Embed Size (px)
Citation preview
1
GM 2018
2
GM 2018
Contents THEME 1 ............................................................................................................................. 6
PARTS OF SPEECH ........................................................................................................ 6
NOUNS ............................................................................................................................ 7
Activity 1: Common Nouns ........................................................................................ 8
Activity 2: Proper Nouns ............................................................................................ 8
Activity 3: Abstract Nouns ......................................................................................... 9
Activity 4: Collective Nouns .................................................................................... 10
PRONOUNS .................................................................................................................. 11
TYPES OF PRONOUNS ................................................................................................ 11
Activity 5: Pronouns ................................................................................................. 12
Activity 6: Demonstrative Pronouns ....................................................................... 13
Activity 7: Interrogative Pronouns .......................................................................... 15
COMPREHENSION SKILLS .......................................................................................... 16
COMPREHENSION ....................................................................................................... 18
Around The World In Eighty Days .............................................................................. 18
Activity 8: Comprehension ...................................................................................... 20
A NEWSPAPER ARTICLE ............................................................................................. 21
STRUCTURE ................................................................................................................. 21
HEADLINE: ................................................................................................................ 21
BYLINE: ..................................................................................................................... 21
LEAD PARAGRAPH: ................................................................................................. 21
BODY: ........................................................................................................................ 21
CONCLUSION ............................................................................................................... 22
Characteristics of a well-written article: .......................................................................... 22
THEME 2 ........................................................................................................................... 23
SUBJECT VERB AGREEMENT .................................................................................... 23
3
GM 2018
Activity 9: Subject Verb Agreement ........................................................................ 24
DIRECT SPEECH .......................................................................................................... 24
Activity 10: Punctuation ........................................................................................... 25
INDIRECT/REPORTED SPEECH .................................................................................. 25
Activity 11: Indirect Speech ..................................................................................... 26
Direct speech versus Reported speech: .................................................................... 26
Activity 12: Paragraph Writing................................................................................. 29
PUNCTUATION MARKS ................................................................................................ 32
Activity 13: Punctuation ........................................................................................... 38
Activity 14: Commas ................................................................................................ 38
COMPREHENSION ....................................................................................................... 39
Activity 15: Comprehension .................................................................................... 41
THEME 3 ........................................................................................................................... 42
SYNONYMS ................................................................................................................... 42
Activity 16: Synonyms ............................................................................................. 43
ANTONYMS ................................................................................................................... 44
Activity 17: Antonyms .............................................................................................. 44
COMPREHENSION ....................................................................................................... 45
Activity 18: Comprehension .................................................................................... 46
TENSES ......................................................................................................................... 47
SIMPLE PAST TENSE ................................................................................................... 47
Activity 19: Past Tense ............................................................................................. 47
SIMPLE PRESENT TENSE ........................................................................................... 48
Activity 20: Present Tense ....................................................................................... 48
SIMPLE FUTURE TENSE .............................................................................................. 49
Activity 21: Future Tense ......................................................................................... 49
PROVERBS ................................................................................................................... 50
4
GM 2018
Activity 22: Proverbs ................................................................................................ 52
IDIOMS .......................................................................................................................... 53
Activity 23: Idioms .................................................................................................... 53
THEME 4 ........................................................................................................................... 54
SENTENCES ................................................................................................................. 54
Activity 24: Simple sentences ................................................................................. 55
Activity 25: Compound sentences .......................................................................... 56
CLAUSES ...................................................................................................................... 57
Activity 26: Complex sentences .............................................................................. 57
Activity 27: Clauses .................................................................................................. 58
Activity 28: Punctuation ........................................................................................... 58
FIGURES OF SPEECH .................................................................................................. 59
POETRY ........................................................................................................................ 62
Activity 29: Poetry .................................................................................................... 62
COMPREHENSION ....................................................................................................... 63
FABLES ......................................................................................................................... 65
Activity 30: Comprehension .................................................................................... 65
THEME 5 ........................................................................................................................... 66
ADJECTIVES ................................................................................................................. 66
Activity 31: Abstract Nouns ..................................................................................... 66
Activity 32: Adjectives .............................................................................................. 67
DEGRESS OF COMPARISONS .................................................................................... 67
Activity 33: Degrees of Comparison ....................................................................... 68
CONJUNCTIONS ........................................................................................................... 69
Activity 33: Coordinate Conjunctions ..................................................................... 70
Activity 34: Subordinating Conjunctions ............................................................... 70
CONTRACTIONS........................................................................................................... 71
5
GM 2018
Activity 35: Contractions ......................................................................................... 71
ORAL PRESENTATIONS .............................................................................................. 72
PREPOSITIONS ............................................................................................................ 74
Prepositions – Time........................................................................................................ 74
Prepositions – Place (Position and Direction) ................................................................ 76
Other important Prepositions .......................................................................................... 78
Activity 36: Prepositions .......................................................................................... 78
COMPREHENSION ....................................................................................................... 79
Activity 37: Comprehension .................................................................................... 80
6
GM 2018
THEME 1
PARTS OF SPEECH
Every part in a sentence is named according to its function.
Refer to the diagram below for the different Parts of Speech:
NOUNS
VERBS
ADJECTIVES
ADVERBS
PRONOUNS
CONJUNCTIONS
PREPOSITIONS
INTERJECTIONS
PARTS OF
SPEECH
7
GM 2018
NOUNS
A noun is a naming word. It names people, places, things and ideas.
There are 4 types of nouns:
Common noun
Names ordinary, everyday things. Example: boy, ocean, chair, tree, book and cat, etc.
Proper noun
Names given to specific people, places, days of the week, months of the year, book/movie titles and street names, etc. Proper nouns begin with a capital letter. Example: Jane, Mr Jones, Master Street, The Hobbit, Monday, June and Benoni, etc.
Collective
noun
Identifies a group/collection of people, things and animals, etc. Example: a pride of lions, a bouquet of flowers, a class of students, a nest of eggs and a flight of stairs, etc.
Abstract
noun
Identifies feelings and ideas or qualities that you cannot touch, but which you can feel or experience. Example: happiness, jealousy, justice, love and honesty, etc.
Jane
Benoni
Master Street
Mr Jones
8
GM 2018
Activity 1: Common Nouns
Underline the common nouns in the sentences below.
1. The children hide behind the tree. 2. Dogs live in kennels.
3. The stars were shining brightly in the sky. 4. Every child must bring a book to read.
5. Jason bought a kettle and toaster for his friend.
Activity 2: Proper Nouns
Underline the proper nouns in the sentences below.
1. Prince John lived in England many years ago. 2. His brother was Prince Richard.
3. Richard went to fight in the war and John became king. 4. King John was a cruel king and was disliked by the people.
5. When Richard came back from the war, the people voted him as the new king.
9
GM 2018
Activity 3: Abstract Nouns
Circle the abstract nouns in the sentences below
1. Jim showed incredible bravery when he rescued the drowning girl.
2. Shana was filled with hope and determination. 3. Unemployment and crime are two problems faced in South Africa.
4. He watched in fear as the house burned down. 5. Her anger was inappropriate.
10
GM 2018
Activity 4: Collective Nouns
Complete the collective nouns below. Write the sentences below in your book and underline your answer
1. An army of ______________________
2. A board of _______________________
3. A library of _______________________
4. A gaggle of _____________________
5. A swarm of ______________________
6. A _______________________ of puppies.
7. A _______________________ of beads.
8. A _______________________ of monkeys.
9. A _______________________ of stars.
10. A _______________________ of newspapers.
11
GM 2018
PRONOUNS
These are words that replace a noun in a sentence.
This also prevents the repetition of nouns in a sentence.
The different types of Pronouns are: Personal pronouns
Interrogative pronouns Demonstrative pronouns
TYPES OF PRONOUNS
Personal pronouns are the most common pronouns.
Examples: I, you, he, she, it, we, they, me, him, her, us, them
These pronouns often replace nouns that represent people.
12
GM 2018
Activity 5: Pronouns
Use the Personal pronouns from the block above to complete the sentences below.
1. (Mr and Mrs Finch) went to buy groceries from the store.
2. (Samuel and I) played games all day long. 3. Mom gave chocolates to (my sister and I).
4. (The turtle) hid in its shell. 5. Sarah placed her pencil case in (Sarah’s) bag.
Demonstrative pronouns
These pronouns show, indicate or point out something specific in a sentence.
Examples: this, these, that, those
This tastes good!
That is your pen.
13
GM 2018
Activity 6: Demonstrative Pronouns
Underline the Demonstrative Pronoun in each sentence.
1. This is very tasty! 2. That was very interesting!
3. These are very comfortable. 4. Could you hand me that? 5. Those belong to Sarah.
14
GM 2018
Interrogative pronouns
These pronouns ask questions.
Examples: who, whom, whose, which and what.
Who also has three forms:
Who is the subject form
For example: Who is in the car?
Whose is the possessive form
For example: Whose car is this?
Whom is the object form
For example: To whom are you writing?
Which pencil belongs to you?
What is your name?
15
GM 2018
Activity 7: Interrogative Pronouns
Circle the Interrogative Pronoun in each sentence.
1. Who told you that I didn’t go to school yesterday? 2. What do you want to do with the bucket?
3. Which student has been chosen? 4. Whose toy is left outside?
5. Whom did you give this letter to?
16
GM 2018
COMPREHENSION SKILLS
READING AND UNDERSTANDING A TEXT
Comprehension is the understanding of spoken, written and visual texts.
Comprehension skills are not only for the classroom, but are life skills
that need to be developed.
You first learn to read; later you read to learn.
For any reading task, you need to use the 3 stages of the reading process:
pre-reading - read quickly through the passage or questions and highlight or underline important information/words
during reading - read through the questions and the passage, keeping what you have
read, in mind
post-reading - after reading, answer the questions, keeping in mind what the
question words ask for and keeping to the mark allocation
GUIDELINES TO ASSIST YOU IN READING AND ANSWERING VARIOUS TEXTS: Many learners don’t do well in comprehension exercises because they rush through
them.
This is partly because they don’t understand what the text is all about.
However, the main reason learners don’t do well at comprehension exercises is
because they do not answer the questions properly.
This is also true for just about any homework exercise, test or examination paper for
any subject.
When teachers mark tests, it is often quite clear that the learner knows his or her work.
However, the learner has not answered the question properly, so he or she performs
poorly.
If you want to be a successful learner, it is extremely important to think about what
each question means and how you are expected to answer.
Here are some pointers to consider:
17
GM 2018
Consider each word in the question. Question words appear all the time: • How • When • Why • Where • Who • What
Most questions ask you to explain your answer (give reasons; support;
substantiate; justify; why do you say so?).
Make sure you do so; otherwise you will lose half your marks!
The number of marks allocated to a question is also important.
As a general rule, you need to write down one fact for one mark, unless it says
otherwise.
Therefore, if the question is worth five marks, then you have to write down five
facts.
Comprehension
18
GM 2018
COMPREHENSION
Around The World In Eighty Days
1 In a club, in England, there was a heated discussion. Phileaus Fogg had taken a bet with
certain members of the club that he could travel around the world in eighty days.
2 "Impossible," said Joseph Cain, one of the members, "You cannot travel to every continent
in eighty days."
3 " It's a bet, gentlemen. Twenty thousand pounds," said Phileaus confidently. "That is a
bet," said the members.
4 Phileaus Fogg had not made an empty boast. He was very correct gentleman and had
made precise calculations with a world map. He had decided that eighty days were enough
to travel round the world.
5 Phileaus Fogg's bet was well published in all newspapers in and around England. It so
happened that a big diamond burglary had taken place a few days earlier. Phileaus's face
fitted the description of the man who was wanted for the burglary. Scotland Yard appointed a
man, Fix, to follow Phileaus.
6 Phileaus Fogg along with his personal assistant, Passepartout, packed their bags to start
their journey. Phileaus had a chart. First stop was from London to Suez, seven days by rail
and steamer.
7 Phileaus Fogg and Passepartout reached the Suez and from there set sail to Bombay by
steamer, a thirteen day journey. Fix came face to face with Fogg on this journey, "Were you
not on the steamer to Suez?" asked Fogg. "Yes," replied Fix uneasily.
19
GM 2018
8 Once they reached Bombay, Phileaus and Passepartout checked into a hotel, with Fix
right behind them. In Bombay, Phileaus was informed that the king had died and the
queen was to commit sati, that is, jump into the funeral pyre of her husband.
9 Phileaus Fogg was not a man to sit down and do nothing about it. He and Passepartout
went to rescue the queen on elephant back. They were just in time. The queen had been
drugged and was about to be thrown into the fire, when Phileaus intervened. He carried
the queen back to the hotel.
10 Phileaus Fogg realized that the queen was very beautiful. He fell in love with her and
proposed to marry her. She agreed. They were married immediately. Phileaus Fogg told
his new bride of his bet, "We will have to leave Bombay and move on to Calcutta and from
there on to Hong Kong, a sixteen day journey."
11 They reached Hong Kong, Mr. and Mrs. Fogg and Passepartout, followed closely by
Fix. Fogg had noticed that Fix seemed to be everywhere they went. He ignored Fix.
12 They left Hong Kong and headed to Japan and from Japan to San Francisco. A twenty
eight day journey. Fix was getting really tired following Phileaus Fogg. Here was a man
who never rested. He had found a bride and got married in a single day; kept on the move
jumping from Rail to Road to Sea. All this seemed to be taking a toll on Fix.
13 In San Francisco, Phileaus Fogg again saw Fix lurking somewhere behind him. He
waited until Fix was alongside him and asked, "What is your game, Sir? You have been
following me from London all the way to the Suez to Bombay and now here." Fix was
speechless. He said, "I…I…It's just a coincidence.”
20
GM 2018
14 Phileaus Fogg was now on his way to New York and then to his final destination
London, another sixteen days. The journey to New York and London went without a hitch,
except for the annoying presence of Fix who tried his best not to be seen.
15 Everything was fine until Phileaus Fogg realized that he had not taken the different
time zones into consideration, he was shocked to realize that he would be a day late. He
was supposed to reach London on the morning of Sunday and win his bet. Phileaus Fogg
would now reach on Monday. He walked home dejected. He lay in bed, when suddenly his
eye caught the calendar. He called Passepartout, "Is it you who has changed the calendar.
What day is it today?" He had told nobody that his calculations had been wrong. "It is
Saturday, Mr. Fogg. You have won the bet, I would have told you but you seemed so
dejected for some reason."
16 Phileaus Fogg rejoiced. He ran to the club to tell the members that, "He had indeed
won." The members of the club gladly paid Phileaus Fogg his twenty thousand pounds. As
for Fix he came to know that the thief had been caught the same day he had started on the
trail of Phileaus Fogg.
Activity 8: Comprehension
Questions: 1. What is the first setting in the story? (1) 2. Name all the characters in the story. (5) 3. What bet did Phileaus Fogg take? (2) 4. Why was Fix appointed to follow Phileaus? (2) 5. What did Phileaus not take into account when he was travelling? (1) 6. How did Phileaus come to marry the Queen? (4) 7. Did Phileaus win the bet? How much money was betted? (2)
21
GM 2018
A NEWSPAPER ARTICLE
informs, educates, enlightens and entertains the public.
States facts briefly, but accurately.
Strives to communicate the essence without losing the reader.
Summarises accurately, without slanting the truth.
Starts with the most important facts: who, what, how, when, where, why, and to what degree. Uses clear and concise language.
Should include quotes, comments, opinions, statements and observations from people
involved or experts on the topic and pictures.
STRUCTURE
HEADLINE:
is a text that is at the top of a newspaper article. it indicates the topic of the article. it catches the attention of the reader and relates well to the topic.
BYLINE:
gives the name of the writer and the position he/she holds. It can include the date.
LEAD PARAGRAPH:
captures the attention of the reader and sums up the focus of the story.
establishes the subject, sets the tone and guides the reader into the article.
In a news story, the introductory paragraph tells the most important facts and answers
the questions: who, what, where, when, why and how.
BODY:
For the news story, details and elaboration are evident in the body of the story and
flow smoothly from the lead.
Quotes are used to add interest and support to the story.
22
GM 2018
CONCLUSION:
give a final quote
write a descriptive scene
add a play on the title or lead
give a summary statement
can have the writer's opinion
Characteristics of a well-written article: • An article is usually on a well-defined topic or topics that are related in some way, such
as a factual account of a newsworthy event.
• The writer is objective and shows all sides to an issue.
• The sources for this news story are identified and are reliable.
EXAMPLE OF A NEWSPAPER ARTICLE:
.
HEADLINE
BYLINE
LEAD PARAGRAPH
23
GM 2018
THEME 2
SUBJECT VERB AGREEMENT
Also known as concord
The subject and verb must agree in number and person To decide whether the verb should be singular or plural:
♣ Find the subject
♣ Decide if it is singular (one) or Plural (many)
♣ Match the verb to the subject
Example 1: The boy is sleeping.
The boy is the subject Boy is singular form (one)
Therefore, the verb is singular – is
Example 2: The boys are playing.
The boys is the subject Boys is plural form (more than one boy)
Therefore, the verb is plural - are
24
GM 2018
Activity 9: Subject Verb Agreement 1. The cat (is/are) climbing up the tree. 2. The motorbikes (is/are) very noisy. 3. Jane (was/were) playing with her dog. 4. The tired dog (flop/flops) on the sofa. 5. The teams (was/were) ready for games.
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. You must use:
∗ a comma after the introductory verb ( says/said, ) ∗ if the person speaking, appears at the end of the sentence, then the comma must be placed before the closing inverted
comma.(“…,” said Jane.)
∗ quotation marks to open and close the speech (“…”)
∗ a capital letter to begin the direct speech ∗ a full stop, or exclamation mark or question mark to end
the sentence (./!/?)
In direct speech, each new speaker must begin on a new line.
25
GM 2018
Activity 10: Punctuation
Add the relevant punctuation marks to these sentences, to make them direct speech.
1. Kate said we need to write a review on this book 2. Would you like to see a movie today asked Paul 3. We borrowed a movie from the video store said Lizzy 4. Kylie asked did you see the names on the notice board 5. Chloe replied I am going to try out for the school play
INDIRECT/REPORTED 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 inverted commas. 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.
26
GM 2018
Activity 11: Indirect Speech
Change these direct speech sentences into indirect speech
1. John said, "I love this town." 2. "Do you like soccer?" he asked.
3. He said, "Be nice to your brother." 4. "I always wake up early," he said.
5. He said, "You should revise your lessons."
Additional notes for Reported Speech (Indirect Speech)
Direct speech versus Reported speech:
Direct speech Reported speech
She says, "I like tuna fish." She says that she likes tuna fish.
She said, "I am visiting Paris next weekend."
She said that she was visiting Paris the following weekend.
Pronouns In reported speech, you often have to change the pronoun depending on who says what.
Example: She says, “My dad likes roast chicken.”
She says that her dad likes roast chicken.
Tenses • If the sentence starts in the present, it remains the same.
• If the sentence starts in the past, there is often a backshift of tenses in reported
speech.
27
GM 2018
Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present She said, "I am happy."
She says, “I am happy.”
She said that she was happy.
She says that she is happy.
Present Progressive
He said, "I am looking for my keys."
He says, “I am looking for my keys.”
He said that he was looking for his keys.
He says that he is looking for his keys.
Simple Past Mary said, "I visited New York last
year."
John says, “I visit New York every
year.”
Mary said that she had visited New York the
previous year. John says that he visits New York every
year.
Place and time expressions
Direct Speech Reported Speech
Time Expressions
today that day
now then
yesterday the day before
last week the week before
next year the following year
tomorrow the next day/following day
here there
28
GM 2018
PARAGRAPH WRITING • The separation of work into paragraphs results in clear and expressive writing.
• Each paragraph consists of the following:
o a topic sentence
o supporting sentences to the main idea
o a closing sentence
WHY IS EACH OF THESE PARTS IMPORTANT?
• Topic sentence - It is normally the first sentence of the paragraph that
introduces the main idea.
• Supporting sentences – these sentences give more information about the
main idea. They include explanations, examples
and describing words.
• Closing sentence - This is the last sentence of your paragraph and it
summarises the main idea of the paragraph (using
different words to the topic sentence).
• When you link your ideas and thoughts together in a meaningful and logical order,
you have a paragraph.
• When you write more than one paragraph, on one topic, it is called an essay.
• An essay consists of an Introduction, Body (made up of 1 or more paragraphs) and a Conclusion.
• Write in full sentences and use a variety of sentences in your paragraphs.
• Vary your lengths when writing more than one paragraph, as this creates variety
and interest.
• Use sensory detail in your writing.
• Once you have written a paragraph, you should always edit it – check that all the
important information is there and it is well written.
29
GM 2018
FLOW DIAGRAM SHOWING THE STEPS OF THE WRITING PROCESS
LOOK AT THE TOPIC AND BRAINSTORM SOME IDEAS
PUT YOUR IDEAS INTO A MIND MAP
WRITE THE FIRST DRAFT
EDIT YOUR FIRST DRAFT
WRITE YOUR FINAL DRAFT
STATE YOUR WORD COUNT
Activity 12: Paragraph Writing
Follow the steps listed in the Writing Process and write paragraphs on the topic below. TOPIC: All about Me (100 - 120 words) Paste in your pictures under the headings: Likes and Dislikes
30
GM 2018
STEP 1: Brainstorm ideas • Look at your topic and think of ideas and vocabulary
STEP 2: Mind map • Take your ideas and add them to your mind map, in the order of each paragraph.
EXAMPLE OF A MIND MAP
WRITE YOUR TOPIC HERE:
All about Me
INTRODUCTION
BODY
CONCLUSION
• Introduce yourself • Introduce your family members
• (Write about 4 full sentences)
• Write about 3 sentences about all the things that you like and say why?
• Write about 3 sentences about all the things that you don’t like and say why?
• Use different words to start your sentences.
• Use describing words (adjectives)
• (Write in full sentences and check punctuation at all times)
• End/conclude your essay.
• End with something positive about yourself
• (Write only about 2-3 lines because you are only ending your story)
31
GM 2018
STEP 3: First draft • Now that you have your ideas, make them into sentences for each paragraph.
• Write in full sentences.
• Do not use slang or colloquial language i.e. words that will have a double meaning,
e.g. “cool”, which can mean cool weather or to be with the “in-crowd”.
• Use different words to begin each sentence.
• Count your words after each paragraph, so you keep within your word limit.
STEP 4: Editing • During this process, you will check your writing.
• Check your spelling, punctuation, sentence structure, number of words used, etc.
• Read your sentences over, to make sure they make sense. If your sentence is
incorrect, it will sound wrong. Test this out!
• Editing must be done in pencil, above the incorrect word.
• Once you are satisfied with your editing, you can begin with your final draft.
STEP 5: Final draft • This is a neat and final copy of the work you have edited and checked.
• If you make any errors in this draft, strike the word out neatly and rewrite it next to
the incorrect word, or above it.
• Remember, neat work at all times.
• Your writing must be legible.
STEP 6: Word count • Make sure you have used the number of words stated in the instructions.
• Write your total number of words after your conclusion.
• Your essay started with one paragraph, but now you have a logical and well-
structured essay!
• Well done!
32
GM 2018
PUNCTUATION MARKS
Punctuation marks make any written text easier to read and understand.
Without punctuation, writing would not make sense.
TYPES OF PUNCTUATION MARKS
FULL STOP
Used to end a sentence.
Example He went to town.
Used after an abbreviation Example
President = Pres.
QUESTION MARK
Appears at the end of a question.
Example Who left the gate open?
Where did you hide the ring?
Did you eat?
EXCLAMATION MARK
Appears at the end of an exclamation, i.e. a sentence that shows strong
emotions or feelings. Example
Help! Don’t run!
Stop!
NB: ANY OF THE ABOVE THREE PUNCTUATION MARKS CAN BE USED TO END A SENTENCE.
? ?
! !
33
GM 2018
CAPITAL LETTER
Sentences always begin with a capital letter.
Example They went across the road to buy ice-cream.
Proper nouns must be written in capital letter. Example
Mike, America, Master Street, Boksburg, etc. Main words in titles must appear in capital letters.
Example The Lord of the Flies.
The first word in Direct Speech must also be in capital letter if it is the start of the spoken sentence.
Example She said, “Must we always agree with her?”
Used in the personal pronoun. Example
I returned the bag. Should I go on the road trip?
(Whether used at the beginning or middle of a sentence, the personal pronoun I must always be a capital.)
COMMA
Used to separate items on a list. Example
Dad bought pens, books, erasers and glue.
(there is no comma before and) Shows additional information.
Example Ronaldo, the famous soccer player, scored the winning goal.
(brackets or dashes can also be used to show additional informational) Placed before and after certain conjunctions.
Example He went to town, but forgot to buy his shoes.
Example: Nevertheless, she will make up for her mistake.
AB
AB
34
GM 2018
COMMA (CONTINUED)
Used after introductory words in direct speech.
Example Bill said, “I will meet her.”
Joanne asked, “Can I come with?”
Used to separate repeated words in a sentence. Example
Whatever you want to say, say it now.
INVERTED COMMAS (QUOTATION MARKS/SPEECH MARKS)
Used to indicate Direct Speech, i.e. the actual spoken words. A comma must appear before opening the inverted commas.
The final punctuation mark must appear before closing with inverted commas. Example
Mrs Roberts said, “There is no homework for today.”
To quote from a play, story, poem or speech. Example
William Shakespeare said, “All the world is a stage.”
To show titles. Example
Mark Twain’s novel is called, “The Adventures of Tom Sawyer”. (Here, the full stop appears after the final inverted commas because this is
not a quote or direct speech).
35
GM 2018
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.
SEMI-COLON
Indicates a long pause (shorter than a full stop and longer than a comma). Example
Paul reached a decision; he will not run away from home.
Used to show two opposite ideas. Example
Paul was lonely; eventually he made friends.
May be replaced by a full stop or a conjunction (and, but, so, for, although). Example
She studied hard for her exam; she had nothing to fear.
Or She studied hard for her exam and had nothing to fear.
36
GM 2018
BRACKETS
(PARENTHESIS)
Used to show additional information in a sentence. Example
The three men (who were brothers) went to the rugby match.
Commas or dashes can be used instead of brackets. Example
The old man, who lived on the island, came to visit us.
The tennis match – which was played on Tuesday – was won by Sally Williams.
HYPHEN
Links two words to form compound words.
Example ice-cream, well-deserved, etc.
Links prefixes to words. Example
pre-school, bi-annual, non-toxic, semi-circle, etc.
Used if a prefix ends in a vowel and the word joined to the prefix, begins with the same vowel.
Example re-examine, co-operate, etc.
Words that cannot be completed on one line, are linked to the next line with the hyphen.
(NB: The hyphen must be used at a syllable break) Example
The kids were always full of de- lightful surprises.
Example The party con-
tinued until midnight and then every- body went home.
- -
37
GM 2018
ELLIPSES
The three ellipses dots indicate that a sentence is incomplete
or that something has been omitted. Example
He walked to the edge of the cliff and …
Example You’d better give back my money or else…
DASH
The dash and the hyphen look the same, but have different functions
Separates parts of a sentence and forces us to pause.
Example There is more to school than just learning – friendships are also to be learned
along the way. In order to give additional information, the dash serves the same purpose
as the comma or brackets. Example
Next week we are going to Cape Town – the friendly city.
Separates a comment or afterthought from the rest of the sentence. Example
We looked for the dark shadow and it was not to be seen – or so we thought! Creates a dramatic pause, leading to a climax or anti-climax.
Example I ran to the window, looked out and saw – the cat!
- -
38
GM 2018
Activity 13: Punctuation
Punctuate the sentences by adding in capital letters, full stops, exclamation marks, question marks and commas.
Write each sentence on a new line.
1. john gray was a policeman 2. he lived in Scotland 3. his dog bobby loved him very much 4. bobby was a little skye terrier 5. he used to accompany john on his patrols 6. john died and was buried in the yard of greyfriars church 7. for fourteen years bobby his faithful friend stayed by his master’s grave 8. bobby died in 1872 9. a statue of john gray’s faithful friend was made and it still stands today
Activity 14: Commas
Add commas to the sentences below. Rewrite the sentences into your book
1. Please remember to buy milk bread and eggs for breakfast.
2. Yes I would like chips with my burger. 3. Marie Curie a Nobel Prize winner was a physical chemist.
4. Cyclones can happen at any time but they are most common between November and April.
5. An insect’s body is divided into the head thorax and abdomen.
39
GM 2018
COMPREHENSION
David Copperfield 1 David Copperfield was born in a village in England. His father had died six months before he was born. David's mother looked after him well. He was sent to the best school in the village. 2 When David was six years old, his mother married a man by the name of Murdstone. Murdstone did not like David and David did not like Murdstone. Murdstone disliked David so much that he decided to send him to a boarding school. Next day, much to the displeasure of his mother, David's bags were packed and he was sent off. 3 He was in boarding school for two years, when he got the news that his mother had died. He hurried home to find his stepfather seated on a chair, glaring at him. Murdstone said, "Your mother is dead; I have no money to fund for your education; you have to start earning. Tomorrow you will leave for London." 4 So, at the age of ten, David Copperfield was in the streets of London with no money, food or shelter. He remembered his mother having told him that in Dover lived his aunt, his father's sister. David had never seen her. He walked to Dover to his aunt's house.
40
GM 2018
5 It was morning by the time David reached his aunt's house. Her name was Miss Trotwood. She was in the garden, when she saw a ragged boy looking at her. She asked, "What is it boy? What do you want?" David said, "I am David Copperfield, your nephew." He told her everything. Miss Trotwood took David inside, gave him a hot water bath and some food. 6 As days went by, Miss Trotwood put David in a good school and looked after him fondly. Miss Trotwood had a friend, Wickerden, who had a daughter Agnes. David and Agnes became great friends. 7 Wickerden was a rich lawyer; he had a habit of drinking every night before he went to sleep. His assistant, Micawber, was a dishonest man. He would get valuable documents signed by Wickerden in his drunken state. 8 David would often visit the Wickerden house. One day David happened to see Micawber getting some papers signed by Wickerden. He did not trust Micawber. He asked to see the documents. Micawber said, "David, these papers are related to work and would make no sense to you." But, David insisted. 9 When David saw the papers, he realized that Micawber was getting documents signed that would make him a partner in Wickerden's firm. David had Micawber arrested for deception.
10 Wickerden was happy that David had caught the dishonest Micawber. Agnes too thanked David for saving her father from ruin. 11 A few years later David and Agnes, who were in love with each other, were married. They lived happily for a long time.
41
GM 2018
Activity 15: Comprehension Questions: 1. Where was David Copperfield born? (1)
2. Was David already born when his father passed away? Quote a line from
Paragraph 1 to prove your answer. (2)
3. What was David’s stepdad’s name? (1)
4. What did David’s stepdad do, that tells us that he did not like David very
much? (2)
5. How old was David when he was sent to London? (1)
6. Why was he sent to London? (1)
7. Who was David going to find in Dover, London? (1)
8. Name 3 characters that David met in London. (3)
9. What habit did the rich lawyer have and how did his assistant take
advantage of this? (2)
10. Did David trust the assistant? How do we know this? (2)
11. What happened to the assistant eventually? (2)
12. How does this story end? (2)
42
GM 2018
THEME 3
SYNONYMS
• Synonyms are words that are similar or have a related meaning to another word.
• They avoid the repetition of the same words and they make writing more interesting.
• There is a certain skill involved in choosing the most appropriate synonym, as not all are created equal.
• It is important to consider the context of the word because some synonyms can have a different meaning than the one intended.
• Use a Thesaurus to find suitable synonyms.
43
GM 2018
Activity 16: Synonyms
Find suitable synonyms from the block for the words in the table
attractive comical joyful
diligent sincere smart withdrawn thoughtful lethargic genuine ancient
1. beautiful
1. funny
2. happy
3. hardworking
4. honest
5. intelligent
6. introverted
7. kind
8. lazy
9. old
44
GM 2018
ANTONYMS
• An antonym is a word that is the opposite meaning of another.
• It comes from the Greek words “anti” for opposite and “onym” for name.
Activity 17: Antonyms
Find antonyms from the block for the words below
1. praise 6. add 2. modern 7. empty 3. asleep 8. rare 4. smooth 9. present 5. sink 10. Strong
1. ancient
2. float
3. common
4. rough
5. criticise
6. subtract
7. absent
8. awake
9. full
10. weak
45
GM 2018
COMPREHENSION
The curse of the mummy
1 After the discovery of the King Tutankhamun’s tomb, some terrible events occurred
which gave birth to the story of curse of the mummy.
2 In ancient Egypt, one or two messages, written in hieroglyphics along with various
magical powers were closely associated with the mummy. The King Tutankhamun’s
mummy was not an exception as well. A message which said, "Death Shall Come on Swift
Wings to Him Who Disturbs the Peace of the King," was linked to his mummy too. At that
time this message got great media hype. Many newspapers and magazines reported that
there was a curse on King Tutankhamen’s tomb. The hype of the curse of the mummy
reached its peak when a British Lord namely Carnarvon, who was associated with the
discovery of King Tutankhamun’s tomb, died due to the mosquito bite on his cheek shortly
after the opening of the tomb. Surprisingly, at the same time, his pet dog also had taken its
last breath. The interesting fact is that Howard Carter who had discovered the king’s tomb
was alive for 10 more years after his great discovery. He died naturally at an age of 65.
3 Recently, the archaeologists and scientists have found out that the poisonous bacteria
that grow on the tomb wall release spore into air and surprisingly people who come into
contact with the tomb fall sick due to that. It might be the cause of the death of Lord
Carnarvon too. Nowadays the archaeologists and scientists wear masks while exploring
tombs and mummies. It protects them from being affected by the harmful bacteria and
plants.
4 The mummy’s curse may be a fact or fiction, but even today people are really interested
to listen to the stories of the curse. The entire Hollywood fraternity is also interested in
making films on the story of the curse of the mummy.
46
GM 2018
Activity 18: Comprehension
Questions: 1. Find the meaning of the words in bold. (5)
2. In ancient Egypt, which two things were associated with a mummy? (2)
3. Who was associated with the discovery of King Tutankhamen’s tomb and
how did he die? (2)
4. Who discovered King Tut’s tomb? (1)
5. What did archaeologists and scientists find out about the poisonous bacteria
that grow on the tomb wall? (2)
6. Nowadays, why do archaeologists and scientists wear masks while
exploring tombs and mummies? (2)
7. What are the meanings of Fact and Fiction? (2)
8. Do you think this story is fact or fiction? Why? (2)
9. Why would the Hollywood fraternity be interested in making films on the
story of the curse of the mummy? (2)
Tutankhamun Facts: Tutankhamun was an Egyptian pharaoh of the 18th dynasty, during the period of Egyptian
history known as the New Kingdom. He is colloquially referred to as King Tut.
Born: Ancient Egypt
Died: Ancient Egypt
Buried: KV62, Egypt
Father: Akhenaten Mother: The Younger Lady, Akhenaten
Sister: Ankhesenamun Tutankhamun
47
GM 2018
TENSES • Tenses are used in our everyday written and spoken language.
• Tenses tell us whether actions happened in the past, are happening or happen now, or will happen.
SIMPLE PAST TENSE
• Past tense refers to actions or events in the past.
• They can be regular verbs that simply end with a "d" or an "ed" or • They can be irregular, were you have to change their spelling to show the past tense.
Activity 19: Past Tense
Rewrite these sentences in your book and change the words in brackets to Simple Past Tense
1. George ________________ off the ladder. (fall) 2. Last night I ________________ someone scream. (hear)
3. Ann ________________ for me. (wait)
4. Macy ________________ the kitchen. (clean)
5. My brother ________________ a new job a week ago. (get)
48
GM 2018
SIMPLE PRESENT TENSE • a form of verb expressing an action or event that takes place in present time or
regularly
• the verb will generally end in “s” – e.g. wants, likes
• verbs ending in –y change to “ies” e.g. fly – flies
• except if there is a vowel before “y” – e.g. pray – prays • add –es to verbs ending in –ss, -x, -sh, -ch – e.g. pass – passes, fix - fixes
Activity 20: Present Tense
Rewrite these past tense sentences into Present Tense
1. The waiter filled his glass with wine. 2. Mr Jones served the customer his food.
3. Janet cleaned the dirty table. 4. The guest enjoyed the food made by the chef.
5. Nobody left the party early.
49
GM 2018
SIMPLE FUTURE TENSE • used to express something which will happen or something which will be true in the
future.
• One way to form this tense is to use: “will or shall” + the present tense verb form.
Example: We clean on Tuesday.
We will/shall clean on Tuesday
Activity 21: Future Tense
Rewrite these sentences into Future Tense. Use the word in brackets.
1. The cyclist wears bright coloured clothing. (will)
2. All cyclists ride in a single file to prevent accidents. (shall) 3. The spectators cheer the cyclists as they pass by. (will)
4. The sponsors hand out refreshments to all the competitors. (shall) 5. Everyone remains till the end to see the winner of the competition. (will)
50
GM 2018
PROVERBS
A proverb is a short and simple saying, popularly
known and repeated
It expresses a truth based on common sense or
experience.
It is popular and memorable
They provide wise advice
EXAMPLES OF PROVERBS
The grass is always greener on the other side.
It is proverb that teaches us it’s not good to be jealous (to want what other people have). It
may seem like everyone around you has “greener grass,” meaning nicer cars, better jobs,
etc., but they don’t. So instead of thinking about what everyone else has, this proverb
wants you to be thankful for what you have.
51
GM 2018
Don’t judge a book by its cover.
Things are not always what they seem. This proverb teaches you not to make judgments
about other people because of how they look or dress. A book with a boring or plain cover
could be amazing. The same is true with people.
The early bird catches the worm.
This proverb simply means that it’s usually best to be early. If you arrive earlier—whether
it’s to a clothing store, restaurant, conference, etc.—you will have the best options to
choose from. If you come later, though, the best clothes could have sold out, the
restaurant could be full and have a long waiting time, etc.
52
GM 2018
Activity 22: Proverbs
Complete the proverbs below. Use the words listed in the block
PROVERB
Birds of a _______ flock together.
shy
Don't put all your eggs in one ________.
mind
A _______ in need is a friend indeed.
sword
It is better to _______ than to take.
feather
One good turn _______ another.
trees
Don’t count your ________before they hatch.
basket
Once bitten, twice ________.
give
Money doesn’t grow on _______.
deserves
Out of sight, out of _________.
chickens
The pen is mightier than the _______.
friend
53
GM 2018
IDIOMS
An idiom is a phrase which means something
different from its literal meaning (dictionary meaning).
Idioms are common phrases or terms whose meaning is
not real, but can be understood by their popular use.
Activity 23: Idioms
Match the Idioms to its meanings. IDIOMS MEANINGS
1. To be in hot water A. To rain very heavily 2. It cost an arm and a leg B. To be in the same situation 3. To get cold feet C. To pretend to be nice 4. To be in the same boat D. To be in trouble 5. To have second thoughts E. To rain very heavily 6. Let the cat out the bag F. To have doubts 7. Raining cats and dogs G. It was very expensive 8. Cat got your tongue H. It was very easy 9. A piece of cake I. To tell a secret 10. Wolf in sheep’s clothing J. Why aren’t you speaking
54
GM 2018
THEME 4
SENTENCES There are 4 types of sentences:
∗ Simple sentences ∗ Compound sentences ∗ Complex sentences
∗ Compound-complex sentences Sentences can appear as:
Statements (.) Commands (!) Questions (?) Exclamations (!)
55
GM 2018
1. SIMPLE SENTENCE: • has a subject and verb
• Shows a complete thought
• E.g. Steve told a funny joke.
• Steve is the subject
• told is the verb
Activity 24: Simple sentences
Rewrite the following sentences and underline the subject and verb 1. Ella walked to the store. 2. The phone rang loudly in the office. 3. Joshua and Jenny gazed at the stars in the sky. 4. Trees sway gently in the breeze. 5. The sleepy child crawled to bed.
2. COMPOUND SENTENCE: • Is made up of two simple sentences
• These sentences are joined by using coordinating conjunctions to make it one sentence • Coordination conjunctions are: FANBOYS • For
• And
• Nor • But • Or
• Yet • So
56
GM 2018
TAKE NOTE: You should avoid beginning a sentence with "and," "or," "but," or the other coordinating conjunctions. These words are generally used to
join parts of a sentence, not to begin a new sentence.
Activity 25: Compound sentences
Join the two simple sentences and make it a compound sentence. Use the
conjunctions in brackets. Remember to take away words that are repeated.
1. I will go to the park. I will meet Jerome. (and) 2. Veronica enjoys ballet. She does not like to attend practice. (but) 3. Janet did not cut the cake. She did not blow out the candles. (nor) 4. Sam did not buy the decorations. He was told to do so. (yet) 5. Mary and Samantha left on the bus before I arrived. I did not see them at
the bus station. (so)
3. COMPLEX SENTENCE: ♥ Has an independent clause and dependent clause.
♥ The dependent clause begins with a subordinating conjunction.
57
GM 2018
CLAUSES ♥ A clause is a group of related words containing a subject and a verb
♥ An independent clause or main clause contains a subject and a predicate and makes
sense by itself.
♥ A dependent clause or a subordinate clause is a clause that provides an
independent clause with additional information, but which cannot stand alone as a
sentence.
Activity 26: Complex sentences
Underline the independent clause in the sentences below. Tip: When the independent clause comes first, a comma should not be used to separate the two clauses. 1. I did not see Mary at the station because she arrived at the bus station before noon.
2. Joe realized that the train was late while he waited at the train station.
3. Samantha realized that Joe was waiting at the train station after they left on the bus.
58
GM 2018
Activity 27: Clauses
Underline the dependent clause in the sentences below. Tip: When the dependent clause comes first, a comma should be used to separate the two clauses.
1. After I got home, I cooked and cleaned the house. 2. Since last week, my sister refuses to eat sweets. 3. As long as the play station is at home, they will not study.
Activity 28: Punctuation
Add the correct punctuation mark at the end of each sentence and state whether it is a statement, command,
exclamation or question.
1. Matter is anything that takes up space 2. Dad, can you help me with my homework 3. Stop running on the road 4. A new fossil was found in Magaliesburg 5. Ouch 6. Do you really think you can fool me
59
GM 2018
FIGURES OF SPEECH
SIMILEA direct comparison of 2 things using like or as
Example: The boy ran as fast as lightning.
♥ The boy is compared to lightning.
♥ Lightning appears fast and quickly.
♥ The boy runs fast and is as quick as lightning
METAPHOR A direct comparison of 2 things without using like or as
Example She is a ticking time bomb.
♥ The girl is directly compared to a bomb that is about to explode.
♥ This tells us that the girl has a very short temper and is ready to
blurt out anything, at any time.
60
GM 2018
PERSONIFICATION
When you give a human quality to an inanimate (non-living) object Example The sun smiled in the morning.
♥ The sun is given the human quality of smiling.
♥ The sun appears to have a smile on its face,
♥ just as a human being smiles.
ALLITERATION The repetition of consonant sounds, at the beginning
of successive words.
Example
The clever cat caught the careful mouse. Repetition of the consonant c
.
61
GM 2018
ASSONANCE The repetition of vowel sounds in words (a e i o u)
Example Clap your hands and stamp your feet.
Repetition of the vowel a
Examples
ONOMATOPOEIA The use of words that imitate the real-life sounds and actions
Examples The snake made a hissing sound.
Woof, woof. The car screeched at the robot.
62
GM 2018
POETRY
My Favourite Day
My favourite day is Saturday 1 I like to go outside and play.
The day is like a burst of light The day is the moon in the dead of night.
My favourite day is Friday 5
Saturday’s only a day away. My excitement is a bottled rocket
I feel like the grasshopper in my shirt pocket.
My favourite day is Sunday Lazy, sleepy, do nothing fun day. 10
I yawn like a lion before a nap My arms and legs and toes are sap.
My favourite day is not Monday.
“Get out of bed!” I hear my mom say. Like a tiger, I growl, “it’s not fair!” 15
Waiting for Friday, I am a bear.
Activity 29: Poetry
Questions: 1. Give a simile and a metaphor used for Saturday. Make sure you label them
accordingly.
(1)
2. Give a simile and a metaphor used for Friday. Make sure you label them
accordingly.
(1)
3. “I yawn like a lion before a nap”, line 11. Why does the writer compare
himself to a lion? What figure of speech is being used?
(2)
4. “My arms and legs and toes are sap.” (Line 12). Why does the writer make
this comparison? What figure of speech is being used here?
(2)
5. There are four proper nouns used throughout this poem. List them. (4)
6. List two common nouns in lines 15 and 16 of the poem. (2)
7. What is the collective noun for lions? (1)
8. Find a synonym for the word ‘deceased’ in stanza 1. (1)
9. Find an antonym for the word ‘alert’ in stanza 3. (1)
63
GM 2018
COMPREHENSION
The Man and the Serpent
1 Years ago, there was a small village by a beautiful river. The people of this village were
mainly poor folks who farmed in others' lands or in whatever land each of them had
themselves. Among them was a man who was richer than the others. He had more land
than the others, ten cows, twelve sheep and a little orchard. He had a loving wife and three
sons to look after him.
2 But he was always worried about his youngest son, who happened to be naughtier than
his siblings, and was always full of mischief. This boy seemed to be full of an inexhaustible
supply of energy and was always out of the house, roaming in the fields, jumping into
ponds and climbing hills and mountains, whatever the time was.
3 But misfortune struck one day, when the boy mistakenly trod upon a serpent's tail during
one of his adventures. The furious snake hissed and bit on his foot. The boy limped back
to his parents, crying out of pain. But his helpless family members could do nothing to
save the poor boy, for the lethal venom killed him within minutes. However, the boy
informed his father about the whereabouts of the snake and how he had been bitten
before he took his last breath.
64
GM 2018
4 The incensed father took out his axe and hunted down the serpent who happened to
reside in a small hole beside a tree. Again and again did his axe fall upon the serpent who
somehow managed to escape each blow until one powerful stroke cut off part of its tail.
Bleeding and crying out of pain, the snake carried its body with great difficulty and
slithered into one of the holes between the roots of the huge tree
5 "First they trampled my tail. Then they dared to cut it off?" muttered the creature
painfully. It vowed revenge against the man.
6 Thereafter, the snake began to cause losses to the farmer. In a fit of rage, it began to
sting several of the farmer's cattle, leading him to suffer a huge loss.
7 "I had already lost my son, now I have to see my cattle dying. It is best to reconcile with
the serpent before it does any more harm to me or any of my family members." the man
thought.
8 With this purpose, the farmer went to the serpent's lair with food and honey and offered
him the treats saying, "You know, we should let bygones be bygones. There was no
enmity between us as such. So why don't we forget and forgive each other and be friends?
9 "It can't be", replied the snake, "take your gifts away. Neither can you forgive me for the
death of your son, nor can I forget the loss of my tail."
Injuries may be forgiven, but not forgotten.
65
GM 2018
FABLES
A fable is a short story, typically with animal characters that talk and it conveys a moral.
Activity 30: Comprehension Questions: 1. What did the man have, that made him richer than the other people in
the village? (1)
2. How many children did this man have? (1)
3. Why was he more worried about his youngest son than his other two
sons? (2)
4. List three things that the youngest son did whenever he had time. (3)
5. In two sentences, summarise what happened to this boy when he went out
playing. (2)
6. How did the father know which snake to find? (1)
7. Why did the snake vow revenge on the father? (1)
8. What did the snake do to take revenge on the father? (1)
9. What did the father decide to do in the end? (1)
10. What is the moral of the story? Explain this in your own words thereafter. (2)
66
GM 2018
THEME 5
ADJECTIVES
An adjective is a describing word
o Adjectives describe nouns and pronouns.
o They make writing more interesting and add detail to sentences.
o Adjectives are often (but not always) placed before the noun.
Example: Jessie drew a beautiful (adjective) picture (noun).
o Adjectives may follow a linking verb (is, are, was, were, am)
Example: The picture (noun) that Jessie drew, is (linking verb) beautiful (adjective).
Activity 31: Abstract Nouns
Underline the adjective, circle the noun.
1. The pretty girl won the modelling contest.
2. A green train passed the station.
3. Oliver bought a new, shiny motorbike.
4. Kevin caught a huge fish at sea.
5. The clever dog performed amazing tricks.
67
GM 2018
Activity 32: Adjectives
Choose five adjectives that best describe YOU. Then, write 5 sentences using these adjectives.
DEGREES OF COMPARISONS
Adjectives can also create the three degrees of comparison:
• The positive degree - refers to one thing
• The comparative degree - refers to two things
• add –er to the adjective - this may change
the spelling sometimes
• add more to the adjective
• sometimes the adjective will change completely
• The superlative degree - refers to three or more things
• add –est to the adjective
• add most to the adjective
• sometimes the adjective will change completely
68
GM 2018
Activity 33: Degrees of Comparison
Write down the missing Degrees of Comparison in your book
big
bigger
biggest
happier
good
more exciting
bad
more
thin
69
GM 2018
CONJUNCTIONS
Conjunctions are joining words
There are 2 main types of conjunctions:
• Coordinating conjunctions • Subordinating conjunctions.
COORDINATION CONJUNCTIONS – for, and, nor, but, or, yet, so (FANBOYS)
E.g. He completed the course and received a certificate.
SUBORDINATING CONJUNCTIONS – because, although, unless, since, while, however
E.g. He did not play in the final match because he hurt his leg during training.
Conjunctions most often join sentences, but sometimes they can appear at the beginning of a sentence.
E.g. Although it was raining, they still carried on playing.
Some conjunctions take a comma before it e.g. ,but ,so ,yet, nor
Some conjunctions take a comma after (if they start a sentence) e.g. However,
Nevertheless,
70
GM 2018
Activity 33: Coordinate Conjunctions
Rewrite the sentences in your book and follow the instructions carefully.
Join the sentences below using the coordinate conjunctions within brackets: 1. It was cold outside. He put on a jacket. (so)
2. You can attend the meeting. I can ask someone else to attend. (or) 3. The children ran all the way to school. They were still late. (yet)
4. Len was not at the game. He was not at the party.(nor) 5. Susan attended the game. She attended the party. (and)
6. I wanted to go to my friend’s house. I had homework to complete. (but) 7. He gets a certificate for every subject. He works hard.(for)
Activity 34: Subordinating Conjunctions
Complete the following sentences by filling in the subordinating conjunctions from the list below:
1. I was ecstatic ______________ I received first place in class.
2. ___________he worked hard, he failed. 3. She became angry ___________ I could ask her about the bullying.
4. The children listened carefully __________she said her speech. 5. This is the place _____________ she found the jewellery.
Although while because
before though where
71
GM 2018
CONTRACTIONS
When we join two words and lose one or more letters, this is called a contraction. Contractions make language more informal, similar to the way we speak.
We use an apostrophe to show where the letters have been removed.
I’m = I am
you’re = you are
we’d = we had
should’ve = should have
Make the language in these sentences more informal by using contractions. 1. My mother says I cannot go to the movies this weekend.
2. Our team has not lost a match this season.
3. I am glad it is not raining today.
4. We will arrive after sunset.
5. Do not play near the window.
Change the contractions below, into full words:
6. Didn’t 7. Wouldn’t 8. Won’t 9. It’s 10. We’ve
Activity 35: Contractions
72
GM 2018
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.
STEP 3: DELIVER IT
Once you have written your speech, and you've practiced reading it aloud, it's time to
present your work.
73
GM 2018
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.
74
GM 2018
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
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
75
GM 2018
English Usage Example
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
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.
76
GM 2018
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
below lower than something else but
above ground
the fish are below the surface
above higher than something else, but not
directly over it
a path above the lake
across getting to the other side (also over) walk across the bridge
77
GM 2018
English Usage Example
getting to the other side 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
over covered by something else
meaning more than
getting to the other side (also
across)
overcoming an obstacle
put a jacket over your shirt
over 16 years of age
walk over the bridge
climb over the wall
78
GM 2018
Other important Prepositions English Usage Example
from who gave it a present from Jane
of who/what does it belong to
what does it show
a page of the book
the picture of a palace
by who made it a book by Mark Twain
on walking or riding on horseback
entering a public transport vehicle
on foot, on horseback
get on the bus
in entering a car / Taxi get in the car
off leaving a public transport vehicle get off the train
out of leaving a car / Taxi get out of the taxi
by rise or fall of something
travelling (other than walking or
horse riding)
prices have risen by 10 percent
by car, by bus
at for age she learned Russian at 45
about for topics, meaning what about we were talking about you
Activity 36: Prepositions
Choose a preposition from the list and complete the sentences
inside between with since at below 1. The boat ________ the striped sail won the race. 2. The students put their books __________the lockers. 3. The contest is ________________ Shana and Jim. 4. Bella finished her homework _____ night. 5. ________Gemma started scrapbooking, she does not paint.
79
GM 2018
COMPREHENSION
The case of the Cottingley fairies
1 In July 1917, in the village of Cottingley, England, 10 year old Frances Griffiths
slipped and fell into a stream in her back garden, soaking her dress. When her
mother scolded her for being careless, Frances said that she and her cousins, 16
year old Elsie Wright, had become distracted while playing with fairies. Frances’
mother sent her straight to her bedroom for giving such a ludicrous excuse.
Frances was so upset that Elsie suggested they take a photograph of the fairies to
prove their story. The girls soon persuaded Elsie’s father, Arthur Wright, to lend
them his camera and they disappeared into the garden to take a photograph.
2 Later, Arthur developed the photograph in his darkroom and saw a picture of
Frances with a group of tiny, winged creatures dancing around her. Elsie claimed
these were fairies, but her father took little notice. A few months later, the girls
borrowed the camera again and this time took a photograph of Elsie with dancing
gnome-like creature. The girls both gave their word that the photographs were
real, but Arthur was angry and refused to let them use the camera again.
80
GM 2018
Questions: 1. According to Paragraph 1, what is the setting of the story? (1) 2. Name all the characters in the story. (7) 3. What is the meaning of the word “evasive”? (1) 4. What does “gave their word” in Paragraph 2 mean? (1) 5. Quote the sentence in Paragraph 2, tells us that Elsie’s father did not believe the girls. (2) 6. State what happened in the early 1980s. Explain Elsie’s version and then Frances’ version. (2) 7. How did the photographs become famous? (2)
Activity 37: Comprehension
3 A few years later, Elsie’s mother brought the photographs to the attention of a
photographic expert, Edward Gardner. He announced that they were indeed
genuine! He was certain they had not been tampered with in any way to create
the fairy images. In August 1920, he took his own camera to Cottingley and asked
the girls to take more photographs. They soon produced three more images
containing fairies. Gardner showed these to a number of people, including the
author of the Sherlock Holmes mysteries, Arthur Conan Doyle. Doyle, a firm
believer in supernatural beings, was convinced the photographs were real. He
wrote two magazine articles about his belief in the fairies and the photographs
soon became famous. There were many sceptics, but also a wealth of believers.
The photographs became a topic of numerous heated debates.
4 For more than 60 years, Frances and Elsie were interviewed about the
photographs, but they gave evasive answers to any direct questions. However, in
the early 1980s, they finally confessed to their hoax. The fairies were paper cut-
outs, which Elsie had traced from a children’s book. The girls had then used
hatpins to hold each cut-out in position. However, Frances insisted up until her
death in 1983, that she really had played with fairies in her back yard and that one
of the photographs was valid.
