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Study Guide
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TABLE OF CONTENTS

Contents Page No
Preface 2
Unit 1: Word Classes
Nouns 3
Pronouns 6
Singular and plural nouns 8
Verbs 10
Adjectives 15
Adverbs 18
Conjunctions 20
Prepositions 22
Articles 24
Interjections 25
Abbreviations and Acronyms 27
Antonyms and Synonyms 29
Homophones and homonyms 32
Punctuation marks 33
Unit 2: Tenses
Tenses 39
Present tense 40
Past tense 45
Future tense 47
Concord 53
Spelling rules 57
Unit 3: Sentence Transformation
Positive and negative sentences 62
Question tags 65
Question sentences 69
Active and passive voice 70
Direct and indirect speech 73
Unit 4: Self-Assessment
Exemplar Questions 77
Possible Answers 85
References 108
Additional information links 108

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PREFACE
Assessment in English
ASPECTS, SKILLS AND KNOWLEDGE

1. Comprehension: The ability to read, understand and process information.

The comprehension assesses understanding. Learners are subjected to an array of

questions ranging from literal through reorganisation, inference, evaluation to appreciation
(as per CAPS prescripts). Task/instructional verbs to be used in comprehension questions
are clearly documented in the CAPS.
The comprehension text provides the context for responses, but learners are encouraged to
display understanding beyond text limitations. In the main critical thinking, analytical and
reorganisation skills are assessed. Learners are expected to define concepts, paraphrase and
reorganise information to provide clarity, link information to real life, criticise language, and
provide own valuable judgements. Thinking out of the box is strongly encouraged.
2. Summary: The ability to paraphrase/reword a text without changing the gist.
The summary continues the assessment of comprehension skills but here the learner is
encouraged to display understanding by paraphrasing/rephrasing information in a given text.
Unlike the comprehension passage, any information outside the text, however genius it may
be, will not be accommodated. This section mainly examines the skill of reorganisation.
3. Visual Literacy- Advertisement and Cartoon Analysis: The ability to scrutinise a text.
Visual literacy combines both the advertisement and cartoon. Like the comprehension
passage, skills assessed are critical thinking, analysing and evaluating. Here, the learner is
focused on making sense of both the visuals and words in a given text.
4. Language and Editing Skills - (Incorrectly referred to as Question 5): The ability to apply
grammatical rules.
This section mainly assesses knowledge of grammar aspects, rules and their application.
Roughly eight aspects are dealt with, namely: spelling; word classes; singularity/plurality;
tenses; concord; punctuation; sentence transformations and grammar in general, is assessed
in a miscellany of exercises. Learners are expected to display knowledge and application of
grammar rules. This study guide, however, focuses specifically on language editing skills.

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UNIT 1: Word Classes

1.1 NOUNS

Step 1. Definition: A noun is a naming word.

Step 2. Pre-Activity
- Familiarise yourself with the surrounding.
o Identify objects from the surrounding.
o Write the nouns down and classify them.
- Redefine or emphasise a definition of a noun.

Step 3. Approach
- Understand different types of nouns. What makes a noun a noun?

NOUNS

Proper Nouns Common Nouns Abstract Nouns Collective Nouns

specific name of a person, a name that is not specific name of ideas that cannot a grouping name of
place, days, months and to a particular person or be heard, smelled/smelt, objects, people, and
organisation place touched, seen and tasted animals

Activity 1

Refer to the definitions, read the text below, identify and classify the types of nouns from the text.

Artificial intelligence (AI), the ability of a digital computer or computer-controlled robot to perform
tasks commonly associated with intelligent beings. The term is frequently applied to the project of
developing systems endowed with the intellectual processes of humans, such as the ability to
reason, discover meaning, generalise, or learn from past experience. A London guru on AI, Geoffrey
Hilton is one of the most famous AI leaders in the world. His love and passion for his work got him
this far.
Adapted from www.britannica.com/technology/artificial-intelligence

- Upon categorising the nouns from the text above, formulate sentences using different types of
nouns.

- Compare and contrast using the examples below to verify if learning has occurred. If not,
repeat the same process until learning of nouns occurs.

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NOTE
A. Proper Nouns
A proper noun
Examples: Persons: James wrote a very interesting article. always begins with a
Place: The president of South Africa stays in Pretoria. CAPITAL letter.
Days: Our English test is written on Wednesdays.
Months: My family usually goes on vacation in December.
Organisations/Institutions: My cousin attends Mahlane Secondary School.

B. Common Nouns

Examples: The good part about reading books is that one learns a lot about people and places
one has never visited.
NOTE: A common
noun does not start
NB: When two common nouns are combined, they are known as
with a CAPITAL letter
compound nouns. unless it is used to
Examples: The basketball player handed the notebook computer to his start a sentence.
coach.
Common nouns are usually preceded by a, an, and the.
Examples: The principal’s position demands an experienced leader with excellent management
skills.
The main function of a robot is to increase/accelerate production.
An elephant is one of the biggest wild animals in the world.

C. Abstract Nouns

Examples: Pride comes before a fall but, love conquers all.

The sight of a leaking sewage system is unpleasant.

D. Collective Nouns

Examples: A library of books is the dream of many a bookworm.

A murder of crows is the scariest thing to behold.

E. Other Nouns

- Some nouns can be formed from verbs and adjectives.

- To form a noun from a word, typically add suffixes like (-tion, -ment, -ance,
-ing, - ness, or -er).
- The choice of suffix depends on the word’s form and meaning.
Examples
Word Changes (Noun)
Act Action
Develop Development
Appear Appearance
Mean Meaning
Happy Happiness
Advise Adviser

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Activity 2

The Educators Labour Relations Council, (ELRC), seeks to address prevailing issues that affect
teachers. These include the stressful conditions under which teachers operate, including bullying
and attacks by learners, as well as lack of school security in some areas. As part of its strategic
objectives, the Council monitors the implementation of teacher wellbeing activities as well as
strategies to ensure safety in schools at provincial level.
Adapted from www.elrc.org.za

2.1. Classify the following nouns

A. Teachers
B. Council

2.2. Formulate sentences using the collective nouns of the words provided
A. Judges
B. Actors

2. 3 Convert the following words into abstract nouns

A. Perceive
B. Probable

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1.2 PRONOUNS

Definition: A pronoun is a word that is used to replace

a noun.

Pre-Activity
- Randomly cluster the type of pronouns, for example, he, she, it, we, they, us, ours, her,
him, theirs, them, my, you etc.

Activity 3

Use the text below to replace the nouns identified with relevant pronouns.
The Coding and Robotics Curriculum is essential in introducing students to new technologies within
the educational setting and laying a foundation of knowledge for the Intermediate and Senior Phases
in our rapidly evolving technological world. The Coding and Robotics Curriculum aims to direct and
prepare students to solve problems, think critically, work collaboratively and creatively, and function in
a digital and information-driven world. “Coding and Robotics also teaches students how to apply
digital information and communication technology skills, and how to transfer these skills to solve
problems in their daily lives”, Daniel explained.
Adapted from www.macmillaneducation.co.za

Work on the milestones achieved using the information under the approach section.

Step 3. Approach: Evidence showing how pronouns replace nouns.

Examples
Schools reopened today. They reopened today.
Jacob practises Mathematics. He practises Mathematics.
Peter’s sister works hard. His sister works hard.

- Pronouns can either be in singular or plural form, from first, second and third person.
Examples
Singular Plural
st
1 person I love books. We love books.
nd
2 person You love books. You love books.
3rd person He loves books. They love books.

- Pronouns are specific to gender, for example, masculine – he, him, his; feminine – she,
her, hers; or neuter – it.
- Pronouns may change depending on their usage either as a subject or object, for example:
She left the meeting before they could see her.

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Types of pronouns with relevant examples can include the following:

Namely,
A. Personal Pronouns are words used as substitute for person, gender, number and case.
Examples: Mary drives a car without the owner’s permission. NOTE:
She drives a car without the owner’s permission.
Students are studying for their test. Their is not a pronoun,
but a possessive
They are studying for their test.
adjective.

B. Possessive Pronouns indicate ownership.

Examples: The book that she is reading is hers. NOTE:
The pen is not yours, but it is stolen from someone.
This expensive car is mine, not ours. The pronouns take
The building is about to collapse under its height. the suffix (-s),
EXCEPT mine.
C. Reflexive Pronouns reflect back to the pronouns or noun.
Examples: I see myself in the mirror. NOTE:
Mary commits herself fully to her studies.
These pronouns end
with self or selves.

D. Interrogative Pronouns ask questions. NOTE:

Example: Who gate-crashed her birthday party?
Whose pen is this? This type of
Which one is the best behaved between the two dogs? pronouns start with
What are we having for supper this afternoon? (Wh-)

E. Demonstrative Pronouns refer to specific people or things, either in a singular or plural.

Examples: Singular: This blue pen is used for class activities.
Plural: These blue pens are used for class activities.
NOTE:
Singular: That blue pen was used for class activities.
Plural: Those blue pens were used for class activities. In this case the
sentence might end
with an
F. Indefinite Pronoun is a pronoun which generalises over people or things. exclamation mark.
Examples: No one attended the party.
Everyone came to school.
Someone is coming. NOTE:
Anyone may attend the seminar.
Some of the indefinite
pronouns end with the
G. Relative Pronouns do the work of conjunctions (they join sentences). suffix (-one).

Examples: This is my brother who is very intelligent.

That is my horse which jumped over my fence.

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Activity 4

Humans can be ascribed to intelligence, while even the most complicated insects are usually not
taken as an indication of intelligence. What is the difference? Psychologist generally characterise
human intelligence not by just one trait but by the combination of many diverse abilities. There has
been considerable success in programming computers to draw inferences.

Adapted from www.britannica.com/technology/artificial-intelligence

A. Identify the nouns or adjectives from the text above and replace them with pronouns.

1.3 SINGULAR AND PLURAL

Step 1: Approach: Always remember that some nouns do not have plurals.

Examples
Nouns without plurals Porridge Porridge
Air Air

Secondly, there are nouns that are in the plural only.

Words in the plural only Robotics Robotics

H. Thirdly, the emphasis is on the suffix of the nouns.

Ending Words Singular Plural
(suffix)
(-s) pen pens
(consonant + y) fly flies
(vowel + y) day days
(-f) hoof hooves
(-fe) life lives
(-o) rhino rhinos
(-oo) bamboo bamboos
(-eau) bureau bureaus
(-us) bus buses
(-ch) branch branches
(-sh) brush brushes
(-ss) boss bosses
(-x) fox foxes

NOTE THE FOLLOWING

Compound nouns, the last word girlfriend girlfriends
becomes the plural
Preposition words, the word father-in-law fathers-in-law
before the preposition takes the
plural
Initials and Abbreviations Dr Drs
exam exams

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Activity 5

For most of us, texting multiple people throughout the day is as normal as brushing our teeth or
making dinner after work. We do not necessarily think about the thousands of tiny bubbles we have
sent between loved ones over the years – we just continue building on them, one response after
another. That is, unless, we have started chatting with someone new (perhaps a potential brother-in-
law), or we are trying to reignite a conversation with a loved one, old-friend, or old flame. “If you find
that the message screen on your phone is blank, and you need to figure out the right conversation
starter text to send, we have got you covered”, said Mr Daniel. Starting a text conversation depends
on the scenario.
Adapted from www.brides.com/conversation-starters-for-texting

Questions

A. Give the singular of the noun people.

B. Rewrite the following misspelled plural words in the correct form:
a. Brother-in-laws
b. Olds-friend
C. Use the singular of the following words in sentences of your own.
a. Teeth b. Mr

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1.4 VERBS
Definition: A verb is used to describe an action, state,
occurrence and forming the main part of the predicate of a
sentence. It is generally known as an action word.

Main verb
The main verb in a sentence describes the action of the
subject in the sentence, like: run, play, cook, read, was
walking, is (linking verb).
The following are different types of verbs:

A. FINITE VERBS

A finite verb can stand on its own and does not need an auxiliary (helping verb). It must have a
subject, number (singular or plural) and tense.
Examples
• The girls play netball. (Present tense)
• The thief escaped again. (Past tense)
• She walks to school. (Present tense)

The verb indicates number: The dog barks loudly.

The dogs bark loudly.

The verb shows tense: Yesterday we won the match.

EXAMPLE OF A TEXT WITH FINITE VERBS

Sarah loves to read books in her free time. She often goes to the library where she finds a quiet
corner and starts reading. Reading helps her relax and escape from the daily routine. Her favourite
activity is to explore different genres and discover new authors.
• Finite verbs are: goes, finds, starts, and helps.

Activity 6

Identify the finite verbs in the following sentences:

1. They are happy
2. Many parents value education.
3. She runs every morning.
4. The dog barked loudly.
5. I thought about the problem.

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B. NON-FINITE / INFINITIVE VERBS

Definition: Infinitive verbs are verbs that can be used as nouns, adjectives or adverbs. They are
usually made by adding the word “to” before the base verb. Infinitive verbs do not show tense, person
or number.
Examples:
1. The child wants to play.
2. They start to argue about their team.
3. We tried to convince them.

Infinitive verbs also include gerunds and participles.

Gerunds are verbs that end in -ing and function as nouns in a sentence. Here’s how to use gerunds
effectively:
Examples:
1. Running is her favourite hobby.
2. Her hobby is painting.
3. I enjoy reading books.
Participles are verb forms that can function as adjectives or be part of verb tenses. There are two
main types: present participles (ending in -ing) and past participles (often ending in -ed, -en, or
irregular forms).

Examples:
Present Participles:
1. The running water was refreshing.
2. I saw a barking dog.
3. She entered the room, smiling brightly.
Past Participles:
1. The broken vase lay on the floor.
2. He had finished his homework before dinner.
3. The fallen leaves covered the ground.

Activity 7

Identify infinite verbs in this text.

Sarah loves to read books in her free time. She often goes to the library where she finds a quiet
corner and starts reading. Reading helps her relax and escape from the daily routine. Her favourite
activity is to explore different genres and to discover new authors.

Identify the infinite verbs in the following sentences:

1. Thandi prefers to travel by bus.
2. She prefers to study in the library.
3. They are definitely going to complete their work the following day.
4. He wants to register as a nurse.
5. I like to dance.

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C. AUXILIARY VERBS

Definition:
• Auxiliary verbs also known as helping verbs are minor verbs that support the sentence’s
main verb communicate complex grammar concepts like aspects of time or modality.
• Auxiliary verbs are a type of verb that takes a supportive role in a sentence, second to
the main verb. They are mainly used to create complex grammatical tenses like the
perfect and continuous tenses.
• The Macmillan Dictionary defines auxiliary verbs as “the verbs ‘be’, ‘do’, and ‘have’ in
English, when they are used with another verbs to form tenses, questions, question
tags, and the passive, are all auxiliaries.”
Examples:
(a) An auxiliary verb as a helping verb
• He has finished his food. (present perfect tense)
(b) Common auxiliary verbs
• I am going to town. (present continuous tense)
(c) An auxiliary verb showing tenses
• I was listening to music. (past continuous tense)
(d) An auxiliary verb depending on the sentence. (used as a finite verb)
• He is the president of the LRC. (simple present tense)

Activity 8

Fill in the blanks with an appropriate auxiliary verb:

1. Leena ______ eating an apple.
2. _____ you finish the work I gave you yesterday?
3. You _________ follow the rules.
4. I am sorry, I ________ make it to your wedding.
5. Derrick __________ submitted all the documents last week.

D. AUXILIARY VERBS AS LINKING VERBS – THE VERB “TO BE”

• Linking verbs are verbs that do not show an action but rather describe the subject. The linking
verb connects a noun with another noun or a noun with an adjective.

Examples
1. The lady is a doctor. (noun linked with another noun) – The linking verb “is” connects the
subject “The lady” to the complement “doctor”.
2. He looks nice. (Noun with an adjective) – The complement “nice” describes the subject “He”.
3. He seems upset about the news. (The verb "seems" links the subject to the adjective.

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Activity 9

Identify the linking verbs in the following text:

The sky is a brilliant shade of blue today. The flowers are blooming beautifully in the garden. She
seems happy with her new job. His favourite sport is basketball, and he becomes more skilled every
season. The cake tastes sweet and moist, making it a perfect dessert for the party. Overall, the day
feels perfect for an outdoor celebration.

Activity 10
Use the linking verbs in three sentences of your own to demonstrate your understanding.

ADDITIONAL EXAMPLES OF LINKING VERBS

Here’s a table showing common linking verbs categorised by different tenses:

Tense Linking Verbs Example Sentence
Present is, are, am, seem, taste, feel She is happy.
Past was, were, became, seemed, tasted He was tired after the trip.

Future will be, shall be They will be excited about the event.

Present Perfect has been, have been She has been a great friend.
They had been close before the
Past Perfect had been
argument.
Future Perfect will have been He will have been here for a year.

E. TRANSITIVE AND INTRANSITIVE VERBS

Transitive verbs require a direct object to complete their meaning. They answer the question "what?"
or "whom?"
Examples:
• She reads the book. (What does she read? The book.)
• They built a sandcastle. (What did they build? A sandcastle.)
Intransitive Verbs
Intransitive verbs do not require a direct object. They can stand alone or may be followed by adverbs
or prepositional phrases.
Examples:
• He sleeps peacefully. (No direct object needed.)
• The flowers bloomed in spring. (No direct object; "in spring" is a prepositional phrase.)

Activity 11

Identify transitive and intransitive verbs in the following sentences. Read each sentence and label the
verb as transitive or intransitive.

1. The dog chased the ball.

2. She sings beautifully.

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3. They enjoyed the movie.

4. The baby cried all night.
5. He throws the frisbee.
6. The sun shines brightly.

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1.5 ADJECTIVES
Definition:
• Adjectives are words that describe or modify nouns,
providing more information about their qualities,
quantities, or characteristics. They can indicate aspects
like colour, size, shape, age, and more.
• Common adjectives end with the following suffixes: -y, -ful, -ness, -ous, -al, -less.

Here’s a quick overview:

A. TYPES OF ADJECTIVES:

1. Descriptive Adjectives: Describe qualities or states.

o Example: The happy child played.
2. Quantitative Adjectives: Indicate quantity.
o Example: She has three apples.
3. Demonstrative Adjectives: Point out specific items.
o Example: I want those shoes.
4. Possessive Adjectives: Show ownership.
o Example: This is my book.
5. Interrogative Adjectives: Used in questions.
o Example: Which dress do you prefer?

Activity 12

Read the following sentences and underline the adjectives.

1. The tall building was visible from miles away.

2. She wore a beautiful dress to the party.
3. The red car zoomed past us on the highway.
4. He has a friendly smile that makes everyone feel welcome.
5. The old tree in the park provides plenty of shade.

Activity 13

Complete the sentences with suitable adjectives from the word bank.
Word Bank: bright, delicious, young, exciting, expensive
1. The movie was really ________ and kept us on the edge of our seats.
2. She cooked a ________ meal for her guests.
3. The ________ girl played happily in the garden.
4. The diamond ring was incredibly ________.
5. The sun was ________ in the clear blue sky.

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B. DEGREES OF COMPARISON

Degrees of comparison in adjectives refer to the different forms that adjectives can take to compare
one noun to another. There are three main degrees:
1. Positive Degree
This is the basic form of the adjective, used to describe a noun without comparison.
• Example: tall, happy, bright

2. Comparative Degree
This form is used to compare two nouns. For most one-syllable adjectives, you typically add “-er” or
use "more" for longer adjectives.
• Examples:
o taller (from tall)
o happier (from happy)
o more beautiful (from beautiful)
3. Superlative Degree
This form is used to compare three or more nouns, often using “-est” or "most."
• Examples:
o tallest (from tall)
o happiest (from happy)
o most beautiful (from beautiful)
Examples in Sentences:
• Positive: She is a happy child.
• Comparative: She is happier than her brother.
• Superlative: She is the happiest child in the class.
Let us check:
Degree Example Adjective Example Sentence
Positive Small The puppy is small.
Comparative Smaller The puppy is smaller than the kitten.
Superlative Smallest The puppy is the smallest of the litter.
Degree Example Adjective Example Sentence
Positive Happy She feels happy today.
Comparative Happier She is happier now than before.
Degree Example Adjective Example Sentence
Comparative more interesting This book is more interesting than the last one.
Superlative most interesting This is the most interesting book I've ever read.
IRREGULAR ADJECTIVES (EXCEPTIONS)
Positive Comparative Superlative
good better best
bad worse worst
far farther/further farthest/furthest
little less least
much/many more most

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Activity 14

Read the sentences below and identify the degree of each adjective. Write "positive", "comparative"
or "superlative" next to each sentence.

1. The weather today is warmer than yesterday.

2. This is the best pizza I've ever tasted.
3. She is a brilliant student.
4. He runs faster than his friends.
5. This test is the easiest of all.

Activity 15

Complete the sentences by filling in the blanks using the correct form of the adjective in brackets.

1. This puzzle is ________ (difficult) than the last one.

2. She is the ________ (talented) artist in the gallery.
3. Today feels ________ (hot) than yesterday.
4. That was the ________ (exciting) movie I've seen this year.
5. My dog is ________ (playful) than my cat.

Activity 16

Identify the different degrees of comparison in the following text:

The beautiful garden was filled with colourful flowers and lush greenery. In the bright sunshine, the
happy children played, their cheerful laughter echoing through the peaceful park. A gentle breeze
rustled the tall trees, creating a calming atmosphere. Nearby, a small pond shimmered under the
clear sky, where graceful swans glided effortlessly. It was truly a perfect day to enjoy nature.

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1.6 ADVERBS
Definition: Adverbs are words that:
• Usually modify verbs, limiting or restricting their meanings.
• Can also modify adjectives, other adverbs, phrases, or
entire sentences.
• Function as modifiers of verbs or clauses.
• Describe verbs, adjectives, other adverbs, or sentences,
often showing time, manner, place, or degree.
• End in (-ly) but not all. Context is key, so consider the word's function in the sentence.
(Google search).

Examples:
1. He ran quickly to catch the bus. (manner)
2. The movie was extremely interesting. (degree)
3. They will arrive soon. (time)
4. The cat is everywhere in the house. (place)
5. She always helps her friends. (frequency)

TYPES OF ADVERBS
• Adverbs of Manner (Describe how something is done).
Example: She sings beautifully.
• Adverbs of Time: (Indicate when something happens).
Example: We will meet tomorrow.
• Adverbs of Place: (Show where something happens).
Example: The dog is outside.
• Adverbs of Frequency: (Indicate how often something occurs).
Example: He often goes for a run.
• Adverbs of Degree: (Describe the intensity or degree of an action or adjective).
Example: She is very talented.

SENTENCE MODIFIERS
Sentence modifiers are words or phrases that provide additional information about other elements in
a sentence, enhancing clarity and detail. They can describe, limit, or qualify nouns, verbs, adjectives,
or even whole clauses. Common types of sentence modifiers include adjectives, adverbs, and
phrases like prepositional phrases.

Examples
1. In the sentence "The cat sleeps peacefully on the mat,"
"peacefully" modifies the verb "sleeps," while "on the mat" adds context about the location.
2. The beautifully painted mural brightened the dull hallway.
‘beautifully’ modifies "painted"; "dull" modifies "hallway."
3. The tall, ancient trees swayed gently in the cool breeze.
‘tall’ and "ancient" modify "trees"; "gently" modifies "swayed"; "cool" modifies
"breeze."
4. She spoke softly during the tense meeting.

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"softly" modifies "spoke"; "tense" modifies "meeting."

5. The delicious chocolate cake was served at the party.
"delicious" modifies "cake"; "at the party" modifies "served."
6. The quick runner finished the race effortlessly.
"quick" modifies "runner"; "effortlessly" modifies "finished.

COMPARATIVE ADVERBS
Comparative adverbs are used to compare the actions or qualities of two things. They typically end in
“-er” or use "more" before the adverb.

Examples
Number of Base Comparative Superlative Example Sentence
Syllables Adverb Adverb Adverb
Single Syllable Fast Faster fastest She runs faster than anyone.
Hard Harder hardest He works harder than his
colleagues.
Two Syllables Happy Happier happiest She is happier today than
yesterday.
Clever Cleverer cleverest He is cleverer than his
classmates.
Three Syllables Quickly more quickly most quickly She runs more quickly than
her brother.
Beautiful more beautiful most beautiful The painting was the most
beautiful in the room.

Activity 17

Read the following sentences, underline the adverbs and then identify the type of adverb (manner,
time, place, frequency, degree).

1. She sings beautifully.

2. They will arrive soon.
3. The dog is playing outside.
4. He always forgets his keys.
5. The movie was extremely entertaining.

Activity 18

Complete the sentences using the correct degree of comparison of the adverb in brackets.

1. This test is ________ (easy) than the last one.

2. They worked ________ (hard) on the project this time.
3. The weather is getting ________ (bad) as the storm approaches.
4. She finished the assignment ________ (efficient) than her classmates.
5. This movie is ________ (interesting) than the previous one.
6. The cake turned out ________ (good) than I expected.

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1.7 CONJUNCTIONS
Definition: Conjunctions are connecting words that join
two or more sentences into a single sentence. They also
join words, phrases or clauses.
Functions:
Conjunctions connect ideas, show relationships, clarify
meaning, improve sentence structure and enhance coherence.

Types of Conjunctions:
Co-ordinating conjunctions - join two words or ideas of equal weight.
Examples: [FANBOYS]
• For 1. I wanted to cook food but I am tired.
• And
2. Would you like to drink tea or coffee?
• Nor
• But 3. He was in great pain, yet he never complained.
• Or 4. He likes soccer and rugby.
• Yet
• So 5. She is not a good singer nor a dancer.
6. I am tired so I am going to bed.
7. She is working overtime for she needs an extra money..

Subordinating conjunctions – joins the main clause to subordinating clause.

Examples: 1. You may not visit India unless you have a

• unless
Covid-19 certificate.
• although
2. I will go although it is raining.

3.
Correlative conjunctions
Examples: 1. I like both coffee and tea.
• Both … and 2. I will go whether it rains or shines.
• Whether … or
• Not only … but also 3. I will rather read than watch tv.
• Either … or 4. She is more intelligent than her brother.
• Neither … nor
• Just … so 5. Either you come with me or you stay here.
• Not … but
• As … as 6. I do not only like reading but also writing.
• Rather … than 7. I am not tired but hungry.
• More … than
• Less … than

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Common relative pronouns used as conjunctions:

1. Who (for people)
2. Which (for objects, animals, or ideas)
3. That (for people, objects, or ideas
4. Whom (object form of who)
5. Whose (possessive form)
Activity 19

Choose the best answer to complete each sentence.

1.1. My brother loves animals. He just brought a puppy __________ a kitten home with him.
A. But B. Or C. Yet D. And

1.2. I’d like to thank you ______ the lovely gift.

A. Or B. For C. And D. Yet

1.3. I want to go for a hike _____ I have to go to work today.

A. But B. Yet C. Or D. For

1.4. They do not smoke, _____ do they play cards.

A. And B. Or C. Nor D. Yet

1.5. I’m getting good grades _________ I study every day.

A. Or B. Yet C. But D. Because
Activity 20

Complete each sentence using the subordinating conjunction from the brackets:
2.1. I visit the Grand Canyon _________ I go to Arizona. (once, whenever, wherever)
2.2. This is the place _________ we stayed last time we visited. (where, when, how)
2.3. _________ you win first place; you will receive a prize. (wherever, if, unless)
2.4. You won’t pass the test _________ you study. (when, if, unless).
2.5. I could not get a seat, _________ I came early. (as, though, when)

Activity 21
Complete each sentence using the correct correlative conjunction pair from the brackets:

3.1. I plan to take my vacation _________ in June _________ in July. (whether / or,
either / or, as / if)
3.2. _________ I’m feeling happy _________ sad, I try to keep a positive attitude. (either
/ or, whether / or, when / I’m)
3.3. _________ had I taken my shoes off _________ I found out we had to leave again.
(no sooner / than, rather / than, whether / or)
3.4. _________ only is dark chocolate delicious, _________ it can be healthy. (whether /
or, not / but, just as / so)
3.5. _________ I have salad for dinner, _____________________I can have ice cream
for dessert. (if /then, when / than, whether / or)

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1.8. PREPOSITIONS
Definition: Prepositions are words that show relationships
between words, phrases, or clauses, typically indicating:
• Location (in, on, at, by)
• Direction (to, from, up, down)
• Time (at, during, before, after)
• Manner (by, with, in)
• Position (above, below, between)

Types of Prepositions:
Prepositions of Direction • The river flows toward the ocean.
• She walked across the bridge.
• The aeroplane is flying over the mountains.
Prepositions of Time • She likes to read novels during her free time.
• We have a meeting at 3 o'clock.
• They go for a walk after dinner.
Prepositions of Position or • In the cupboard, you will find some cookies.
Location • The cat is sitting on the roof.
• He hid the treasure beneath the sand
N.B. It is common to start a sentence with a preposition.
> In the cupboard, you will find some cookies.
It is also allowed to end a sentence with preposition.
➢ There is nothing to be afraid of.
➢ What have you been up to?
Prepositions of Manner • He completed the task with great enthusiasm.
• She wrote the letter in a hurry.

Confusing Prepositions:
• In/on/at
1 In (enclosed spaces). The book is in the box.
2 On (surface). The book is on the table.
3 At (location). Meet me at the library.
• In/into/on
4 In (location/state). The city is in Europe.
5 Into (movement). Peter jumped into the pool.
6 On (surface/location). The picture is on the wall.

• Over/above/on top of

7 Over (covering/above). The towel is hanging over the cupboard door.

8 Above (higher than). The plane flew above the clouds.
9 On top of (directly above). The book is on top of the table.

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• By/with/from
10 By (agent/means). The book was written by John.
11 With (accompaniment). I am going to the movies with friends.
12 From (origin). I received the book from Sarah.

• Between/among
13 Between (two things). The bookshelf is between the walls.
14 Among (more than two things). The book is among the others on the shelf.

• Through/across/along
15 Through (passing). The train went through the tunnel.
16 Across (from side to side). The bridge spans across the river.
17 Along (parallel to). The road runs along the coast.

Activity 22

Fill in the blanks with appropriate prepositions

4.1. This shop doesn’t have the toys I was looking __. (up/for)
4.2. The teacher divided the sweets ___ all the children. (between/among)
4.3. Bruce did not fare well __ his examination. (in/at)
4.4. The dog is grateful __ its owner. (to/for)
4.5. My brother’s anniversary is __ 5th November. (on/in)

Activity 23

Read the text given below and underline the prepositions.

On a very hot and sunny day, a thirsty crow was flying in search of water. Due to the hot weather,
most of the ponds had dried up. Suddenly, he saw a vessel on the ground. When he flew towards it,
he saw there was very little water at the bottom of the vessel. While thinking about how he could drink
that water, he saw little pebbles lying around. He started dropping them one by one into the vessel.
After some time, the water level rose. The thirsty crow quenched its thirst and flew away happily.

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1.9 ARTICLES
Step 1: Definition
They usually come before nouns or adjectives to
indicate whether the reader is known or unknown.
Step 2: Approach:
There are only three articles, namely, a, an and the.
There are two types of articles, namely, definite (specific) and indefinite (not specific).
The definite article is the, and the indefinite articles comprise of a and an.
a and an articles are put before singular nouns.
Examples: I read an article.
A posse of policemen arrested a criminal.
a and an articles also precede adjectives:
Examples: Jim is an extraordinary person.
I run a gruelling race.
The word the as an article can be used before plural nouns.
Examples: All the teams played well.
The doctors are working hard to save his life.
The word the as an article can be used to specify.
Examples: On the contrary, leaders are overwhelmed.
Without the equipment, we are bound to fail.

NOTE ON HOW ARTICLES ARE USED:

The word a as an article is used if the first letter of the word sounds like a consonant.
The word an as an article is used if the first letter of the word sounds like a vowel.
The word the as an article always refers to something specific.

Activity 24

Edit the following text using the correct articles.

On the 1st of October, coffee lovers unite to honour beloved beverage that transcends cultures and
promotes community. This year’s theme emphasises sustainability and fair practices, encouraging
support for coffee farmers. Enjoyable special promotion at cafes. It engages in local events to
celebrate rich cultural and economic significance of coffee. International Coffee Day is marked by
almost every country around world on the first day of October It is a tribute to what has become one
of humanity’s most loved beverages-cup-after-cup, and one that gives us much more than just
caffeine boost. This daily ritual, which honours collaboration within sector, promoting sustainable
practices while supporting livelihoods among coffee farmers worldwide.

Adapted from ico.org/international-coffee-day

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1.10 INTERJECTIONS
Definition: Words or phrases that express strong emotions or
feelings. They are used to convey emotions such as joy, surprise,
excitement, anger, or sadness.
Characteristics of Interjections:
• Express emotions or feelings.
• Often used to convey sudden or intense emotions.
• Can be used to get attention or express urgency.
• Typically followed by an exclamation mark (!)
• Can be used alone or in a sentence.

Types of Interjections:

Positive emotions Negative emotions Neutral/Non emotive

Oh! (surprise) Ouch! (pain) Hmm! (thoughtfulness)
Wow! (amazing) Oh no! (disappointment) Oh! (realization)
Ah! (delight) Ugh! (disgust) Well! (hesitation)
Yay! (excitement) Ahh! (frustration) Hey! (greeting)
Hooray/hurray! (triumph) Boo! (fright) Hi! (greeting)
Excuse me; hello (seeking
attention.
Hi; hey; bye (greetings)
• Hooray! We won the • Ouch! That really hurt • Whoa! The guy is
match badly. unbelievably handsome.
• Yay! I am so happy. • Ugh! This traffic is so
• Wow! That is a beautiful terrible.
dress indeed.

Activity 25

Complete the following sentences by choosing the correct interjection:

1. "_____! You're stepping on my foot. "(expressing pain)

A. Ah!
B. Oh!
C. Ouch!
D. Hmmm!

1. "Oh _____! Does it hurt?" (expressing pity)

A. Alas
B. Eh
C. Dear
D. Er

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2. "_____, that seems good." (expressing pleasure)

A. Wow!
B. Er!
C. Hmm!
D. He

3. "_____! she's dead now." (expressing grief or pity)

A. Oh!
B. Er!
C. Hay
D. Alas

4. "_____! I've got toothache." (expressing pain)

A. Yeah
B. B. Ah
C. C. Oh
D. D. Ouch

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1.11. ABBREVIATIONS

A. Acronyms

Definition:
- acronyms are formed from the initial letters of words.
Approach:
- acronyms are categorised into pure, initialism and
hybrid.
-
Pure Initialism Hybrid
(pronounced as a word) (pronounced letter-by-letter) (combination of acronym and
initialism)
NASA FNB RADAR
SARS RSA POTUS
ABSA BBC
UNISA UN
SASSA UL

Activity 26

Go through the passage and answer the set questions:

Nomsa Kunene was born at Malamulele village, in the Republic of South Africa. She completed her
BA degree in communication studies at the University of Limpopo. Post her university studies, she
went to work at SARS as a PR officer. During the SARS tax year, she submitted her tax returns,
unfortunately they got lost. Upon her resignation the following year, GEPF took long to process her
documents.

Questions:
a. Write the following acronyms in full:
(1) BA
(2) SARS

b. Use the following acronyms in sentences of your choice:

(1) PR
(2) GEPF

c. Write down the acronym for Republic of South Africa.

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B. Abbreviation

Definition:
- a shortened form of a word or phrase
Examples:
Abbreviation Meaning
Mr Mister
Dr Doctor
Exam Examination
Sun. Sunday
Jan. January
Gen. General
No. Number

Activity 27

Complete the following sentences using the correct abbreviation.

A. I will send the report _______ (as soon as possible).

B. I sent you a very urgent _____ (email).
C. The ______ (Professor) delivered an intriguing lecture.
D. The ______ (World Wide Web) has revolutionised communication.
E. The case is handled by _______ (captain) Babeile.

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1.12 ANTONYMS AND SYNONYMS

A. Antonyms
Definition:
• Antonyms are words or phrases that have opposite
meanings.
• They are used to contrast or highlight differences between
ideas, concepts or objects.

Examples of Antonyms
Word Antonym
Hot Cold
Light Dark
Happy Sad
Fast Slow
Big Small

NOTE: Antonyms apply in nouns, verbs, pronouns, adverbs, prepositions and adjectives.
Examples:
Word class Word Antonym
Noun War Peace
Verb Ask Reply
Pronoun He She
Adverb Happily Sadly
Preposition Above Below
Adjective Interesting Uninteresting

NOTE: Antonyms can be formed by adding a suffix or prefix.

Examples:
Base Word Prefix Antonym
Possible Im- Impossible
Appropriate In- Inappropriate
Known Un- Unknown
Agree Dis- Disagree
Trust Mis- Mistrust

Antonyms formed by adding a Suffix

Base Word Suffix Antonym
Harm -less Harmless
Care -less Careless

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Activity 28

Read the following passage and answer the questions that follow:
In a small town, there was a happy community known for its friendly atmosphere. However, not
everyone felt the same way. Some residents expressed their satisfaction with the local events, while
others were filled with discontent. The strong bonds among neighbours sometimes led to conflict,
creating a sense of division rather than unity.
Despite these issues, the town was known for its brightness during festivals. Many believed that the
abundance of joy would help overcome any weaknesses in the community. Yet, a few individuals
remained sceptical about the future, fearing that the progress they had made could quickly turn into
regression.
Adapted from chatgpt.com

Write down the antonyms of the underlined words.

1. In a small town, there was a happy community known for its friendly atmosphere.
2. Some residents expressed their satisfaction with the local events, while others were filled with
discontent.
3. The strong bonds among neighbours sometimes led to peace, creating a sense of division
rather than unity.
4. Despite these issues, the town was known for its brightness during festivals.
5. Many believed that the abundance of joy would help overcome any weaknesses in the
community.
6. Yet, a few individuals remained sceptical about the future, hoping that the progress they had
made could quickly turn into advancement.

B. Synonyms

Definition:
A synonym is a word that has the same meaning as another word (or nearly the same meaning).
Synonyms are often interchangeable, but the word choice is dependent on the context.

Note: Synonyms can be nouns, verbs, adjectives and adverbs.

Type of synonym Definition Example

1. Absolute/ It refers to an exact/ the same meaning Ask = Enquire
direct Start = Begin
Choice = Option
2. Partial/ subtle They have similar meaning with only subtle Big = Large
differences difference Small = Tiny
Happy = Glad
3. Near/ Closely related meaning based on the context Get = Earn
contextual Said = Declared
Did = Performed

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A FILM WITH A BITE

1. A film with a bite attracts people to the cinema. They attend as families. According to Gavin
Hood a good movie has two key elements – it is entertaining yet also offers something to think
about. He wants to make people think and talk and argue about a movie, he said at a function
in his honour: ‘’Africa has many stories, and the question is not if the world is open to them.
People across the world have more in common than we think. The human emotional
experience is very similar. It is about the way in which these stories are told. The world will be
interested in our stories, as long as they are told well”.

2. Gavin believes that we have fantastic equipment and technical teams on account of our
advertising industry. He thinks the government should channel money into developing young
writers and directors. Chinua Achebe, one of Africa’s most respected authors, has this to say
about the role writers play in society: I believe that the writer should be concerned with the
question of human values. One of the most distressing ills which
afflict new nations is a confusion of values.

Activity 29

1.1 Match the listed words (a-h) with the correct synonyms in the text box below.

Growing Narrated Principles

Adult Admired Worried Misfortune
Youthful Wonderful Necessary

(a) Told.
(b) Fantastic
(c) Development
(d) Young
(e) Respected
(f) Concerned
(g) Values
(h) Ills

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1.13 HOMOPHONES AND HOMONYMS

HOMOPHONES HOMONYMS
DEFINITION: DEFINITION:
Homophones are words that are pronounced in Homonyms are words that are spelt and
the same way but have different spelling and pronounced in the same way but have different
meaning. meanings.
EXAMPLES: EXAMPLES:
1. The groom and bride walked down the 1. We enjoyed our Tourism trip to Cape
aisle. Town.
The small island off the coast of It is important that you do not trip
Ireland is an isle. when walking down the stairs.

2. Airplanes must be kept in a hangar to 2. The educator arrived one minute late for
ensure that they are not damaged by the the scheduled extra class.
natural elements. We took two hours to remove the
The shirt should be hung on a hanger to minute thorn in John’s foot.
be kept wrinkle-free.

Activity 30

1. Study the sentences below and choose the correct homophone in brackets.

1.1 Her shoes are (to/too/two) small and have caused blisters on her feet.
1.2 The Earth orbits around the (sun/son) in 365 days.
1.3 I can (see/sea) the majestic mountains in the distance.
1.4 The cat sits on the windowsill and (stairs/stares) at the squirrel in the garden.
1.5 The actors had to shoot the (scene/seen) three times on Saturday.

2. Study each sentence below and write the homophone of the underlined words in a sentence of
your own to make their meaning clear.

2.1 The children play and enjoy eating their lunch during break.
2.2 The doctor confirmed that the patient will not die.
2.3 This ointment is known to heal wounds quickly.
2.4 The after effect of my surgery is severe pain in my lower back area.
2.5 The weather during the holiday in Europe was rainy, cold and windy.

3. Study the sentences below and use the underlined homonyms, in an alternative way, in
sentences of your own to make their meaning clear.

3.1 I need to get medication from the pharmacy to treat my head cold.
3.2 The retail firm that he works for suspended him for inappropriate behaviour.
3.3 The dogs bark sounds hoarse after it barked all night.
3.4 The object that lay on the table was a gift to you from the bride and groom.

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3.5 South Africa’s cricket team, the Proteas, have great sportsmanship.
4. Study the sentences below and rewrite a word from each sentence that is classified as a
homonym.

4.1 The strawberry jam was messed all over the kitchen floor.
4.2 When doing woodwork yesterday, I hit a nail through my left palm.
4.3 Last night there was a bat in the kitchen which scared everyone.
4.4 The current news only focuses on lockdown and death statistics of the pandemic.
4.5 One day I would like to fly to Turkey to experience their rich culture.

1.12 PUNCTUATION MARKS

. Definition:
- Punctuation marks are special symbols used in writing to assist in
organising text by indicating pauses, stops, questions, emotions and
also assist to make the text easier to read and understand.

A. Capital letters (Not a punctuation mark but used for punctuation)

- Capital letters are used in the following instances:
• For beginning a sentence.
Example: The learners listen to their teacher.

• For proper nouns (Names of people, rivers, cities, towns, mountains,

etc.)
Examples: The teacher left with Sipho.
We went to Durban last year.
She bought some groceries at Tzaneen.
• For names of the days of the weeks.
Examples: We usually hold our meetings on Mondays.
They go to church on Sunday.

• For names of the months.

Examples: The grade 12 learners start their examination in October.
The farewell function will be held in December.

• For proper adjectives

Example: The Johannesburg Road is very busy in the morning.
They crossed Limpopo River.
They reached the top of Drakensberg Mountain.

• For salutation in letter writing.

Example: Dear Sir or Dear Madam

• For conclusion in letter writing.

Example: Yours Faithfully or Yours Sincerely

• For titles of books

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Example: The name of the drama book prescribed for grade 12 is called My Children! My
Africa!

• For titles of Films or movies

Example: They were watching a film called Sarafina.

• For the first word in direct speech.

Example: The principal says, “You must not come late to school”.

B. Full stop (.)

- This is a punctuation mark that is symbolised by a dot.
- It is used in the following instances:

• At the end of information sentences.

Examples: They wrote a test yesterday.
Eating too much sugar is not healthy.

• At the end of certain abbreviations.

Examples: General > Gen. Tladi is a very kind policeman.
Captain > Capt. Phala has conducted an investigation about
the criminal case.

C. Comma (,)
- A comma indicates a pause between parts of a sentence.
- It is used for the following purposes:

• To separate words or phrases in a list.

Example: We need oranges, apples and bananas.

• To indicate the end of one clause and the beginning of another.

Example: If extra classes are initiated, learners will succeed.

• To substitute brackets in instances where additional information could have been inserted
in those brackets.
Example: Mpho, the doctor, performs operations.

• After the use of conjunctions such as however and nevertheless.

Examples: It was a good exercise however, it took long.
: The test was very difficult, nevertheless, he got 90%.

• On the introductory words in direct speech.

Example: Mpho said, “We are done.

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D. Question mark (?)

- This is a punctuation mark used at the end of a question sentence.
- It is used in the following instances:

• At the end of a question sentence or phrase.

Example: Did you see him?
Aren’t you writing?

E. Exclamation mark (!)

- Exclamation is a punctuation mark used to indicate emotions.
- It is used on the following cases:

• For exclamation sentences.

Example: “What a wonderful day!”

• For Interjections (Words or phrases that express a certain emotion).

NB. Interjections are often introduced by the verbs.
Example: They shouted, “Hooray!”

F. Quotation marks or Inverted commas (“”)

- Quotation marks are inverted commas that come in pairs.
- They are used in the following instances:

• For quoting someone’s words (Direct speech).

Example: “They are late,” said Norma.

• For writing slang or foreign words.

Example: “What’s up,” my friend?

G. Parenthesis ()
- These are symbols used for the following purposes:

• To clarify or explain additional information or comments that are not part of

the sentence.
Example: Cyril Ramaphosa (the South African president) loves listening
to jazz music.
H. Brackets [ ]
- These are symbols used to show information that is not part of the text but is important.
Example: I have read this book [Macbeth] two years ago.

I. Hyphen (-)
- This punctuation mark is used for the following purposes:

• To connect or join words to form a compound word.

Examples: He is a well-known businessman in the community.
She is a part-time student at UNISA.

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• To differentiate / clarify meanings.

Example: She instructed her learners to re-cover their books.
You need to recover from your sickness before you start
exercising again.
• To link prefixes to words.
Example: The learners wrote mid-term examinations.

• To show ranges of time.

Example: The examination will start from 09h00 - 11h00.

• To show ranges of numbers.

Example: The information that you need is found on pages 10 - 20.

J. Dash (–)
- This punctuation mark has the same purpose as a comma, colon, or
semicolon.
- It is used for the following purposes:

• To show emphasis.
Example: I was about to leave – when he arrived.

• To show a pause:
Example: The winner is – Suzan!

K. Ellipsis (…)
- This is a three consecutive dotted punctuation mark:
- It is used for the following purposes:

• To indicate that a sentence is incomplete, or something has been left out.

Example: I wanted to tell you something but …never mind.

• To allow a reader to guess the meaning from the given sentence.

Example: You better do your homework or else …

L. Italics
- This is a type of writing where letters are written slanted to the right.
- It is used for the following purposes:

• To highlight titles (Films, books):

Examples: The Titanic is an old film but it is still interesting to watch.
The learners read the book called Animal Farm.

• To highlight foreign words.

Examples: She warned him that Karma would find him.
: You must always show Ubuntu to everyone.

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M. Colons (:)
- A colon is a punctuation mark consisting of two equally sized dots aligned vertically.
- It is used for the following purposes:

• To introduce a list.
Example: I need to buy the following items: oranges, apples, bananas and grapes.

• To introduce an explanation.
Example: Energy: the ability to do work.

• To present a dialogue.
Examples: Nomsa: You told me to come back earlier.
Mama: Yes, I did, but not before you finished the work.

N. Semi - colon (;)

- A semi-colon is a punctuation mark that indicates a long pause to connect two balanced
sentences.
- It is used in the following instances:
NOTE:
• To indicate two thoughts which are closely connected.
Example: She worked hard on the presentation; she is A semi-colon may be replaced by a
conjunction.
confident.
Example: You are hungry and I am
• To indicate contrast. not.
Example: You are hungry; I am not.

O. Bullets (• )
- Bullets are punctuation marks, used simply to list, organise and arrange items or information
clearly.
- They are helpful because they make it easier for the reader to scan a text.
The benefits of drinking water are:
• Supports weight loss
• Helps with dehydration
• Improves physical performance

P. Apostrophe (’)
- An apostrophe is a punctuation mark used to indicate either possession or contraction.
NOTE:
• To indicate possession or ownership of something.
Examples: Mpho’s money was stolen yesterday. An apostrophe in question
tags is placed between ‘n’
The teacher carries the learners’ books. and ‘t’.

• To indicate contraction/ omission.

Examples: I’m not good at singing.
We’ve advised him to drive carefully.
He doesn’t eat pork.

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She isn’t happy about what happened.

Mary is a good girl, isn’t she?

Activity 31

Rewrite the text below by applying the correct punctuation marks.

A WEEK-END WITH MY FRIENDS

last week I went to the beach The sun was shining the waves were crashing and everyone seemed to
be having a good time. i decided to take a swim however the water was quite cold. After swimming I
joined my friends who were playing beach soccer. we had a great time.

My friend Peter the tall boy was the goalkeeper. he screamed Ouch after he was hit by a ball on his
head. John asked Are you hurt Im not, he replied.
“I thought you … but never mind,” said john.

After the game we went to buy drinks, snacks and fruits. On our way back from the shop, we met our
principal and he told us that we would be writing midterm examination the following week. John
quickly said, we must all go home to study.

Activity 32

Read the text below and answer the questions that follow.
My Children! My Africa!

The drama, My Children! My Africa! is a play written by Athol Fugard. It is set in South Africa during
the Apartheid era when Bantu Education was enforced to oppress pupils’ rights. Fugard said I have
received many awards, certificates and honours.

a. Why is My Children! My Africa! written in italics?

b. Apply the apostrophe (in the correct place), in the sentence below.
It is set in South Africa during the Apartheid era when Bantu Education was
enforced to oppress pupils rights.
c. Rewrite the underlined words as a contraction.
I have received many awards, certificates and honours.
d. Apply the suitable punctuation marks in the following sentence.
Fugard said I have received many awards, certificates and honours.
e. I have received many awards, certificates and honours.
The function of the comma in the sentence above is to …
A. separate a list of adjectives
B. indicates brackets
C. indicate a pause
D. separate a list of nouns

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UNIT 2: TENSES
Tenses are grammatical forms that indicate the time at which an action or
event occurs. They help convey whether an action is happening in the present,
happened in the past, or will happen in the future. Tenses can also express the
aspect of the action, such as whether it is ongoing, completed, or habitual.
In English, the main tenses include:

1. Present Tense: Describes actions happening now (e.g., "She walks").

2. Past Tense: Describes actions that happened in the past (e.g., "She walked").
3. Future Tense: Describes actions that will happen (e.g., "She will walk").

Each of these tenses can be further divided into simple, continuous perfect, and perfect continuous
forms, adding more nuances to the timing and nature of the action.
In order to understand tenses, one must understand the principal parts of verbs: the present, the
present participle, the past and the past participle for both regular and irregular verbs. This is
something that one MUST KNOW BY HEART so that one can use the language well.
Principal parts of regular verbs: Verbs which are added – ‘ed’ to form their past tense and their
past participle.
PRESENT PRESENT PAST PAST
PARTICIPLE PARTICIPLE
Rules Original verb or + s am, is, are+ verb +ing verb +ed has, have, had
+verb+ ed
Example Play or plays am, is, are playing played has, have, had +
verb+ed, played

Principal of irregular verbs: Verbs which do not form their past tense and their past participle by
adding –ed to the verb stem.
PRESENT PRESENT PARTICLE PAST PAST PARTICLE
Rules Original verb or + s am, is + verb + ing Each one has/have/had
changes in a +verb in past
different way participle
Example write or writes writing wrote has/have/had
written

EXAMPLES OF REGULAR VERBS

Present Past Past participle
boil boiled boiled
brush brushed brushed
clean cleaned cleaned

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dream dreamed dreamed

fill filled filled
seem seemed seemed
wash washed washed
pour poured poured
measure measured measured

EXAMPLES OF IRREGULAR VERBS

PRESENT PAST TENSE PAST PARTICIPLE
Drive drove driven
Give gave given
See saw seen
Go went gone
Throw threw thrown
Swim swam swum
Choose chose chosen
Eat ate eaten
Begin began begun
Grow grew grown

VERBS THAT HAVE THE SAME TENSE FORM IN ALL THREE COLUMNS
PRESENT PAST PAST PARTICIPLE
Cut cut cut
Hurt hurt hurt
Hit hit hit
Put put put
Read read read
Shut shut shut
Split split split
Cost cost cost
Spread spread spread
Burst burst burst

2.1 PRESENT TENSE

SENTENCE STRUCTURE
• S - Subject (The person)
• O - Object (The thing)
• V1 - Base form of the verb e.g. drive
• V2 - Second form of the verb e.g. drove
• V3 - Third form of the verb e.g. driven
(VERB is a doing word)

2.1.1 Simple Present

(a) If Subject is Singular:
S + V1 + s + O
Example: Alec sells toffees.

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(b) If Subject is Plural:

S + V1 + O
Example: Children perform on the stage.

2.1.2 Present Continuous

(a) If Subject is singular:
S + is/am + V1 + ing + O
Example: He is flying the kite.
(b) If Subject is plural:
S + are+ V1 + ing + O
Example: They are flying kites.
‘am’ is used with ‘I’. ‘is’ is used with ‘he/she’. ‘are’ is used with ‘we/they/you’.

2.1.3 Present Perfect

(a) If Subject is Singular:
S + has + V3 + O
Example: He has finished his work.
(b) If Subject is Plural:
S + have + V3 + O
Example: They have finished their work.

2.1.4 Present Perfect Continuous

(a) If Subject is Singular:
S + has + been + V1 + ing + since/for + O
Example: He has been dancing for four hours.
(b) If Subject is Plural:
S + have + V1 + ing + since/for + O
Example: We have been doing the work since 7:00 a.m.

Simple Present Present Continuous Present Perfect Tense Present Perfect

Tense Tense Continuous Tense

Habitual actions, Happening now Completed by now Started some time ago and
general truths still continuing

He He He He
She walks She is walking She has walked She has been walking
It It It It

I I am walking I I
We We We We
They walk They are walking They have walked They have been walking
You You You You

Negatives Negatives Negatives Negatives

He does not walk. He is not walking. He has not walked He has not been walking.

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They have not been

They do not walk. They are not walking. They have not walked. walking.

Questions Questions Questions Questions

Does he walk? Is he walking? Has he walked? Has he been walking?

Do they walk? Are they walking? Have they walked? Have they been walking?

Time words Time words Time words Time words

Every day / every Now / at this moment Just / already / not yet / All morning / since / already
week / every month / at the moment / since / for / by now / / for hours now
/ once a week / busy / while / still ever / never / before /
sometimes / often / after / when (if it means
seldom / usually / after) / as soon as /
frequently / never / always
ever / invariably /
always

2.1.1. Simple Present Tense

A FILM WITH A BITE
A film with a bite attracts people to the cinema. They attend as families. According to Gavin Hood a
good movie has two key elements – it is entertaining yet also offers something to think about. He
wants to make people think and talk and argue about a movie, he said at a function in his honour:
‘’Africa has many stories, and the question is not if the world is open to them. People across the world
have more in common than we think. The human emotional experience is very similar. It is about the
way in which these stories are told. The world will be interested in our stories, as long as they are told
well”.
Gavin believes that we have fantastic equipment and technical teams on account of our advertising
industry. He thinks the government should channel money into developing young writers and
directors. Chinua Achebe, one of Africa’s most respected authors, has this to say about the role
writers play in society: I believe that the writer should be concerned with the question of human
values. One of the most distressing ills which afflict new nations is a confusion of values.
Adapted from A Film with Bite. 2007

Activity 33

Read the following lines from the text. Identify and write down the verbs ONLY in the simple present
tense.

a) Film with a bite attracts people to the cinema.

b) Gavin Hood says that a good movie has two key elements.
c) He believes that we have fantastic equipment and technical teams.
d) Chinua Achebe has this to say about the role writers play in society.

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Read the following lines from the text. Rewrite the sentences using the plural subject.
a) A film with a bite attracts people to the cinema.
b) Gavin Hood says that a good movie has two key elements.
c) He believes that we have fantastic equipment and technical teams.
d) Chinua Achebe has this to say about the role writers play in society.

Read the following lines from the text. Rewrite the sentences in the negative form.
a) The films with a bite attract diverse audiences.
b) The directors and producers discuss their ideas passionately.
c) The writers in Africa share powerful stories.
d) The audiences in cinemas enjoy thought-provoking films.
e) The technical teams and artists collaborate on new projects.

2.1.2 Present Continuous Tense (happening now)

Activity 34

Rewrite the following sentences in present continuous tense

a) Audiences eagerly anticipate films that challenge their perspective.

b) Critics highlight the importance of authenticity in storytelling.
c) Directors strive to create compelling narratives that resonate emotionally.
d) Viewers often engage in discussions about the themes presented in the films.
e) Filmmakers recognise the power of cinema to inspire change and provoke thought.

Rewrite the following sentences in the negative form of the present continuous tense.

a) Audiences are eagerly anticipating films that are challenging their perspectives.
b) Critics are highlighting the importance of authenticity in storytelling.
c) Directors are striving to create compelling narratives that are resonating emotionally.
d) Viewers are often engaging in discussions about the themes presented in the films.
e) Filmmakers are recognising the power of cinema to inspire change and provoke thought

2.1.3 Present Perfect Tense

A FILM WITH A BITE
A film with a bite has attracted people to the cinema. They have attended as families. According to
Gavin Hood, a good movie has had two key elements – it has been entertaining yet also has offered
something to think about. He has wanted to make people think, talk, and argue about a movie. He
has said at a function in his honour: "Africa has had many stories, and the question has not been if
the world is open to them. People across the world have had more in common than we think. The
human emotional experience has been very similar. It is about the way in which these stories have
been told. The world has been interested in our stories, as long as they have been told well."

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Gavin has believed that we have had fantastic equipment and technical teams on account of our
advertising industry. He has thought the government should have channelled money into developing
young writers and directors. Chinua Achebe, one of Africa’s most respected authors, has said this
about the role writers have played in society: "I have believed that the writer should be concerned
with the question of human values. One of the most distressing ills which have afflicted new nations is
a confusion of values."
Adapted from: A Film with Bite. 2007
Activity 35

Rewrite the following sentences in the present perfect tense.

a) Gavin Hood believes in the power of storytelling.

b) The film attracts many viewers every week.
c) Chinua Achebe writes about human values and culture.
d) Families enjoy watching movies together on weekends.
e) Audiences discuss the themes presented in the films.

2.1.4 Present Perfect Continuous

A FILM WITH A BITE
A film with a bite has been attracting people to the cinema, and they have been attending as families.
According to Gavin Hood, a good movie has been having two key elements – it has been entertaining
yet also has been offering something to think about. He has been wanting to make people think, talk,
and argue about a movie. He has been saying at a function in his honour: "Africa has been having
many stories, and the question has not been if the world is open to them. People across the world
have been having more in common than we think. The human emotional experience has been being
very similar. It is about the way in which these stories have been being told. The world has been
being interested in our stories, as long as they have been being told well."
Gavin has been believing that we have been having fantastic equipment and technical teams on
account of our advertising industry. He has been thinking the government should have been
channelling money into developing young writers and directors. Chinua Achebe, one of Africa’s most
respected authors, has been saying this about the role writers have been playing in society: "I have
been believing that the writer should be concerned with the question of human values. One of the
most distressing ills which have been afflicting new nations is a confusion of values."
Adapted from A Film with Bite. 2007

Activity 36

Rewrite the following sentences in the present perfect continuous tense

a) Gavin Hood has believed in the power of storytelling.

b)
c) The film has attracted many viewers every week.
d) Chinua Achebe has written about human values and culture.
e) Families have enjoyed watching movies together on weekends.
f) Audiences have discussed the themes presented in the films

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2.2 THE PAST TENSE

2.2.1 Simple Past

(a) Whether the Subject is singular or plural, the rule remains the same:
S + V2 + O
Example: John bought two toffees.

2.2.2 Past Continuous

(a) If Subject is singular:
S + was + V1 + ing + O
Example: He was eating pasta.
(b) If Subject is plural:
S + were + V1 + ing + O
Example: They were flying kites.

2.2.3 Past Perfect

(a) Whether the Subject is singular or plural, the rule remains the same:
S + had + V3 + O
Example: He had killed the snake.

2.2.4 Past Perfect Continuous

(a) Whether the Subject is singular or plural, the rule remains the same:
S + had + been + V1 + ing + since/for + O
Example: They had been talking for over an hour.

Simple Past Tense Past Continuous Tense Past Perfect Tense Past Perfect
Continuous Tense
Events that Still happening at a To talk about an Actions that had been
happened in the particular moment in the earlier past time going on for some time
past. past. when we are already up to a moment in the
Together with past talking about the past.
indefinite indicates longer past.
actions and past
indefinite shorter ones
that interrupted the longer
ones.
He He He He
She She was walking She She
It It It It
I walked I I had walked I had been walking
We We We
They We They They
You They were walking You You
You

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Negatives Negatives Negatives Negatives

He did not walk. He was not walking. He had not walked He had not been walking.
They did not walk. They were not walking. They had not walked. They had not been
walking.
Questions Questions Questions Questions
Did he walk? Was he walking? Had he walked? Had he been walking?
Did they walk? Were they walking? Had they walked? Had they been walking?

Time words Time words Time words Time words

Yesterday / Last at that moment / when after
week / In 1970 /
three weeks ago /
last Friday

Activity 37

How I spent my Sunday

The last few months had been so hectic! I was doing so many things all at the
same time. I had planned to go to the mall with my friend
Tintswalo. We were always looking forward for the opportunity to go out
together. As we were going to the mall, my car broke down. We were
standing on the side of the road. We waited for the mechanic. When
we had returned home from the garage, it started raining. We reached home completely
drenched. It had been raining for the rest of the day. Since we could not go out, Tintswalo and I were
playing cards at home. We were feeling tired of being at home. So, we planned to cook our favourite
food. We were cooking food when the phone rang. Tintswalo’s mother was calling. She had to pick
up Tintswalo from my home. She brought some ice-cream for us to eat. It was still raining outside,
while we were enjoying our ice-cream at home. After a while, the rain stopped and Tintswalo went
home with her mother. We had a great time together.
Adapted from: Effective English for Teachers

Fill in the blank spaces with the correct form of the verb in the simple past tense.
1. They ______ (meet) each other before the party.
2. By the time we _____ (arrive), the bus left.
3. I _____ (finish) my homework before I went out.
4. While we ______ (watch) the movie, the power went out.
5. She _____ (cook) dinner when I arrived home.

Activity 38

Change the following sentences from simple present tense to simple past tense.
1. We wait for the mechanic.
2. She brings some ice cream for us to eat.
3. We cook food.
4. Tintswalo goes home.
5. Tintswalo calls the mechanic.

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Activity 39

Change the following sentences from present continuous tense to past continuous tense.
1. We are waiting for the mechanic.
2. She is bringing some ice cream for us to eat.
3. We are cooking food.
4. Tintswalo is going home.
5. Tintswalo is calling the mechanic.

Activity 40

Change the following sentences from the present perfect tense to the past perfect tense.
1. We have waited for the mechanic.
2. She has brought some ice cream for us to eat.
3. We have cooked food.
4. Tintswalo has gone home.
5. Tintswalo has called the mechanic.

Activity 41

Change the following sentence from the present perfect continuous tense to the past perfect
continuous.
1. We have been waiting for the mechanic.
2. She has been bringing some ice cream for us to eat.
3. We have been cooking food when the phone rang.
4. Tintswalo has been going home.
5. Tintswalo has been calling the mechanic.

2.3. THE FUTURE TENSE

2.3.1 Simple Future

Whether the subject is singular or plural, the rule remains the same:
S + will/shall + V1 + O
Example: She will go there in the evening.

2.3.2 Future Continuous

Whether the subject is singular or plural, the rule remains the same:
S + will/shall + be + V1 + ing + O
Example: They will be running tomorrow.

2.3.3 Future Perfect

Whether the subject is singular or plural, the rule remains the same:
S + will/shall + have + V3 + O
Example: Tom will have finished the work.

2.3.4 Future Perfect Continuous

Whether the Subject is singular or plural, the rule remains the same:

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S + will/shall + have + been + V1 + ing + O

Example: Jane will have been dancing on the stage tomorrow.

Simple Future Tense Future Continuous Future Perfect Tense Future Perfect
Tense Continuous Tense
Something will be done Continuing in the future Completed by some Started some time
in the future time in the future earlier and still
continuing in the future
I I I shall/will have I shall have been
We shall/will walk We shall be walking We walked We walking

He He He He
She She She She
It will walk It will be walking It will have walked It will have been
They They They They walking
You You You You

Also: Future time

He is planning to walk a
mile.
He is leaving tomorrow.
They leave/ He leaves
next week.

Negatives Negatives Negatives Negatives

I shall not walk. I shall not be walking. I shall not have walked. I shall not have been
walking.
He will not walk. He will not be walking. He will not have
walked. He will not have been
Also: Future time walking.

He is not planning to
walk a mile.
He is not leaving
tomorrow.
They do not leave/ He
does not leave next
week.
Questions Questions Questions Questions
Shall I walk? Shall I be walking? Shall I have walked? Shall I have been
walking?
Will he walk? Will he be walking? Will he have walked?
Will he have been
Is he planning to walk a walking?
mile?

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Time words Time words Time words Time words

Tomorrow / soon / next At that moment / busy / Previous / just / already For hours / by that time
week / In 1999 while / when he enters / / not yet / since / for / / all day / since
when the bell rings / before
tomorrow at four

EXCERPTS FROM A CAT’S DIARY

Monday, Day 752
My captors continue to taunt me with bizarre little dangling objects. They
dine lavishly on fresh meat, while I am forced to eat dry cereal. The only
thing that keeps me going is the hope of escape, and the mild satisfaction I
get from ruining the occasional piece of furniture. Tomorrow I may eat
another houseplant.
Wednesday, Day 761
Today my attempts to kill my captors by weaving around their feet while they were walking almost
succeeded; must try this at the top of the stairs. In an attempt to disgust and repulse these vile
oppressors, I once again introduced myself to vomit on their favourite chair; must try this on their bed.
Sunday, Day 765
Decapitated a mouse and brought the headless body into the house in an attempt to make them
aware of what I am capable of, and to try and strike fear into their hearts. They only cooed and
condescended about what a good little cat I was…Hmmm. Not working according to plan.
Wednesday, Day 768
I am finally aware of how sadistic they are. For no good reason, I was chosen for the water torture.
This time, however, it included a burning foamy chemical called “shampoo”. What sick minds could
invent such a liquid? My only consolation is the piece of thumb, still stuck between my teeth.
Saturday, Day 771
There was some sort of gathering of their accomplices. I was placed in solitary throughout the event.
However, I could hear the noise and smell the foul odour of the glass tubes they call “beer…” More
importantly, I overheard that my confinement was due to my power of “allergies”. Must learn what this
is and how to use it to my advantage.
Tuesday, Day 774
I am convinced the other captives are snitches. The dog is routinely released and seems more than
happy to return. He is obviously a half-wit. The bird on the other hand has got to be an informant and
speaks with them regularly. I am certain he reports my every move. Due to his current placement in
the metal room, his safety is assured, but I can wait, it is only a matter of time…
Adapted from: wolkskool.co.za

Activity 42

Rewrite the following sentences into the simple future tense:

1. The cat ruins the occasional piece of furniture.
2. I eat dry cereal every day.
3. I will bring them a mouse again to strike fear into their hearts.
4. The cat weaves around their feet.
5. The dog returns every time.

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Rewrite the following sentences into the future continuous tense

6. I weave around their feet tomorrow.
7. The dog sleeps in the corner next time they release him.
8. I ruin the furniture while they are dining.
9. Tomorrow, the captors dine lavishly on fresh meat.
10. I will sneak around the house, looking for an escape.

Rewrite the following sentences into the future perfect tense

11. I will bring them another headless mouse by tomorrow.
12. By next week, I destroy all the houseplants.
13. By the end of the day, I will ruin the furniture.
14. By the weekend, I will have completed my escape plan.
15. By next month, I will have discovered what allergies are.

Mixed Future Tenses:

16. Rewrite in the simple future tense:
The bird reports my every move.
17. Rewrite in the future continuous tense:
Tomorrow, I sit in solitude while they party.
18. Rewrite in the simple future tense:
The shampoo burns my skin.
19. Rewrite in the future perfect tense:
By next week, the cat finds a way to strike fear into their hearts.
20. Rewrite in the future continuous tense:
The dog barks loudly at the gathering.

Activity 43

What is ICT?
It was not until later on in my teaching career that the term Information and Communication
Technology (ICT) materialised before me and opened my eyes to what this meant in education. The
term ICT simplified means any technology that has to do with information and communication.
Information comes in many forms such as sound, video, text, and images. When you think of what
technology is available that produces these aspects of information, and sometimes a combination of
all these, we refer to such technology as mobile phones, digital cameras and video cameras. Today,
information and communication technologies expand further to encompass computers, computer-
related products, email, MMS, and many more. (Finger et al., 2007).

The Importance of ICT in Education

Today we do not need to go any further than our own home or even room, to see some form of ICT in
our lives. Whether it be a computer, plasma TV, or mobile phone, we all have them in some part of

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our lives. In today’s society, people as consumers of ICT, all strive for the one dream – the dream of a
connected life.
This makes ICT a lifestyle choice for much of the population. In addition, this lifestyle choice is
changing the way we communicate, increasing the rate of consumerism, and changing how we
interact and gather information (Sheringham, Dec 2008/Jan 2009).
ICT has invaded and transformed many aspects of our lives to the extent that we live in an
environment that is dominated by technology which itself is consumer-driven (Semenov, 2005). No
matter how we perceive its presence, there is no denying that it is an important part of our lives and
that it is here to stay.
Adapted from: ICTE Solutions Australia - Online Professional Development for Teachers using
Technology in the Classroom

Rewrite the following sentences into the:

Simple Future:
1. People as consumers of ICT strive for a connected life.
2. ICT is here to stay
3. This lifestyle choice is changing the way we communicate.
4. We do not need to go any further than our home to see some form of ICT.

Future Continuous:
5. We live in an environment that is dominated by technology.
6. ICT changes the way we gather information.
7. People interact with technology on a daily basis.
8. ICT plays a vital role in education.
9. Consumers seek connected lives through ICT.

Future Perfect:
10. ICT has transformed many aspects of our lives.
11. The use of ICT in education continues to expand.
12. ICT simplifies how we communicate.
13. Our lives are influenced by ICT.
14. Technology becomes a central part of modern life.

Mixed Future Tenses:

15. Change to the simple future: Mobile phones are used to gather information.
16. Change to the future perfect: The ICT revolution shapes how we access education.
17. Change to the future continuous: ICT helps people stay connected.
18. Change to the future continuous: We rely on ICT for communication.
19. Change to the future perfect: People are living in a world dominated by ICT.

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Activity 44

THE BENEFITS OF MINT TEA

The benefits of mint tea are: Improves digestion: Mentha species help
alleviate gastrointestinal disorders. It relaxes the stomach muscles and
even aids in the digestion of fats. The minty flavour also helps to reduce
appetite and that urge to eat a sweetie out of time. Relieves irritable
bowel syndrome: its regular consumption can help treat symptoms such
as pain, bloating, gas and so on. Action against colds and flu: menthol
is a great decongestant and expectorant, helping to reduce sore
throat and dry cough. Friend of oral health: it is not just because of its
irresistible freshness that mint is an ingredient in many oral products. It not only neutralises bad
breath but also fights bacteria that cause cavities. Antiseptic action: hinders the growth of bacteria in
the digestive tract. It has a tranquilising effect: helping to reduce symptoms of
stress, anxiety and agitation. Relief from headaches: thanks to its vasodilating power, capable of
activating circulation and reducing pain.
Peppermint contains menthol, which is a muscle relaxant, so a fresh mint tea benefit is that it helps
relax the throat while also relieving the sinuses and alleviating common colds.
Adapted from: IOL 12 April 2024

Change the following sentences to the future tense by giving the correct form of the words in
brackets:
1. Mint tea (improve) digestion.
2. Mentha species (help) alleviate gastrointestinal disorder.
3. Mint tea (neutralise) bad breath.
4. Mint tea (relieve) irritable bowel syndrome symptoms.
5. Menthol in mint tea (act) as a decongestant.

Change the following sentences to the future continuous tense by filling in the correct words:
6. Mint tea (help) to soothe a sore throat.
7. Peppermint (reduce) dry coughs.
8. Mint tea (become) a friend of oral health.
9. Mint tea (fight) bacteria that cause cavities.
10. Mint tea (hinder) the growth of bacteria in the digestive tract.

Change the following sentences to the future perfect tense by filling in the correct words:
11. Drinking mint tea regularly (reduce) stress and anxiety.
12. Peppermint (relax) muscles, especially in the throat.
13. Mint tea (alleviate) symptoms of colds.
14. Peppermint tea (help) to activate circulation.
15. The Mint tea (reduce) headaches due to its vasodilating properties.

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2.4 CONCORD – Subject/verb agreement

Concord means that the subject and the verb in a sentence should both
be plural or both be singular.
Rules:
1. And
Mieke and Ian are good friends.
BUT
Two nouns forming one idea:
Example:
Bacon and eggs is my favourite dish.
Macaroni and cheese is good too.
Every man and woman is concerned.
Each and everyone is pleased.
BUT
Bacon and eggs are both sold out.
Cheese and macaroni are both rather fattening.
2. Or
… or …
Either … or …
Neither … nor … (Look at the noun or pronoun nearer to the verb.)
Not only … but also …
Not … but …

Example:
Mieke or Ian is responsible.
Mieke or her brothers are responsible.
Either Mieke or Ian is responsible.
Neither Mieke nor her brothers are responsible.
Not only Mieke but also Ian is responsible.
Not Mieke but the boys are responsible.
Not the boys but Mieke is responsible.
3. With
… with …
… together with …
… like … (Look at the first noun.)
… including …
… as well as …
Example:
The boys with Mieke are keen to go.
Mieke, together with her brothers, is keen to go.
Mieke, like the boys, is keen to go.
All the children, including Ian, are keen to go.
Mieke as well as the boys is keen.
4. A bunch, a pair
Example:
Grapes are good to eat.
A bunch of grapes is good to eat.
Trousers, jeans, shorts, pants, glasses are expensive.

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A pair of trousers (or jeans or shorts or pants or glasses) is expensive.

5. Amount, quantity, distance, time
Example:
Five kilometres is not too far to walk. (distance)
Three kilograms of steak is a lot of meat. (quantity)
Twenty cents is very cheap for a sandwich. (amount)
Twenty minutes is too long to wait. (time)

6. One of
Example:
One of the boys is a keen tennis player. (There is only one tennis player.)
BUT
She is one of those girls who love parties. (Many girls love parties. She is one of them.)
They recovered one of the cars that were stolen last year. (Many cars were stolen. One of them
was recovered.)
7. A group of people
You may either use a singular or a plural verb, depending on how you think of the group. If you say,
"The class is organising a picnic," you think of the class as a single unit. If you say, "The class are
arguing about the food," you think of the separate individuals. The same is true of
▪ a crowd
▪ a team
▪ a family
▪ the public
▪ the government
▪ the police
▪
8. Part of a thing or things
Example:
For part of one thing, we use a singular verb:
Half of the ice-cream has been eaten.
Three-quarters of the water has been spilt.
Some of the food is spoilt.
BUT
For part of many things, we use a plural verb:
Half of the sandwiches have been eaten.
Three-quarters of the boys have stayed at home.
Some of the children are tired.
9. +; -; x; ÷
Example:
Twenty-five plus twenty is forty-five.
Three times two hundred makes six hundred.
Sixty divided by ten equals six.

Singular Plural

Athletics is Sports are

Gymnastics is The Olympic Games are

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Innings (in cricket) is Both innings are

Economics is
Mathematics (the subject) is His mathematics are
Statistics (the subject) is Statistics (data) are
Physics is
Politics is
Clothing is Clothes are
Crockery is
Cutlery is
Jewellery is
Billiards is
Darts (the game) is
Fruit is
Furniture is
Game (wild animals) is
Each man is
Each of them is
Each and everyone is
Everyone is
Every person is
Every boy and girl is
Every one of the girls is
Nobody is
Nothing is
Somebody is
Someone is
Either of them is
Neither of them is
One of the girls is
Not one of the boys is
One in ten is
Many a man is
Little is Few are
Much is Many are
Luggage is
Machinery is
Mumps is
Measles is
News is Tidings are
Cattle are
Glasses are
Poultry are
People are
The poor are
Folk are
The odds are
Thanks are
Minutes (of a meeting) are

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The number of … is A number of … are

A pair of trousers is Trousers are
Pants are
Jeans are
Bellows are
Scissors are
Shears are
Pliers are
Compasses are

Activity 45

Choose the correct word in the brackets to complete the sentence.

a) The collection of stamps (is/are) quite valuable.
b) Neither the teacher nor the students (was/were) prepared for the surprise quiz.
c) A group of friends (is/are) planning a trip together.
d) Each of the cars (has/have) been checked for safety.
e) Either the dogs or the cat (is/are) responsible for the mess.
f) The jury (debates/debate) the case for several hours.
g) Many people (was/were) surprised by the announcement.
h) One of the teachers (has/have) lost her keys.
i) The team (is/are) winning the championship this year.
j) A few of the cookies (was/were) eaten before dinner.
k) The news about the event (is/are) very exciting.
l) Both of the options (is/are) available for selection.
m) Each of the children (has/have) a unique talent.
n) The herd of cattle (is/are) grazing in the field.
o) All of the furniture (was/were) delivered yesterday

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2.5 SPELLING RULES

RULE 1: I Before E, Except After C

The rule goes like this:
I before E, except after C, unless it sounds like A, as
in neighbour or weigh
There are many exceptions to this rule—maybe it’s better to think of it
as a guideline—but it can be helpful with words like the ones below
I before E
Would you like a piece of cake? Jerry will believe anything. They’re
planting new grass on the football field.
Except after C
Darnell received an A on his spelling test. Jeremy spotted a spider on the ceiling. I never
expected such deceit from you!
Unless it sounds like A
Our neighbours live in a beige house. How much does the kitten weigh?
Here’s a tip: - It’s a good idea to memorise these common exceptions to the rule:
seize, either, weird, height, foreign, leisure, conscience, counterfeit, forfeit, neither, science,
species, sufficient

RULE 2: The Silent E

Typically, an E after a consonant at the end of a word is silent. But it does affect the way you
pronounce the vowel that comes before the consonant. The E makes the vowel sound of the
word (or syllable) long e.g.: kite instead of short e.g.: kitten. It’s important to get the silent E
right because its presence or absence can change the meaning of a word.
➢ Drop the silent E when adding -ing or -ed. e.g.: debate- debated/debating, excite -
excited/ exciting
➢ Keep the silent E when adding -ly. e.g.: like- likely
RULE 3: Plural Suffixes (Singular Nouns into Plural Nouns)
1. When do you add -s and when do you add -es to make a plural? It’s not quite as
arbitrary(random) as it may seem. The rule is this: if a word ends in -s, -sh, -ch, -x, or -z,
you add -es.
e.g.: I only had to take one bus; you had to take two buses. I only get one wish; you get two
wishes. I have a splotch on my shirt; you have two splotches. I’m carrying one box; you’re
carrying two boxes. Would you like a spritz of perfume? Two spritzes, please.
2. For most words that are pluralised, add -s.
e.g.: I have one cat; you have two cats. I have one cup; you have two cups. I have one shoe;
you have two pairs of shoes. Where is my other shoe? I have one ski; you have two skis. How
am I supposed to ski? I have one toque(turban); you have two toques(turbans).
- Be careful of words that don’t change when they’re pluralised (e.g., fish, sheep,
moose). If you’re unsure, check the dictionary.
3. For words ending on a vowel + -y, add -s. e.g., day- days, key-keys, boy-boys
4. For words ending on a consonant + -y, drop the -y and add -ies. e.g., baby-babies, party-
parties
5. For words ending in -f or -fe, drop the -f or -fe and add -ves. e.g., wolf-wolves, knife -knives
*BUT- note: if a word ends on -f or -fe but is preceded by two vowels, simply add an -s. e.g.,
roof-roofs, chief-chiefs, cliff-cliffs

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6. Some words only appear in the plural e.g., Mathematics, news, scissors, stairs, clothes
7. For words ending in -o, add -es or -s. e.g., tomato-tomatoes; potato-potatoes; echo-echoes;
hero-heroes; piano-piano; kilo-kilos; photo-photos; radio-radios
8. For words ending in -oo, add an -s. e.g., zoo-zoos, igloo-igloos
9.For words ending in -us, add -es or drop -us and add -i. e.g., octopus-octopuses/ octopi,
hippopotamus-hippopotamuses / hippopotami
10. For Compound nouns, the last word becomes plural. e.g., boyfriend-boyfriends
11. If a word has a preposition, the first word becomes plural. e.g., sister-in-law = sisters-in-
law
RULE 4: The letter “q” is always followed by a “u”
e.g., queen, question, inquisitive…
RULE 5: The letter “x” is never followed by an “s”
Adapted From: English in action textbook.

Activity 46

Look up the following words or phrases that are easily confused in

a dictionary and explain what each word means. Then write a
sentence with each word using it correctly.
1. Affect vs. Effect
2. Lie vs. Lay
3. Lose vs. Loose
4. Anyway vs. Any way
5. Whether vs. Weather
6. Then vs. Than
7. That vs. Which
8. They’re vs. Their v. There
9. To vs. Too vs. Two
10. Who vs. Whom
11. Much vs. Many
12. Your vs. You’re
13. All ready vs. Already
14. Between vs. Among
15. Desert vs. Dessert
16. Ensure vs. Insure vs. Assure
17. Borrow vs. Lend
18. Essentially vs. Especially
19. Threw vs through

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Activity 47

Choose the correct word in brackets in the following sentences.

1. It is (unnecessary/ unecessary) to use five words when one will do.

2. After spending a great deal on computer software, the customer was (disatisfied/ dissatisfied).
3. It is always good to (aspire/inspire) others to reach their goals.
4. The soccer coach was quick to (advice/ advise) the parents to mind their own business.
5. Trying to read (illegible/eligible) handwriting is (quite/quiet) a difficult task.
6. If I had to choose the (harder/ hardest) of the two subjects it would be history.
7. The (happiest/ happyiest/ happier) time of my life was when I was in grade 7 not grade 10.
8. Abruptly, he dropped her hand and turned away, marching (of/off) to his car.
9. After scoring three goals it was difficult not to (loose/lose) the match.
10. We had to (except/accept) what was in the rules, (except/ accept) the ones voted against.

Activity 48

Find the single mistake in each of the following sentences. Only write the correct answer.

1. The principle of the school was disappointed by the results.

2. She recieved a gift from her friend on her birthday.
3. The boy layed down to rest after playing soccer.
4. We have many flys in the house during summer.
5. The cat is hiding under the cacti in the dessert.
6. The neighbour’s house is painted biege.
7. He gave me some good advices about studying.
8. The pianist played two beautiful pianos at the concertos.
9. The wolves were hunting for deers in the forest.
10. The baby has been cryed all night long.
11. She is the taller of the two sisters.
12. They’re planning a suprise party for their friend.
13. She has two childrens who attend the same school.
14. I lost my keyes and couldn’t unlock the door.
15. He was bussy preparing for his final exams.
16. The thief was caught because of his own deciet.
17. She wore the pretiest dress at the party.
18. The zoo has many different species of animals.
19. We are not allowed to access the locked door without permision.
20. He sais he will help me with my homework later.

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Activity 49

Read the passage below and answer the questions that follow:

THE EVOLUTION OF SPELLING

Spelling has definitely evolved over the decades, and it’s been quite the
rollercoaster. Back in the day, spelling was like a strict schoolteacher with
a ruler, ready to smack your knuckles for mixing up "their," "there," and
"they’re." You had to memorize endless rules and exceptions, like "i
before e, except after c," which was helpful—until you came across words
like "weird" that just laughed in your face. Fast forward to the present, and things are much more...
creative. Thanks to autocorrect and spellcheck, you can butcher a word beyond recognition, and your
phone will still politely ask, “Did you mean ‘restaurant’?” (even though you typed something that
looked more like a sneeze). Of course, autocorrect loves to change harmless words into
embarrassing mistakes, turning "meeting notes" into "meeting goats." So while technology has made
spelling easier, it’s also added a new level of chaos. At this point, who needs rules when we have
autocorrect to mess things up for us?
Adapted from: https://chatgpt.com/c/66fb9a25-31e8-800e-8158-4c76e00c8198

Find the single mistake in each of the following sentences. Only write the correct answer.
1. Spelling was once the bain of every schoolchild's existence.
2. Autocorrect always knows when you meant "defiantly" instead of "definitely."
3. Spelling has changed quite alot over the decades.
4. Back then, mixing up "their," "there," and "they're" was met with no mercy.
5. Fast foward to today, and spelling has become much more flexible.
6. You can butcher a word beyond recognition, and your phone will still politely aks if you meant
something else.
7. Autocorrect has a funny habit of turning "notes" into "goates."
8. The rule "i before e except after c" never applys to words like "weird."
9. Spelling used to be governed by strict rules, but now its much more chaotic.
10. Did you meant to say “restaurant” or did autocorrect sneeze on your phone?
11. Spelling was like a strict schoolteacher with a ruller, ready to smack your knuckles.
12. Autocorrect politely ask, "Did you mean ‘restaurant’?" when you type something wrong.
13. The spelling rule "i before e, except after c" was helpful, untill it wasn’t.
14. Back in the day, spelling mistakes were met with no mercy from the teatcher.
15. With autocorrect, you can spell a word wrong, and still be correctly most of the time.
16. Mixing up "their," "there," and "they’re" used to drive people crazy, but now autocorrect sorts it
out—usualy.
17. Spellcheck loves to change harmless words into embarassing mistakes.
18. People now rely on technology to fix spelling, but it has its quirks that can make things worse
somtimes.
19. Back then, we had to memorize every spelling rule without the help of autocorrect.
20. Autocorrect's ability to create chaos makes spelling today quite entertaning.

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Activity 50

Read the passage below and answer the questions that follow:

The IEC assures South Africans that rolling blackouts do affect the registation of voters at its voting
stations across the country. It says this is due in part to the use of Voter Managment Devices, the
primary technology in the registration process. The voter registration process is the second and last
ahead of the 2024 national elections. The IEC Chief Electoral Officer Sy Mamabolo says, “The
devices are dezigned to operate online via a secure private cellular data connection. However, all
three aplications have been coded to function fully without access to the network—what we call offline
mode—if certain predetermined parameters are met. These include instances when there is
insuficient connectivity with the data center. The interplay between the online and offline modes of the
devices happens without an operator.” Meanwhile, the IEC says it is hoping many young people will
show up to register to vote this weekend. In the past week, South Africans living abroud, as well as
prisoners, were afforded the oportunity to register. The Electoral Commissions Mawethu Mosery says,
“Our mesage is directed at young people, and therefore we are hoping for a better response. We
have seen that in the first registration, almost 500 000 young people came out as the first-time voters
on our voters’ roll. We hope for the same during this weekend.”
Adapted from: SAST 3 February 2024

Correct the single error in each of the following sentences. Write only the corrected words next to the
question number.
1. The IEC assures South Africans that rolling blackouts do affect the registation
2. It says this is due in part to the use of Voter Managment Devices, the primary technology in the
registration process.
3. “The devices are dezigned to operate online via a secure private cellular data connection.
4. However, all three aplications have been coded to function fully without access to the network
5. These include instances when there is insuficient connectivity with the data center.
6. South Africans living abroud, as well as prisoners, were afforded the oportunity to register.
7. “Our mesage is directed at young people, and therefore we are hoping for a better response.

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UNIT 3: Sentence Transformation

3.1 TRANSFORMING AFFIRMATIVE/POSITIVE AND NEGATIVE

SENTENCES
Changing a sentence from the positive to negative can be done easily by
adding ‘not’ or the contraction n’t. Study the following rules to understand how:
Step 1: Locate the principal verb or the main verb in the sentence.
Step 2: Add ‘not’ after all forms of the ‘to be’ verb (am, is, are, was, were).
Step 3: Sentences with modal verbs (will, would, shall, should, can, may, might, etc.)
can be made negative by adding ‘not’ in between the modal auxiliary and the main verb.
Step 4: Sentences with auxiliary/helping verbs including ‘have’, ‘has’ and ‘had’ can be
transformed into a negative sentence by adding ‘not’ after the helping verb.
Step 5: When verbs such as ‘have’, ‘has’ and ‘had’ are used as main verbs, you will
need to use the verb forms of ‘do’ followed by ‘not’ and ‘have’ to make the sentence
negative.
Step 6: For all positive sentences having ‘do’ forms of verbs (do, does, did) as the main
verb, converting it into negative can be done by adding ‘not do’ after the verb.
Step 7: A positive sentence with one main verb can be changed to negative by using
various forms of the ‘do’ verb (do, does, did) followed by ‘not’ and the main verb.
Step 8: In a sentence containing two verbs – one or more auxiliary/helping verbs and
a main verb – see to it that you add ‘not’ in between the helping verb and the main verb.

Additional rules to follow with examples:

With examples below, learners will understand how to change affirmative/positive sentences
to negative sentences.
Simple Present tense
• Rule: Add ‘do not” (don’t) or “does not) (doesn’t) before the main verb.
• Example:
o Affirmative/positive: She plays tennis
o Negative: She does not (doesn’t) play tennis
Simple Past Tense
• Rule: Add “did not” (didn’t) before the main verb.
• Example:
o Affirmative/positive: They went to the park
o Negative: They did not (didn’t) go to the park.
Present continuous tense
• Rule: Insert “not” after the auxiliary verb “am,” “is,” or are.”
• Example:
o Affirmative/positive: I am eating dinner.
o Negative: I am not eating dinner.
Past Continuous tense.
• Rule: Insert “not” after the auxiliary verb “was” or “were.”
• Example:
o Affirmative/positive: She was reading a book.
o Negative: She was not reading a book.

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Future Tense
• Rule: Add “will not” (Won’t) before the main verb.
• Example:
o Affirmative/positive: He will attend the meeting.
o Negative: He will not (won’t) attend the meeting.

Present Perfect Tense

• Rule: Insert “not” after “has” or “have.”
• Example:
o Affirmative/positive: She had finished her work.
o Negative: She had not finished her work.
Modal verbs
• Rule: Add “not” after the modal verb (can’t, shouldn’t, won’t, etc.)
• Example:
o You cannot (can’t) swim well.

Few Examples
TENSE AFFIRMATIVE/POSITIVE NEGATIVE SENTENCE
SENTENCE
Simple Present tense She plays tennis She does not (doesn’t) play
tennis.
Simple Past tense They went to the park. They did not (didn’t) go to
the park.
Present continuous tense I am eating dinner. I am not eating dinner.
Past continuous tense She was reading a book. She was not (wasn’t)
reading a book.
Future Tense He will attend the meeting. He will not attend the
meeting.
Present Perfect Tense They have completed the They have not completed
task. the task.
Past Perfect tense She had finished her work. She had not finished her
work.
Modal Verbs You can swim well. You cannot (can’t) swim
well.

Adjustments In Pronouns, Verbs and Adverbs During Sentence Transformation.

CONCEPT AFFIRMATIVE TO NEGATIVE EXAMPLES
TRANSFORMATION
Pronouns Pronouns typically remain • Affirmative/positive: She
unchanged in most cases. However, has a car.
when the pronoun is part of a verb • Negative: She does not
or of a verb phrase, the verb may have her car.
change.
Verbs The auxiliary/helping verb “do” is • Simple present: He works
used in the negative form for simple hard.
present and past tenses. In other • Negative: He does not

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tenses, “not” is added to the work hard.

auxiliary/helping or modal verbs. • Present continuous:
They are studying.
• Negative: They are not
studying.
Adjectives Adjectives generally do not change; • Affirmative/positive: She
the focus is on the verb or is a talented musician.
auxiliary/helping verb. • Negative: She is not a
talented musician.
Adverbs Adverbs typically remain the same, • Affirmative/positive: He
but their position in the sentence always arrives early.
can affect the meaning. When • Negative: He does not
transforming to negative, the always arrive early.
adverb’s placement stays relative to
the verb

Activity 51

1. Change the following sentences into negative form.

1.1. I like watching movies.
1.2. They finished the project.
1.3. You are clever.
1.4. My friends and I are going on a trip together.
1.5. Leah works at the pharmacy.

2. Change the following negative sentences into positive form.

2.1. This dress is not new.
2.2. Naveen and Sunil were not best friends.
2.3. Ricky does not love to have chocolate pastries after lunch.
2.4. She will not have arrived by noon.
2.5. Mia does not teach French.

3. Transform the following sentences as instructed in brackets.

3.1. I don’t think you have to be worried about him. (Transform into an
affirmative/positive sentence)
3.2. Gayatri has come home. (Transform into a negative sentence)
3.3. They will be going to Las Vegas. (Transform into a negative sentence)
3.4. Monica is not a cook. (Transform into an affirmative/positive sentence)
3.5. Chandler makes jokes. (Transform into a negative sentence)

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4. Study the passage below and answer the question that follow.
THE VALUE OF SILENCE
In a world filled with noise, silence often feels rare and precious. It offers a break from the
chaos of daily life, allowing our minds to rest and recharge. In moments of quiet, we can
reflect on our thoughts, connect with our emotions, and foster creativity. Many cultures
throughout history have recognised the importance of silence. It is always used as a tool for
meditation and self-discovery. By embracing silence, we can cultivate a deeper
understanding of ourselves and the world around us.
Adapted from: chatgpt.com

4. Change the following sentences into negative form.

4.1 Silence often feels rare and precious.
4.2 It offers a break from the chaos of daily life.
4.3 Many cultures recognised the importance of silence.
4.4 It is always used as a tool for meditation and self -discovery.
4.5 We can cultivate a deeper understanding of ourselves and the world around us.

3.2 QUESTION TAGS

Question tags are a type of interrogative structure that transforms a

declarative sentence into a question.
• They are short phrases which are added to the end of
statements transforming them into questions.
• They usually repeat the auxiliary/helping verb from the main statement and change the
subject and verb.
• Simply put, question tags are used to ask for confirmation or agreement.
• The apostrophe (‘) must always be properly placed between ‘n’ and ‘t’ of the
auxiliary/helping verb in the question tag.
Example: Jane studies with Susan.
Jane studies with Susan, doesn’t she?
Additional examples: You’re coming to the party, aren’t you?
She can swim well, can’t she?
Here, the phrases ‘aren’t you’ and can’t she, are the question tags. They match the
auxiliary/helping verbs (are and can) refer to the subjects in the statements.

How to form question tags?

Step 1: Identify the subject and auxiliary verb in the main statement.
Step 2: The tag must use the same auxiliary or modal verb as the main sentence.
Examples: She is happy, isn’t she?
They were late, weren’t they?
Step 3: Affirmative/Positive and Negative Balance:
A positive sentence gets a negative tag,
Example: He will join us, won’t he? (Positive sentence + negative tag)
…and a negative sentence gets a positive tag.
Example: You didn’t see her, did you? (Negative sentence + positive tag)

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Step 4: Pronoun
Always use a pronoun in the question tag, even if the subject is a proper noun (a name is
used).
Example: John is a doctor, isn’t he? √ (Not “isn’t John?”) ×
Step 5: Where there is no auxiliary/helping verb:
Use “do” or “does” (present tense) or “did” (the past tense).
• You like coffee, don’t you?
• Matome likes playing soccer, doesn’t he?
• She went home early, didn’t she?

Formation Of Questions Tags for Different Tense Structures

Positive sentences with negative tags
SENTENCE TYPE EXAMPLE SENTENCE QUESTION TAG
Present Simple You play football, don’t you?
Present Continuous He is reading, isn’t he?
Past Simple They visited Paris, didn’t they?
Past Continuous She was cooking, wasn’t she?
Future Simple We will arrive soon, won’t we?
Present Perfect You have finished, haven’t you?
Past Perfect He had left already, hadn’t he?
Future Perfect She will have arrived by 5, won’t she?
Present Perfect Continuous They have been working, haven’t they?
Past Perfect Continuous She had been cooking, hadn’t she?
Future Continuous I will be leaving soon, won’t I?
Future Perfect Continuous We will have been running, won’t we?
Present Simple with Modal (Can) She can swim, can’t she?
Present Simple with Modal (Should) They should come, shouldn’t they?
Present Simple with Modal (Must) You must go now, mustn’t you?
Future with Modal (Could) We could try it later, couldn’t we?
Present Simple with Modal (May) He may come tonight, mayn’t he?
Future with Modal (Might) She might win, mightn’t she?

Negative Sentences with Positive Tags

SENTENCE TYPE EXAMPLE SENTENCE QUESTION TAG
Present Simple You don’t play football, do you?
Present Continuous He isn’t reading, is he?
Past Simple They didn’t visit Paris, did they?
Past Continuous She wasn’t cooking, was she?
Future Simple We won’t arrive soon, will we?
Present Perfect You haven’t finished, have you?
Past Perfect He hadn’t left yet, had he?
Future Perfect She won’t have arrived by 5, will she?
Present Perfect Continuous They haven’t been working, have they?
Past Perfect Continuous She hadn’t been cooking, had she?
Future Continuous I won’t be leaving soon, will I?
Future Perfect Continuous We won’t have been running, will we?

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Present Simple with Modal (Can) She can’t swim, can she?
Present Simple with Modal (Should) They shouldn’t come, should they?
Present Simple with Modal (Must) You mustn’t go now, must you?
Future with Modal (Could) We couldn’t try it later, could we?
Present Simple with Modal (May) He mayn’t come tonight, may he?
Future with Modal (Might) She mightn’t win, might she?

Exceptions in question tags:

Even though most sentences follow the rules above, there are some important exceptions
and special cases to be aware of:
1. With “I am”: When the subject of the sentence is “I” and the auxiliary verb is “am,”
the question tag becomes aren’t I instead of the expected am I not.
• I’m early, aren’t I?
2. Imperatives: When using imperatives (commands), you can add a tag for politeness
or encouragement. The tag for commands is usually won’t you, or will you?
• Open the window, will you?
3. Let’s: When the main sentence starts with “let’s,” the tag is generally shall we?
• Let’s go for a walk, shall we?
4. Negative adverbs: Sentences that contain negative adverbs are treated as negative,
so the question tag must be positive.
• She never calls, does she?
Common mistakes to avoid:
When using question tags, learners often make a few common mistakes. Here are some to
watch out for:
Incorrect pronoun usage: Always ensure the question tag uses a pronoun that matches
the subject of the sentence.
Example: Jane is your friend, isn’t Jane
Jane is your friend, isn’t she?
Wrong auxiliary/helping verb: The auxiliary/helping verb in the question tag must match
the verb in the main sentence.
Examples: He can swim, isn’t he?
He can swim, can’t he?
We had fun at the festival, isn’t it?
We had fun at the festival, didn’t we?
The purpose of question tags:
The main reason we use question tags is to either confirm information or seek agreement in
a conversation. Here are the two common purposes explained further:
1. Confirmation: When you’re fairly certain of something and want to
confirm it, you use a question tag. It encourages the listener to agree with what you’re
saying.
• It’s cold today, isn’t it? (You believe it’s cold but are asking for
confirmation.)
2. Encouraging Engagement: Question tags are also used to keep a
conversation going or to involve someone in the discussion.
• You’ve met Sarah, haven’t you? (Inviting the listener to engage or
share more details.)

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Intonation in question tags:

The meaning of a question tag can change slightly depending on the
speaker’s intonation (the rise or fall of voice pitch).
There are two types:
1. Rising intonation: If your voice rises at the end of the question tag, you are
genuinely asking for information or confirmation.
• She’s a great singer, isn’t she? (Rising intonation = seeking
confirmation)
2. Falling intonation: If your voice falls at the end of the tag, you’re not really asking a
question—you’re just assuming the answer is “yes.”
• You’re coming to the meeting, aren’t you? (Falling intonation =
expecting agreement)

Activity 52

5. Read the following passage and respond to the questions that follow.

Maria loves to read books, especially mysteries. She often visits the library on weekends.
Her favourite author is Agatha Christie, and she has read almost all of her novels. Maria
enjoys discussing the latest reads with her friends. They sometimes join her at the library,
but not every week. Reading is a great way to relax.
Adapted from: chatgpt.com

Fill in the missing question tag in the sentences below.

5.1 She often visits the library on weekends,………….?
5.2 She has read almost all her novels,………..?
5.3 Mary enjoys discussing her latest reads with her friends,……….?
5.4 They sometimes join her at the library, but not every week,……….?
5.5 Reading is a great way to relax,……..?

6.Read the following passage and respond to the questions that follow.
Sleep plays a crucial role in our overall health. During sleep, our bodies repair themselves,
and our brains process information from the day. Lack of sleep can lead to a variety of
issues, including impaired concentration, weakened immunity, and increased stress. Experts
recommend aiming for seven to nine hours of sleep of quality sleep each night. Establishing
a regular sleep routine, creating a comfortable sleep environment, and limiting screen time
before bed can help improve sleep quality. Prioritising rest is essential for maintaining
physical and mental well-being.
Adapted from chatgpt.com

Fill in the missing question tag in the sentences below.

6.1 Sleep plays a crucial role in our overall health, …?
6.2 Lack of sleep can lead to a variety of issues, …?
6.3 During sleep, our bodies repair themselves, …?
6.4 Prioritising rest is essential for our mental well-being, …?
6.5 Experts recommend seven-to-nine-hour sleep routine, …?

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3.3 QUESTION FORM SENTENCES

Steps to follow when forming questions:

Step 1: Place the auxiliary/helping verb at the beginning of the sentence.
Step 2: Add a question mark at the end of the sentence.
Example: It is cold today.
is – auxiliary/helping verb should be put at the beginning of the sentence to form a question: Is it cold
today?
Step 3: We use auxiliary verbs to start a question. Auxiliary/helping verb: am, is, are, was, were,
will, shall, can, has, have, had, may, etc.
Examples: They are playing outside.
Are they playing outside?

We may go to town tomorrow.

May we go to town tomorrow?
Step 4: We use auxiliary/helping verbs do, does, did depending on the tense of the sentence.
Step 5: In simple present tense, 3rd person singular (he/she/it), the verb takes an –s.
Example: He eats porridge often.
Step 6: When you form the question, you use does and remove the –s from the main verb.
Example: Does he eat porridge often?
Step 7: Present tense plural subject, we use do.
Example: They eat porridge often
Do they eat porridge often?
Step 8: We use the auxiliary verb did when the sentence is in the past tense and when the verb
changes to present tense.
Example: They ate porridge often.
Did they eat porridge often?
Step 9: We also use interrogative pronouns to form questions. These interrogative pronouns
come directly before the verb, such as: Who (name), What (information), Where (place), When (time),
Why (reason), Whose (ownership), Whom (name of a person), Which (object), How (manner).

Activity 53

7. Write the following sentences in the question form.

7.1 The sector has already identified schools.
7.2 A new broom sweeps clean.
7.3 Government officials promote home schooling.
7.4 A friend in need is a friend indeed.
7.5 This relationship can require a tremendous amount of trust.

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ACTIVE AND PASSIVE VOICE SENTENCES

In the active voice sentence, the subject does the action.

Example: The boy loves technology
The boy=subject
loves =verb/action
technology = object
In the passive voice sentence, the subject has the action done on it.
Example: Technology is loved by the boy.
Technology = subject
is loved = verb
by the boy = object

General rules of changing sentences from Active to Passive voice.

Rule 1: Identify the Subject, Verb and Object in a sentence.
Example: The boy (subject) loves (verb) technology (object).

Rule 2: Exchange the position of the subject and the object in the new sentence. The subject in
the active voice becomes the object in the passive voice, the object becomes the subject in the new
sentence.
Example: Technology (subject) is loved (loved) by the boy (object).
NOTE: The verb in the new sentence changes to the past participle tense.
A normal/common/usual sentence is spoken in the active form structure:
SUBJECT VERB OBJECT

Rule 3: The verb in the active voice changes to the past participle tense when it appears in the
new/passive voice.

Active voice sentence structure: Subject Verb Object

Passive voice sentence structure: Subject Verb Object

The verb must always be in the past participle in the passive sentence.
PRESENT TENSE PAST TENSE PAST PARTICIPLE
Fly Flew Flown
Writes Wrote Written
Drive Drove Driven
Grows Grew Grown
Go Went Gone
Kicks Kicked Kicked

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Rule 4: Use the correct auxiliary/helping verb as per tense of the sentence.

PRESENT TENSE PAST TENSE FUTURE TENSE

Is/are Was/were Shall/will + be

Examples: Present continuous: am being driven…

is being flown…
are being grown…
Past continuous tense: was being…
were being …
Perfect tense: has been
have been
Rule 5: Change pronouns correctly.
When changing from active to passive voice the subject pronoun becomes object pronoun in the new
sentence.

Subject / person SINGULAR PLURAL

Subject Object Subject Object
1st person I me we us
2nd person you you you you
3rd person he/she/it him/her/it they them

Activity 54

8. Read the text below and answer the set questions.

SOUNDS TORNADOES MAKE

Tornadoes emit a wide variety of sounds. These sounds are caused by different mechanisms.
Various sounds of tornadoes have been reported throughout time, mostly related to familiar sounds
for the witness. They are generally some variations of a whooshing roar. Popularly reported sounds
include a freight train, rushing rapids or waterfall, a jet engine from close proximity, or combinations of
these. Many tornadoes cannot be heard from a long distance; what they sound like and the distance
over which they can be heard depends on atmospheric conditions and topography.
The winds and airflow inside the tornado produce these sounds. Funnel clouds also produce these
sounds. The sounds of funnel clouds and small tornadoes are reported as whistling, whining,
humming, or the buzzing bees or electricity, more or less harmonic, whereas many tornadoes are
reported as a continuous, deep rumbling, or an irregular sound of “noise”.
Adapted from: Oxford exam success Study Guide English FAL

8.1 Rewrite the following sentences in passive voice.

8.1.1 Tornadoes emit a wide variety of sounds.
8.1.2 Funnel clouds also produce sound.
8.1.3 The winds and airflow inside the tornadoes produce these sounds.

8.2 Rewrite the following sentences in active voice.

8.2.1 These sounds are caused by different mechanisms.
8.2.2 Various sounds of tornadoes have been reported by them.

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9. Rewrite the following sentences in passive voice.

9.1 The people helped the wounded woman.
9.2 The lion attacked the impalas.
9.3 Zapiro will draw a cartoon.
9.4 Sam has taken the medication.
9.5 He loves that family.

10. Rewrite the following sentences in active voice.

10.1 The tennis court is being marked by Cliff and Roy.
10.2 The necessary arrangements will be made by us.
10.3 It will have to be done by either you or me.
10.4 These two jackals have been shot by Dick.
10.5 This has been done by either you or your brother.

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3.5. DIRECT AND INDIRECT SPEECH (REPORTED SPEECH)

DIRECT SPEECH INDIRECT SPEECH (REPORTED)

Definition: The exact Definition: Reporting what has been said by the first speaker.
spoken words. Spoken Reporting what someone said without quoting their exact words.
words are indicated by Example: She said that she was hungry.
inverted commas. NOTE: The reported speech has two clauses joined together by a
Example: She said, “I am conjunction like that, whether, if etc.
hungry”. When changing direct speech to indirect (reported) speech we need to
NOTE: The introductory consider the following:
verb is always followed by a 1. If the verb in the main clause is in present tense, join the reporting
comma. The first spoken sentence and change ONLY pronouns.
word begins with a capital He says, “I am sure we are going to do it this year”.
letter. The direct speech ANSWER: He says that he is sure they are going to do it this year”.
consists of two parts 2. If the verb in the main clause is in past tense, and the reporting
(clauses). sentence is in present tense, do the following:
The main clause that has • Join the reporting sentence and change it into past.
the introductory verb and the • Change ALL pronouns (I = he, we = they)
reporting clause that • Change ALL adverbial words. (this = that)
includes the actual words He said, “I am sure we are going to do it this year”.
spoken which are in inverted ANSWER: He said that he was sure they were going to do it
commas. that year.
Examples: He said (the NOTE: Facts cannot be change into the past tense.
main clause with ‘said’ as e.g. The Earth is round – cannot be
the introductory verb). ‘The Earth was round’.
“I am fine now” (reporting 3. If the verb in the main clause is in past tense and the reporting
clause with actual words sentence is in the past tense, do the following:
spoken). • Join the reporting sentence and change it to past perfect tense
Example: He commented, “I (move one step further to the past)
have been married for three • Change ALL pronouns
years”. • Change ALL adverbial words.
Main clause – He He said, “I was sure we were going to do it this year”.
commented ANSWER: He said that he had been sure they had been going
Reporting clause - “I have to do it that year.
been married for three
years”. Pronoun changes:
NOTE: In direct speech the • I-He/she
reporting clause is not joined
• We-they
to the main clause.
• My-his/her
• Your-my
• Our-their
• Me-him/her

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• Us-them

Adverbial word changes:

• Here-there
• Today-that day
• Now-then
• This-that
• These-those
• Thus-so
• This morning-that morning
• Yesterday-the previous day/ the day before.
• Tomorrow-the following day/ the next day
• Next week-the following week
• Next month-the following month
• Hither-thither.

OTHER CHANGES:
DIRECT SPEECH INDIRECT SPEECH
Am/is Was
Are Were
Was Had been
Were Had been
Can Could
Will Would
Shall Should
Must Had to / ought to
Needn’t Didn’t have to
May Might
Doesn’t Didn’t
Don’t Didn’t
Didn’t Hadn’t
Has Had
Have Had
Had Had had
See (verb1) Saw
Saw (verb2) Had seen

EXAMPLES (CONVERTING DIRECT TO INDIRECT / REPORTED SPEECH)

DIRECT SPEECH INDIRECT/ REPORTED SPEECH

“We have never seen such community spirit,” The tourists said that they had never seen such
said the tourists. community spirit.
Eliza said, “I used emojies yesterday.” Eliza said that she had used emojies the previous
day.
Greg Jansen said, “Bad luck choices can affect Greg Jansen said that bad luck choices could

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my health”. affect his health.

“We have a cloud hovering over our heads,” said Martha said that they had a cloud hovering over
Martha. their heads.
“My shopping addiction started in my teenage She said that her shopping addiction had started
years,” she said. in her teenage years.
The team exclaimed, “Hooray, we’ve won the The team exclaimed (shouted) with joy that they
trophy!” had won the trophy.
“Why can’t we write the test next week?” asked Nkele asked why they could not write the test the
Nkele. following week.
Anabelle says, “I love the sounds, smells and Anabelle says that she loves the sounds, smells
vibe of the flea-market.” and vibe of the flea-market.
Joanne says, “I am feeling dizzy today.” Joanne says that she is feeling dizzy today.

Activity 55

11. Read the passage below and change the direct in indirect (reported) speech.

Friday
Warming up for a 400 m sprint around the athletics track is a little different for Oscar Pistorius.
Having been born without fibulas, Pistorius had both legs amputated below the knee when less than
a year old. Oscar races around the track on carbon fibre blades attached to his legs just below the
knee cap.
Pistorius has just finished competing in an invitational 400 m sprint at the Golden Gala meet this
morning, finishing second in 46.90 seconds, hot on the heels of winner Stefano Braciola of Italy and
followed by Luca Galletti, in third place at 47.06 seconds.
Pistorius has been under an intense media spotlight since he was given permission to race in able-
bodied races by the International Association of Athletics Federation (IAAF) last month.
“I try to deal with the media attention the best I can,” Pistorius said. “It is a bit strange but I have to
take it as something that comes with the sport. You just have to embrace it. I’ll be glad to go back
home to South Africa next week and have a rest.”
The runner still faces a barrier to take on Olympic level sprinting – some are of the view that his
blades, which curve on the ends giving him extra lift into the next step, give him an unfair advantage
over other runners. “If the IAAF decides to ban me, I’ll just have to deal with it,” he told reporters,
“but I am of the hope that they will work with me instead of against me competing at that level. They
need to understand that when I run, I run for myself. I am competing, but I am, in a real sense, only
competing with myself.”
Pistorius has been running against able-bodied athletes in South Africa for the past three years. In
March this year, he finished second in the 400 m sprint at the South African Championships.
Come Sunday the 23rd, the runner will be up against the likes of Olympic champion Jeremy Wariner
and former Olympic gold medallist Darold Williamson of the United States and John Steffensen of
Australia at the Norwich Union Grand Prix in Sheffield, England.
“I can’t wait for Sunday’s race,” Pistorius said. “I have a lot to learn from runners at this prestigious
level, especially Wariner, whose time of 44.02 seconds gave him the Olympics gold last time. I will
have to run a 46.3 second time in order to qualify for next year’s Olympics in Beijing, as well as
getting IAAF approval.”

Compiled by Brenda Davies

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11.1“They need to understand that when I run, I run for myself,” Pistorius said.
11.2“I am competing, but I am in a real sense, only competing with myself,” Pistorius says.
11.3 “If the IAAF decides to ban me, I’ll just have to deal with it,” he told the reporters.
11.4 “I try to deal with the media attention the best I can,” Pistorius said.
11.5 Pistorius said, “It is a bit strange but I have to take it as something that comes with the sport.”
11.6 “I’ll be glad to go back home to South Africa next week and have a rest.” Pistorius said.

12. Read the passage below and change the indirect (reported) in direct speech.
The Great Wall runners achieve the “IMPOSSIBLE”!
The two triumphant Cipla Medpro Miles for Smiles athletes have become the first people in recorded
history to run the length of the Great Wall of China in one attempt, while accurately measuring the
wall’s length, popularly thought to be 5 000 km long. David Grier and Braam Malherbe crossed the
finish line on 17 December after four months of running an average of 42 km a day, six days a week,
over some of the world’s most gruelling and treacherous terrain.

In the freezing temperatures Grier said the hardest task of each day was getting going. “Every
morning we struggled to generate some warmth and get the stiffness out of our legs for a new day,
and the start of yet another marathon,” he said. “The mountain terrain was hectic,” said Malherbe.
“We had to carry ropes to abseil down steep cliffs where the wall had just crumbled away. David was
extremely brave, he is terrified of heights but he was amazing,” Malherbe said.

The two followed the Sleeping Dragon, as the wall is often called, passing north of Beijing until they
finally reached Shanhaiguan, and the end of their incredible journey, where the ramparts of the Great
Wall are washed by the waves of the Bo Hai Sea.
Adapted from: Cipla Medpro

12.1 Grier said the hardest task of each day was getting going.
12.2 Malherbe said that it was so cold that if they did not insulate the water in their backpacks it
froze solid.
12.3 The journalist reported that their run began in August at Jiayuguan in the Gobi Desert, in
temperatures of 35 degrees Celsius.
12.4 David Grier states that the wall was made from mud and sand, and had totally disappeared in
many places.
12.5 The athletes confessed that the route was difficult as they had to trek over some of the world’s
most gruelling and treacherous terrain.
12.6 Authorities say that David and Braam have become the first people in recorded history to run
the length of the Great Wall of China in one attempt.
12.7 Reporters concluded that the athletes had crossed the finish line on 17 December after four
months of running an average of 42 km a day.
12.8 Braam said that they entered the mountains, 600 km west of Beijing, in the teeth of the harsh
Chinese winter.

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UNIT 4: Self-Assessment
QUESTION 1: LANGUAGE AND EDITING SKILLS

TEXT A
1.1 Read the passage below, which has some deliberate errors, and answer the set questions.
LITERACY PROJECT
1
The Link Literacy Project are in need of volunteers. It is estimate that most South
African children have lost learning time. Some community- based volunteer
organisations will now, more than ever, play a vital role. A little effort will go the long
way to helping children.
2 5
Maggie Fussell said, 'The children need to be able to read to make their way through
this education system.' She added, 'Many of our children live in chalenging
environments. There is little opportunity for children to improve these core skills.'
3
The nineteen centres are based at low-income schools throughout the country. The 10
project is already supported by various communities. They help to build foundation
4 skills in two programmes.

The volunteers are a diverse group of people from all walks of life. They include
parents of children from surrounding schools, grandparents, students and working
people. It is better to choose one project to support. If you are interested in being a 15
volunteer, you can send an e-mail to [email protected].
Adapted from The Northcliff Melville Times, May 2021

1.1.1 Correct the SINGLE error in EACH of the following sentences. Write down ONLY the question
numbers and the words you have corrected.
(a) The Link Literacy Project are in need of volunteers. (1)
(b) It is estimate that most South African children have lost learning time. (1)
(c) A little effort will go the long way to helping children. (1)
(d) She added, 'Many of our children live in chalenging environments.' (1)
1.1.2 Complete the following tag question. Write down only the missing words.
The children need to be able to read to make their way through this education system, … …? (1)

1.1.3 Rewrite the following sentence in reported speech:

Maggie Fussell said, 'There is little opportunity for children to improve these core skills.' (3)

1.1.4 Rewrite the following sentence in the negative form:

The nineteen centres are based at low-income schools throughout the country. (1)
1.1.5 Rewrite the following sentence in the active voice:
The project is already supported by various communities. (1)
1.1.6 Rewrite the following sentence in the past continuous tense:
They help to build foundation skills in two programmes. (1)

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1.1.7 Combine the following sentences into a single sentence:

Volunteers can be parents of children from surrounding schools. Volunteers can be working people.
Use the words 'either … or'. (2)
1.1.8 Study the following sentence:
It is better to choose one project to support.
Use a homophone for the word 'one' in a sentence of your own. (1)

1.2 Study the text (TEXT B) below and answer the questions.
TEXT B

On her adventures, she'll play

princess, kiss frogs and maybe catch worms.
[Source: Business Times Magazine, November 2020]
1.2.1 Rewrite the following sentence and insert the missing punctuation mark:
Fairy tales are well known stories that inspire children's creativity. (1)
1.2.2 Give an antonym for the underlined word in the following sentence:
It is easy to understand fairy tales. (1)
1.2.3 Give the singular form of the underlined word in the following sentence:
She participated in the most interesting activities. (1)
1.2.4 Give the correct form of the word in brackets:
(Adventure) people enjoy mountain climbing. (1)
1.2.5 Complete the following sentence by filling in the missing words.
Write only the word next to the question numbers (5.2.5(a) and 5.2.5(b)) in the ANSWER BOOK.
at; on; in; from; to; too
Some girls want to kiss frogs (a) … order (b) … turn them into princes. (2)
[20]

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QUESTION 2: LANGUAGE AND EDITING SKILLS

2.1 Read the passage below, which has some deliberate errors, and
answer the set questions.

TEXT A
HIS TRUTH. HIS STORY. IN HIS WORDS.

The Springbok captain, Siya Kolisi, have mentioned his tough upbringing in his newly released
autobiography. In his book, Rise, Kolisi details his successes on rugby and life. He describes his
tough upbringing in the Zwide township near Gqeberha (Port Elizabeth). Its really an inspiring book.

At the age of 12, Kolisi impressed the scouts at a youth tournament in Mossel Bay. He was ofered a
scholarship to study at Grey Junior School in Gqeberha. He subsequently received a rugby
scholarship from the prestigious Grey High School.

Kolisi was a regular player in the Grey High School first rugby team. He was also a player in the
Eastern Province youth team between 2007 and 2009. He played in the Under-16 Grant Khomo week
and the Under-18 Craven Week while still at school. When he finished school, he joined the Western
Province rugby team.

'The book was named after my mother,' said Kolisi. Her name is Phakama, which in IsiXhosa means
'rise'.
Adapted from News24.com, 2021

2.1.1 Correct the SINGLE error in EACH of the following sentences. Write down ONLY the question
numbers and the answer (words).
(a) The Springbok captain, Siya Kolisi, have mentioned his tough upbringing in his newly released
autobiography. (1)
(b) In his book, Rise, Kolisi details his successes on rugby and life. (1)
(c) Its really an inspiring book. (1)
(d) He was ofered a scholarship to study at Grey Junior School in Gqeberha. (1)
2.1.2 Why is the word, Rise, written in italics? (1)
2.1.3 Rewrite the following sentence in the simple past tense:
He describes his tough upbringing in the Zwide township near Gqeberha. (1)
2.1.4 Rewrite the following sentence in the passive voice:
Kolisi impressed the scouts at a youth tournament in Mossel Bay. (1)
2.1.5 Complete the following tag question. Write down ONLY the missing words.
Kolisi was a regular player in the Grey High School first rugby team, …? (1)
2.1.6 Study the following sentence:
He was also a player in the Eastern Province youth team between 2007 and 2009.
Name the part of speech of EACH of the underlined words used in this sentence. (2)
2.1.7 Rewrite the following sentence in the negative form:
He joined the Western Province rugby team. (1)
2.1.8 Rewrite the following sentence in reported speech:
'The book was named after my mother,' said Kolisi. (3)

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2.2 Study the text below and answer the questions.

TEXT B

Source: www.sns-coffee.com
2.2.1 Give the correct form of the word in brackets:
Coffee is a drink (brew) from roasted coffee beans. (1)
2.2.2 Combine the following sentences into a single sentence by using the word although:
Coffee is a popular drink.
Coffee is known to contain caffeine. (2)
2.2.3 Give the correct degree of comparison in the following sentence:
Coffee is generally (expensive) than tea. (1)
2.2.4 Give the plural form of the underlined word in the following sentence:
A coffee berry shop serves coffee which is made from the seeds of different berry. (1)
2.2.5 Give an antonym for the underlined word in the following sentence:
When I make a cup of coffee, I prefer it strong. (1)

[20]

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QUESTION 3: LANGUAGE AND EDITING SKILLS

3.1 Read the passage below, which has some deliberate errors, and answer the set questions.
TEXT A

PROPULSIVE PAULA HAWKINS

“I’ve always been a curios person, and possessed of a very overactive imagination. I think the
observation side of me developed later. I moved from from Zimbabwe to English when I was
seventeen and felt very much outside then; the move was a bit of a culture shock and I struggled
initially to make friends.

I think the period of sitting on the sidelines, looking at others going about their life, made me watchful.
And then later, I became a journalist, so you need to watch and listen carefully when that is your job.

Curiosity is essential, too, for someone who wants to create vivid characters. You have to look at
people in the street or at the next people and wonder, Who are they? What is the relationship of that
very young girl to the older man who is sitting on her side?

Women’s stories are central to A slow Fire Burning, just as they were in my novels The Girl on the
Train and Into the Water. The easy answer to why I write about women is because I am one. I am
particularly interested in the lives of women feel like outsiders, or who are seen as outsiders

Adapted from: The Penguin Post September 2021

3.1.1 Correct the SINGLE error in each of the following sentences. Write down ONLY the question
number and the words you have corrected.

(a) The observation side of me developed later. (1)

(b) I moved from Zimbabwe to English when I was seventeen. (1)
(c) The period of seating on the sidelines made me watchful. (1)
(d) You need to watch and listen careful when that is your job. (1)

3.1.2 Rewrite the following sentence in Reported speech.

Paula Hawkin said, “I have always been a curious person.” (3)

3.1.3 Rewrite the following sentence in passive voice

Paula has written bestselling novels. (1)

3.1.4 Write “I’ve” in full. (1)

3.1.5 Provide the correct degree in the following sentences:

I am particularly (interested) in the lives of women. (1)
3.1.6 Identify the parts of speech of the underlined words:
The easy answer to why I write about women is because I am one. (3)
3.1.7Correct the preposition in the sentence below.
Who is the older man sitting on her side? (1)

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3.2 Study text below and answer the questions.

TEXT B

Source: www.google.com
3.2.1 Rewrite the following sentence in the future tense:
Your financial future is in our hands. (1)

3.2.2 Give the correct form of the words in brackets.

3.2.2.1 Old Mutual is a (finance) institution. (1)

3.2.2.2 Old Mutual offers its clients financial (free). (1)

3.2.3 Complete the following sentence with a correct question tag.

Your financial future is guaranteed, _________? (1)

3.2.4 Give the synonym of the word “mutual”. (1)

3.2.5 Write the following sentence in the negative form.

Old Mutual has always provided families with financial security. (1)
[20]

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QUESTION 4: LANGUAGE AND EDITING SKILLS

Read the passage below, which has some deliberate errors, and answer the set questions.

TEXT A
BANANA AND NUTELLA WRAPS

I don’t think anyone needs a introduction to Nutella. This desert is very easy to
make and very difficult to mess up. There is absolutely no preparation work to
be done ahead for time. Hence, this is a good trick to have in your sleeve.
INGREDIENTS
• Twelve white flour wraps (buy them at a supermarket)
• Nutella spread
• Twelve bananas’ (peeled)
METHOD
1. Spread a layer of Nutella on each wrap, making sure to spread all the way to the edges. The
spread doesn’t only add flavour to the dish, it also serves as glue that keeps the wrap together.
2. Place a banana on the edge of the Nutella-covered side of a wrap and roll once. Now tuck and
fold the sides of the wrap to the inside at the ends of the banana so that the hole wrap is the
width of the banana. Keep on rolling the banana until both ends are closed. Prepare all twelve
wraps this way.
3. Place the rolls on your grid and braai the wraps over medium heat. Use tongs to flip the rolls
so that you braai them on all 4 sides. In total the braai should take about 8 minutes.
4. The wrap will be ready once the outside is crispy and toasted, and the banana on the inside is
soft. Slice in half and serve as you see fit. I usually see it fit to serve them with vanilla ice
cream.
Adapted from: desertlife.co.za

4.1.1 Correct the SINGLE error in EACH of the following sentences.

Write down ONLY the question numbers and the words you have corrected.
(a) I don’t think anyone needs a introduction to Nutella. (1)
(b) This desert is very easy to make and very difficult to mess up. (1)
(c) There is absolutely no preparation work to be done ahead for time. (1)
(d) Twelve banana’s (peeled). (1)
(e) Now tuck and fold the sides of the wrap to the inside at the ends of the banana so that the
hole wrap is the width of the banana. (1)

4.1.2 Rewrite the following sentence in the affirmative (positive) form.

I don’t think anybody needs an introduction to Nutella. (1)

4.1.3 Rewrite the following sentence in the passive voice:

Buy them at the store! (1)

4.1.4 Complete the following tag question. Write down ONLY the missing words.
Both ends will be closed, ......? (1)

4.1.5 Rewrite the following sentence in reported speech:

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“You should barbecue them on four sides,” said the man. (3)

4.1.6 Combine the following two sentences starting with the words in brackets.
The spread doesn’t only add flavour.
The spread also serves as the glue and keeps the wrap together.
(Not only...) (2)

4.1.7 Rewrite the following sentence in the present perfect tense:

This dish is very easy to make. (1)

4.1.8 Give the correct form of the word in brackets.

Suppose we (try) a new recipe for dessert. (1)

4.1.9 Name the part of speech of the underlined words.

(a) Prepare all twelve wraps this way. (1)
(b) Braai the wraps over medium heat. (1)
(c) Place the wraps on your grid and braai the wraps over medium heat. (1)

4.1.10 Give the plural form of the underlined word in the following sentence:
Slice in half and serve as you see fit. (1)

4.1.11 Write the number 28 in words. (1)

[20]

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UNIT 1: Possible answers

1.1.1 Nouns

Activity 1
Common Nouns: These are general names for a person, place, or thing (object).
Examples: computer, robot, tasks, systems, processes, ability, experience, work
Proper Nouns: These are specific names of people, places, or organisations and are always
capitalised.
Examples:
Artificial Intelligence (AI), London, Geoffrey Hilton
Abstract Nouns: These represent ideas, qualities, or conditions that cannot be seen or touched.
Examples:
Intelligence, passion, love, meaning
Collective Nouns: These refer to groups of people or things. There are no direct examples of
collective nouns in the text provided.

Formulating Sentences Using Different Types of Nouns

Common Noun:
The computer processed the data quickly, showcasing its efficiency. (Emphasises how common
nouns denote general objects or concepts.)
Proper Noun:
Geoffrey Hilton is a leading figure in the field of Artificial Intelligence. (Highlights the importance of
specific names in identifying individuals or entities.)
Abstract Noun:
Her passion for technology drives her to explore new advancements in intelligence. (Demonstrates
that abstract nouns represent emotions or qualities.)
Collective Noun:
(Example) A team of engineers collaborated on the AI project.
(Shows how collective nouns refer to a group as a single entity.)

Compare and Contrast

To compare and contrast the different types of nouns:
Common vs. Proper Nouns:
Common nouns, like computer or robot, refer to general items, while proper nouns like London and
Geoffrey Hilton specify unique entities or individuals.
For instance, in a sentence: The city has many computers available for learning. (common) vs.
London is known for its advanced technology. (proper)

Abstract vs. Concrete Nouns:

Abstract nouns, such as intelligence or passion, refer to ideas or concepts that cannot be physically
touched. In contrast, concrete nouns can be perceived through the senses.
For example: Her passion for AI drove her work. (abstract) vs. The robot completed its tasks.
(concrete)
Collective Nouns:
Collective nouns represent groups, such as team or group, which could include both common and
proper nouns.

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For example: A team of scientists developed the new AI software. (collective)

Activity 2

A. Classify the following nouns:

• Teachers: This is a common noun, as it refers to a general group of people, not a specific
individual.
• Council: This is also a common noun, as it refers to a general body or organisation.
B. Formulate sentences using the collective nouns of the words provided:
• Judges: The panel of judges delivered their verdict after long deliberations.
• Actors: A cast of actors performed brilliantly in the new stage play.
C. Convert the following words into abstract nouns:
• Perceive: The abstract noun is perception.
• Probable: The abstract noun is probability.

1.1.2 Pronouns

Activity 3

The Coding and Robotics Curriculum is essential in introducing them to new technologies within the
educational setting and laying a foundation of knowledge for the Intermediate and Senior Phases in
our rapidly evolving technological world. It aims to direct and prepare them to solve problems, think
critically, work collaboratively and creatively, and function in a digital and information-driven world.
“Coding and Robotics also teaches them how to apply digital and Information and Communication
Technology skills and how to transfer these skills to solve problems in their daily lives,” he explained.

Activity 4

They can be ascribed to it, while even the most complicated ones are usually not taken as an
indication of it. What is the difference? They generally characterise it not by just one trait but by the
combination of many diverse ones. There has been considerable success in programming them to
draw inferences.

1.1.3 SINGULAR AND PLURAL

Activity 5

A. The singular of the noun people is person.

B. Correct the misspelled plural words:

a. Brothers-in-law
b. old friends

C. Sentences using the singular of the given words:

a. Tooth: I had a sore tooth, so I went to the dentist for a check-up.
b. Mr: Mr. Smith is my favourite teacher because he makes learning fun.

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1.1.4 Verbs

Activity 6

Here are the finite verbs in each sentence:

1. are (They are happy)
2. value (Many parents value education)
3. runs (She runs every morning)
4. barked (The dog barked loudly)
5. thought (I thought about the problem)

Activity 7

The infinitive verbs in the text are:

• to read (Sarah loves to read books)
• to escape (Reading helps her relax and to escape from the daily routine)
• to explore (Her favourite activity is to explore different genres)
• to discover (Her favourite activity is to discover new authors)

The infinitive verbs in each sentence are:

1. to travel (Thandi prefers to travel by bus)
2. to study (She prefers to study in the library)
3. to complete (They are definitely going to complete their work the following day)
4. to register (He wants to register as a nurse)
5. to dance (I like to dance)

Activity 8

Sentences with the appropriate auxiliary verbs filled in:

1. Leena is eating an apple.
2. Did you finish the work I gave you yesterday?
3. You must follow the rules.
4. I am sorry, I can't make it to your wedding.
5. Derrick had submitted all the documents last week

Activity 9

The linking verbs in the text are:

1. is (The sky is a brilliant shade of blue today.)
2. are (The flowers are blooming beautifully in the garden.)
3. seems (She seems happy with her new job.)
4. is (His favourite sport is basketball.)
5. becomes (He becomes more skilled every season.)
6. tastes (The cake tastes sweet and moist.)
7. feels (The day feels perfect for an outdoor celebration.)

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Activity 10

Three sentences using linking verbs:

1. The soup smells delicious, and I can’t wait to try it.
2. She is an excellent painter with a unique style.
3. The concert was amazing, and everyone enjoyed it.

Activity 11

Sentences with their verbs labelled as transitive or intransitive:

1. chased – Transitive (The dog chased the ball; direct object is "the ball")
2. sings – Intransitive (She sings beautifully; no direct object)
3. enjoyed – Transitive (They enjoyed the movie; direct object is "the movie")
4. cried – Intransitive (The baby cried all night; no direct object)
5. throws – Transitive (He throws the frisbee; direct object is "the frisbee")
6. shines – Intransitive (The sun shines brightly; no direct object)

1.1.5 Adjectives

Activity 12

Here are the adjectives underlined in the first part of your exercise:
1. The tall building was visible from miles away.
2. She wore a beautiful dress to the party.
3. The red car zoomed past us on the highway.
4. He has a friendly smile that makes everyone feel welcome.
5. The old tree in the park provides plenty of shade.

Activity 13

For the second part, here are the completed sentences with suitable adjectives:
1. The movie was really exciting and kept us on the edge of our seats.
2. She cooked a delicious meal for her guests.
3. The young girl played happily in the garden.
4. The diamond ring was incredibly expensive.
5. The sun was bright in the clear blue sky.

Activity 14

Degree of Adjectives
1. The weather today is warmer than yesterday. - Comparative
2. This is the best pizza I've ever tasted. - Superlative
3. She is a brilliant student. - Positive
4. He runs faster than his friends. - Comparative
5. This test is the easiest of all. - Superlative

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Activity 15

Correct Form of Adjectives

1. This puzzle is more difficult than the last one. (difficult)
2. She is the most talented artist in the gallery. (talented)
3. Today feels hotter than yesterday. (hot)
4. That was the most exciting movie I've seen this year. (exciting)
5. My dog is more playful than my cat. (playful)

Activity 16

Degrees of Comparison in the Text

In the text you provided, the following degrees of comparison can be identified:
• Positive: "beautiful" (describing the garden), "happy" (describing the children), "cheerful"
(describing laughter), "peaceful" (describing the park), "gentle" (describing the breeze),
"calming" (describing the atmosphere), "clear" (describing the sky), "perfect" (describing the
day).
• Comparative: "taller" (implied with "tall trees" in a comparative sense, but not explicitly stated).
• Superlative: "perfect" (implies the best day, but is used here as a positive).

1.1.6 Adverbs

Activity 17

Underlined Adverbs and Their Types

1. She sings beautifully. - Manner
2. They will arrive soon. - Time
3. The dog is playing outside. - Place
4. He always forgets his keys. - Frequency
5. The movie was extremely entertaining. - Degree
Activity 18

Correct Degree of Comparison of the Adverb

1. This test is easier than the last one. (easy)
2. They worked harder on the project this time. (hard)
3. The weather is getting worse as the storm approaches. (bad)
4. She finished the assignment more efficiently than her classmates. (efficient)
5. This movie is more interesting than the previous one. (interesting)
6. The cake turned out better than I expected. (good)

1.1.7 Conjunctions

Activity 19

1.1. My brother loves animals. He just brought a puppy D. And a kitten home with him.
1.2. I’d like to thank you B. For the lovely gift.

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1.3. I want to go for a hike A. But I have to go to work today.

1.4. They do not smoke, C. Nor do they play cards.
1.5. I’m getting good grades D. Because I study every day.

Activity 20

Subordinating Conjunctions
2.1. I visit the Grand Canyon whenever I go to Arizona.
2.2. This is the place where we stayed last time we visited.
2.3. If you win first place; you will receive a prize.
2.4. You won’t pass the test unless you study. I could not get a seat, when I came early.
2.5. I could not get a seat, though I came early.

Activity 21

Correlative Conjunctions
3.1. I plan to take my vacation either in June or in July.
3.2. Whether I’m feeling happy or sad, I try to keep a positive attitude.
3.3. No sooner had I taken my shoes off than I found out we had to leave again.
3.4. Not only is dark chocolate delicious, but it can be healthy.
3.5. If I have salad for dinner, then I can have ice cream for dessert.

1.1.8 Prepositions
Activity 22
Fill in the Blanks with Prepositions
4.1. This shop doesn’t have the toys I was looking for.
4.2. The teacher divided the sweets among all the children.
4.3. Bruce did not fare well in his examination.
4.4. The dog is grateful to its owner.
4.5. My brother’s anniversary is on 5th November.

Activity 23

Underlined Prepositions in the Text

On a very hot and sunny day, a thirsty crow was flying in search of water. Due to the hot weather,
most of the ponds had dried up. Suddenly, he saw a vessel on the ground. When he flew towards it,
he saw there was very little water at the bottom of the vessel. While thinking about how he could
drink that water, he saw little pebbles lying around. He started dropping them one by one into the
vessel. After some time, the water level rose. The thirsty crow quenched its thirst and flew away
happily.

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1.1.9 Articles

Activity 24

The edited text with the correct articles:

On October 1st, coffee lovers unite to honour the beloved beverage that transcends cultures and
promotes community. This year’s theme emphasises sustainability and fair practices, encouraging
support for coffee farmers. An enjoyable special promotion at cafes engages in local events to
celebrate the rich cultural and economic significance of coffee. International Coffee Day is marked by
almost every country around the world on October 1st. It is a tribute to what has become one of
humanity’s most loved beverages—cup after cup—and one that gives us much more than just a
caffeine boost. This daily ritual, which honours collaboration within the sector, promotes sustainable
practices while supporting livelihoods among coffee farmers worldwide.

1.1.9 Interjections

Activity 25

Here are the best answers for each sentence based on the expressions:
1. "_____! You're stepping on my foot." (expressing pain)
C. Ouch!
2. "Oh _____! Does it hurt?" (expressing pity)
C. Dear
3. "_____, that seems good." (expressing pleasure)
A. Wow!
4. "_____! she's dead now." (expressing grief or pity)
D. Alas
5. "_____! I've got a toothache." (expressing pain)
D. Ouch!

1.2 Abbreviations

Activity 26

Here are the answers to your questions based on the passage:

a. Write the following acronyms in full:
1. BA - Bachelor of Arts
2. SARS - South African Revenue Service
b. Use the following acronyms in sentences of your choice:
1. PR - Public Relations
Example Sentence: The PR team organised a successful event to promote the new product
launch.

GEPF - Government Employees Pension Fund

Example Sentence: After retiring from her job, she relied on the GEPF for her pension benefits.

c. Write an acronym for Republic of South Africa.

RSA

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Activity 27

Here are the completed sentences using the correct abbreviations:

A. I will send the report ASAP (as soon as possible).
B. I sent you a very urgent email (e-mail).
C. The Prof. (Professor) delivered an intriguing lecture.
D. The WWW (World Wide Web) has revolutionized communication.
E. The case is handled by Capt. (Captain) Babeile.

1.3 Antonyms and Synonyms

Activity 28

Here are the antonyms of the underlined words from the passage:
1. In a small town, there was an unhappy community known for its friendly atmosphere.
o Antonym: unhappy
2. Some residents expressed their dissatisfaction with the local events, while others were filled
with content.
o Antonym: dissatisfaction / content
3. The strong bonds among neighbours sometimes led to conflict, creating a sense of unity
rather than division.
o Antonym: conflict / unity
4. Despite these issues, the town was known for its dimness during festivals.
o Antonym: dimness
5. Many believed that the lack of joy would help overcome any strengths in the community.
o Antonym: lack / strengths
6. Yet, a few individuals remained optimistic about the future, hoping that the progress they had
made could quickly turn into regression.
o Antonym: optimistic / regression

Activity 29

1.1 Choose the correct synonym from the words given in the box as used in the text.
(a) Narrated - Told
(b) Wonderful - Fantastic
(c) Growing - Development
(d) Youthful - Young
(e) Admired - Respected
(f) Worried - Concerned
(g) Principles - Values
(h) Misfortune – Ills

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1.4 Homophones and Homonyms

Activity 30

Choose the Correct Homophone

1.1 Her shoes are too small and have caused blisters on her feet.
1.2 The Earth orbits around the sun in 365 days.
1.3 I can see the majestic mountains in the distance.
1.4 The cat sits on the windowsill and stares at the squirrel in the garden.
1.5 The actors had to shoot the scene three times on Saturday.

Write the Homophone in a Sentence

2.1 The children play and enjoy eating their lunch during break.
Homophone: brake
Sentence: The brake pedal in my car broke off while I was driving.
2.2 The doctor confirmed that the patient will not die.
Homophone: dye
Sentence: The artist uses a dye to create unique shapes for his craft.
2.3 This ointment is known to heal wounds quickly.
Homophone: heel
Sentence: The thorn caused my heel to swell.
2.4 The after effect of my surgery is severe pain in my lower back area.
Homophone: pane
Sentence: The glass pane shattered when the ball hit it.
2.5 The weather during the holiday in Europe was rainy, cold, and windy.
Homophone: whether
Sentence: I do not know whether it is necessary to cut my hair before school starts.

Use the Underlined Homonym in an Alternative Way

3.1 I need to get medication from the pharmacy to treat my head cold.
Homonym: cold
Sentence: The bath water was cold after two hours.
3.2 The retail firm that he works for suspended him for inappropriate behaviour.
Homonym: firm
Sentence: The firm tomato became soft after falling to the ground.
3.3 The dog’s bark sounds hoarse after it barked all night.
Homonym: bark
Sentence: The bark of the tree is rough and textured.

3.4 The object that lay on the table was a gift to you from the bride and groom.
Homonym: object
Sentence: I object the claim that women are bad drivers.
3.5 South Africa’s cricket team, the Proteas, have great sportsmanship.
Homonym: cricket
Sentence: The cricket that chirped all night kept me awake.

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Rewrite a Word Classified as a Homonym

4.1 The strawberry jam was messed all over the kitchen floor.
Homonym: jam
Rewrite: I got stuck in a traffic jam on the highway.
4.2 When doing woodwork yesterday, I hit a nail through my left palm.
Homonym: nail palm
Rewrite: The nail artist painted small palm trees on her nails.
4.3 Last night there was a bat in the kitchen which scared everyone.
Homonym: bat
Rewrite: He used a bat to hit the baseball during the game.
4.4 The current news only focuses on lockdown and death statistics of the pandemic.
Homonym: current
Rewrite: The current in the river was too strong for swimming.
4.5 One day I would like to fly to Turkey to experience their rich culture.
Homonym: fly
Rewrite: I saw a fly buzzing around the picnic table.

1.4 Punctuation

Activity 31

Rewritten Text with Correct Punctuation

A WEEKEND WITH MY FRIENDS

Last week I went to the beach. The sun was shining, the waves were crashing and everyone seemed
to be having a good time. I decided to take a swim, however, the water was quite cold. After
swimming, I joined my friends who were playing beach soccer. We had a great time.

My friend Peter (the tall boy) was the goalkeeper. He screamed, Ouch! after he was hit by a ball on
his head. John asked, “Are you hurt?” I’ m not, he replied.
“I thought you … but never mind,” said John.

After the game, we went to buy drinks, snacks and fruits. On our way back from the shop, we met the
principal and he told us that we would be writing mid-term examination the following week. We knew
that trouble may surface. John quickly said, “We must all go home to study.”

Activity 32

Questions and Answers

a. Why is My Children! My Africa! written in italics?
Italics are used for the titles of plays, books, films, and other standalone works to distinguish them
from the rest of the text.

b. Apply the apostrophe in the appropriate place.

It is set in South Africa during the Apartheid era when Bantu Education was enforced to oppress
pupils' rights.

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c. Rewrite the underlined words as a contraction.

I’ve received many awards, certificates, and honours.

d. Apply the suitable punctuation marks in the following sentence.

Fugard said, "I have received many awards, certificates, and honours."

e. The function of the comma in the sentence above is to ...

D. separate a list of nouns.
In this context, the commas are used to separate items in a list (awards, certificates, and honours).

UNIT 2: Possible answers

2.1 THE PRESENT TENSE

Activity 33

a) attracts
b) says
c) has
d) believes
e) have
f) has
g) play

a) Films with a bite attract people to the cinema.

b) Gavin Hood says that good movies have two key elements.
c) They believe that we have fantastic equipment and technical teams.
d) Chinua Achebe has this to say about the roles writers play in society.

a) A film with a bite does not attract people to the cinema.

b) Gavin Hood does not say that a good movie has two key elements.
c) He does not believe that we have fantastic equipment and technical teams.
d) Chinua Achebe does not have this to say about the role writers play in society

a) The films with a bite do not attract diverse audiences.

b) The directors and producers do not discuss their ideas passionately.
c) The writers in Africa do not share powerful stories.
d) The audiences in cinemas do not enjoy thought-provoking films.
e) The technical teams and artists do not collaborate on new projects

Activity 34

a) Audiences are eagerly anticipating films that are challenging their perspectives.
b) Critics are highlighting the importance of authenticity in storytelling.
c) Directors are striving to create compelling narratives that are resonating emotionally.
d) Viewers are often engaging in discussions about the themes presented in the films.
e) Filmmakers are recognising the power of cinema to inspire change and provoke thought

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a) Audiences are not eagerly anticipating films that are challenging their perspectives.
b) Critics are not highlighting the importance of authenticity in storytelling.
c) Directors are not striving to create compelling narratives that are resonating emotionally.
d) Viewers are not often engaging in discussions about the themes presented in the films.
e) Filmmakers are not recognising the power of cinema to inspire change and provoke thought.

Activity 35

a) Gavin Hood has believed in the power of storytelling.

b) The film has attracted many viewers every week
c) Chinua Achebe has written about human values and culture.
d) Families have enjoyed watching movies together on weekends.
e) Audiences have discussed the themes presented in the films

Activity 36

a) Gavin Hood has been believing in the power of storytelling.

b) The film has been attracting many viewers every week.
c) Chinua Achebe has been writing about human values and culture.
d) Families have been enjoying watching movies together on weekends.
e) Audiences have been discussing the themes presented.

2.2 THE PAST TENSE

Activity 37

Filling in the correct verbs in the past tense.

1. They met each other before the party.
2. By the time we arrived, the bus left.
3. I finished my homework before I went out.
4. While we watched the movie, the power went out.
5. She cooked dinner when I arrived home.

Activity 38

1. We waited for the mechanic.

2. She brought some ice cream for us to eat.
3. We cooked food.
4. Tintswalo went home.
5. Tintswalo called the mechanic.

Activity 39

1. We were waiting for the mechanic.

2. She was bringing some ice cream for us to eat.
3. We were cooking food.

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4. Tintswalo was going home.

5. Tintswalo was calling the mechanic.

Activity 40

Sentences in the past perfect tense.

1. We had waited for the mechanic.
2. She had brought some ice cream for us to eat.
3. We had cooked food.
4. Tintswalo had gone home.
5. Tintswalo had called the mechanic.

Activity 41

Sentences in the past perfect continuous tense.

1. We had been waiting for the mechanic.
2. She had been bringing some ice cream for us to eat.
3. We had been cooking food when the phone rang.
4. Tintswalo had been going home.
5. Tintswalo had been calling the mechanic.

2.3 THE FUTURE TENSE

Activity 42

Simple Future:
1.The cat will ruin the occasional piece of furniture.
2. I will eat dry cereal every day.
3. I will bring them a mouse again to strike fear into their hearts.
4. The cat will weave around their feet.
5. The dog will return every time.

Future Continuous:
6. I will be weaving around their feet tomorrow.
7. The dog will be sleeping in the corner next time they release him.
8. I will be ruining the furniture while they are dining.
9. Tomorrow, the captors will be dining lavishly on fresh meat.
10. I will be sneaking around the house, looking for an escape.

Future Perfect:
11. I will have brought them another headless mouse by tomorrow.
12. By next week, I will have destroyed all the houseplants.
13. By the end of the day, I will have ruined the furniture.
14. By the weekend, I will have completed my escape plan.
15. By next month, I will have discovered what allergies are.
Mixed Future Tenses:
16.The bird will report my every move. (simple future)

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17.Tomorrow, I will be sitting in solitude while they party. (future continuous)

18.The shampoo will burn my skin. (simple future)
19. By next week, the cat will have found a way to strike fear into their hearts. (future perfect)
20.The dog will be barking loudly at the gathering next time. (future continuous)

Activity 43

Simple Future
1. People as consumers of ICT will strive for a connected life.
2. ICT will be here to stay.
3. This lifestyle choice will change the way we communicate.
4. We will not need to go any further than our home to see some form of ICT.
Future Continuous
5. We will be living in an environment that is dominated by technology.
6. ICT will be changing the way we gather information.
7. People will be interacting with technology on a daily basis.
8. ICT will be playing a vital role in education.
9. Consumers will be seeking connected lives through ICT.
Future Perfect
10. ICT will have transformed many aspects of our lives.
11. The use of ICT in education will have expanded.
12. ICT will have simplified how we communicate.
13. Our lives will have been influenced by ICT.
14. Technology will have become a central part of modern life.
Mixed Future Tenses
15. Mobile phones will be used to gather information.
16. The ICT revolution will have shaped how we access education.
17. ICT will be helping people to stay connected.
18. We will be relying on ICT for communication.
19. People will have been living in a world dominated by ICT.

Activity 44

1. Mint tea will improve digestion.

2. Menthol species will help alleviate gastrointestinal disorders.
3. Mint tea will neutralize bad breath.
4. Mint tea will relieve irritable bowel syndrome symptoms.
5. Menthol in mint tea will act as a decongestant.
6. Mint tea will be helping to soothe a sore throat.
7. Peppermint will be reducing dry coughs.
8. Mint tea will be becoming a friend of oral health.
9. Mint tea will be fighting bacteria that cause cavities.
10. Mint tea will be hindering the growth of bacteria in the digestive tract.
11. Mint tea regularly will have to reduce stress and anxiety.
12. Peppermint will have to relax muscles, especially in the throat.
13. Mint tea will have to alleviate symptoms of colds.
14. Peppermint tea will have to help to activate circulation.
15. Mint tea will have to reduce headaches due to its vasodilating properties.

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2.4 CONCORD

Activity 45

a) The collection of stamps (is) quite valuable.

b) Neither the teacher nor the students (were) prepared for the surprise quiz.
c) A group of friends (is) planning a trip together.
d) Each of the cars (has) been checked for safety.
e) Either the dogs or the cat (is) responsible for the mess.
f) The jury (debates) the case for several hours.
g) Many people (were) surprised by the announcement.
h) One of the teachers (has) lost her keys.
i) The team (is) winning the championship this year.
j) A few of the cookies (were) eaten before dinner.
k) The news about the event (is) very exciting.
l) Both of the options (are) available for selection.
m) Each of the children (has) a unique talent.
n) The herd of cattle (is) grazing in the field.
o) All of the furniture (was) delivered yesterday

2.4 SPELLING:

Activity 46

Definitions and Sentences

1. Affect vs. Effect
o Affect: To influence something.
▪ Sentence: Loud music affect our concentration.
o Effect: A result or outcome.
▪ Sentence: The medicine had a calming effect on the patient.
2. Lie vs. Lay
o Lie: To recline or rest.
▪ Sentence: I lie down on the couch after work.
o Lay: To put or place something.
▪ Sentence: I lay the book on the table.
3. Lose vs. Loose
o Lose: To misplace something.
▪ Sentence: Don’t lose your keys again!
o Loose: Not tight or secure.
▪ Sentence: This shirt is too loose on me.
4. Anyway vs. Any way
o Anyway: Regardless.
▪ Sentence: He didn’t want to come, but he joined us anyway.
o Any way: Any method or manner.
▪ Sentence: You can solve this puzzle any way you like.
5. Whether vs. Weather
o Whether: Expressing a choice between alternatives.

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▪ Sentence: I can’t decide whether to go or stay.

o Weather: The state of the atmosphere.
▪ Sentence: The weather today is sunny and warm.
6. Then vs. Than
o Then: Refers to time.
▪ Sentence: I will finish my homework and then watch TV.
o Than: Used for comparisons.
▪ Sentence: She is taller than her brother.
7. That vs. Which
o That: Used to introduce a restrictive clause.
▪ Sentence: The book that I read was amazing.
o Which: Used to introduce non-restrictive clauses.
▪ Sentence: The book, which I borrowed from the library, was amazing.
8. They’re vs. Their vs. There
o They’re: Contraction of "they are."
▪ Sentence: They’re going to the concert tonight.
o Their: Possessive form of "they."
▪ Sentence: Their car is parked outside.
o There: Refers to a place.
▪ Sentence: I will meet you there at 5 PM.
9. To vs. Too vs. Two
o To: Preposition indicating direction.
▪ Sentence: I am going to the store.
o Too: Means "also" or "excessively."
▪ Sentence: I want to go too!
o Two: The number 2.
▪ Sentence: I have two cats.
10. Who vs. Whom
o Who: Subject of a verb.
▪ Sentence: Who is coming to the party?
o Whom: Object of a verb or preposition.
▪ Sentence: To whom did you send the letter?
11. Much vs. Many
o Much: Used with uncountable nouns.
▪ Sentence: How much water should I drink?
o Many: Used with countable nouns.
▪ Sentence: There are many books on the shelf.
12. Your vs. You’re
o Your: Possessive form of "you."
▪ Sentence: Is this your jacket?
o You’re: Contraction of "you are."
▪ Sentence: You’re going to love this movie.
13. All ready vs. Already
o All ready: Completely prepared.
▪ Sentence: We are all ready for the trip.
o Already: Refers to something that has happened.
▪ Sentence: I have already finished my homework.

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14. Between vs. Among

o Between: Refers to two things.
▪ Sentence: I am sitting between two friends.
o Among: Refers to more than two things.
▪ Sentence: She was among the top students in the class.
15. Desert vs. Dessert
o Desert: A dry, sandy region.
▪ Sentence: Camels are well-adapted to live in the desert.
o Dessert: A sweet course eaten at the end of a meal.
▪ Sentence: I can't wait to eat the chocolate dessert.
16. Ensure vs. Insure vs. Assure
o Ensure: To make sure something happens.
▪ Sentence: Please ensure the door is locked before leaving.
o Insure: To provide insurance.
▪ Sentence: You should insure your car.
o Assure: To give confidence or guarantee.
▪ Sentence: I assure you that everything will be fine.

17. Borrow vs. Lend

o Borrow: To take something temporarily.
▪ Sentence: Can I borrow your pen?
o Lend: To give something temporarily.
▪ Sentence: I will lend you my book.
18. Essentially vs. Especially
o Essentially: Refers to the fundamental nature of something.
▪ Sentence: He is essentially a kind person.
o Especially: Refers to something in particular.
▪ Sentence: I love all fruits, especially strawberries.
19. Threw vs. Through
o Threw: Past tense of "throw."
▪ Sentence: She threw the ball across the field.
o Through: Indicates movement from one side to the other.
▪ Sentence: We walked through the park.

Activity 47

Choose the Correct Word

1. It is unnecessary to use five words when one will do.
2. After spending a great deal on computer software, the customer was dissatisfied.
3. It is always good to inspire others to reach their goals.
4. The soccer coach was quick to advise the parents to mind their own business.
5. Trying to read illegible handwriting is quite a difficult task.
6. If I had to choose the harder of the two subjects, it would be history.
7. The happiest time of my life was when I was in grade 7, not grade 10.
8. Abruptly, he dropped her hand and turned away, marching off to his car.
9. After scoring three goals, it was difficult not to lose the match.
10. We had to accept what was in the rules, except the ones voted against.

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Activity 48

Find the Single Mistake

1. principal
2. received
3. laid
4. flies
5. desert
6. beige
7. advice
8. concerti
9. deer
10. crying
11. tallest
12. surprise
13. children
14. keys
15. busy
16. deceit
17. prettiest
18. species
19. permission
20. says

Activity 49

Find the Single Mistake

1. bane
2. definitely
3. a lot
4. their
5. forward
6. ask
7. goats
8. applies
9. it's
10. mean
11. ruler
12. asks
13. until
14. teacher
15. correct
16. usually
17. embarrassing
18. sometimes
19. memorise
20. entertaining

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Activity 50

Correct the single error

1. registration
2. management
3. designed
4. insufficient; centre.
6. abroad; opportunity
7. message

UNIT 3:
3.2 TRANSFORMING AFFIRMATIVE/POSITIVE AND NEGATIVE
SENTENCES

Activity 51

1.1. I do not like watching movies.

1.2. They did not finish the project.
1.3. You are not clever.
1.4. My friends and I are not going on a trip together.
1.5. Leah does not work at the pharmacy.

2.1. This dress is new.

2.2. Naveen and Sunil were best friends.
2.3. Ricky loves to have chocolate pastries after lunch.
2.4. She will have arrived by noon.
2.5. Mia teaches French.

3.1. I think you have to be worried about him.

3.2. Gayatri has not come home.
3.3. They will not be going to Las Vegas.
3.4. Monica is a cook.
3.5. Chandler does not make jokes.

4.1 Silence does not often feel rare and precious.

4.2 It does not offer a break from the chaos of daily life.
4.3 Many cultures did not recognise the importance of silence.
4.4 It is not always used as a tool for meditation and self -discovery.
4.5 We cannot cultivate a deeper understanding of ourselves and the
world around us.

3.2 QUESTION TAGS

Activity 52

5.1 She often visits the library on weekend doesn’t she/does she not?
5.2 She has read almost all her novels, hasn’t she/has she not?
5.3 Mary enjoys speaking to her friends, doesn’t she /does she not….?

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5.4 They sometimes join her at the library, but not every week don’t they /do
they not….?
5.5 Reading is a great way to relax isn’t it/ is it not……...?
6.1 Sleep plays a crucial role in our overall health, doesn’t it/ does it
not?
6.2 Lack of sleep can lead to a variety of issues, can’t it/ can it not?
6.3 During sleep, our bodies repair themselves, don’t they/do they not?
6.4 Prioritising rest is essential for our mental well -being, isn’t it/is it not?
6.5 Experts recommend seven-to-nine-hour sleep routine, don’t they/ do they
not?

3.3 QUESTION FORM SENTENCES

Activity 53
7.1 Has the sector already identified schools?
7.2 Does a new broom sweep clean?
7.3 Do government officials promote home schooling?
7.4 Is a friend in need is a friend indeed?
7.5 Can this relationship require a tremendous amount of trust?

3.4 ACTIVE AND PASSIVE VOICE SENTENCES

Activity 54
8.1.1 A wide variety of sounds is emitted by Tornadoes.
8.1.2 Sounds are also produced by funnel clouds.
8.1.3 These sounds are produced by the winds and airflow inside the tornadoes/
8.1.4 These sounds are produced inside the tornadoes by the winds and airflow.
8.2.1 Different mechanisms cause these sounds.
8.2.2 They have reported various sounds of tornadoes.

9.1 The wounded woman was helped by the people.

9.2 The impalas were attacked by the lion.
9.3 A cartoon will be drawn by Zapiro.
9.4 The medication has been taken by Sam.
9.5 That family is loved by him.

10.1 Cliff and Roy are marking the tennis court.

10.2 We will make the necessary arrangements.
10.3 Either you or I will have to do it.
10.4 Dick has shot these two jackals.
10.5 Either you or your brother has done this.

3.5. DIRECT AND INDIRECT SPEECH (REPORTED SPEECH)

Activity 55

11.1 Pistorius said that they needed to understand that when he ran, he ran for himself.
11.2 Pistorius says that he is competing, but he is in a real sense, only competing with himself.

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11.3 He told the reporters that if the IAAF decided to ban him, he would just have to deal with it.
11.4 Pistorius said that he tried to deal with the media attention the best he could.
11.5 Pistorius said that it was a bit strange but he had to take it as something that came with the
sport.
11.6 Pistorius said that he would be glad to go back home to South Africa the following week and
had a rest.

12.1 Grier said, “The hardest task of each day is getting going.”
12.2 Malherbe said, “It is so cold that if we do not insulate the water in our backpacks, it freezes
solid”
12.3 The journalist reported, “Our run begins in August at Jiayuguan in the Gobi Desert, in
temperatures of 35 degrees Celsius.
12.4 David Grier states, “The wall was made from mud and sand, and had totally disappeared in
many places.
12.5 The athletes confessed, “The route is difficult as we have to trek over some of the world’s
most gruelling and treacherous terrain.”
12.6 Authorities say, “David and Braam have become the first people in recorded history to run the
length of the Great Wall of China in one attempt.”
12.7 Reporters concluded, “The athletes have crossed the finish line on 17 December after four
months of running an average of 42 km a day.”
12.8 Braam said, “We enter the mountains, 600 km west of Beijing, in the teeth of the harsh
Chinese winter.”

Unit 4: Self-Assessment
QUESTION 1: LANGUAGE AND EDITING SKILLS
LI
1.1.1
(a) is (1)
(b estimated (1)
(c) a (1)
(d challenging (1)
1.1.2 don’t they? / do they not? (1)
1.1.3 Maggie Fussell said that there was little opportunity for children to improve those core skills.
NOTE: Award ONE mark for each underlined change and ONE mark for correct punctuation. (3)
1.1.4 The nineteen centres are not based at low-income schools throughout the country. (1)
1.1.5 Various communities already support the project. (1)
1.1.6 They were helping to build foundation skills in two programmes. (1)
1.1.7 Either volunteers can be parents of children from surrounding schools or working people.
Or
Volunteers can be either parents of children from surrounding schools or working people.
Or
Volunteers can either be parents of children from surrounding schools or (they can be) working
People. (2)
1.1.8 Homophone for "One"
The sun won the race to rise over the horizon. (1)

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1.2 TEXT B
1.2.1 Fairy tales are well-known stories that inspire children's creativity. (1)
1.2.2 difficult challenging/hard. (1)
1.2.3 activity. (1)
1.2.4 Adventurous. (1)
1.2.5 (a) in (1)
(b) to (1)
[20]

2.1 LANGUAGE AND EDITING SKILLS

2.1.1
(a) has (1)
(b) in (1)
(c) it's/it is (1)
(d) offered (1)
2.1.2 It is the title (of Siya Kolisi's autobiography/book).
OR
It is the name of Siya Kolisi's autobiography/book. (1)
2.1.3 He described his tough upbringing in the Zwide township near Gqeberha. (1)
2.1.4 The scouts were impressed by Kolisi at a youth tournament in Mossel Bay. (1)
2.1.5, wasn't he? /Was he not? (1)
2.1.6 team – noun (common) (1)
and – conjunction (1)
2.1.7 He did not join the Western Province rugby team. (1)
2.1.8 Kolisi said that the book had been named after his mother.
NOTE: Award ONE mark for each underlined change and ONE mark for correct punctuation. (3)

2.2: Text B
2.2.1 brewed (1)
2.2.2 Coffee is a popular drink although it is known to contain caffeine.
OR
Although coffee is a popular drink, it is known to contain caffeine.
OR
Although coffee is known to contain caffeine, it is (also) a popular drink. (2)
2.2.3 more expensive (1)
2.2.4 berries. (1)
2.2.5 Weak (1)
[20]

3. LANGUAGE AND EDITING SKILLS

3.1.1
(a) observational (1)
(b) England (1)
(c) sitting (1)
(d) carefully (1)
3.1.2 Paula Hawkins said that she had always been a curious person.
NOTE: Award ONE mark for each underlined change and ONE mark for correct punctuation. (3)
3.1.3 Bestselling novels have been written by Paula. (1)

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3.1.4 I have. (1)

3.1.5 more interested. (1)
3.1.6 The- article (1)
easy- adjective (1)
write- verb (1)
3.1.7 Who is the older man sitting beside her? (1)

3.2
3.2.1 Your financial future will be in our hands. (1)
3.2.2.1 financial (1)
3.2.2.2 freedom. (1)
3.2.3 isn't it? / is it not? (1)
3.2.4 Shared/ joined (1)
3.2.5 Old Mutual has not always provided families with financial security. (1)
[20]

4: LANGUAGE AND EDITING SKILLS

4.1.1
(a) an (1)
(b) dessert (1)
(c) of (1)
(d) bananas (1)
(e) whole (1)
4.1.2 I think everybody needs an introduction to Nutella. (1)
4.1.3 They have to be / must be bought at the store. (1)
4.1.4 won't they? / will they not? (1)
4.1.5 The man said that he /she/they had to braai them on four sides. (3)
NOTE: Award ONE mark for each underlined change and ONE mark for correct punctuation.
4.1.6 Not only does the spread add flavour, but (it) also serves as the glue that keeps the wrap
together. (2)
4.1.7 This dish has been very easy to make. (1)
4.1.8 tried (1)
4.1.9 prepare- verb (1)
wraps- common noun (1)
your- (possessive) adjective/ (possessive) pronoun (1)
4.1.10: Halves (1)
4.1.11 Twenty-eight (1)
[20]

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REFERENCES

• www.britannica.com/technology/artificial-intelligence
• www.elrc.org.za
• www.macmillaneducation.co.za
• Lutrin B, Pincus M. 2002, 2004. English Handbook and Study Guide. Stephen Goldberg.
• Burger S, Gardenyne H. 2007. X-Kit (2nd ed) Pearson Maskew Miller Longman.
• Study & Master, 2020. Cambridge Press.

• https://chatgpt.com/c/66fb9a25-31e8-800e-8158-4c76e00c8198
• ICTE Solutions Australia - Online Professional Development for Teachers using Technology
in the Classroom. IOL, 12 April 2024
• Madhuri, A. 2012. Effective English for Teachers. Wolkskool.co.za
• Scheffler B, Williams B, Olifant A, Vosloo C, (2007). Creative outcomes in English. Cape Town.
SAST,3 February 2024

• English Ace Gramma.com.

• ChatGPT.com.
• eslgrammar.org.
• Study.com.
• Byju’s.com/English/transformation

ADDITIONAL INFORMATION LINKS:

1. Word Classes : https://encr.pw/ue09H

2. Tenses : https://encr.pw/JdNmY
3. Nouns : https://encr.pw/Q9kPP
4. Pronouns : https://encr.pw/IzAiW
5. Verbs : https://encr.pw/OdIVl
6. Adjectives : https://l1nq.com/tE2WJ
7. Adverbs : https://l1nq.com/iH0gA
8. Conjunctions : https://encr.pw/qhdnP
9. Confusing Prepositions : https://l1nq.com/tjHnL
10. Concord : https://l1nq.com/OUJN7
: https://encr.pw/1UUd9
11. Sentences : https://l1nq.com/F916w
12. Conditionals : https://l1nq.com/0l42q
13. Transitional Words : https://encr.pw/27Vc4
14. Phrase vs Clause : https://l1nq.com/Db2eU
15. Punctuations : https://encr.pw/Ii0UD
16. Direct and Indirect Speech: https://encr.pw/SUNS9
17. Passive Voice : https://l1nq.com/e1a8q
18. Common Mistakes : https://l1nq.com/WW67b

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