Gr 10-English Home Language-Study Guide Language 1

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ENGLISH HOME LANGUAGE STUDY GUIDE: LANGUAGE Grade 10

A member of the FUTURELEARN group

English Home Language Study guide: Language

1810-E-EHL-SG01

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Grade 10

CAPS aligned

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Study Guide G10 ~ English Home Language: Language

CONTENTS PREFACE............................................................................................................................ 3 YEAR PLAN ........................................................................................................................ 4 LESSON ELEMENTS.......................................................................................................... 5 UNIT 1 ................................................................................................................................. 6 LESSON 1: Parts of speech .................................................................................... 6 Activity 1 ..................................................................................................... 7 Activity 2 ..................................................................................................... 9 Activity 3 ................................................................................................... 11 Activity 4 ................................................................................................... 12 Activity 5 ................................................................................................... 13 LESSON 2: Punctuation ........................................................................................ 15 Activity 6 ................................................................................................... 17 Activity 7 ................................................................................................... 19 Activity 8 ................................................................................................... 21 Activity 9 ................................................................................................... 22 Activity 10 ................................................................................................. 23 Activity 11 ................................................................................................. 24 LESSON 3: Reading for comprehension ............................................................... 25 Activity 12 ................................................................................................. 27 LESSON 4: Writing a summary ............................................................................. 34 Activity 13 ................................................................................................. 37 LESSON 5: Using language correctly ................................................................... 38 Activity 14 ................................................................................................. 39 Activity 15 ................................................................................................. 42 LESSON 6: Writing ............................................................................................... 44 Activity 16 ................................................................................................. 51 Activity 17 ................................................................................................. 53 UNIT 2 ............................................................................................................................... 54 LESSON 7: Reading for comprehension ............................................................... 54 Activity 18 ................................................................................................. 54 LESSON 8: Using language correctly ................................................................... 57 Activity 19 ................................................................................................. 57 Activity 20 ................................................................................................. 58 Activity 21 ................................................................................................. 59 Activity 22 ................................................................................................. 61 Activity 23 ................................................................................................. 62 Activity 24 ................................................................................................. 63 Activity 25 ................................................................................................. 65 Activity 26 ................................................................................................. 65

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Study Guide G10 ~ English Home Language: Language

LESSON 9: Visual literacy: Cartoons .................................................................... 66 Activity 27 ................................................................................................. 68 LESSON 10: Writing ............................................................................................. 71 Activity 28 ................................................................................................. 74 Activity 29 ................................................................................................. 77 LESSON 11: Revision for the June examination ................................................... 77 UNIT 3 ............................................................................................................................... 81 LESSON 12: Style................................................................................................. 81 Activity 30 ................................................................................................. 82 Activity 31 ................................................................................................. 83 Activity 32 ................................................................................................. 84 Activity 33 ................................................................................................. 88 Activity 34 ................................................................................................. 90 LESSON 13: Reading for comprehension ............................................................. 92 Activity 35 ................................................................................................. 92 LESSON 14: Using language correctly ................................................................. 95 Activity 36 ................................................................................................. 97 Activity 37 ............................................................................................... 100 Activity 38 ............................................................................................... 102 LESSON 15: Visual literacy: Advertising ............................................................. 104 Activity 39 ............................................................................................... 107 LESSON 16: WRITING ....................................................................................... 111 Activity 40 ............................................................................................... 111 Activity 41 ............................................................................................... 114 Activity 42 ............................................................................................... 115 UNIT 4 ............................................................................................................................. 117 LESSON 17: Reading for comprehension ........................................................... 117 Activity 43 ............................................................................................... 118 LESSON 18: Writing ........................................................................................... 123 Activity 44 ............................................................................................... 124 Activity 45 ............................................................................................... 125 Activity 46 ............................................................................................... 127 Activity 47 ............................................................................................... 130 Activity 48 ............................................................................................... 131 LESSON 19: Revision for the November examination ........................................ 131 Activity 49 ............................................................................................... 132 Activity 50 ............................................................................................... 133 Activity 51 ............................................................................................... 134 Activity 52 ............................................................................................... 135 Activity 53 ............................................................................................... 136 BIBLIOGRAPHY ............................................................................................................. 139 ADDENDUM A: RUBRICS .............................................................................................. 141

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Study Guide G10 ~ English Home Language: Language

PREFACE This study guide is divided into four units and each unit represents a term. The pace setter at the start of every unit will help you to plan your time and work during the year and will also give you an idea of what will be expected from you in examinations and tests. Work through the units thoroughly. You may, however, work faster than the suggested pace; it is there to help you cover all the work before tests and examinations.

Carefully think about your answers and do not use the facilitator’s guide as an easy solution.

The purpose of answering many questions is to encourage your independent thinking and to use language for expressing your own thoughts.

PORTFOLIO WORK All the portfolio tasks for Grade 10 can be found in the portfolio book with full instructions.

Do it neatly and keep it in a file until the end of Grade 12.

Do not send in any portfolio work, unless you are asked to do so.

TERM TESTS You will write one term test, Task 4, which will have the same format and content as the examination, at the end of term 1. It will be marked by your facilitator. Tasks 6 and 9 which are both literature tests should also be treated as formal tests.

EXAMINATIONS At the end of terms 2 and 4 you will write full examinations.

Paper 1

Paper 2 Paper 3

Comprehension, summary and language Literature Writing

Paper 4

Orals

Reading for comprehension, summary, visual literacy (which includes cartoons and advertising), using language correctly Poetry (both prescribed and unseen), novel and drama.

Essay (which includes the narrative, discursive, argumentative, and descriptive), transactional writing (which includes formal and informal letters, newspaper reports and obituaries, reviews, instructions, magazine articles, speeches, dialogues, e-mails, advertisements, columns, agendas and minutes of meetings).

Prepared speech, unprepared speech and listening for comprehension.

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Study Guide G10 ~ English Home Language: Language

YEAR PLAN UNIT 1

2

3

4

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LESSON

DATE STARTED

LESSON 1: Parts of speech LESSON 2: Punctuation LESSON 3: Reading for comprehension LESSON 4: The summary LESSON 5: Using language correctly LESSON 6: Writing LESSON 7: Reading for comprehension LESSON 8: Using language correctly LESSON 9: Visual literacy: cartoons LESSON 10: Writing LESSON 11: Revision for the June examination LESSON 12: Style LESSON 13: Reading for comprehension LESSON 14: Using language correctly LESSON 15: Visual literacy: Advertising LESSON 16: Writing LESSON 17: Reading for comprehension LESSON 18: Writing LESSON 19: Revision for the November examination

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DATE COMPLETED

Study Guide G10 ~ English Home Language: Language

LESSON ELEMENTS LEARNING AIMS What learners should know at the end of the lesson. Taken from CAPS.

IMPORTANT TERMINOLOGY New terminology to extend understanding of the subject as part of the lesson.

DEFINE Definitions of concepts to understand the content.

IMPORTANT Explain misunderstandings; possible confusion regarding existing knowledge.

TIPS Any information other than the content, to guide learners through the learning process.

FOR THE CURIOUS Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that learners are encouraged to explore. For gifted learners: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.

ACTIVITY Questions that must be done to test the knowledge of the completed lesson.

EXERCISE In conclusion of the specific unit. Formative assessment.

CORE CONTENT Emphasise the core content; in-depth explanation of a specific section of the lesson that must be understood.

STUDY/REVISION Time spent to study the content in conclusion of the unit and in preparation for the test or examination.

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Unit

UNIT 1 LEARNING OBJECTIVES After you have completed this unit, you must be able to do the following: 1.

2.

3.

4.

5.

6.

Parts of speech Punctuation Reading for comprehension The summary Using language correctly: denotation and connotation, Standard English and Americanisms Writing: Creative (narrative and descriptive essay) and transactional (dialogue and friendly/informal letters)

LESSON 1: Parts of speech Parts of speech is the name given to the different types of words and their functions in sentences. The different parts of speech are discussed in this lesson.

Articles The THREE articles in the English language are: Article the

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Type of article Definite

Function Specific E.g. Please hand me the book.

(The speaker refers to a specific book.)

Indefinite

Non-specific E.g. Please hand me a book to press on.

(Any book will do.)

Indefinite

Non-specific Used before words that start with vowel sounds: E.g. an apple, an honour, an hour

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Activity 1 Fill in the missing article in the following sentences: 1.

______ man who was injured had to be rushed to hospital.

2.

If _____ boy likes ______ girl he will tell her.

3.

May I please have _____ apple?

4.

He is ______ famous lawyer.

5.

It is ______ universal truth that people want to be respected.

6.

I hope to study at ______ university one day.

7.

It is ______ honour to meet you, Mr President.

8.

I have but ______ hour to speak with you.

9.

______ truth of ______ matter is that he committed the murder.

10. It is simply one of ______ best films I have ever seen.

11. It is _____ story of a rich man who falls in love with _____ poor girl.

12. My brother graduated from _____ University of Pretoria in 1996.

13. In _____ past, one had to go all the way to _____ post office to post ____ letter.

14. Mozart was ______ musical genius!

15. He is ______ true gentleman.

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Nouns Nouns are the names of people, places, physical objects and abstract ideas.

Common nouns Proper nouns

Abstract nouns Collective nouns

The names of ordinary, everyday things.

E.g. boy, school, film.

The names of people, places, institutions, books, films, etc.

E.g. Nelson Mandela, South Africa, Lynnwood Primary School, The Book Thief (the names of books, films, etc. are always placed in single inverted commas, underlined OR typed in italics but the names of poems and chapters from books are placed in inverted commas (“”).)

The names of emotions or states of being.

E.g. love, hate, security, perfectionism.

The names of groups of things.

E.g. a school of fish, a herd of cows, a pride of lions.

Pronouns Pronouns stand in the place of nouns.

Personal Possessive Reflexive Interrogative Demonstrative

I, he, she, they, we, you, one, everyone, it mine, his, hers, theirs, ours, its herself, himself, ourselves, themselves who, whose, what, which, whom this, these, that, those

Adjectives Adjectives describe/tell us more about/qualify nouns. They can be placed before or after the noun.

E.g. The handsome gentleman greeted the lady.

The gentleman who greeted the lady is rather handsome.

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Activity 2 1.

Underline the nouns in the passage below.

Never assume to know the dress code solely by the tone of the occasion or the invitation. I did this recently, and a lack of thorough research and my “No, it’ll be fine” approach backfired on me in a most spectacular manner.

The event was the 25th anniversary performance (“Two nights only!” said the invitation) of Old Phantom of the Opera at the Royal Albert hall in London.

Before I continue my story, I must point out – for the sake of what’s left of my repute – that I in no way like musicals. Watching people dance merrily with floor mops and sing instead of talk makes me blush frantically.

2.

Insert suitable pronouns:

2.1 The men must’ve been very hungry since _______ ate all the food.

2.2 The girl neglected to complete ______ essay.

2.3 The boy forgot ______ jacket at ______ friend’s house.

2.4 My mother and I are very alike; ______ both enjoy going to the cinema.

2.5 ______ must never forget one’s manners.

2.6 The teacher shouted at the learner: “______ should listen when I speak!”

2.7 ______ book is this?

2.8 The boys lied to ______ parents.

2.9 ______ ate the last piece of chocolate cake?

2.10 You have no one but ___________ to be angry with; it’s all _______ fault!

3.

Make ONE sentence containing all the adjectives in the box below: blue monotonous horrifying beautiful optimistic scary enticing ancient arrogant punctual

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Verbs Verbs convey actions.

Main verbs

E.g. The man is helping the girl.

Auxiliary (helping) verbs E.g. The man is helping. I am running. (supports the main verb) Verbs of action

E.g. I eat slowly.

Verbs of being

E.g. He is a well-respected politician.

Finite verb

Has a subject (person/thing that performs the action).

E.g. The boy kicks the ball.

Non-finite verb

Has no subject.

Usually functions as gerund, gerundive or infinitive.

E.g. Singing is a talent. (gerund – verb functions as noun).

The singing girl was like an angel. (gerundive – verb functions as adjective) To sing is a talent. (infinitive)

Transitive verb

Has an object (the thing that the action is being done to).

E.g. The boy kicks the ball.

Intransitive verb

Has no object.

E.g. The girl sings beautifully.

Adverbs Adverbs tell us more about verbs or they modify verbs. Adverbs often end with the suffix -ly. Sometimes adverbs are made up of more than just one word; we refer to these as adverbial phrases.

E.g. She laughs loudly. (adverb of manner) She laughs loudly because of the joke. (adverbial phrase of manner) Adverbs of time

The man arrived early. (adverb of time) The man arrived just in time. (adverbial phrase of time)

Adverbs of place

The woman lives in Johannesburg. (adverb of place) The woman lives in the house on the corner. (adverbial phrase of place)

Adverbs of manner

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She types quickly. (adverb of manner) She types with great speed. (adverbial phrase of manner)

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Adverbs of frequency He goes to town often. (adverb of frequency) He goes to town every day of the week. (adverbial phrase of frequency)

Activity 3 Complete the table below by filling in the missing forms of the words.

The first one has been done as an example.

Noun

Adjective

1. fear

fearful

2.

competent

3.

Adverb fearfully

arrogantly

4. hope 5.

happy

6.

competitive

7. sadness 8.

conscious

9.

safe

10. grace 11.

considerately

12. fame 13. imagination 14.

lawful

15.

interesting

Conjunctions Conjunctions join words or sentences. Examples include: and, but, because, however, although. Do not begin a sentence with and, but or because. Rather use a comma, or nothing at all.

Example: Correct the following sentences: 1.

I was well-prepared. But it was still a battle.

2.

He takes some food from the oven. Because he hasn’t eaten for fifteen hours.

3.

She is a fearless sky-diver. And that’s not all.

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Answers: 1. I was well-prepared, but it was still a battle.

2. He takes some food from the oven, because he hasn’t eaten for fifteen hours.

3. She is a fearless skydiver and that’s not all.

IMPORTANT Make sure the tenses are used correctly when you use after, before, while or since.

He had been in the army before he became a trainer.

“Happened first” tense

“Later” tense

She went for a job interview after she had had her hair done.

Since: She has been making children’s clothes since 14 April 2007.

She has been making children’s clothes since she lost her job.

Specific time in the past.

While While you were playing the fool, he was fixing the car.

Two things happening at the same

While people were laughing, Noah was building the ark.

ACTIVITY 4 Combine the following sentences by using the conjunctions in brackets.

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1.

Jim felt warmer. He made a fire. (after)

2.

He bought an MP3 player. He never hears what anybody tells him. (since)

3.

They studied the assembly instructions. Jack laid out the parts. (while)

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4.

Kyle fixed his car. He drove all the way to Botswana. (after)

5.

He found the church. He looked at the map. (before)

6.

You have locked the front door. You may watch the film. (after)

7.

He saw at once. His mother hid his birthday present. (where)

8.

I am afraid. I will attempt parachuting. (although)

9.

We stopped dancing. My friend had broken her leg. (because)

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10. The baby was sleeping. The people were having dinner. (while) 11. You would do much better. You work hard. (if) 12. I would ask the girl out. She has a boyfriend. (but) 13. He was busy reading a book. There was a knock on the door. (when) 14. The men were exhausted. They had climbed the steep ascent. (as) 15. Amy said she would go to the party. Sam goes to the party. (provided)

Prepositions Prepositions indicate the position of one person/thing to another person/thing.

Examples include: in, on, around, across, beyond, next to, above, below, before, in front of, at, with.

Activity 5 1.

Choose the preposition in brackets which fits best: 1.1 I have been waiting (on/for) you for an hour.

1.2 Here are some biscuits. Divide them (among/between) all the children.

1.3 The swimmer dived (into/in) the pool.

1.4 The smoker suffers (from/of) cancer.

1.5 The all-rounder participates (in/of) five different types of sport.

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1.6 He threw a stone (at/for) me.

1.7 I should like to talk (with/to) you.

1.8 What he did shows that he cares (for/about) you.

1.9 Everyone at the president’s inauguration took part (in/of) a sumptuous meal.

1.10 The property was bought (for/at) a high amount.

2.

Replace the underlined prepositions with the correct preposition: 2.1 I would appreciate your response on my application.

2.2 People who have strong personalities often struggle to make friends, because they tend to look down at people.

2.3 I graduated at the University of Wits.

2.4 I grew up at a dusty village.

2.5 New York is situated in the continent of North America.

2.6 I left to go look for work in the farms.

2.7 It is important to have faith on what you are doing.

2.8 I was born at Cape Town.

Interjections Interjections are used to express emotions such as surprise, distress, shock, etc. They are always followed by an exclamation mark. Examples: Ouch! Eish! Phew!

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LESSON 2: Punctuation The passage below is about the history of punctuation as well as the use of punctuation in the beginning.

Punctuation!

All you need is a dash of comma sense

By Ursula Dubosarsky Why punctuation first began When punctuation began, it was mainly to help people read out loud. Until a few hundred years ago, not many people were taught to read, so there was a lot more reading out loud by the few people who could.

To help those reading out loud, signs known as “points” were added to pages of writing.

Punctuation comes from the Latin word punctus, meaning “point”. These points told readers when to pause or take a breath, and what to emphasise.

In Europe, from the early centuries AD, these points were widely used, although not everybody used the same points for the same thing. When the printing press was invented in the 15th century, printers wanted firmer guidelines about what to put where, so that everyone was doing the same thing. Since then, all sorts of punctuation rules have been discovered, invented and argued about.

Apostrophe In the English language the apostrophe is used for two things: to show where a letter or letters are missing (such as don’t for the missing “o” from “do not”); or with an “s” to show who owns something (such as Ursula's umbrella).

Apostrophé is a Greek word. In ancient Greek drama, an apostrophé was when an actor turned away from the audience to address someone who wasn't there. The word came to be associated with the idea of standing in for something that was missing.

Apostrophes are the punctuation mark that people seem to get most excited about – whether they love them or hate them.

Speech marks Speech marks or quotation marks are used to show that someone is speaking. The type we have in English today first came into use during the 18th century. Before that, readers simply understood from the way a sentence was written that someone was speaking, although sometimes the spoken words were underlined.

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What’s with that strange sign?

Is it just me, or does this sentence look a little odd? <<¿But how much is that doggie in the window?>> demanded Claudine.

There’s something about it ... but what? Aha! It looks strange because it’s using punctuation marks that come from languages other than English. Like anything to do with language, different groups of people have different ways of doing things. If you go have a look at the font options on your computer, you’ll discover several unusual kinds of punctuation from other languages that you may not have seen before.

Have a look at the sentence again, and let’s see how sharp your skills are. There are question marks at both the beginning and end of the question. Not only that, the question mark at the beginning is upside down. This is what you would you’d find if you looked at a book printed in Spanish. In an Arabic book, you might see the same question mark as in English, but pointing in the other direction and at the start of the sentence. In a Greek book there’s a different sign altogether, what we call a semicolon. But what about those funny << >> signs? They’re speech marks. You'll also find them in Finnish and Dutch.

Comma, colon: full stop.

All three of these types of punctuation marks were given their Greek names by Aristophanes, a librarian who lived in Byzantium in the 2nd century BC. They were marks on the page, each with a message to the reader.

Comma (,) meant a short pause. Comma is Greek for “piece cut off”.

Colon (:) meant a medium-sized pause. Colon is Greek for “limb” or a verse of a poem.

Full stop (.) Meant a long pause. Period is Greek for “way around”. Period is American English for “full stop”.

Exclamation mark (!)

In the early days of punctuation, if you saw this sign above a full stop, you were supposed to pause. Some people think the exclamation mark began as a squashed-up version of the ancient Greek word IO meaning “Oh my!” (or something like that), with the I on top and the O underneath. The sign as we know it today was developed after the advent of the printing press.

Question mark (?)

In the Middle Ages, a squiggle above a full stop was sometimes used to show the sentence was a question and that a person’s voice should go up at the end. By the 17th century it had turned into what we call a question mark. The shape may have come from the letter Q – short for the Latin quaestio, meaning “question”.

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Punctuation: love it or hate it?

Writers make choices about punctuation because they think differently about sentences and words. It’s part of the personality of their writing. Some writers hate punctuation. The 18thcentury US writer Timothy Dexter hated it so much he included a separate page of full stops and commas in a booklet. Readers were welcome to sprinkle them about wherever they wanted, like salt and pepper, but he was not going to put them in himself.

Then again, others love punctuation. Ben Jonson, the 17th-century writer, certainly did – he even put a colon between his first and last names – Ben:Jonson.

So whether you love or hate punctuation, the best advice may be to just enjoy it. Play with it, think about it, use it. It belongs to the language, and it belongs to you.

From The Word Spy by Ursula Dubosarsky Adapted from Readers Digest. 10/2008

Let’s take a look at each punctuation mark and its most common uses today.

Capital letters Capital letters are used in the following cases: 1.

The beginning of a sentence.

E.g. The man arrived in the morning.

2.

Proper nouns (of people, places, trademarks, companies, etc.)

E.g. His son, Blake, arrived in London with a can of Coca-Cola in his hand.

3.

Titles and initials.

E.g. I went to Dr H Green and he told me I have the flu.

4.

Nationalities and languages.

E.g. Blake is Mexican and is fluent in Spanish and German.

5.

Days of the week, months and holidays.

E.g. The man arrived on Saturday just in time for Christmas dinner.

6.

Titles of books, plays, poems, songs, newspapers or magazines.

E.g. Blake read The Book Thief while on the train.

7.

Religious terms.

E.g. Christians believe in the Holy Spirit.

8.

The pronoun “I”.

E.g. Blake told me that I simply have to watch the movie.

Activity 6 Insert capital letters in the following sentences where necessary: 1. our doctor is dr charles le roux.

2. have you seen les misérables with hugh jackman? i saw it on the big screen.

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3.

4.

5.

do you know how many books there are in the old testament? we will be going to europe during the june holidays. on wednesday, the president announced that he would be traveling to the united states of america soon.

Full stop A full stop (.) is used: 1.

At the end of a sentence (when not using an exclamation mark or question mark) or at the end of a group of words that do not form a conventional sentence.

E.g. It was a good day.

Over and over again.

2.

After abbreviations that do not end on the same letter as the original word.

E.g. Wed. (Wednesday) a.m. (ante meridiem – before midday) i.e. (id est – that is)

IMPORTANT Acronyms are abbreviations that may be pronounced as single words. For example: SAFA, Aids, Absa, NASA. There are also no full stops in acronyms.

Question mark A question mark (?) is used at end of direct question to indicate query or to express doubt and after question tags.

E.g. Where are you going?

There weren’t a lot of people, were there?

We can get there quicker, can’t we, if we use the taxi?

IMPORTANT Do not use a question mark with an indirect question.

E.g. He asked her where she was going.

I wonder where the bus is.

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Exclamation mark An exclamation mark (!) ends a sentence, interjection or command and indicates tone in strong emotion, determination, astonishment or irony and usually after interjections.

NB Never use more than one exclamation mark in your writing.

E.g. Good! We did it!

I can’t believe this is happening!

Activity 7 1.

The passage below does not contain full stops, question- or exclamation marks. Fill it in.

What was this The man who was practically on first-name terms with Andrew Lloyd Webber – the show’s creator – was dressed in a pair of sensible dark chinos a red-and-white shirt with two buttons undone at the collar and a blue blazer flung casually about his shoulders Oh you do look dashing he exclaimed when he saw me

2.

Write out the following abbreviations in full (use a dictionary if you do not know them) Dr; Mr; Sgt; Col; Gen.; Rev.; Prof.; Aug.; no.; tel.; par.; p.; adv.; adj.; RSA; TV; a.m.; kph; cm; ICU

Ellipses Ellipses (…) are used: 1.

To indicate omitted words in extracts or quotations.

E.g. Full quotation: “The difficulty of literature is not to write, but to write what you mean.”

With ellipses: “The difficulty of literature is … to write what you mean.”

2.

To indicate an incomplete thought or statement.

I can’t remember if he …

3.

To indicate a lapse in time.

E.g. I don’t know … I’m not sure if he’s going.

IMPORTANT Always only use three dots (…) in an ellipses.

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Comma The comma (,) is used to: 1.

Separate items in a list.

E.g. My mom went to the shops to buy bread, cookies, apples and grapes.

2.

Indicate words in apposition.

E.g. Our Biology teacher, Mr Smith, speaks very fast.

3.

Before or after the name of someone being addressed.

E.g. John, did you wash the car?

Did you wash the car, John?

4.

Used after yes and no if used at the beginning of a sentence.

E.g. Yes, I did wash the car.

5.

Introduces direct speech.

E.g. Mrs Simmons said, “I am tired of listening to your whining.”

6.

Indicates parenthesis (extra information).

E.g. My favourite city, although it is quite over-populated, is Bangkok.

IMPORTANT The comma cannot be used to separate two or more complete sentences; a semicolon should be used.

E.g. The boy fell down the stairs; he broke his arm.

If it is used the type of error is known as a comma-splice.

Commas are, however, used between different dependent clauses: E.g. When I was running, I saw a dog.

Colon Colons (:) are used to: 1.

Introduce a list.

E.g. The chef needed the following ingredients: flour, milk, sugar and eggs.

Be careful to not use the colon incorrectly. It is incorrect to use the colon before a list when it directly follows a verb or preposition. E.g. The chef needed the ingredients: flour, milk, sugar and eggs.

The correct way to write it is: The chef needed the ingredients flour, milk sugar and eggs.

2.

Introduce an explanation or expression of the first part of the sentence.

E.g. Then you only have one option: look the other way and walk away.

3.

Introduce a quotation or a long speech.

The actor then said with tears in his eyes: “I am so happy to win this award.”

4.

Introduce dialogue in a play. © Impaq

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Study Guide G10 ~ English Home Language: Language

E.g. Blake: John:

Unit

1

Why did you do this?

I had no choice! The man threatened me!

Hyphen Hyphens (-) are used when it: 1.

Carries on an incomplete word to the next line. It is important to remember that words should always be split on their syllables (e.g. com – mu – ni – ca – tion).

E.g. After many days of travelling, John did not know what to do about his relationship.

2.

Forms compound nouns and adjectives.

E.g. reddish-brown The sugar-free drink.

Activity 8 1.

Insert hyphens to make compound adjectives in the following sentences: 1.1 The down and out beggar asked for food.

1.2 It was a never to be forgotten day.

1.3 The hand to mouth existence of many an African family is very hard.

1.4 She admires his well built figure.

1.5 He is a well known man.

2.

A race of five kilometres is a five-kilometre race. What would the following be called?

2.1 A note for fifty rand.

2.2 A car with four doors.

2.3 An interval of ten minutes.

2.4 A container holding five litres.

2.5 An intersection with four stop streets.

3.

Where would you hyphenate the following words if they did not fit on the line?

3.1 sorrowful 3.2 happiness 3.3 kilometres 3.4 generations 3.5 credibility

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Study Guide G10 ~ English Home Language: Language

Unit

Dash Dashes (–) are used to: 1.

Indicate parenthesis. Always use the same punctuation mark for parenthesis (dashes, commas or brackets) and not two different ones at the beginning and end.

E.g. After he ended his relationship, John went to the bakery on the corner – which his ex-girlfriend never liked – to get some doughnuts.

2.

Indicates sudden change of thought or tone.

E.g. Dale is a real pig – sorry, I forgot you like him.

3.

To sum up or round off a sentence.

E.g. Directing, acting, editing – all these are important in the making of a film.

4.

Dramatic pause.

E.g. Then I saw him – the man of my dreams!

5.

To indicate interruption.

E.g. Mike said: “Then there was this–” But John was too excited about the game to listen to him.

IMPORTANT Take note of the difference in length between the hyphen (-) (short) and dash (–) (longer).

Brackets Brackets ( ) are used to indicate parenthesis (extra information).

E.g. Take the train on Saturday morning (make sure you have your ticket) and I will meet you at the station.

Activity 9 Insert brackets, a pair of dashes or a single dash where appropriate in the following sentences: 1.

He’s been in love with her for years I can’t imagine why.

2.

It’s unlikely if not impossible that they will win the Soccer World Cup. 3.

We suspect no, we know that he is lying.

4.

Her guardian she has no parents must sign the indemnity form.

5.

This thesaurus is very useful very useful indeed.

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Study Guide G10 ~ English Home Language: Language

Unit

1

Inverted commas We use inverted commas (“ ”): 1.

For quotations.

E.g. “Imagination encircles the world.” – Albert Einstein 2.

When using direct speech.

E.g. The mayor declared: “The City Hall is now open!”

3.

For titles of poems or chapters in books.

E.g. Shakespeare’s “Sonnet 116” is one of my favourite poems.

However, the names of books, films, etc. are always placed in single inverted commas, underlined OR typed in italics.

4.

For words in another language OR slang.

E.g. She was thoroughly “cheesed off” and left.

The Greek word “ethos” means character.

(When typing on a computer, words from other languages should be in italics.)

5.

A word is being talked about rather than forming part of a sentence.

E.g. How do you spell “embarrassment”?

6.

Indicates irony, sarcasm or disdain.

E.g. The “expert” soon exposed his ignorance.

IMPORTANT Do, however, watch out for words from other languages that has been accepted in the English language, e.g. déjà vu, cappuccino, legal terms. These words are not written in inverted commas or in italics.

Activity 10 Insert inverted commas where necessary in the following sentences: 1.

Have you read The Hunger Games?

2.

Look for synonyms for happy in the thesaurus.

3.

She firmly believes that the early bird catches the worm.

4.

Tim exclaimed, I know the answer to that question!

5.

My loyal friend betrayed me.

6.

Timothy said, I watched The Lion King on TV last night.

7.

One of the most famous lines from Shakespeare’s Hamlet is: To be or not to be? That is the question.

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Study Guide G10 ~ English Home Language: Language

Unit

The apostrophe The apostrophe (’) is used in: 1.

Omission resulting in contraction.

E.g. have not – haven’t I had – I’d 2.

Possession 2.1 Singular possession E.g. Yes, it’s the man’s briefcase.

2.2 Plural possession E.g. Yes, these are the men’s briefcases.

This is the girls’ dormitory.

Activity 11 1.

What are the contracted forms of: 1.1 I + have 1.5 have + not 1.2 you + are 1.6 can + not 1.3 should + have 1.7 it + is 1.4 are + not 1.8 they + are

1.9 1.10 1.11 1.12

should + not should + not + have he + is ought + not

2.

Rewrite the sentences below to indicate possession: 2.1 The car of the policeman.

2.2 The ring of the princess.

2.3 A nest of wasps.

2.4 The library of the people.

2.5 The bananas of the monkeys.

2.6 The blankets of the babies.

2.7 The results of the students.

2.8 The uniforms of the team.

3.

Punctuate the following sentences: 3.1 having completed his assignment he went home 3.2 he completed the assignment that week he discovered however that it was too late to hand it in 3.3 your comments should be specific pointed and candid you should not suppress any information 3.4 it is nearly five oclock we cannot reach the town before dark 3.5 to her the following seemed important money clothes and popularity

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Study Guide G10 ~ English Home Language: Language

Unit

1

3.6 bill being an experienced golfer could give us expert advice 3.7 mr piper a well known novelist has just published a book entitled the doomed 3.8 he is principally concerned with the moral even the religious content of poetry 3.9 he seems an erratic player but he knows what he is doing he often defeats his opponent 3.10 mr walton being a little deaf the speaker raised his voice 3.11 mr kumalo being a little deaf had to strain his ears to catch what the speaker said 3.12 in the line the eagle clasps the crag with crooked hands clasps crag and crooked alliterate 3.13 the man he was a devout christian raised objections on religious grounds 3.14 like sam michael is a born organiser efficient and reliable 3.15 come here at once youre a very naughty boy he shouted 3.16 mrs naidoo who is a very competent driver has never had an accident has she 3.17 he disapproved of my attitude he did not however object to my proposals

LESSON 3: Reading for comprehension Reading for comprehension is an important skill and must be practised. In this lesson there are two comprehension activities to help you develop this skill.

TIPS Important points to remember when you answer comprehension questions: 1.

2.

Read the questions first, then the passage. This way you will have a good idea of what to read for.

Each question contains a question word â&#x20AC;&#x201C; underline it. Examples of question words are: Why? What? How? Who? Where? When?

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Study Guide G10 ~ English Home Language: Language

Unit

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

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Each question contains key words – underline these. This will ensure that your answer addresses all aspects of the question.

As you read, try to remember where you read the different pieces of information – near the beginning, middle or end of the passage.

Do not copy (or lift) directly from the text. Try to paraphrase (write in your own words) as far as possible. The examiner wants to know if you understand what you have read.

If you are asked to give a synonym (word that has the same meaning) or antonym (word that has the opposite meaning): a) replace it with the same part of speech – a noun with a noun, and adverb with an adverb. b) Ensure that the word you’ve chosen is appropriate in the context of the piece.

Does the question need a full sentence, a word or a phrase?

Avoid starting sentences with conjunctions such as because, and or but.

The mark allocation indicates the number of points or the amount of explanation needed.

Your numbering must correspond to the numbering of the questions (even if there is an error!).

Each answer should be written on a new line. Furthermore, you should leave a line open after each answer – this makes for easier marking.

When quoting from the text (and you should do so only if asked OR if it is part of an explanation), enclose the quote with inverted commas.

When asked to describe the tone of a writer, use an adjective.

Edit your work for spelling and language errors.

Write clearly and neatly.

Read the question and answer the question.

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