Presented By:

MRS Y UDITH

Pitlochry Primary

School Educator

• READING AND VIEWING

• LISTENING AND SPEAKING

• WRITING

Dear Grade 7 Learners,

Welcome to part 3 of your

English Programme.

In this part you will learn the

following:

PREPOSITIONS:

℘ A preposition is a word used to link nouns, pronouns, or phrases to other words

within a sentence.

℘ Prepositions are usually short words, and they are normally placed directly in front of

nouns.

Examples:

1. I prefer to read in the library.

2. He climbed up the ladder to get into the attic.

3. Please sign your name on the dotted line after you read the contract.

4. Go down the stairs and through the door.

5. He swam across the pool.

6. Take your brother with you.

TYPES OF PREPOSITIONS

Prepositions show the relationships between

things usually in terms of place, time and

movement.

Prepositions of movement: show motion

or movement to or from a place.

Examples: down, along, out of, through,

up, over, under, etc.

Prepositions of place: show where one thing

is in relation to another - position. Examples:

under, on top of, next to, behind, in, etc.

Prepositions of time: show when something

takes place.

Examples: at, on, in, during, since, next, etc.

ACTIVITY 22: CIRCLE THE

PREPOSITION IN EACH

SENTENCE

1. We walked up the stairs.

2. My mom took a walk

around the block.

3. I looked under my bed.

4. My friend jumped over the

bushes.

5. The pen fell between our

desks.

6. I walked to the store.

7. We walked aboard the

ship.

8. She walked toward the

teacher.

9. I leaned against the wall.

10. I looked across the room.

NUMERICAL ADJECTIVES

Adjectives are those words which describe nouns or pronouns.

Numerical Adjectives are also known as Adjectives of numbers.

They are used to denote the number of nouns or the order in which they stand.

Example: One, two, five, ten, first, second, third, tenth, twelfth, last, all, some, few,

each, most, many, no, several, etc.

Read the given paragraph and understand the use of Numerical Adjectives. A few of

my friends and I collected mangoes from the orchard and put them into three baskets. Then,

we carried the baskets to the market. We waited there for one hour for the customers. When

the customers arrived, two of my friends started praising the quality of the mangoes. Hearing

the praises of the mangoes, the customers started buying. We sold many mangoes today.

Each mango was priced at R5. All of us were happy at the end of the day.

Many, each, few, three, one, two, and all are numeral adjectives in the above given

paragraphs.

ACTIVITY 23: UNDERLINE THE NUMERICAL ADJECTIVES IN THE FOLLOWING:

1. Michelle came first in our class.

2. He is going to sell two cars.

3. There are a few bottles of wine in the fridge.

4. Several men came looking for you.

5. There are eight oranges in the bowl.

6. He has sold all the books.

7. Fifty people took part in the marathon.

8. Jane was the last to enter the bus.

9. Most people do not eat vegetables.

10. I bought five books for school.

How does our Solar System keep its pants up … with an asteroid

belt.☺

When a sentence is written, it can either be written in active voice or passive voice.

Remember to keep the tense of the sentence and add “by” to the changed

sentence. Active voice: describes a sentence where the subject performs the

action stated by the verb.

For example: Tom changed the flat tyre.

Passive voice: describes a sentence where the subject is acted upon by the verb.

For example: The tyre was changed by Tom.

Examples:

• Harry ate six shrimp at

dinner. (active + past tense)

six shrimp were eaten by

Harry. (passive + past

tense)

• Beautiful giraffes roam the

park. (active + present

tense))

The park is roamed by beautiful giraffes.

(passive + present tense)

ACTIVITY 24: CONVERT THE SENTENCES FROM

ACTIVE VOICE TO PASSIVE VOICE. STATE THE TENSE

IN THE SENTENCE.

1. The crew paved the entire stretch of highway.

2. The forest fire destroyed the whole suburb.

3. Mom read the novel in one day.

4. I will clean the house every Saturday.

5. Tom painted the entire house.

6. Susan will bake two dozen cupcakes.

7. The science class viewed the comet.

8. Alex posted the video on Facebook.

9. The kangaroo carries the baby in her pouch.

10. The director will give you instructions.

GENERAL EXAMPLE:

The apostrophe has 2 functions; they show contraction and possession.

1. Contractions

When two words are joined together, e.g. do and not, an apostrophe is used where the letter

has been omitted.

Example:

do + not = don’t

will + not = won’t

2. Possession/ownership

To indicate that something belongs to someone or something, an ’s or s’ is used to show

possession.

When the noun in question is singular, e.g. one boy, one girl or one man, use 's.

Example:

That bag belongs to one boy: It is the boy’s bag.

When the noun in question is plural, e.g. two boys, five girls, many books, many tables, then

only an apostrophe is added after the s’.

WHY?

Try saying these:

boys... those are the boys’s bags

books... those are the books’s covers

tables... don’t touch the tables’s cutlery

It doesn’t work!

So instead, we just add an apostrophe after the first s.

Unless...

If the noun is a plural that does not end in “s”, e.g. mice, women, men, children, oxen, then

use ’s to show ownership.

The women’s bags were stolen.

TAKE NOTE: An apostrophe is not used for plurals!

e.g.: boy’s = possessive; boys = plural

ACTIVITY 25: ADD AN APOSTROPHE TO SHOW CONTRACTION.

1. could not

2. cannot

3. would not

4. I will

5. It is

ADD AN APOSTROPHE TO SHOW POSSESSION.

6. I have to drop off the food at my mothers house.

7. When he hit the ball, the players bat split in half.

8. Zoe admired her friends flower garden.

IDIOMS AND PROVERBS

IDIOMS:

An idiom is a group of

words used in a way

that gives the group of

words a new figurative

meaning

Example: “Over the

moon”Literally- this means

above the moon

Figuratively- this means

excited or extreme

happiness.

PRPROVERBS:

Proverbs are short

sayings that are widely

known and frequently

used.

They give advice on

daily circumstances.

These also have literal

and figurative

meanings

Example: The apple

doesn’t fall far from the

tree.

Literally- fruit from a tree

drops next to that tree

Figuratively- a child is

very similar to their

parents.

ACTIVITY 26: FIND OUT WHAT THESE IDIOMS MEAN:1. A basket case –

2. A gut feeling –

3. A rip off –

4. A pain in the neck –

5. Cost an arm and a leg –

6. Get cold feet –

7. Have a chip on your shoulder –

8. Having second thoughts –

9. Let the cat out the bag –

10. Sour grapes –

11. See eye to eye –

12. My head is killing me -

Why shouldn’t you write with a broken pencil… its pointless.☺

ACTIVITY 27: RE- READING THE INFORMATION IN PART 2. ANSWER THE FOLLOWING

Thinking about the setting

1. • Where does Holes take place?

2. • Which parts of the setting seem realistic to you? Which ones do not?

3. • How does the setting influence what happens in the story?

1. “Whatever goes around, comes around” :

This expression means that, over time, all human actions have appropriate consequences: Bad

deeds are eventually punished, and good deeds ultimately rewarded. A more complicated version of

this theme plays out repeatedly in the plot of Holes. The family curse of the Yelnatses, the fate of the

town of Green Lake, and Stanley’s willingness to risk his life for a friend, all show that in life, things

come full circle. Throughout the story, objects from the past keep turning up. The fossil fish Stanley

unearths, Sam’s rowboat, Katherine’s lipstick tube and spiced peaches, and Stanley’s great-

grandfather’s fortune are all reminders that nothing stays buried forever, especially the truth.After Elya Yelnats forgets his promise to Madame Zeroni and sets sail for America, he is plagued by

misfortune. “Elya worked hard, but bad luck seemed to follow him everywhere. He always seemed

to be in the wrong place at the wrong time.” Back in Latvia, Madame Zeroni had warned Elya that if

he failed to keep his promise to her, “he and his descendants would be doomed for all of eternity.”

Sachar leaves it to the reader to decide whether curses really have any power. But the facts are

these: Trouble haunts the Yelnats family until Stanley manages to fulfil the terms of his great-great-

grandfather’s promise by carrying Hector Zeroni up the mountain. Elya’s failure to keep his promise

results from his forgetfulness. Like his descendant Stanley, he is a good-hearted, well-meaning

young man, and when he realizes his mistake, he feels genuinely sorry. “He wasn’t afraid of the

curse. He thought that was a lot of nonsense. He felt bad because he knew Madame Zeroni had

wanted to drink from the stream before she died.” In comparison, the lynching of Sam is a much

more terrible offense. The citizens of the town of Green Lake condemn Katherine and Sam—a white

woman and a black man—for daring to fall in love. After Sam’s brutal murder, rain stops falling on

Green Lake. When the lake that sustained the community eventually evaporates, so does the town.

A century later, Trout Walker’s descendant, the Warden, must still pay for her ancestor’s crimes.

2. Inheritance:

Another theme in Holes is inheritance, or what gets passed down from one generation to the

next within a family. This may mean everything from money and property to physical

characteristics like eye or hair colour, or even things that aren’t visible, such as responsibilities

and character traits. You’ve probably noticed that many of the characters in Holes are related to

one another. Characters in the stories that take place in the past turn out to be ancestors of

characters in the present. This gives the reader a chance to see how the process of inheritance

plays out over time. The book’s main character, Stanley Yelnats IV, has a name that has been

passed down for generations within his family. In the Yelnats household, it’s a family joke to

blame anything bad that happens on “Stanley’s no-good-dirty-rotten-pig-stealing-great great-

grandfather,” the alleged source of the family curse. This curse is supposedly why Stanley’s

great-grandfather lost his fortune in the desert, Stanley’s father perpetually fails as an inventor,

and Stanley gets shipped off to detention camp.

While Stanley may believe his bad luck stems from being a Yelnats, his family also affords

him certain advantages. One feature of the family legacy is a certain kind of optimism:

“Despite their awful luck, they always remained hopeful. As Stanley’s father liked to say, ‘I

learn from failure.’” This hopefulness enables Stanley to persevere even when things look

bleak. While he has no friends at school, Stanley is rescued from real loneliness by the love

of his parents. His mother’s letter cheers him up at camp; he has happy recollections of his

father singing him a lullaby that has been passed down in his family for generations. When

Stanley finds himself in the lizards’ nest and expects to die at any minute, he finds comfort in

memories from his childhood.

THEMES/ HIDDEN MEANINGS:

Zero, on the other hand, is mostly alone in the world until the book’s conclusion. He has inherited the

penetrating eyes and piercing intelligence of his great-great-great-grandmother Madame Zeroni, along

with a smile too big for his face. Before abandoning him in a park, his mother taught Zero how to

provide for himself: “‘We always took what we needed,’ Zero said. ‘When I was little, I didn’t even know

it was stealing. I don’t remember when I found out.’” In Holes, Zero, a homeless African-American kid

with no family to care about what happens to him, can be erased without a trace, which is exactly what

the Warden plans to do. Stanley may be poor but compared with Zero he has many advantages.

Another case of inheritance in the book concerns the Warden, Ms. Walker. She is related to Charles

“Trout” Walker, the wealthy son of the family who owned land around Green Lake. The Warden has

inherited the task of searching for Kate Barlow’s buried loot: “When I was little I’d watch my parents

dig holes, every weekend and holiday. When I got bigger, I had to dig, too. Even on Christmas.”

Finding this out may make you feel a little differently about this character. Ultimately Ms. Walker has

to sell her family’s land after the camp is closed down.

3. Bullying

Bullying is another important theme in Holes. A boy named Derrick Dunne bullies Stanley at

the middle school they both attend. “The teachers never took Stanley’s complaints seriously,

because Derrick was so much smaller than Stanley.” However, bullies are not necessarily

larger than their victims; a bully can be anyone who tries to frighten, intimidate, or torment

another person by using physical threats, teasing, or other forms of verbal abuse. This book

also shows that bullying doesn’t just happen between kids, but can occur between adults as

well. Stanley witnesses the Warden bullying both Mr. Pendanski and Mr. Sir. An adult may also

bully a child, as Mr. Pendanski does with Zero, constantly picking on him and insulting him. Mr.

Pendanski never misses a chance to tell Zero how stupid and worthless he is. When the

counsillor finds out that Stanley has been giving Zero reading lessons, he says scornfully, “You

might as well try to teach this shovel to read! It’s got more brains than Zero.” Stanley is also

bullied at camp, especially by Mr. Sir and by a boy named Zigzag.

CLASS NOVEL – HOLES cont.

As Stanley begins to feel accepted by the other campers in his group, he has revenge

fantasies. “Stanley played the scene over and over again in his mind, each time watching

another boy from Group D beat up Derrick Dunne.” If you have ever been bullied at school or

in your neighbourhood, you can probably identify with Stanley and his daydreams. Being

bullied can be a terrible experience, and the sense of powerlessness and humiliation it causes

may be hard to forget. Ironically, Derrick Dunne is ultimately responsible for clearing Stanley,

by giving him an alibi. Dunne tells Ms. Morengo, the attorney, that Stanley was in the boys’

bathroom at the time of the crime, trying to retrieve his notebook from the toilet: “Stanley felt

his ears redden. Even after everything he’d been through, the memory still caused him to feel

shame.”

Can a kangaroo jump higher than a house?… off course it can, houses

can’t jump.☺

THE PURPOSE OF DEBATINGThe purpose is to argue the "pros" and "cons" of a controversial issue in order to

convince an audience or judge that one side of the argument is more logically sound

than the other. The audience must be objective, set aside their personal views, and

judge.

PARTICIPANTSShortenings:

TEAM “FOR” TEAM “AGAINST” JUDGES/EXPERTS

Affirmative Speaker One – AS1 Negative Speaker One – NS1 +

Affirmative Speaker Two – AS2 Negative Speaker Two – NS2 CHAIRPERSON

Affirmative Speaker Three – AS3 Negative Speaker Three – NS3

DEBATING PROCEDURES (2 minute time-out can be taken once)

Speaker Time limit Comments

AS1 3 minutes First Speech of an Affirmative Team (FOR)

NS3 AS1 1 minute Questions to the first Speaker of Team “For” (NOT MORE than 3)

NS 1 3 minutes First Speech of a Negative Team (AGAINST)

AS3 NS1 1 minute Questions to the first Speaker of Team “Against” (NOT MORE than 3)

AS2 2 minutes Second Speech of an Affirmative Team (FOR)

NS1 AS2 1 minute Questions to the second Speaker of Team “For” (NOT MORE than 3)

NS2 2 minutes Second Speech of a Negative Team (AGAINST)

AS1 NS2 1 minute Questions to the second Speaker of Team “For”

AS3 1 minute FINAL SPEECH of Team “FOR”

NS3 1 minute FINAL SPEECH of Team “AGAINST”

REQUIREMENTS TO ALL THE SPEAKERS

Stand when speaking

No speaker may read the speech

Keep to the time given

Be polite, not interruptive

Be argumentative in supporting/backing up/justifying/substantiating your ideas

IT’S the IDEAS of the team you contradict? NOT the PERSONALITY

Repeating the same ideas cannot be treated as a new argument

TASKS OF THE SPEAKERS

Speaker One (ANY TEAM)

1) Presents the team and the team's viewpoint on the proposition (AS1/NS1)2) Defines the topicality of the problem-in-question3) Outlines the main points the team will present (at least 3, in brief)4) Presents some of the arguments that are to be extended by other teammates5) Reminds the audience about the main points6) Argues the team's second best point by asking Speaker Two questions. (NS1 AS2/ AS1

NS2)

Speaker Two (ANY TEAM)

1) Refutes or defends against any points made by the previous speaker of the opposing team, i.e.. Second affirmative speaker will refute any points made by the first negative speaker.

2) Argues the team's weakest point (in brief, if needed)3) Stresses the main line of the proposition again

4) Names and arguments the strongest points of the team that have not been mentioned (at least 2) – NEW ARGUMENTS (AS2/NS2)

Speaker Three (ANY TEAM)

1) Asks questions to the first speaker of the opposite team (NS3 AS1/ AS3 NS1)

2) Refutes or defends against any points made by the previous speaker of the opposing team

3) Provides brief summary of three points + NAMING the very STRONGEST arguments

4) Makes the FINAL strongest emphasis on the proposition the team follows to clarify the main idea and make the judges

POETRY ANALYSIS

Poetry is one of the oldest art forms.

*** A poem is an arrangement of words that conveys a particular meaning. *** The mood is the feeling that is created in the poem - if the content is humorous,

the diction chosen will be light-hearted or funny.

*** Some poets write poems for fun, and some want to say something important

with their poems. This is the message or the theme of the poem. *** Figures of speech are mental pictures created by the poet – there are various

figures of speech.

*** Typography refers to how poems are written on the page.

*** Anything unusual about how poems are written, is a deliberate choice by the

poet, and you, as the reader, need to engage with what adds to the experience of

reading the poem.

IMAGERY

Poems use words that appeal to our senses.

***

This means that the words in a poem describe a particular image in a way that

enables the reader to imagine seeing, hearing, smelling, touching or feeling it.

LITERAL AND FIGURATIVE MEANING

The images that poems depict are not always literal (having a dictionary

meaning).

***

When a poem tells us, for example, that ‘the man is a mountain’, it does not mean

that the man is really a mountain!

***

This is a figurative expression, which could mean that: the man is as

big as a mountain, as sturdy as a mountain,

or as old as a mountain.

***

Poems often contrast literal and figurative meanings to convey their messages to

the reader.

This will have an effect on the rhythm and perhaps the message of the poem.

STRUCTURE

Poems are usually much shorter and they consist of short lines that are grouped

together. These are called stanzas.

*** Poets often use different lengths of lines and stanzas to help

express their messages.

*** Because poems are so short, every word and every punctuation mark is

important and adds to the overall meaning of the poem.

*** What the poet does with punctuation is very important.

A poet can choose to use punctuation or to leave it out.

RHYME SCHEME

This is created by the last words of each line.

*** The last word of the first line is labelled ‘a’.

Last words of the lines that follow,

and which rhyme with that word, are also called ‘a’.

*** The next word that has a different sound is called ‘b’.

Any subsequent last word that rhymes with that word is

also called ‘b’, and so on.

*** Some poems have no rhyme scheme, while some have a fixed pattern,

e.g. abab cdcd efef gg (generally in sonnets).

*** Poems do not have to be punctuated at the end of each line - when they are not,

this is called a run-on line or enjambment.

*** Poems use a lot more figurative language than prose.

*** Some poets use unusual diction (choice of words) to

get their messages across.

*** Poets do not have to write full sentences, or even punctuate in an ordinary way.

It is important that, as the reader, you ask yourself why the poet has chosen to

use particular line lengths or stanzas.

How do you stop a bull from charging?... Take away his credit card.☺

Not all poems have rhyme or rhythm; it depends on what the poet wants to

achieve with the poem.

DEVICES

Other sound devices include:

Alliteration

The repetition of consonant sounds, especially at the beginning of

successive words.

Assonance

The repetition of vowel sounds.

Onomatopoeia

The use of words that suggest the sound of the

thing they represent.

*** The mental pictures that figurative language creates can be called images.

*** When you answer a question about the imagery in the poem, try to identify which

figure of speech has been used to create the images. In this way you will be

able to discuss the figurative meaning of images in the poem.

*** Rhythm in poetry is the beat of the lines and stanzas.

*** Rhyme is created by similar-sounding last words in the lines of a poem.

***

TYPES OF POEMS Poetry can be divided into categories, known as genres. There are rules which cover the writing of each of these genres.

Poems are called ballads, sonnets, lyrics, odes, epics, elegies, haikus, free verse, limericks, acrostic and cinquains.

Each type of poem has a unique structure.

A GOOD PLAY

1st stanza: rhyme

pattern syllables

We built a ship upon the stairs a 8

All made of the back-bedroom chairs, a 8

And filled it full of sofa pillows b 9

To go a-sailing on the billows. b 9

2nd stanza:

We took a saw and several nails, c 8

And water in the nursery pails; c 8

And Tom said, “Let us also take d 8

An apple and a slice of cake”; - d 8

Which was enough for Tom and me e 8

To go a-sailing on, till tea. e 8

3rd stanza:

We sailed along for days and days, f 8

And had the very best of plays; f 8

But Tom fell out and hurt his knee, g 8

So there was no one left but me. g 8 - Robert Louis Stevenson (1850-1895).

Scottish essayist, novelist, poet. A Child’s Garden Of Verses.

Questions About The Poem1.What does the title of the poem tell you? 2. What did the boys build? And what was it made of? (Read the 1st stanza.) 3. What are some of the things they took with them? (Read the 2nd stanza.) 4. What was the name of one of the boys? (Read the 2nd stanza.) 5. What happened to one of the boys after they had been sailing for

a while? (Read the 3rd stanza.) 6. Who was left in the boat when that happened? (Read the 3rd

stanza.) 7. Have you ever pretended to sail in a boat? Where would you go? 8. What would you take with you? Who would you take with you? 9. What does “billows” mean? (1st stanza.)

10. What does “till” mean? ( 2nd stanza.) 11. Is “A Good Play” a good title for this poem? Why? 12. What is a couplet, a stanza, & a quatrain? 13. Illustrate the part of the poem you liked best. 14. Write a poem about sailing or boats. Illustrate your story or poem.

READ THE RECIPE.TAKE NOTE OF THE INSTRUCTIONS THAT ARE GIVEN IN THE

RECIPE. ALSO LOOK AT THE COMMAND WORDS THAT ARE USED TO GIVE

INSTRUCTIONS IN THE METHOD.

SUNSHINE BURGERS

Ingredients

25g cornflakes

225g beef/ mutton/chicken mince

small bunch basil leaf, ripped

into small pieces

1 large egg, beaten

100g plain flour

1 tbsp. vegetable oil

6 each mini burger buns,

lettuce leaves and tomato

slices Tomato sauce to

serve

Method:

1. Heat oven to 200 degrees Celsius.

2. Crush the cornflakes by placing them in a freezer bag, then breaking with the rolling pin.

This is fun (but mind your fingers) and try not to bash them to dust, just to rough flakes.

3. Put in a bowl.

4. Tip the mince into another bowl.

5. Add the basil and a little ground pepper. For lean mince you may need to add 1 tbsp.

beaten egg to help it bind (stick together), then mix it well.

6. Put some flour on a plate and some beaten egg on another plate.

7. Take about a sixth of the mince mix and shape it into a small burger. Do this by squashing

it quite firmly in the palm of your hand. (Burger-shaping will transfer a skill you may have

from playing with modelling clay to the kitchen as you create a ball in your palm, then

squash it into a flatter patty.)

8. Roll the burger in the flour. Then roll it all over in a little egg. Then roll it quite liberally in

the crushed cornflakes.

9. Place it on the oiled baking sheet and start the process again until you have used up all

the mix. Try to keep the sizes even so that the burgers cook in the same time.

10.Lightly drip oil onto the top of each burger using a pastry brush and bake in the centre

of the oven for 15-20 min. until cooked through.

11.Serve the burgers in the split buns with lettuce, tomato slices and some ketchup.

ACTIVITY 29: WRITE A RECIPE OF YOUR OWN. FOLLOW THE EXAMPLE

ABOVE. USE THE WRITING PROCESS.

ACTIVITY 15: PROPER

NOUNS:

1. Wilson

2. Jumanji

3. New Zealand

4. Mrs. Gilbert

5. Smith’s Furniture

6. The Dolphins

7. Jane; Emirate Airlines

8. Dork Diaries

9. Jenna

10.The Titanic

ACTIVITY 16: PLURAL

NOUNS

1. Geese

2. Countries

3. Wolves

4. Mice

5. Wishes

6. Mangoes

7. Sheep

8. Thieves

9. Oranges

10.Buses

ACTIVITY 17: GENDER

1. Widower

2. Waiter

3. Hostess

4. Heroine

5. Sir

6. Tiger

7. Bull

8. Gander

9. Lioness

10.Ewe

ACTIVITY 18:

DEMONSTRATIVE

ADJECTIVES AND

PRONOUNS

1. That – demonstrative

pronoun

2. This shirt – demonstrative

adjective + noun

3. Those dresses –

demonstrative adjective +

noun

4. These letters -

demonstrative adjective +

noun

5. This – demonstrative

pronoun

6. That bird - demonstrative

adjective + noun

7. Those flowers -

demonstrative adjective +

noun

8. –

9. This glass - demonstrative

adjective + noun

10.These – demonstrative

pronoun

ACTIVITY 19: REPORTED

SPEECH

1. Philip said that he was

going to the cinema.

2. Sandra said that she was

going to study for her test.

3. Polly asked if I wanted to

help her.

4. Taryn asked me if I was

tired.

5. Katlego said that Benny

had forgotten his book at

home.

6. Linda said that she could

beat me at any game.

ACTIVITY 20: COLON and

SEMI- COLON

1. The bookstore has these

textbooks in store: Art,

English and History.

2. David has the following

ingredients: sugar, water,

milk and eggs.

3. The school play includes

three types of dances:

hip- hop, modern and

kwaito.

4. You tried your best;

second place is still good

enough.

5. I like chocolate; I do not

like dark chocolate.

6. Winter storm conditions

have made travel

impossible; the roads are

completely covered in

snow and ice.

ACTIVITY 21: ADVERT ANALYSIS

(SIMILAR ANSWERS ACCEPTED

AS WELL)

ADVERT 1 –

A. Bold writing, colourful pictures

and a catchy slogan gets the

reader’s attention

I. Mouth- watering presentation of

the burgers peaks the viewer’s

interest.

D- The burgers have fillings that

are overflowing that makes it

appealing.

A. The names of the burgers suggest

extra- large meals on offer:

double, big, deluxe which makes

one want to go out and buy it.

ADVERT 2 –

A. Colourful pictures attract

attention

I. The word “free” is in large print-

this draws interest.

D- The stacked burger looks

mouth- watering and appealing.

A. The promise of “free” items

makes the viewer want to take

advantage of the offer because its

value for money.

ACTIVITY 22: HOLES (SIMILAR ANSWERS ALSO ACCEPTED)

1. There are 3 stories.

Story one: Stanley is accused of stealing a pair of shoes and is sent to

Camp Greenlake and the events that occur there

Story two: Kate Barlow and the events that led to her becoming an

outlaw and the town of Greenlake’s downfall.

Story three: Stanley’s great, great grandfather, Elya and how he lost his

fortune and became the reason that the family felt that they were

cursed.

2. Stanley’s great, great grandfather is blamed for the family’s bad luck and

misfortunates because he did not keep his promise to madam Zeroni.

Stanley believes that is why he was wrongly blamed for the theft of the

shoes and ends up in trouble.

The town of Greenlake’s treatment of Kate Barlow and Sam is said to be

the reason the lake dried up and the town disappeared. The place

became a correctional facility for juveniles where Stanley ends up. The

warden who is a descendent of the person responsible for Kate and

Sam’s sorrow spends most of her life looking for the lost fortune.

3. There’s the physical literal holes that the boys dig at camp Greenlake and

there’s the figurative holes that are in the characters’ lives due to

mistakes committed in their past by themselves or family.

ACTIVITY 23: VISUAL TEXT “CALVIN AND HOBBS”

1. Calvin and Moe

2. At school.

There are school lockers visible in frame 1

3. Moe is demanding money from Calvin.

4. Frame 1- Angry and annoyed

Frame 2- Confident/ unaffected

Frame 3- Apologetic/ scared

Frame 4- Surprise/ relief

5. In the last frame Calvin uses words like “monosyllabic”

and “persuasive” which one would not expect a 6 year old

to know and understand the meaning of.

ACTIVITY 24: LISTENING SKILL

1. Katheryn Elizabeth Hudson

2. She is 36 years old.

3. Her birthday is on the 25th October.

4. She is from Santa Barbara, California in the United

States.

5. She is a singer, song writer and an actress.

Missing words:

A. Plastic

B. House

C. Thing

D. You

E. Light

F. 4th of July

Chorus:

Baby, firework, come on, baby, firework, come, on,

moon, moon, moon, you, you, you

Order of lines:

4,3,1,2,6,5,8,7

That’s all for now.

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