DR R.

S MOMPATI DISTRICT
ENGLISH HL
GRADE 11

REVISION GUIDE
TERM 1
2020

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 INDEX

NO CONTENT PAGE
NUMBER
Index 2

1 Instruction words 3

2 Sentence construction and paragraph writing 5

3 Visual literacy 8

4 Punctuation 11

5 Active and Passive Voice 14

6 Direct and Indirect Speech 16

7 Answers to activities 19

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 1. INSTRUCTION WORDS

NOTE: Use the questions in activities to place/teach the instruction words in

context. Learners should be able to identify the word in a question and explain
what action is required.

Key word Meaning

analyse Break up into separate parts and discuss, examine, interpret, explore and
investigate each part. Say how each part is important. Explain how the parts are
linked or related.
apply Use in practical way. When you apply you show in a practical way what your
understanding is. Use your knowledge and understanding of the topic to make it
relevant to a situation, issue or problem.
assess Judge or estimate the nature, quality or value of something. Make a value
judgement that you justify by giving reasons.
calculate You need to get to an answer by using numbers. You will add, subtract, multiply or
divide numbers to reach an answer.
comment Give your opinion on, explain or criticise. Make a judgement based upon the
evidence.
compare Look at two or more things. Identify similarities and differences. See how they are
the same, and how they are different. Focus more on similarities than differences.
complete Add the missing information.
consider Think about and give your opinion.
contrast Focus on the differences between two or more things. Show them in opposition to
each other.
create Put together ideas or parts to develop an original idea; engage in creative thinking;
offer a novel or new suggestion or item.
criticise You need to make judgements to show your own ideas and evaluation.
critically Show approval or disapproval, or find mistakes or faults, and merits or good
analyse aspects; give reasons.
define You need to give the exact meaning of the term or words. Definitions are short and
exact. This is not a discussion.
describe Give an account of something where you recall what you have learned or state
what you observed.
determine Find out the facts. For example, determine how many learners in Grade 11 do
physical exercise more than four times a week.
discuss Write about something; compare a number of possible views about an issue or
problem. Debate, consider, and argue the issues. Include comparisons and
contrasts, look at pros and cons. Say what you think about the topic. Give a full
answer in sentences, not just a list in point form. Always give a conclusion.
do you Give your OWN opinions about an issue or problem. Pay attention to the reason
think you give and arguments you offer; you will not be given marks just for an opinion.
Provide well-reasoned or logical reasons for your opinions, based on facts.
enumerate This is the same as list. Give a number of points.
evaluate Give your own opinion and /or the opinions of others. Give evidence to support
your evaluation. Give an indication of the amount, quality or value of something.
Compare a number of possible views about an issue or problem. Make
judgements based on facts.

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examine Carefully look at something and in detail so you can comment on it. Break down an
issue or problem into smaller parts to understand it. Then explain what you have
learned.

Explain Give details, describe, make clear, make it understandable. Make something plain
or simplify. Describe in detail so that it can be understood. Always give examples
when you are asked to explain.
give You supply, provide, present, or offer information.

Identify Recognise and name someone or something; to say who or what they are.
illustrate Give realistic examples. Explain very clearly. You can use examples and
comparisons.
interpret Show your understanding of the topic, comment on it, give examples. Describe
relationships, explain the meaning.
in your This asks you what you think about something or feel about something. For
opinion example, in your opinion do the youth do enough to celebrate Youth Day on the
16th of June?
list Give a short list of the points. State in the shortest way. Be brief. Do not discuss or
write an essay. Usually you write items one below the other in a list.
match Find things that go together; find things that are similar or connected to each other.
measure Find the size, quantity, etc. of something. Judge the importance, value or effect of
something.
mention Write about something without explaining. There should be no detail; keep it brief.
name Similar to mention; give a brief answer without long explanations.
outline Summarise, describe main ideas and core points, concepts or events. Give an
overview.
prove Give the facts to support the issue.
state Explain exactly and clearly as it is.
suggest Give possible reasons or ideas. These must be believable; they do not necessarily
have to be proven to work.
summarise Give a very short and brief account. Include a short conclusion. Do not give
unnecessary details.

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2. SENTENCE CONSTRUCTION AND PARAGRAPH WRITING
(Source: bbc.co.uk/skillswise and Teachers pay Teachers.com)

SENTENCE CONSTRUCTION

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PARAGRAPH WRITING

ACTIVITY 1: SENTENCE CONSTRUCTION AND PARAGRAPH WRITING

1.1. Choose one of the following topics and write a paragraph of 40-50 words about it.
Refer to the notes on sentence construction to write meaningful and grammatically
correct sentences. Use the template below to plan your paragraph. Hand in both
the planning template and your final paragraph.

 Write a paragraph about an important person in history.

 Write a paragraph about a holiday that you do not celebrate.
 Write a paragraph about an insect.

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 [Source: Teacherspayteachers.com]

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3. VISUAL LITERACY

3.1 ANALYSING A CARTOON

When analysing a cartoon, it is important to look at the following aspects:

1. Setting
 Where and when is the cartoon set?
 What is the particular social context?

2. Characters:
 What actions and emotions are communicated through body language?
 What emotions are communicated through facial expressions?
 What does the body language suggest about the relationships between
characters?

3. Action
 What is happening in the cartoon?
 How is the action portrayed?

4. Language
 What words have been used?
 How has punctuation been used to suggest emotion?

5. Stereotypes / Symbols
 Has the cartoonist made use of stereotypes?
 Has the cartoonist used any symbols to represent something else?

6. Caricatures:
 A caricature is a drawing of a public figure that shows exaggerated features for
easy identification and/or ridicule.
 Caricatures can be insulting or complimentary and can serve a political purpose
or be drawn solely for entertainment.
 Caricatures of politicians are commonly used in editorial cartoons, while
caricatures of movie stars are often found in entertainment magazines.
 Most of us don't like to face ugly truths about ourselves or the society in which
we live. What satirists do is force us to confront these issues through humour.

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  They use wit, irony or sarcasm to mock or expose people, events or attitudes
which they feel we, as a society, need to think about.
 What they hope to achieve is change. They hope that in viewing their work, we 1
will realise how ridiculous we're being, and that these moments of insight will
cause us to change our attitudes and actions, or put pressure on others to do so.

[Source: Module 2 Preparing Learners for EFAL Paper 1 © British Council 2014]

ACTIVITY 2: ANALYSING A CARTOON

2.1 Study the two texts below and answer the questions that follow.

1
2

3 4

2.1.1. Find an example of onomatopoeia and explain its effect in the context of the
cartoon. (2)

2.1.2. Does the lady in frame 1 get what she wished for? Explain your answer. (3)

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2.1.3 Comment on the use of caricature to convey meaning. (2)

2.1.4 Explain the irony of the text “oh she?!? … she doesn’t work, she’s a housewife.” In
relation to the image. (3)
[10]

3.2 ANALYSING AN ADVERTISEMENT

1. When you analyse advertisements, ask yourself the following questions:

 What is being advertised?
 Who is likely to be interested in this product?
 How do the designers try to make the product appealing?
 Why do they use specific words in the advertisement?
 What does the picture show and why was it chosen?

2. Know the meaning of the following terms:

 Slogan: Words that are linked to a product and that are easy to remember (for
example, “Finger-licking good”).
 Logo: A visual design, sometimes including letters, words or symbols, that is the
official sign of a company or organisation (for example, the Nike tick).
 Font: The style and shape of printed letters, often especially chosen for
emphasis in advertisements or cartoons.
 Target market: The type of people an advertisement wants to attract (for
example, fashionable young people; wealthy business people).
 Layout: The way the advertisement is set out on the page so that certain words
and pictures attract attention.
 Language use: The choice of words and ways of saying things (for example, the
use of slang to sell jeans to young buyers; formal language used to sell banking
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 services to business people; dramatic language used to sell adventure
equipment; repetition used to make the reader remember the message).
 Figures of speech: The use of metaphor, simile, hyperbole (great
exaggeration), onomatopoeia, puns, personification and alliteration (for example,
hyperbole and alliteration used together: ‘Betty bakes the best buns
in the world’).
 Sound devices: Words chosen for the effect of their sounds (for example,
onomatopoeia and alliteration used together: ‘Shush, baby’s sleeping).

3. To answer questions on advertisements, you need to:

 Understand what the words in the advertisement mean; and understand what is
shown in the advertisement drawings or pictures.
 Pay attention to how the words and the pictures work together to persuade the
reader to buy a product or do what the advertisement suggests (for example, a
road safety advertisement may ask that drivers drive slowly).
 Understand how the layout of the advertisement and the use of fonts attracts the
reader’s attention.
 Pay attention to how punctuation has been used.
 Notice the use of figures of speech.

[Source: Mind the Gap, Department of Basic Education, 2015.]

ACTIVITY 3: ANALYSING AN ADVERTISEMENT

3.1. Study the advertisement below and answer the set questions.

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3.1.1 How is the line, 'This mother’s day, get back to the job that really matters',
intended to promote the product? (2)

3.1.2 Explain the controversy in this advertisement. (3)

3.1.3 Comment on the irony of the name of the brand in relation to the slogan. (2)

3.1.4 Who do you think is the intended target of the product and why? (3)

[10]

4. PUNCTUATION

Example:

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ACTIVITY 4: PUNCTUATION

4.1. Complete the two worksheets below. Write the answers in your workbook.

[Source: Englishlinx.com]

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5. ACTIVE AND PASSIVE VOICE
A sentence is written in active voice when the subject of the sentence is performing the action.
A sentence is written in passive voice when the subject of the sentence has something done to
it by someone or something.

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ACTIVITY 5: ACTIVE AND PASSIVE VOICE

5.1 Complete the following worksheet

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6. DIRECT AND INDIRECT SPEECH
 DIRECT SPEECH
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in
writing, we place the words spoken between quotation marks (" ") and there is no change in
these words. We may be reporting something that's being said NOW (for example a
telephone conversation), or telling someone later about a previous conversation.
Example:
John said, "There's an elephant outside the window."

 INDIRECT SPEECH
Reported or indirect speech is usually used to talk about the past, so we normally change
the tense of the words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may
use the word 'that' to introduce the reported words. Inverted commas are not used.
Example:
She said, "I saw him." (direct speech) = She said that she had seen him. (indirect speech)

Basic Rules

1. Changes in Person of Pronouns

 1st Person pronouns in reported speech are always changed according to the subject of the
reporting speech.
 2nd Person pronouns in reported speech are always changed according to the object of the
reporting speech.
 3rd Person pronouns in reported speech are not changed.

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2. Changes in Verbs and Tenses

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3. Important Word Changes

Words Changed into Direct Speech Indirect Speech

this that He says, “He wants to He says that he wants to buy
buy this book.” that book.
these those He says, “He wants to He says that he wants to buy
buy these books.” those books.

here there She says, “Everybody She says that everybody was
was here.” there.
now then They say, “It’s ten o’clock They say that it’s ten o’clock
now.” then.
sir respectfully They said, “Sir, the time is They said respectfully that the
over.” time was over.
madam respectfully They said, "Madam, the They said respectfully that the
time is over." time was over.
today that day She said, “I am going to She said that she was going to
London today.” London that day.
yesterday the previous day She said, “I visited Oxford She said that she had visited
University yesterday.” Oxford University the previous
day.
tomorrow following day or next She said, “I am going to She said that she was going to
day London tomorrow.” London the next day.

tonight that night She said, “I am going to She said that she was going to
see him tonight.” see him that night.
good greeted She said, “Good morning, She greeted Sir David.
morning, Sir David.”
good
evening,
good day

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ACTIVITY 6: DIRECT AND INDIRECT SPEECH

6.1. Change the following sentences into the indirect/reported speech.

Write the answers in your workbook.

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7. ANSWERS TO ACTIVITES

ACTIVITY 1: SENTENCE CONSTRUCTION AND PARAGRAPH WRITING

 Learners should have used the template provided.

 Verify if :
a) there is a topic sentence
b) the supporting sentences match the topic
c) the concluding statement/ sentence is a very brief summary of the paragraph
d) sentences are meaningful and free of grammatical errors.

ACTIVITY 2: ANALYSING A CARTOON

2.1.1 The poof sound reinforces that what she is looking for is fantastical, hence the sound
that is normally associated with magic tricks. (2)

2.1.2 Not exactly, as she was hoping that she wouldn’t have to be obliged to do certain things as a
woman, however it turned out that the only way for her to get what she wants, is to be a
man, in other words not herself. (3)

2.1.3 Caricature is used to exaggerate the reality of situation, in order to make it humorous while
still delivering a message. This is especially evident in the cow’s sympathetic expression,
while the husband couldn’t be bothered. (2)

2.1.4 The text implies that housewives do nothing, while the picture shows that it is the husband
who does nothing, while the wife slaves away. (3)
[10]

ACTIVITY 3: ANALYSING AND ADVERTISEMENT

3.1.1 The line has emotional appeal as it makes women feel guilty about not living up to their
expectations of what a mother does. (2)

3.1.2 Subjecting women to particular gender based identities, and it is unclear if the job referred
to is cleaning or motherhood, and none of which should not be forced onto women. (3)

3.1.3 The product name is Mr clean –a man- but it’s the woman who is shown to be doing
the cleaning. (2)

3.1.4 Housekeepers/homemakers, but because the product was being promoted during the
mother’s day/week, the advertiser is using that to their advantage. (3)
[10]

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ACTIVITY 4: PUNCTUATION

1. “Hi”, Jim said to his friend.

2. “What a wonderful day!”, shouted Mary.

3. Sharon said, “Take your homework out.”

4. My dad asked, “Ehen do you want to go to the movies?”

5. “Hello”, said the stranger.

1. How do you feel after your run in the afternoon?

2. When do we get to go to the museum?

3. I can’t wait until it is my birthday!

4. John asked, “How are you this morning?”

5. David, John and Sam went hiking in the Colorado mountains.

6. I went to tell my friends, Sarah, Michelle and Veronica, about my party.

7. Our family went on vacation, to Las Vegas, in the summer.

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ACTIVITY 5: ACTIVE AND PASSIVE VOICE
Note: Both answers are correct; with or without the agent/ with or without the contraction.

1. Coffee is grown by them in Brazil. 1. The child was found by him in the park.
Coffee is grown in Brazil The child was found in the park.

2. Patients are examined by him on the second 2. The glasses were broken by them with a
floor. stone.
Patients are examined on the second floor. The glasses were broken with a stone.

3. Animals are fed by her twice a day. 3. The mouse was seen by her in the kitchen.
Animals are fed twice a day. The mouse was seen in the kitchen.

4. The newspaper is delivered in the morning. 4. The furniture was polished by me in the
afternoon.
5. Books are lent only to students by us. The furniture was polished in the afternoon.
Books are lent only to students.
5. The dress was made by him.
6. Lunch is served at 12:00 by them.
Lunch is served at 12:00. 6. Mary was pushed by somebody into the
water.
7. The best computers are made by England. Mary was pushed into the water.

7. The museum was visited by people from all

over the world.

1. Money is not/isn’t spent by him on magazines. 1. Tomatoes were not grown by him in his
Money is not/isn’t spent on magazines. garden.
Tomatoes were not/weren’t grown in his
2. Lunch is not isn’t made by me on Sundays. garden.
Lunch is not/ made on Sundays.
2. The planes were not flown by them in the
3. Salaries are not paid by them during the morning.
weekend. The planes were not flown in the morning.
Salaries are not/ aren’t paid during the
weekend. 3. The song was not/wasn’t sung by her after
the ceremony.
4. French is not/isn’t taught by her in all schools.
4. The book was not/wasn’t liked by some
5. Coins are not kept by us in the cash. readers.
Coins are not/aren’t kept in the cash.
5. The book was not translated by us into
6. Watches are not made by them in South English.
Africa. The book was not/wasn’t translated into
Watches are not/aren’t made in South Africa. English.

7. Spanish is not/isn’t spoken by people in Italy. 6. The back door was not/wasn’t locked by the
guards.

7. The photographs were not taken by me at

the beach.
The photographs were not/weren’t taken at
the beach.
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1. Did Mark drive the car?

2. Was the plane flown over the airfield?

3. Does he drink two bottles of Coke every day?

4. Do secretaries pick the flowers?

5. Did Madonna sing ‘Material Girl’?

ACTIVITY 6: DIRECT AND INDIRECT SPEECH

1. Ravi told Sheila that he could tell her all about him the next day.

2. They tell her that she ruined her health the previous year.

3. He told me that he visited Japan with my uncle the previous year.

4. Father will tell her that he is giving her time until the following day.

5. Ramesh told Mira that he might phone her the following day.

6. The doctor told me that I had to take that medicine for the following three weeks.

7. My friends told her that her dog had been with them the previous day.

8. The beggar was telling the tourist that God would bless him if he gave him something to eat.

9. Sharada told him that that had been the letter they had written to her a long time ago.

10. They will tell you that if you saw that, you would be punished.

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