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Main document
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Content
Page no.
Theme 1: What a big fuss!
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A) Comprehension
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B) Language
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Theme 2: Creative Minds
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A) Poetry
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B) Writing
12
C) Literature
12
D) Language
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Theme 3: Camera, Lights, Action
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A) Literature
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B) Writing
15
C) Poetry
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D) Language
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Theme 4: Folklore
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A) Comprehension
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B) Poetry
21
C) Writing
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D) Language
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Theme 5: Sold
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A) Comprehension
29
B) Writing
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C) Language
30
3
A: COMPREHENSION
1. Preparation
Refer to your Literature document on the key features of a short story.
2. Instructions
Mrs Taylor will read the short story “What a big fuss!” to you twice.
Listen carefully the first time and only take notes during the second reading.
Complete the following activity.
Activity 1.1: ‘What a big fuss’
Read the questions carefully and answer in full sentences unless stated otherwise.
1
Arrange the following 10 sentences into the correct sequence of the story.
a) Frankie convinces his mom that crickets don’t attack people and that it probably
isn’t a cricket under the fridge.
b) Frankie helps his mom to realise that these creatures are unrealistic; however, it
only makes her presume that there may be a rat under her fridge.
c)
Frankie’s mom hoped that there wasn’t a locust under the fridge.
d) Frankie moves the fridge and nothing was there.
e) Frankie’s mom called her son to come and help her figure out what the
scratching noise under her fridge was.
f)
The fridge broke.
g) Frankie’s mom suggested that there was a beetle under the fridge.
h) Frankie’s mom told Frankie to go and study.
i)
Frankie said that beetles tell us that it is almost the end of the year holiday.
j)
Frankie jokes that there could be a mammal under the fridge and his mom starts
to worry.
(10)
4
2. Explain the expression “Money doesn’t grow on trees”.
(1)
3. Describe the setting of the story.
(2)
4. Who is, in your opinion, the main character of this story? Explain your answer.
(2)
5. What is the conflict in this story?
(2)
6. Relate the title to the mom’s character.
(2)
7. “I just want to say thank you for saving us from all those weird creatures under the
fridge!”
Frankie’s mom says this to Frankie at the end of the story. Explain the humour in this
(1)
sentence.
Total: 20
B: LANGUAGE
NOUNS
A noun is a word used to name a person, animal, place, thing, or an abstract idea. Nouns are
usually the first words which small children learn.
1. Common Noun
A common noun refers to a person, place or thing in a general sense.
Example: The people in the bus were driving towards town.
2. Proper Noun
When written, a proper noun begins with a CAPITAL letter because it represents the name of a
specific person, place or thing. The names of days of the week, months, historical documents,
institutions, organisations, religions, their holy texts, etc. are proper nouns.
Example: Paul ran down Baker Street with his Nike trainers on.
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Activity 1.2: Common and Proper Nouns
In your books, divide your page into two columns.
Label one side Common nouns and the other Proper nouns.
Give a definition of each type of noun, in your own words, and then sort these words into each
column.
Frankie, cricket, fridge, dog, Defy, Thursday, multiplication, woman, South Africa, Tom Newby
Primary, Jake, April, creatures
3. Countable Nouns
A countable noun is a noun with both a singular and a plural form, and it names anything (or
anyone) that you can count. You can make a countable noun plural and attach it to a plural verb in
a sentence. Countable nouns are the opposite of non-countable nouns and collective nouns.
Example: One dog growls
Two dogs sleep
4. Non-countable Nouns
A non-countable noun (or mass noun) is a noun which does not have a plural form, and which
refers to something that you could (or would) not usually count. A non-countable noun always
takes a singular verb in a sentence. Non-countable nouns are similar to collective nouns, and are
the opposite of countable nouns.
Examples:
Spread the gravel evenly.
Joseph Priestly discovered oxygen.
We sold our furniture.
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Activity 1.3: Countable and Non-countable Nouns
Watch this video on you tube, in class: http://www.youtube.com/watch?v=eeSs3YZbmLk
The video gives two activities that you need to complete in your books. Date your work and give
it the heading countable and non-countable nouns. Make sure you use your OWN nouns and
not the ones that were shown in the video. Then, go to your ‘Practice English Grammar’ app,
click on ‘all tests’, click on the 8th test down which is the ‘[Beginner] Noun - Countable and Noncountable’ test. Complete the 12 questions and email your score to Mrs Taylor. If you
misrepresent your performance you are only fooling yourself. This is for your teacher to see
whether you understand or not.
5. Concrete Nouns
A concrete noun is a noun which names anything (or anyone) that you can perceive through your
physical senses: touch, sight, taste, hearing, or smell. A concrete noun is the opposite of an
abstract noun.
Example: The judge handed the files to the clerk.
6. Abstract Nouns
An abstract noun is a noun which names anything which you cannot perceive through your five
physical senses, and is the opposite of a concrete noun.
Mathematics.
Example: love, jealousy, envy,
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Activity 1.4: Abstract and Concrete Nouns
Write the date and the heading ‘Abstract and Concrete Nouns’ in your book. Then rewrite the
following sentences. Underline the concrete nouns and circle the abstract nouns.
1.
“But listen, Frankie! Can you hear that scratching noise? I think it’s coming from
under the fridge!”
2.
(3)
“Mom, are you really frightened of a little kamikaze beetle? If it is one of those
beetles, it is a sign that the holidays are coming!”
3.
(4)
“Crickets don’t attack, Mom. They mind their own business and would really rather
be safely outside.”
4.
(4)
“They eat everything in sight, vegetables, fruit, grass - everything. They leave the
earth bare.”
(6)
5.
“We have a huge problem under the fridge!”
(2)
6.
“I can’t waste any more time here, I have to study!”
(1)
7.
“That means there must be two mice under the fridge, if we are doing multiplication
here!”
8.
9.
(3)
Happiness filled the room. Frankie was his mom’s hero. He had saved her from her
own imagination.
(5)
The panic had disappeared and Frankie went to study.
(2)
Total:30
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SUBJECT AND PREDICATE
1. What are simple sentences?
Simple sentences contain a subject and a verb.
2. What are subjects of sentences?
Subject:
∗
Can be a person or thing.
∗
It can be a group of words or just one word.
∗
It may be at the front of a sentence, but not always.
∗
To determine the subject of a sentence, first isolate the verb and then make
a question by placing "who?" or "what?" before it - the answer will be the subject.
Example: Judy runs on the beach every morning. (Who runs on the beach every morning?)
Judy and her dog run on the beach every morning. (Who run on the beach?)
Every morning, Judy and her dog run on the beach.
Judy runs with her dog every morning.
A very young, energetic girl named Judy runs with her dog.
Note: Commands have subjects, but they are often not present in the sentence.
Example: “Get out!” is seen as “You get out!”
Activity 1.5: Subjects of Sentences
Write the date and heading ‘Subjects of sentences’ in your book. Rewrite the following
sentences into your books. Underline the verbs of the sentence and then circle the subjects.
1. Frankie went to find out what his mother wanted.
2. A scratching noise was coming from under the fridge.
3. Frankie and his mom were discussing what could be under the fridge.
4. Often beetles lie on their backs and whirr round and round.
5. “Get it out!” shouted Frankie’s mom.
6. “Are you really frightened of a kamikaze beetle?”
7. The tiny, defenceless crickets would rather be outside.
8. It sounds like a locust.
9. We have a huge problem.
10. Tomorrow, Frankie will fail his test.
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3. What are predicates of sentences?
How do we find the predicate of a sentence?
The predicate is everything in the rest of the sentence that gives more information about the
subject. It includes the verb.
Example: Judy runs with her dog every morning.
Judy and her dog run on the beach every morning.
Every morning, Judy and her dog run on the beach.
Judy runs with her dog every morning.
A very young, energetic girl named Judy runs with her dog.
Activity 1.6: Predicates of sentences
Write the date and the heading ‘Predicates’ in your books. Rewrite the following sentences.
Circle the subject and underline the predicate in each.
1. Frankie’s hair is short.
2. “Come and help me!” said Frankie’s mom.
3. The horrific noise is driving Frankie’s mom mad.
4. Suddenly, Frankie’s mom thought that there was a cricket under the fridge.
5. Beetles, crickets and mice were all his mom could think of.
6. The ancient, fragile fridge was slowly falling apart.
7. The space where the fridge once stood was empty.
8. He gave his mother a peck on the cheek.
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PAST, PRESENT AND FUTURE TENSE
As we know, every sentence MUST have a verb. Verbs describe actions and they also let the
reader know the tense of the sentence, i.e. whether the action took place in the past, present or
will take place in the future.
Simple Past
(already happened)
Simple Present
(happens usually or
regularly)
Simple Future
(has not happened yet)
I flew for the first time
yesterday.
I fly to Cape Town twice a
year.
I will fly the next time I travel
to Durban.
I washed the dog yesterday.
Past Continuous
(During an action, something
happened)
I wash the car on Sundays.
Present Continuous
(Doing something at the
moment, it is happening
now)
I will wash the dishes later.
Future Continuous
(During an action in the
future, something will
happen)
I was writing, so I didn’t see I am writing as neatly as I can. I will be writing my story this
what he did.
afternoon.
They were eating when I I am eating a delicious peach.
called.
Past Perfect
(something had happened
before something else
happened in the past)
Present Perfect
(In that time and up until
now, something had
happened)
I had met Joe’s sister before I We have already met.
met Joe.
I will be eating supper at
eight.
Future Perfect
(something happens in the
future before a second thing
happens)
I will have met him at the
airport by the time you arrive.
I had ridden a donkey, but that I have ridden horses all my life. I will have ridden for one hour
was my first time on a horse.
by the time you start.
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Activity 1.7: Changing sentences from Simple Present to Simple Past
Change these sentences into Simple Past Tense. Note: Sometimes irregular verbs or negative
sentences are a little bit more difficult. See if you can work them out.
1. Frankie’s mom thinks there is something under the fridge.
2. Frankie laughs at his mother.
3. The locust eats everything in sight.
4. I can see what you mean.
5. I won’t be able to catch it.
6. There is nothing under the fridge.
7. What do you say?
8. Frankie goes to study in his room.
Total: 8
C: WRITING
Activity 1.8: Write a narrative story
Refer to your writing document on how to write a narrative story.
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A: POETRY
Activity 2.1: Poetry Comprehension
Refer to your poetry document to understand the key features in poetry.
Listen to and discuss Poem 1, “Be Specific” by Mauree Applegate.
Activity 2.2: Prepared Reading
Listen in class to the instructions given on a prepared poetry reading to be done in class.
B: WRITING
Activity 2.3: Write your own poem
Refer to your writing document for the instructions to writing your own poem.
C: LITERATURE
Activity 2.4: Discuss features of a novel
Refer to your literature notes on the key features of a novel and begin reading “A Billion Dollar
Soccer Ball” by Michael Williams.
D: LANGUAGE
COMPOUND AND COMPLEX NOUNS
Compound and Complex nouns are nouns that are made up of two or more words.
A compound noun is a {noun + noun}.
A complex noun is usually {adjective + noun} or {preposition + noun), but there are other
combinations. Example: toothbrush
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It is important to understand and recognise compound and complex nouns. Each acts as a single
unit. Example: horse riding
There are 3 forms:
1. Open or spaced: these have a space between the words
Example: tennis shoe
2. Hyphenated: these have a hyphen between the words
Example: six-pack
3. Closed or solid: no space or hyphen between words
Example: bedroom
Activity 2.5: Compound and Complex Nouns
Write the date and the heading ‘Compound and Complex Nouns’ in your book. Match words in
the first column to words in the second column to create compound/complex words. Make sure
you add hyphens where necessary and only join the words that are meant to be joined. State
whether each word is compound or complex.
Column 1
1.air
2.arm
3.back
4.washing
5.in
6.soft
7.man
8.sun
9.head
10.heart
Column 2
machine
ware
band
law
ground
attack
eating
craft
phones
shine
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A: LITERATURE
Activity 3.1: Drama
Refer to your literature document to understand the key features in a drama.
Listen to and discuss Act one of “Every dog has its day” by Helen Bain and Ted Faulkner.
In this theme, you will explore the world of drama. Drama is a part of our daily lives. We watch
it on television. We see it in films. We enjoy going to the theatre and most schools organise
some sort of stage production during the year and produce a play. Stories in action are all part
of the world of drama. This form of entertainment is not new. It has been around for centuries.
In this chapter we will look at the history of drama and different types of drama. You will also
create your own drama.
Classification of dramas
Drama is a way of making stories come alive by acting them out. Can you think of where you
come across ‘drama’ on a daily basis?
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B: WRITING
Activity 3.2: Write a dialogue
Refer to your writing document for the instructions on how to write a dialogue.
Activity 3.3: Produce your own drama
You are going to work in groups to create your own drama. You will need 4-5 people in a group.
Organise your group
Each member in your group, will have their own specific role. However, bear in mind that team
work and good communication will be needed to ensure each and every aspect is covered, and
that your play ‘gels’ throughout. Try to dedicate roles to individuals to compliment their interests
and abilities.
Roles:
a) The director will direct the actors on the stage and will decide where and when characters
will move. This is called blocking.
b) The scriptwriter will be responsible for writing the script, but the group must still decide on
the story and help with ideas.
c) The costume designer will be responsible for making sure everyone has a costume to wear.
d) The props master will get ideas on what props to use and will make or get the props.
e) The sound effects engineer will plan and prepare any sound effects that are needed.
Instructions:
1.
Produce a play which is about 5-10min long.
2.
Create a tragic love story of your own.
3.
Remember to include a problem and a climax.
4.
First decide on the title of your drama.
5.
Now, brainstorm ideas for your script. Use the writing process correctly. Each person must
have a part in the play. Look back at the Romeo and Juliet play to edit your work correctly.
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C: POETRY
Activity 3.4: My favourite day
Refer to your poetry document and answer the questions on Poem 2, “My favourite day”.
D: LANGUAGE
PRONOUNS
Watch these two videos.
http://www.youtube.com/watch?v=hh62KQ7mujA
http://www.youtube.com/watch?v=mfGEJJ9g1tI
Now, can you explain to your teacher or to a friend, what a pronoun is?
Activity 3.5: Pronouns
Click on your ‘English Grammar’ app and read the explanation of what a pronoun is.
Write the date and the heading ‘Pronouns’ into your book.
Write a definition for Pronouns and then complete the exercise below.
Rewrite the sentences in your book and underline the pronouns:
1. She went to the store with Angela.
2. Six of us had to squeeze in the tiny car.
3. Every Thursday, Kenny goes to Pick and Pay with them.
4. At the store, the cashier gave her some change.
5. When the sun comes up, he leaves for work.
.
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Fill in one of the following demonstrative pronouns into the sentences. Rewrite the whole
sentence into your book.
‘this, those, that, these’
1.) Did you eat ___________ cookies on the table?
2.) ___________ tests on my desk don’t have names on them.
3.) Remember ____________ movie we watched yesterday?
4.) _______________ trees are going to grow very tall.
5.) ___________ storm we had last night kept me awake
6.) Did you buy _____________ grapes at the market?
TYPES OF SENTENCES
There are 4 basic types of sentences:
•
Statements: These simply state something and have a full stop.
Example: “Acting is fun.”
•
Questions: These ask a question and have a question mark.
Example: “Do you like to act?”
•
Exclamations: This is an expression of an emotion like surprise, joy, sadness, amazement,
anger and pain, etc. These have exclamation marks at the end.
Example: “I can’t believe I got the lead role in the school play!”
“I literally broke my leg on stage!”
•
Commands: These are sentences where instructions are given. These often have
exclamation marks at the end.
Example: “Get changed into your costume now!”
“You need to remember your lines!”
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Activity 3.6: Types of sentences
Write the date and the heading ‘Types of sentences’ into your books. Rewrite the following
sentences into your books and label them as: statements, questions, exclamations or
commands.
1. What a fool!
2. Can Sheila swim?
3. Go home now!
4. Am I lucky?
5. I’ve heard that the school burnt down.
6. Mandela has taught us a lot.
7. Just look at Priscilla’s knees!
SYNONYMS AND ANTONYMS
Synonyms are words that have the same or very similar meaning. All words can have a synonym.
Nouns, verbs, adjectives, adverbs and prepositions can have a synonym, as long as both words
are the same part of speech.
Examples of Synonyms
Adjectives: beautiful, lovely, gorgeous, stunning, striking
Nouns: house, home, dwelling, residence, abode, quarters
Verbs: jump, bound, leap, hop, skip
Prepositions: in, inside, within
Antonyms are words that have opposite meanings. For example, the antonym of long is short.
Often, words will have more than one antonym, but as with synonyms, it depends on the context.
For instance, the word warm could have the antonym cool or chilly. In order to choose the correct
antonym, you have to look at all the meanings and how the word is used in a sentence. Cool can
mean stylish as well as chilly, so the word cool may not be the best choice.
Examples of Antonyms
happy – sad
healthy – sick
smart – stupid
open – close
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Activity 3.7: Synonyms and Antonyms
Write, on a piece of paper, 4 examples of synonyms and 4 examples of antonyms. Write quite
big and very clearly, as we will be putting the examples on display, in the class.
IDIOMS AND PROVERBS
Idioms
Proverbs
An idiom is a group of words used in a way that Proverbs are short sayings that are widely
gives the group of words a new figurative known and used frequently. They give advice
meaning. It is used as an expression.
on daily circumstances. These also have literal
Example: Over the moon
and figurative meanings.
Example: The apple doesn’t fall far from the
Literally - this means above the moon.
tree.
Figuratively - this means excited or extreme
happiness
Literally - fruit from a tree drops
next to that tree.
Figuratively - A child is very
similar to their parents.
Activity 3.8: Proverbs
Complete the following proverbs and give the figurative meaning of each.
You may use the internet to help you.
a) A stitch in time ___________________________
b) A rolling stone ___________________________
c) Don’t look a gift horse _____________________
d) Look before you __________________________
e) Every cloud has a _________________________
f) A new broom _____________________________
g) Still waters _______________________________
h) You can’t teach an old dog ___________________
i) Tomorrow never ___________________________
j) People who live in glass houses _______________
20
Activity 3.9: Idioms
Below are 10 different idiomatic expressions. Explain the literal and figurative meaning of each.
a) To be out of pocket
b) A red-letter day
c) To eat humble pie
d) To burn the candle at both ends
e) To feather one’s nest
f) To sit on the fence
g) A white lie
h) Like a bull in a china shop
i) To burn one’s boat
j) To give the cold shoulder
Quotes: Are well-known words of wisdom said by someone.
Example: Mother Theresa: “Kind words can be short and easy to speak, but their echoes are truly
endless.”
21
A: COMPREHENSION
Preparation
Refer to your Literature document on the key features of Folklore.
Instructions
Mrs Taylor will read the folktale “Mole and the mask” to you twice.
Listen carefully the first time and only take notes during the second reading.
Complete the following activity.
Activity 1.1: ‘Mole and the mask’
Read the questions carefully and answer in full sentences unless stated otherwise.
1.
Complete a flow diagram based on the folklore, ‘Mole and the mask’. Each section
in your diagram should have the following headings:
Setting, Beginning, Event 1, Event 2, Event 3 (optional), Climax
2.
(10)
Msonthi’s character changes a great deal in the story. Trace this change by giving
adjectives to describe his character in the...
a) Beginning of the story
b) Middle of the story
c) End of the story
3.
4.
(6)
Would you allow yourself to change so much in character just because you had
power?
(2)
What is the moral of the story?
(2)
Total: 20
B: POETRY
Activity 4.2: Poetry Comprehension
Refer to your poetry document and complete the comprehension of Poem 3, “Men in chains”.
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C: WRITING
Activity 4.3: Write a film/drama review
Refer to your writing document and complete a film review on one of the films you have
watched this term.
D: LANGUAGE
DEGREES OF COMPARISON
Look at these sentences
•
That is an old house.
•
The house next door is older.
•
The house down the street is the oldest.
The first sentence is a simple statement about ONE house. This is the positive degree of
comparison.
The second sentence makes a comparison between TWO houses. This is the comparative
degree of comparison.
The third statement compares MORE THAN TWO houses. This is the superlative degree of
comparison.
Thus, adjectives have 3 degrees of comparison.
23
Activity 4.4: Comparison of Adjectives
Copy this table into your books under the date and heading ‘Comparison of adjectives’.
Complete the table.
Positive
Comparative
Superlative
large
larger
largest
tiniest
cautious
best
sad
youngest
more comfortable
helpful
farthest
wetter
friendly
worst
heavier
beautiful
24
Activity 4.5: Degrees of comparisons in sentences
Fill in the correct degree of comparison of the word in brackets for each sentence. Write the
sentences out in your book, as they are here, and underneath, write the correct sentence.
a)
She is the .......................runner in the school. (good)
b)
He is the ............................ student in the class. (conscientious)
c)
James is the .......................of the twins. (tall)
d)
Of the three sisters, Rebecca is the ....................(slim)
e)
That was the ..........................thing you could have done. (bad)
f) a My left arm is the ........................ one. (strong)
g)
Who is the ..........................., Jennifer or Allison? (fast)
h)
It was the ............................ exam I had ever attempted (easy)
(8)
HOMOPHONES, HOMONYMS AND HOMOGRAPHS
Homophone
Homonym
Homographs
Words that sound the same,
however have different
meanings...
Words that sound the same,
however have different
meanings...
AND are spelt differently
AND are spelt the same
Example: Sea
and
see
Example: Bow and
bow
Words that are spelt the
same and have different
meanings...
AND are pronounced
differently
Example: Bow and bow
25
Activity: 4.6: Homophones
Find a homophone for each word written in bold. Write both words in your book and give a
definition for each.
1.
I always write with a blue pen.
2.
The weather is really miserable today.
3.
One day, I want to be a drummer for a rock band.
4.
The horse gallops through the field.
5.
The boy is really sweet, I think I like him.
Total: 7
Activity: 4.7: Homonyms
Find a homonym for each word written in bold. Write both words in your book and give a
definition for each.
1.
I hope you are not lying to me.
2.
I like to watch people walk by.
3.
I will have a little bit of sugar in my tea.
4.
The rabbits love to play in their pen.
5.
Please page the doctor if you need help.
Total: 6
26
Activity: 4.8: Homographs
Find a homograph for each word written in bold. Write both words in your book and give a
definition for each.
1.
The wind is blowing hard.
2.
All students are present today.
3.
The boy sat close to his uncle.
4.
The rope was wound around his ankle.
5.
How can you live with yourself after what you have done?
Total: 5
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RIDDLES, IDIOMS AND PROVERBS
Definition: a question or statement intentionally
phrased so as to require ingenuity in ascertaining its
answer or meaning.
EXAMPLE 1:
“What gets wetter and
wetter the more it dries?”
A towel
EXAMPLE 2:
EXAMPLE 3:
“I am weightless,
but you can see
me. Put me in a
bucket, and I'll
make it lighter.
What am I?”
“I have a tail, and
I have a head, but
i have no body. I
am NOT a snake.
What am I?
A hole
A coin
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Activity 4.9: Idioms and Proverbs
Refer to the poster demonstrating riddles on page 44. Create a poster similar to this on either
idioms or proverbs. (Your teacher will allocate the topics.)
Ensure you have included:
1) A definition
2) 3 examples of each
3) An explanation of each (A literal meaning)
You will present this to the class.
29
A: COMPREHENSION
Activity 5.1: Listening Comprehension
1. Preparation
1. toWhat
do you think
the connection
thea short
elderlystory.
gentleman and the
Refer
your Literature
document
on the keybetween
features of
Victorian house was?
2. Instructions
Why
doread
you the
think
the story
gentleman
visited the house?
Mrs2.Taylor
will
short
“An uncomfortable
bed” to you twice.
(1)
3. carefully
Paragraph
– “He
sadly,
a notes
lump forming
in his
throat.”
Listen
the 3first
timesmiled
and only
take
during the
second
reading.
What
happening
to the man?
Complete
the is
following
activity.
(1)
4.
5.
(1)
Explain the meaning of, “... she had left him now, but would always be with
him, wherever he was.” – Paragraph 3
(1)
What were the names of the gentleman’s two children? Where were they living
(3)
now?
6.
“But, there was something else that only he could feel.” – Paragraph 4
Explain what this feeling might be.
(1)
7.
Why would the man shiver if it was a warm day?
(2)
8.
Explain what an auction is.
(2)
Total: 12
30
B: WRITING
Activity 5.3: Write a descriptive essay
Refer to your writing document on how to write a descriptive essay and follow the instructions.
C: LANGUAGE
PREFIXES, SUFFIXES AND ROOTS
Prefixes
• Word part added to the
beginning of a root word
• Contributes to the meaning
of the word
Examples:
Bi - means two
Ex - means former
In - means into or not
Re - means again
•
•
Root word
Main part of a word that
gives the basic meaning of a
word
Usually Latin or Greek origin
Examples:
Act - means do
Claim - means shout
Struct - means build
•
•
Suffix
Word part added to the end
of a root word
Contributes to the meaning
and tense of the word
Examples:
Less - means without
Ed - means past tense
31
Activity 5.4: Prefixes suffixes and roots
Add prefixes and suffixes to create one word for the following:
a) Not interested
b) To do again
c) To play in past tense
d) The superlative form of strong
e) Not making sense
f)
Full of beauty
g) An adverb form of lazy
h) Having the ability to afford
i)
To lead in the wrong way
j)
Comparative form of tiny
(10)
SUBJECT-VERB AGREEMENT
Activity 5.5: Subject-verb agreement
1.
The message from Grandma and Grandpa ______ on the desk (is/are)
(1)
2.
Recent heavy frosts _______ ruined the citrus crops. (has/have)
(1)
3.
Our teacher, along with several others, _____ judging the essays. (is/are)
(1)
4.
Which of the scouts is the one who _____ the map? (has/have)
(1)
5.
The windows on the north side _____ thermal glass. (has/have)
(1)
Total: 5