be classified as: 1. The main clause/independent clause:
• Has a subject and predicate.
Activity 3: Adjectives
Activity 4: Degrees of Comparison
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• This is the main idea of the sentence.
• It is able to stand on its own and make complete sense.
Example: The van came to a halt after it had run out of petrol.
2. The subordinate clause/dependent clause:
• This part of the sentence always has a verb, but cannot stand alone in a sentence.
• It depends on the main clause for its meaning.
• A comma often separates the main clause from the subordinate clause.
• Look at some examples of subordinate conjunctions: after, before, as, because, that,
if, when, whenever, where, whereas, although, whether, until, while, once, since, than,
unless, why, however.
Example: While it was moving, the man jumped out of the car.
UNDERLINE THE MAIN CLAUSE IN EACH SENTENCE BELOW:
1. I went to the mall, but forgot to buy the vegetables. 2. I planted flowers because I liked them. 3. When I picked up the flower, a bee stung me. 4. My mom will take us to the park if we are good. 5. Since my mom is having a nap, my dad is reading a book.
ADJECTIVAL CLAUSES What is an adjective clause? An adjective clause (also called an adjectival clause) is a dependent clause which modifies
a noun and usually begins with a relative pronoun which, that, who, whom, whose. In an adjectival clause sentence, the introductory word serves as the subject.
Examples:
• Students who work hard get good grades.
The adjective clause who work hard modifies the noun students.
Activity 5: Clauses
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• The book which you lent me is very interesting.
The adjective clause which you lent me modifies the noun the book.
UNDERLINE THE ADJECTIVAL CLAUSE IN EACH SENTENCE.
1. The man who is standing there is a secret agent. 2. The writer who won the Nobel Prize is from Colombia. 3. Fast food, which most people love, is not very healthy at all. 4. My uncle, who is a farmer, lives in the countryside. 5. Leila, whose father is a famous poet, invited me to her birthday party.
ADVERBIAL CLAUSES
What is an adverbial clause? An adverb clause (also called an adverbial clause) is a dependent clause (or subordinate
clause) which functions as an adverb. They usually begin with the subordinating clause: if, though because, since, after, although, when , whenever, before, so that. They can be used in any part of the sentence.
UNDERLINE THE ADVERBIAL CLAUSE IN EACH SENTENCE. 1. When you reach home, call me. 2. Put the games away so that you can eat your dinner. 3. I will give you a chocolate if you clean your room. 4. I had to watch because Jamie was playing basketball. 5. Before I go to bed, I brush my teeth.
Activity 6: Adjectival Clauses
Activity 7: Adverbial Clauses
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NOUN CLAUSES What is a noun clause? A noun clause is a dependent clause that acts as a noun. Remember, that a noun names
a person, place, thing or idea. They begin with words such as: how, whom, which, whoever, whomever, who, why. A noun clause can function as a subject and an object
UNDERLINE THE NOUN CLAUSE IN THE SENTENCES BELOW:
1. Whoever thought of this idea, is a genius. 2. Choose a gift for whomever you want. 3. Whichever restaurant you choose, will be fine with me. 4. It is important to realise why we make certain decisions. 5. On the weekends, we can play whatever game we want to.
RELATIVE CLAUSES What are relative clauses? A relative clause is a subordinate clause that modifies a noun or a noun phrase.
Example: The man who is smoking is the murderer
The noun the man is modified by the relative clause who is smoking.
Relative clauses give essential information to define or identify the person or thing we are
talking about. Relative clauses can be introduced by: A relative pronoun: who, whom, which, that, whose.
How to use relative clauses: They are used to provide extra information.
• This information can either: define something (defining clause)
Example:
The girl who is standing there is a world champion in karate.
Activity 8: Noun Clauses
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• Or provide unnecessary, but interesting information (non-defining clause).
Example:
Michael Jackson, who was a famous singer, died of an overdose.
UNDERLINE THE RELATIVE CLAUSE IN THE SENTENCES BELOW:
1. The man who is standing there is a famous writer. 2. The camera, which cost five thousand rand, was stolen. 3. This is the dog that bit my brother. 4. The fruit, which I bought on Monday, are all rotten. 5. The girl, whose father is an artist, drew a beautiful picture.
COMPOUND AND COMPLEX SENTENCE
What is a simple sentence? A simple sentence is one independent clause that has a subject and a verb and expresses
a complete thought.
Example: 1. Joe went to the store.
2. Sarah and Jessie are going swimming.
What are compound sentences? Compound sentences = 2 independent sentences (simple sentences) joined by a
co-ordinating conjunction. Some conjunctions have a comma before them.
Co-ordinating conjunctions: F for A and N nor B but O or Y yet S so
Activity 9: Relative Clauses
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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.
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.
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.
Activity 9: Compound and Complex Sentences
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SYNONYMS, ANTONYMS AND HOMOPHONES
WORD MEANING: Synonyms are words that have the same or very similar meaning.
Examples: Beautiful attractive, gorgeous, dazzling, ravishing, graceful, elegant, stunning
Brave courageous, fearless, heroic, valorous, bold, gallant, valiant.
Bright shiny, gleaming, sparkling, shimmering, radiant, vivid, luminous.
Delicious scrumptious, palatable, delightful, enjoyable.
Interesting gripping, enthralling, spellbinding, captivating, appealing.
Antonyms are words that have opposite meanings.
Examples: Add Subtract Wild Tame Present Absent Tidy Messy Birth Death Homophones are words that are spelt the same or sound the same, but have a different
meaning e.g. ate – eight
Book - to reserve a hotel room or a table at a
restaurant
Book – pages bound together with a cover
Change - to replace the clothes you are
wearing with another outfit
Change – money given back after a
purchase
Cool - chilly in temperature Cool – someone/something trendy or
popular
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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.
Initialism: this is a group of letters, each pronounced separately, used as an abbreviation
for a name or expression.
Example: DVD – Digital Video Disk
USA - United States of America
UK - United Kingdom
Truncation: this type of abbreviation consists only of the first part of a word. These are
most often used when referring to proper titles such as months of the year or days of the
week.
Example: Mon. - Monday
Fri. - Friday
Apr. - April
Oct. - October
Clipped: this is similar to truncation in that you are using a part of the word to form the
abbreviation. But, in this case, the middle or end is being used.
Example: phone – telephone
fridge - refrigerator
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WRITE OUT THESE ABBREVIATIONS AND STATE THE TYPE OF ABBREVIATION. 1. DIY 2. Dec. 3. ETA 4. SABC 5. Mr. 6. Gym 7. Gas 8. UNISA
PUNCTUATION: ELLIPSIS
An Ellipsis (Plural – ellipses) An ellipsis is a form of punctuation that can be used to make up for missing pieces of text
or allow for a pause in writing.
An ellipsis is exactly three full stops with a space in between each . . . When should ellipses be used? 1. Missing text within an extract: News reports might shorten a quote to only what is absolutely essential.
Example: A fire chief said, “We’ve determined positively, absolutely, beyond the shadow of a doubt,
that this fire was accidental,”
They may only write: A fire chief said, “We’ve determined positively … this fire was
accidental.”
2. Missing text at the end of an extract: In a formal writing piece, research may be quoted. However, if only a small extract of the
piece is quoted, ellipsis is used at the end to show there is more to it.
Example: “The right of the people to be secure in their persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be violated…
Activity 10: Abbreviations
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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.
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.
Activity 11: Punctuation
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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.
How to Create a Questionnaire? • Determine what you want to learn from conducting your questionnaire.
• Think of questions that will help you get the information you needed.
• Write clear and simple questions to avoid confusion and bias.
Creating Questions: 1. Decide what you want to learn from administering your questionnaire. Ask yourself what data you require and how you will use it. This will help you come up with
useful questions, as well as the order in which you will ask them. Ideally, the questionnaire
will be short, so decide which of your goals are essential and which might be
unnecessary.
2. Plan questions that will help you get the information you need. Begin with a broad span of questions, then narrow them down until each one relates to
your goals in some way. Keep questions and answers simple, using as few words as
possible. You may want to rely on open-ended questions, closed-ended questions, or a
mix of the two.
3. Use closed-ended questions to gather specific answers. Closed-ended questions have a specific range of options respondents can choose
from. These questions may be yes-or-no questions, true-or-false questions, or questions
that ask the respondent to agree or disagree with a statement. Closed-ended questions
may look like open-ended questions, but will have only a few options respondents can use
to answer. Closed-ended questions might look like these:
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• "Have you shopped here before?"
• "If so, how often do you shop here?" (This question would have a few explicit answers
from which respondents could choose--"once a week" to "once a month," for instance).
• "How satisfied were you with your experience today?" (Likewise, this question would
have limited responses--"very satisfied" to "very dissatisfied")
• "Would you recommend this store to a friend?"
4. Use open-ended questions to solicit feedback. Open-ended questions solicit answers that you may not anticipate, and do not have a
specific range of answers to choose from. Open-ended questions are a chance for
respondents to communicate their specific experience or expectations. Such questions
might look like these:
♦ "How will you use your purchase?"
♦ "Where else do you normally shop?"
♦ "Who referred you to this store?"
♦ Open-ended questions are good for clarifying a previous answer--"Why do you feel
this way?"
5. Ask questions in such a way as to avoid confusion and bias. Avoid leading questions especially because they indicate that the asker is looking for a
certain answer and will limit what answers your responders are comfortable supplying.
♦ You may consider asking the same question in different ways, which may reduce
overall respondent bias and give you a better chance of finding the person's true
opinion on a given topic.
♦ Questions should be worded so as to maximize clarity. Confused respondents will
skew your data, so questions should be as understandable as possible.
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EXAMPLE OF A QUESTIONNAIRE
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
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...
Activity 12: Questionnaires
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7. If I were an animal, I would be a...
Lion (strong and bold)
Monkey (fun and curious)
Peacock (pretty and particular)
Bird (free and chipper)
Rabbit (fast and cuddly)
8. I prefer (crayons, colour pencils, markers, just a pencil) when asked to colour something.
Crayons
Colour Pencils
Markers
Just a pencil
9. I like all the following kinds of toys/stationary:
Jewellery
Notepads
Fun pens/pencils
Stickers
Puzzles
Mazes/Colouring Books
11. I think making friends is easy. (Rate on a scale from 1- 4 with 1 being super easy and 4 being extremely hard).
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Super Easy Pretty Easy Kind of Hard Extremely Hard
Making friends is ...
Making
friends is
... Super Easy
Making friends
is ... Pretty Easy
Making friends
is ... Kind of Hard
Making
friends is
... Extremely
Hard
Questionnaire for parents:
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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. Bell, the Science teacher, set a very difficult test. 6. I can see Jupiter and Mars with the telescope.
STATE THE PLURAL FORM OF THE FOLLOWING WORDS 1. wife 2. fish 3. deer 4. mouse 5. goose 6. baby 7. tooth 8. woman 9. child 10. firefly
USE THE CORRECT ADJECTIVE FORM IN EACH SENTENCE. 1. Elephants are said to be the world’s (large) mammal. 2. The adult elephants were the (troublesome). 3. It was the (unusual) request I had ever heard. 4. There were two (largest) herds on the farm. 5. “Your elephants are the (happy) elephants I have ever known,” said the tourist.
DIRECT SPEECH
Direct speech quotes exactly what someone says.
THEME 2 Activity 13: Proper Nouns
Activity 14: Singular and Plural
Activity 15: Degrees of Comparison
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What a person says/said, is given within quotation marks “…” You have to give the exact words of the person. E.g. Sarah says, “I love strawberries!” E.g. “I bought a new dress,” said Jane.
♦ Add a comma after the introductory verb e.g. says, or said, ♦ If the person speaking, appears at the end of the sentence, then the comma must be placed before the closing inverted comma e.g. “I need …,” said Jane.
♦ Quotation marks must be used to open and close the speech (“…”) ♦ A capital letter must begin the direct speech. ♦ A full stop, or exclamation mark or question mark must end the sentence (./!/?) In direct speech, each new speaker must begin on a new line.
INDIRECT SPEECH
♣ Indirect speech is when you report what a person has said.
♣ Many changes occur when we convert direct speech into indirect speech.
♣ The changes are as follows:
Remove the comma and add the word that. Take away all quotation marks. Change all pronouns.
Check your tense. Add the word if or whether to questions.
Keep present tense sentences in present tense e.g. says
E.g. Anna says, “I love the smell of roses.”
Anna says that she loves the smell of roses.
All sentences with the word said, will move one stage back in tense.
E.g. Joe said, “I am feeling tired.”
Joe said that he was feeling tired.
ADD QUOTATION MARKS TO THE SENTENCES BELOW TO MAKE THEM DIRECT SPEECH.
Activity 16: Direct Speech
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1. The boy said I pledge not to buy wildlife souvenirs. 2. The man said I have started my fight against wildlife trade. 3. Linda said tigers need their fur to keep warm. 4. Sam said elephants use their tusks for digging. 5. Bongi said all animals belong in the wild.
CHANGE THE DIRECT SPEECH SENTENCES TO INDIRECT SPEECH.
1. Shane said, “Sharks need their fins to swim.” 2. The boy said, “I want to help the animals.” 3. Mom said, “I do not want a pet iguana.” 4. Roman said, I will not wear fur or leather clothing.” 5. Lee said, “Animals should not be hunted.”
ROOT WORDS A root word is a basic word with no prefix or suffix added to it. A prefix is a string of letters that go at the start of a word.
A suffix is a string of letters that go at the end of a word.
By adding prefixes and suffixes to a root word we can change its meaning. Many English words derive from Greek or Latin. Have a look at some of these common
roots of words.
ROOT MEANING EXAMPLE Audio Hear Audible
Bio Life Biology Geo Earth Geography
Mono One Monologue Bi Two Bicycle Tri Three Tricycle
COLON
Activity 17: Indirect Speech
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INSERT THE COLON WHERE NECESSARY IN THE SENTENCES BELOW.
1. He wanted to see three cities in Italy Rome, Florence and Venice 2. She kept repeating “I really want that car!” 3. Here are three states that begin with M Michigan, Mississippi and Maine. 4. This house has everything I need two bedrooms, a backyard and a garage. 5. I have several favourite genres of movies drama, science fiction and mystery.
APOSTROPHE The apostrophe has two functions: to show contraction and possession. What is a contraction? A contraction refers to a shortened form of a word, syllable, or word group, created by
omission of internal letters which are replaced by an apostrophe.
Examples:
Full Forms Contracted forms
COLON
Introduces a list of items. Example
The following are harmful to our planet: pollution, poaching and global warming.
Introduces a quotation. Example
Nelson Mandela said: “It was a long walk to freedom.”
Used in script writing (dialogue or plays). A colon follows the speaker.
Jason: Where did you go?
Ben: I went to look for the boat.
Activity 18: Colon
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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
What is possession? Possession means ownership of a noun.
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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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
FILL IN THE APOSTROPHE WHERE IT IS NECESSARY.
1. The girls bag was locked in the classroom. 2. The students books were on the table. 3. Marks house was very neat and tidy. 4. I cant believe what I just saw happen. 5. Children shouldnt eavesdrop on any conversation.
INTERVIEWS
As a student, after graduation, you will be looking for a job? What can you expect
during the job interview? The interview questions that managers ask candidates will
typically be focused on why you are interested in the job and why the company
should hire you.
Even if you have limited work experience, you can still answer these kinds of
interview questions well. Review these entry level interview questions and sample
answers.
Consider how you would answer, so you're ready to respond during the job
interview.
How to Prepare for the Interview
Activity 19: Apostrophe
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Research the company. Before the interview, do some research on the company. Review the “About Us” section of
the company website to get a sense of their mission and company culture. If you know
someone who works at the company, you might ask them a bit about the company too.
This will help you answer questions about the company, and why you are a good fit for the
organization.
Review the job description. Read the job listing before your interview to get a sense of what skills and qualities the
employer is looking for in a candidate. At least some of the interview questions will be
about whether or not you have these skills. The interviewer might even ask for examples
of times you demonstrated those skills and qualities.
Use examples from outside of work. When thinking of examples of times you demonstrated particular skills or qualities, you can
use examples from work and non-work experiences. For example, you can draw on
experiences from school or extracurricular activities. You can also draw on work
experiences even if they are not directly related to the job. As long as you can show you
have the qualities and skills for the position, any of these kinds of examples will work.
Prepare questions to ask the interviewer. Along with preparing answers to common interview questions, you should also
prepare questions to ask the interviewer. Prepare questions that will give you more
information on the job and company, while also further highlighting your qualities, skills,
and experience.
Sample of interview questions and answers: 1. Why did you select your college or university?
2. How would you prepare for important tests or exams?
3. What college subjects did you like best? Why?
4. What college subjects did you like least? Why?
5. Describe situations where you have used your leadership skills.
6. Describe your most rewarding college experience.
7. If I were to ask your professors to describe you in three words, what would they be?
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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?
Questions about your work experience: 1. Have you completed any internships? What did you gain from the experience? 2. Tell me about your work experience. How has it prepared you for a career?
3. Have you accomplished something you're proud of at work?
4. What major problems have you encountered at work and how did you deal with them?
5. What have you learned from your mistakes?
Questions about You:
1. What is your greatest weakness?
2. What is your greatest strength?
3. How do you handle stress and pressure?
4. How would you describe yourself?
5. How do you think a friend or professor who knows you well would describe you?
6. What motivates you?
7. What accomplishments are you the most proud of? Why?
8. Why should I hire you?
Questions about the Future: 1. What do you see yourself doing five years from now?
2. What do you see yourself doing ten years from now?
3. How do you plan to achieve your goals?
4. What are you looking for in your next job? What is important to you?
Questions about the Company and the Job: 1. What do you know about our company?
2. What interests you about this job?
3. Why do you want to work here?
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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?
Fun Interview ideas for you and your family:
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What are pronouns? Pronouns are words that substitute a noun or another pronoun.
Types of pronouns: • Personal pronouns (I, you, he, she, it, we, they) • Reflexive pronouns (myself, yourself, himself, herself, itself, ourselves, themselves) • Possessive pronouns (mine, yours, his, hers, ours, theirs) • Demonstrative pronouns (this, that, those, these) • Relative pronouns (who, which, that, whose) What are personal pronouns?
A personal pronoun, is used as a substitute for proper and common nouns.
Examples John is a doctor - He is a doctor
The laptop is on the desk - It is on the desk
A subject pronoun is used when the pronoun is the subject of the sentence.
FILL IN THE PERSONAL PRONOUN TO REPLACE THE NOUN WITHIN BRACKETS
1. _____ often reads books. (Leila) 2. _____ is watching TV. (Alan) 3. _____ is green. (the dress) 4. _____ are on the wall. (the pictures) 5. _____ is running. (the cat) 6. _____ are watching TV. (my sister and I) 7. _____ is driving his car. (John)
THEME 3
PRONOUNS
Activity 20: Personal Pronouns
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Personal pronouns Possessive pronouns Reflexive pronouns
I mine myself
you yours yourself
he his himself
she hers herself
it its itself
we ours ourselves
you yours yourselves
they theirs themselves
Possessive Pronouns: What are possessive pronouns? Like its name suggests, a possessive pronoun indicates ownership.
Possessive pronouns do not contain apostrophes.
A possessive pronoun is used to avoid repeating information that has already been made
clear. These useful pronouns make sentences less confusing, mine, yours, his, hers, ours,
theirs.
FILL IN THE POSSESSIVE PRONOUN IN EACH SENTENCE.
1. This puzzle belongs to me. It is __________. 2. The eraser must be returned to you because it is _________. 3. John claimed the prize, so it is _________. 4. Lee lost her book. The book was _______. 5. We bought a radio for our group, so the radio is __________. 6. They bought a skateboard, so the skateboard is _________.
Activity 22: Possessive Pronouns
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What are reflexive pronouns? Reflexive pronouns are used when the object is the same as the subject. Examples: myself, yourself, himself, herself, itself, ourselves, themselves
For example, in the sentence "he hurt himself", he and himself refer to the same person.
Reflexive pronouns are also used for emphasis. In this case, they are referred to
as intensive pronouns.
For example, in the sentence "I spoke to the president himself", the speaker emphasizes
that he spoke to the president personally NOT somebody else.
"I always do my homework myself. Nobody helps me."
"He never does his homework himself. The teacher always helps him."
In the above examples, the reflexive/intensive pronouns can be removed without changing
the meaning.
FILL IN THE REFLEXIVE PRONOUN IN EACH SENTENCE.
1. He blames _________ for what happened.
2. You might cut ___________.
3. We will enjoy ____________ in the party.
4. He made a cup of coffee for _____________.
5. Jeff was talking to ___________.
6. Tammy did the job by _____________.
7. Every morning I look at ____________ in the mirror.
8. The president ____________ announced the news.
9. The students were able to handle the situation ___________.
10. The kitten groomed ___________.
What are relative pronouns? A relative pronoun is a pronoun that introduces a relative clause within a
complex sentence. The relative pronouns are who, whom, which, whose, and that. Example:
Activity 23: Reflexive Pronouns
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Mike found the keys that he had lost. that is a relative pronoun which introduces the relative clause that he had lost.
Relative pronouns: who - subject or object pronoun for people
They caught the lady who killed her baby.
which - subject or object pronoun
I read the book which is on the table.
which - referring to a whole sentence
They were unsuccessful which is disappointing.
whom - used for object pronoun for people, especially in non-restrictive relative clauses (in
restrictive relative clauses use who)
The boy whom you told me about got the best grades in mathematics.
that - subject or object pronoun for people, animals and things in restrictive relative
clauses (who or which are also possible)
I like the vase that is over there.
JOIN THE TWO CLAUSES WITH A RELATIVE PRONOUN.
1. The lady is a visitor of a patient. She is dressed like a doctor. 2. She bought a pair of running shoes. She could use it for jogging. 3. That is the man. His car was stolen last night. What are demonstrative pronouns? Demonstrative pronouns are words that show which person or thing is being referred to.
The demonstratives are this, that, these, and those.
Activity 24: Relative Pronouns
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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.
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?
Demonstratives Singular Plural Near Far
This
-
-
That
- -
These -
-
Those -
-
Activity 25: Demonstrative Pronouns
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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.
REWRITE THE SENTENCES BELOW AND CHANGE THEM TO SIMPLE TENSE USING THE VERB WITHIN BRACKETS AS A GUIDE. 1. We finished our final exam in an hour. (present tense) 2. Alexander Bell invents the telephone in 1876. (past tense) 3. I arrive before noon. (future tense) 4. He does not speak a word of English. (past tense) 5. The police recaptured the escaped prisoner three months later. (present tense) 6. Some birds sleep by day and hunt by night. (future tense)
Activity 26: Tenses
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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.
REWRITE THE SENTENCES IN THE PASSIVE VOICE.
1. The boy writes poems. 2. The girl drove the blue car. 3. They have collected enough money. 4. They will open a new restaurant. 5. The guard watched the prisoner.
AGENDA AND MINUTES Meeting minutes provide an important record of proceedings, whether it’s for a corporate
staff meeting, a board meeting or an informal committee meeting. Being able to quickly
take notes keeps meetings on track and provides a clear summary to those who weren’t
able to attend. Agenda: The agenda is a formally written list of things that will be discussed at a meeting.
Chairperson: The chair is the person who runs the meeting. They are usually of a higher stature within
the company. They take the lead role in decision making and drawing up final conclusions.
They will also run the agenda of the meeting and allow people to speak in turn.
Activity 27: Active and Passive Voice
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Agenda of Meeting
Date: 11 May 2018
Time: 14h00
Place: Room 29, Tom Newby School
Purpose: How to raise money for the Grade 7 Farewell.
Attendees: Mrs. A Singh
Grade 7 representatives
Chairperson (Mrs V Naidoo)
Agenda Items:
14h00-15h00: 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 Date: 11 May 2018
Time: 14h00
Purpose: How to raise money for the Grade 7 Farewell
Attendees: Mrs A Singh
Mrs V Naidoo
Grade 7 Representatives: Lee Smith, Camryn Naidoo and Bongi Nkosi.
Absentees: None
Discussion
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Lee: Sell cupcakes to raise money.
Camryn: Sell a raffle to parents.
Bongi: Have a civvies day.
Conclusion:
Mrs A Singh and Mrs V Naidoo decided to go with two ideas: the civvies day and the cake
sale.
The reps will draw up posters to advertise for the two events for these events.
They will get shops like PnP to get sponsorship of the cupcakes.
Parents can also sponsor the cupcakes.
These cupcakes will be sold at R5 each.
The sale will be held by the tuckshop during break. The councillors will sell the cupcakes.
The civvies day can be held on the last day of Term 3.
It will cost R5 per learner. The money will be collected by the homeroom teachers.
Adjournment of meeting: Meeting ended at 15h30.
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∞ 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
time of day
year
after a certain period of time (when?)
in August / in winter
in the morning
in 2006
in an hour
at for night
for weekend
a certain point of time (when?)
at night
at the weekend
at half past nine
since from a certain point of time (past till now) since 1980
for over a certain period of time (past till now) for 2 years
ago a certain time in the past 2 years ago
before earlier than a certain point of time before 2004
to telling the time ten to six (5:50)
past telling the time ten past six (6:10)
to / till / until
marking the beginning and end of a
period of time
from Monday to/till Friday
THEME 4
PREPOSITIONS
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till / until in the sense of how long something is
going to last
He is on holiday until Friday.
by in the sense of at the latest
up to a certain time
I will be back by 6 o’clock.
By 11 o'clock, I had read five
pages.
Prepositions – Place (Position and Direction)
English Usage Example
in room, building, street, town, country
book, paper etc.
car, taxi
picture, world
in the kitchen, in London
in the book
in the car, in a taxi
in the picture, in the world
at meaning next to, by an object
for table
for events
place where you are to do something
typical (watch a film, study, work)
at the door, at the station
at the table
at a concert, at the party
at the cinema, at school, at
work
on attached
for a place with a river
being on a surface
for a certain side (left, right)
for a floor in a house
for public transport
for television, radio
the picture on the wall
London lies on the Thames.
on the table
on the left
on the first floor
on the bus, on a plane
on TV, on the radio
by, next to,
beside
left or right of somebody or something Jane is standing by / next to /
beside the car.
under on the ground, lower than (or covered
by) something else
the bag is under the table
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below lower than something else but above
ground
the fish are below the
surface
over covered by something else
meaning more than
overcoming an obstacle
getting to the other side
put a jacket over your shirt
over 16 years of age
climb over the wall
walk over the bridge
above higher than something else, but not
directly over it
a path above the lake
across getting to the other side (also over)
getting to the other side
walk across the bridge
swim across the lake
through something with limits on top, bottom and
the sides
drive through the tunnel
to movement to person or building
movement to a place or country
for bed
go to the cinema
go to London / Ireland
go to bed
into enter a room / a building go into the kitchen / the
house
towards movement in the direction of something
(but not directly to it)
go 5 steps towards the
house
onto movement to the top of something jump onto the table
from in the sense of where from a flower from the garden
FILL IN THE PREPOSITIONS IN EACH SENTENCE BELOW.
1. I prefer to read ______ the library. 2. He climbed up the ladder to get ______ the attic. 3. Please sign your name ____ the dotted line _____ you read the contract. 4. Go _____ the stairs and ______ the door.
Activity 28: Prepositions
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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
The key elements of a Newspaper article are:
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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News Report – An example
CAR THIEF CAUGHT TRAPPED IN TARGET VEHICLE Jim Day, Staff Reporter
Wed. Feb 25, 2009
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.
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.
Activity 29: Writing a newspaper article
Headline
By-line (name of author)
Place line
Body
Lead – catches reader interest, – most important info – introduces topic – answers most of the 5W’s
Quotation
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ANSWER THE QUESTIONS BASED ON THE NEWSPAPER ARTICLE 9. What is cyber bullying?
10. What did the authors of this study say would happen, if the evidence found was
ignored?
3. What percentage of participants believed that cyber bullying had increased over the
past 2 years?
4. Name five different types of cyber bullying incidents which have been reported.
5. What effects does cyber bullying have on a young person’s mental health?
6. What would you do if you were being bullied?
7. Why do you think young people bully others?
Activity 30: Newspaper Article
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ARTICLES
Articles – Definite and Indefinite
Indefinite Articles: a, an
♥ an - used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel
sound: an apple, an elephant, an issue, an orange.
♥ a - used before singular count nouns beginning with consonants (other than a, e, i, o,
u): a stamp, a desk, a television, a cup, a book.
BUT
♥ if the first letter of the word is a vowel, but sounds like a consonant, then use a – a
used car, a useful gadget – sounds like ‘y’.
♥ if the first letter of the word is a consonant, but sounds like a vowel, then use an – an
honest man – sounds like ‘o’.
Definite Article: the
♥ Can be used before singular and plural, or countable and non-countable nouns. Anne
received the award for bravery (a specific award).
REWRITE EACH SENTENCE AND FILL IN THE CORRECT ARTICLE. 1. ______ Blue Whale can weigh up to 200 tons. 2. I found ______ yellow stone and ______ earring while I was walking on the beach. 3. Go to the supermarket and buy ______ melon and ______ newspaper. 4. If you want to get good marks you should be ______ hardworking student. 5. I wish I could see ______ unicorn.
THEME 5
Activity 31: Articles
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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 AND FIGURATIVE MEANING
Literal language is used to mean exactly what is written. It is the dictionary meaning of
the words that are used. This is referred to as denotation. Example: “It was raining heavily, so I took the bus home.”
In this example of literal language, the writer means to explain exactly what is written: that
he or she chose to take the bus home because of the heavy rain.
Figurative language is used to mean something other than what is written, something
symbolic, suggested, or implied. This is referred to as connotation. Poets often used
figurative language to give multiple possible meanings to their poems.
Example: It was raining cats and dogs, so I rode the bus.
In this example of figurative language, cats and dogs were really not falling from rain
clouds, instead, the rain felt so heavy and large that it was almost as if small animals were
falling from the sky!
TYPES OF SENTENCES
Simple Sentence: a sentence that has only one clause.
Compound Sentence: a sentence with two or more clauses joined by a coordinating
conjunction.
Coordinating Conjunctions: for, and, nor, but, or, yet, so.
Complex Sentence: two or more clauses joined with a subordinating conjunction.
Subordinating Conjunctions: as, because, although, since, before, when, once, if, that,
whatever, whenever, during, until, unless, wherever,
whether, while, as if, even if.
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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.
Activity 32: Figures of Speech
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ENGLISH GRADE 7 TERM 4
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A compound noun is when two nouns together create a noun on its own.
Example: lamp + shade = lamp shade
tooth + paste = toothpaste
ice + cream = ice-cream
A complex noun is when a noun and another part of speech together create a new noun.
Example: swimming (verb) + pool (noun) = swimming pool
under (preposition) + ground (noun) = underground
THEME 1
COMPLEX NOUNS
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dry (adjective) + cleaning(noun) = dry-cleaning
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)
Activity 1: Complex Nouns
Activity 2: Degrees of Comparison
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3. This is the __________ book I have ever read. (interesting) 4. Non-smokers usually live __________ than smokers. (long) 5. Which is the __________ animal in the world? (dangerous) 6. A holiday by the sea is __________ than a holiday in the mountains. (good) 7. It is strange, but often a Coke is __________ than a Fanta. (expensive) 8. Who is the __________ woman on Earth? (rich) 9. The weather this Summer is even __________ than last Summer. (bad) 10. He was the __________ thief of all. (clever)
PREPOSITIONS
Simple, Compound and Complex Prepositions
Simple Prepositions = One word prepositions
Example: in, under, above, below, to, towards, opposite, during, beside, across
Compound Prepositions = Two word prepositions
Example: according to, apart from, due to, far from, as per, except for, left of
Complex Prepositions = Three or more word prepositions
Example: as far as, in place of, with regard to, in case of, at the risk of, on top of
UNDERLINE THE PREPOSITION IN EACH SENTENCE AND STATE THE TYPE OF PREPOSITION. 1. The bird sat on top of the tree. 2. The couch is next to the window. 3. On account of the weather, the match was cancelled. 4. He sat in front of the television and did his homework. 5. He ran towards the goal post
Activity 3: Prepositions
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COMPOUND AND COMPLEX SENTENCES
UNDERLINE THE INDEPENDENT CLAUSE IN EACH SENTENCE. 1. We have to go to bed when the clock strikes ten. 2. Jennifer liked William’s friend and she also liked his cousin. 3. The big brown dog ran after the blue and red ball. 4. Khanyi and Tebogo rode their bicycles after they ate lunch. 5. Many brave soldiers fought in the war, and they received medals. 6. The drummers played for a long time, but the piano players stopped early. 7. Before the queen rode in the parade, she gave her speech. 8. She dropped the pan and the plate, yet she held on to the spoon.
Punctuate the following correctly.
Mrs Taylor said joshua stop running but im not running mam caitlyn pushed me replied
joshua. caitlyn did you really push him. no mam it was timiel said caitlyn. timiel get down to
the office now shouted mrs grey. it was actually me said kiara. it was me too confessed
siphokazi. thats it everyone down to the office now said mrs grey angrily.
LITERARY TEXT - DRAMA
Shakespeare William Shakespeare (26 April 1564 – 23 April 1616) was an English poet and playwright,
widely regarded as the greatest writer in the English language. Shakespeare was born and
Activity 4: Compound and Complex Sentences
Activity 5: Punctuation
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brought up in Stratford-upon-Avon. At the age of 18, he married Anne Hathaway, with
whom he had three children: Susanna, and twins, Hamnet and Judith. Shakespeare
produced most of his known work between 1589 and 1613. His early plays were
mainly comedies and histories. He then mainly wrote tragedies until about 1608,
including Hamlet, King Lear, Othello, and Macbeth, considered some of the finest works
in the English language. His plays remain highly popular today and are constantly studied,
performed, and reinterpreted in diverse cultural and political contexts throughout the world.
Five reasons why Shakespeare’s work is still relevant today? 1. His plays touch on timeless themes such as love, friendship and vengeance. Consider
Romeo and Juliet. The idea of two lovers doomed to separation due to their feuding
families.
2. The characters are fallible and real. Example, Hamlet’s character struggles with the
death of his father or Macbeth who comes to grief due to ambition.
3. His plays are full of quotable quotes. Although the ‘gibberish’ of the Elizabethan
language is difficult to understand, certain quotes are highly respected and relevant in
modern times.
4. Repository of commonly used phrases and words today. Shakespeare is the most
quoted writer in the Oxford dictionary. Some quotes are said so often, we forget who
said it first, like ‘the world is your oyster’ or ‘to thine own self be true’
5. He gave voice to the marginalised in society. Shakespeare was forward thinking even
though women were not even allowed to perform on stage during these times, his
women characters (played by men) were critical roles with his plays.
‘Stories from Shakespeare’ by Geraldine McCaughrean Geraldine McCaughrean has won many awards for her brilliant versions of classic texts.
Here she retells the ten Shakespearean plays that children are most likely to come across:
Romeo and Juliet, Henry the Fifth, A Midsummer Night's Dream, Julius Caesar, Hamlet, Twelfth Night, Othello, King Lear, Macbeth and The Tempest. Written in
stirring, colourful prose, this book makes a terrific introduction to Shakespeare and makes
complex plots easy to follow.
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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.
1. What country is Macbeth set in? (1)
2. Give a brief character sketch of both Macbeth (before the killing of King Duncan)
and Lady Macbeth. (6)
3. What 3 things did the witches call out to Macbeth in the beginning of the play? (3)
4. Did Macbeth and Lady Macbeth regret killing King Duncan? (2)
5. Who was framed for his murder? (2)
6. Why did Macbeth want to kill Banquo and his son, Fleance? (2)
7. What happened at the coronation banquet? (3)
8. Who else suspected Macbeth was guilty? How did Macbeth silence this man? (2)
Activity 6: Macbeth
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9. Name six of the witches’ prophecies during the second visit Macbeth made and explain
how they came true. (12)
10. Explain the theme of greed in this play. (2)
ORAL PRESENTATIONS
How to write a speech Preparing for a speech is one of the best ways to ensure you give an effective
presentation. Try these tips to help you prepare:
Choose your topic and brainstorm ideas: • Don't try to put too many ideas into your speech - you have a time limit.
• You want people to believe that you know what you're talking about so you will need to
do some research.
• Use the library or the Internet to do research.
• A good idea is to speak about what you are passionate about.
• Use quotes to enhance your speech.
FOLLOW THESE EASY STEPS:
STEP 1: WRITE YOUR SPEECH:
• Get the attention of your audience.
• Nobody likes to be bored so find an interesting way to start your speech.
• It is a good idea to end your speech with a good conclusion - leave people feeling
excited and that's what they'll remember about your speech.
STEP 2: SAY IT:
• After you've written your speech, it's time to practice saying it.
• Say it out aloud.
• You can't just mumble to yourself! You must practice reading your speech like you're
really talking to a group.
• Remember to time yourself.
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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.
MAKE EYE CONTACT
Look up from your cue cards whenever you can. Your goal is to engage your
audience and make them feel as if you are addressing them personally. If you feel
nervous, one trick is to look out at your audience as if you’re making eye contact,
but don’t actually look at anyone directly.
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COLLECTIVE NOUNS
FILL IN COLLECTIVE NOUNS FOR THESE GROUPS: 1. A ____________ of ships. 2. A ____________ of geese. 3. A ____________ of wolves. 4. A ____________ of penguins. 5. A ____________ of lions. 6. A ____________ of grapes. 7. A ____________ of flowers. 8. A ____________ of students. 9. A ____________ of singers. 10. A ____________ of hens.
FINITE VERBS
♦ A finite verb is a verb that can be used to make a complete sentence.
♦ It can stand by itself as the main verb in a sentence.
♦ A finite verb has a subject, tense and number.
♦ A finite verb can be one word or it may be more than one word.
E.g. The girl (subject) rode (past tense verb) a (number) horse.
The boys (subject) ride (present tense verb) horses (number).
1. The teacher encouraged the learners to study for their test. 2. The students were asked to submit their assignment on Friday. 3. The doctor is attending to the sick patient.
THEME 2
Activity 7: Collective Nouns
Activity 8: Finite Verbs
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4. The dog wagged its tail. 5. The children ran outside for break.
DIARY ENTRY
Format of a Diary Entry: 20 July 2018
Dear Diary
Write a diary entry about how you felt at a camp/an amusement park/during a holiday.
Activity 9: Writing a Diary Entry
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AUXILIARY VERBS
Auxiliary verb (helping verb): • These verbs help another verb, to make a complete sentence.
• Examples: is, are, was, were, am, has, had, have, etc.
1. I will go to Chicago after I ——————– finished my work here. a) has b) have c) had 2. She ——————– playing the piano when I entered her room. a) was b) is c) has 3. The patient ——————- died before the doctor came. a) has b) did c) had 4. —————— you ever been to Kashmir? a) were b) have c) had
THEME 3
Activity 10: Auxiliary Verbs
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5. That is what he ——————— not seem to understand. a) did b) does c) has 6. They ——————— say that they would pay up. a) does b) do c) did 7. I will call you when dinner ——————– ready. a) is b) was c) has 8. She asked where I ——————- going. a) am b) was c) have 9. —————— you know where John lives? a) have b) do c) does
ROMEO AND JULIET
Characters: Romeo 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)
Activity 11: Romeo and Juliet
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